MultiMedia Tools: Video

Lesson Idea Name: Fraction Word Problem Video Project

Content Area: Mathematics/Fractions

Grade Level(s): Grade 3

Content Standard Addressed: MGSE3.NF.1 Understand a fraction 1/𝑏 as the quantity formed by 1 part when
a whole is partitioned into b equal parts (unit fraction); understand a fraction a/b as the quantity formed by a
parts of size 1/𝑏 . For example, 3/4 means there are three 1/4 parts, so 3/4 = 1/4 + 1/4 + 1/4 .

Technology Standard Addressed: ISTE Standards:

1. Creativity and Innovation: Students will be creating a word problem relating to fractions and
partitioning.

2. Communication and Collaboration: Students will have the option to work individually or with a
partner on this word problem project.

3. Critical Thinking, Problem Solving, and Decision Making: Students will be using their critical thinking
skills to create a fraction word problem and will need to come up with multiple methods of strategies
to solve the problem

Selected Technology Tool:

Movie Maker: Adobe Spark

Thematic: Free Music

Virtual Manipulatives

URL(s) to support the lesson (if applicable):

https://toytheater.com/fraction-circles/

https://toytheater.com/fraction-strips/

https://spark.adobe.com/

http://hellothematic.com/

Bloom’s Taxonomy Level(s):

☐ Remembering ✅ Understanding ✅ Applying ✅ Analyzing ✅ Evaluating ✅ Creating

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 MultiMedia Tools: Video
Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.

✅ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Universal Design for Learning (UDL):

Instead of the traditional way of looking at word problems on a piece of paper, this assignment allows the
students to create their own word problem but in the form of a video. These examples can also be served as a
way to introduce problems to auditory and visual learners. Relating to the UDL principles, the students are
engaging with each other to create a word problem to present to the class. The students have free reign in
terms of what they want to write about. They could base their word problem on their interests.

Lesson idea implementation:

This lesson is created to add on to the fraction lesson that students have been working on over the course of
the week. This is more so a project for the students to practice creating a fraction word problem. The
students will use the learned strategies to solve their word problem. When everyone is done creating their
projects, the teacher will go through the videos and have the class solve the problems as a whole. Each group
will talk about the method they chose and talk about other methods that could be used to solve the problem.

Relating to the standards, the students will be collaborating to create a video project that is based on critical
thinking and problem solving. During this lesson, the teacher will be acting more as the guide. She will be
walking around the class and observing the students during the group work time. The teacher should have
extensive knowledge of how to use Adobe Spark so that he/she can answer student questions. The teacher
will assess student learning by looking at what each student contributes. There will be specific roles that each
of the students will need to choose to ensure that everyone is participating. At the end of the lesson project,
the students will use a peer assessment. The teacher should also be keeping notes on what each student does
as he/she is observing during work time. The final product of the projects allow students to look at word
problems from a different perspective and not just from reading off a piece of paper. This also allows students
who are auditory and visual learners to have a better visual and differentiated instruction towards the
fraction lesson.

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 MultiMedia Tools: Video

The teacher should be writing down notes on a rubric for each group when they present. At the end of the
presentations, the groups should look at the notes on the rubric and write down 2 things that they could add
to make the video better than it is. There will also be peer assessments that the students will need to do at
the end of the lesson to give feedback to the teacher.

Importance of technology:

Although this lesson can be completed using a piece of paper or anchor chart, I believe that we could take it
an extra step and try to incorporate a technology piece to it. Letting the students create a video while also
creating a word problem for the class, gives the students the choice of what they want to present. It also
encourages the students to be creative with their work and how it's represented in the video, while also
practicing how to partition fractions and using the strategies to solve the problems. If there were school
tablets available to each student, the students could use it to work out the word problems and to share their
thinking process to their group members.

Inspiration (optional): Not Available

Internet Safety and Student Privacy:

With this lesson, there is a risk concerning internet safety and student privacy. If students are to create their
own Adobe Spark video with their group, the teacher should send out permission forms about the task that
the students will be working with. The teacher should ensure that he/she mentions that the students will
need to use an account to access the video creating website and that he/she will be expected to post their
results on the classroom blog. When providing these forms to the parents, the teacher should be very specific
about the purpose of using these technologies and what the learning outcome will be when using these tools.
If the teacher wants to use Adobe Spark as a tool for the students to use, he/she should be prepared to have
created enough accounts with its own unique account information to each group. If Adobe Spark is not an
option, there are also video-creating options such as iMovie, if Apple devices are present in the classroom.
The teacher should do his/her research on websites that are appropriate for students to use as resources for
their video project. This would include websites to find free music options, and using images that are not
copyrighted.

Reflective Practice:

Overall, this lesson idea is a great way to assess student learning. This should primarily be used after students
have worked with fractions prior. This can be served as a summative or a formative assessment. I believe that
because the students are using Adobe Spark to create a project, the students have more experience with
using technology tools, looking up royalty-free images, and collaborating with peers.

SBooker, 2020