Assignment 5

1. Course information: Katherine Lien - Creator

a. Chapter No.: Chapter 11: Teaching and Learning with Technology in
Mathematics and Science
b. Subject: Mathematics
c. Target Grade Level: Strategies and Activities Based on Fifth Grade
Standards

2. Teaching Strategy
Teaching Strategy

Rationalization

Incorporating UDL

1. Bridging the gap

between abstract and
concrete with virtual
manipulatives.

Using virtual
manipulatives allows
students to see an
abstract concept become
concrete. By
manipulating the
concepts, information is
able to be digested and
understood.

2. Bridging the gap

between abstract and
concrete with virtual
manipulatives.

Using virtual
manipulatives allows
students to see an
abstract concept become
concrete. By
manipulating the
concepts, information is
able to be digested and
understood.

3. Supporting math-related
communications.

Students, through social

interaction, will first
solve problems
collaboratively, and then
share out their solutions
with others. Using this
collaboration strategy,
students will see their
understanding of the

One of the tenants of a

classroom which incorporates
UDL strategies, is to provide
multiple examples. Using a
combination of numerical
examples, as well as virtual
representations, students will be
provided with many
opportunities to grow their
knowledge base.
In any classroom, a high level
of rigor is expected to be
present. Due to this, students of
all ability levels are asked to
complete high-complexity
assignments. Through the use
of virtual manipulatives,
students gain access to a deeper
understanding of abstract
concepts, which enables them to
succeed where they otherwise
might not.
One of the criteria for a UDL
classroom, is to provide flexible
opportunities to demonstrate
skill. Using this strategy, and
the correlating activity, students
will have numerous
opportunities to represent their
knowledge; as opposed to a
written assessment, as is usually

Assignment 5

4. Allowing representation
of mathematical principles.

5. Supporting mathematical
problem solving and mathrelated communications.

6. Motivating skill building

and practice.

3. Activity

problem deepen, as
explaining their solutions
is a more complex task
than simply finding a
solution.
Using this strategy will
allow students to attain a
visual representation of
abstract concepts.
Geometry concepts will
be explored as solutions
are found.

Students will collaborate

with groups in order to
solve mathematical
problems, and then
represent it in an
engaging and motivating
way! Students will
deepen their knowledge
as they interact with the
steps to finding a
solution, and display it in
a technological forum.
Students will be
strengthen their
foundational skill
knowledge by practicing
multiplication in an
engaging and
competitive
environment!

done.

All too often, students are asked

to reason through problems
without having the foundational
knowledge which brings
abstract concepts to life.
Allowing visual representations
of mathematical principles,
especially in regard to geometry
concepts, allows students who
learn visually to attain some
semblance of a schema, which
wouldnt be otherwise present.
Students will use collaboration
to interact with mathematical
problem solving. Peer to peer
instruction will take place,
which allows the learner
multiple frameworks for
instruction; as opposed to
simply hearing the teacher
during direct instruction.

A well-developed UDL program

also offers the opportunity for a
choice in learning context. By
enabling students to learn using
this motivational strategy,
students are offered flexibility
in the medium in which learning
opportunities are presented to
them.

Assignment 5

Activity + brief
description
1. Use base ten blocks to
represent numbers in the
tenths and hundreds place.
Students will use
glencoe.com to use virtual
manipulatives, in the form
of base ten blocks in order
to represent various
numbers.
2. Students will use
mathplayground.com to
manipulate fractions until
the least common
denominator is found.
Then, students will use that
information to find a
fraction in between the two
fractions with common
denominators.

3. Students will use the

jigsaw structure to
complete this activity. In
heterogeneous skill-level
pairs, students will be given
two area and perimeter
word problems. They will
then be asked to represent
their shapes with bellshaped gummies and
toothpicks, solving the
problems in the process.
Once completed, they will
take pictures of their work,
and upload them to our
classroom website, along
with their written solution,

Rationalization

Incorporating UDL

This activity is grounded in

the strategy of bridging the
gap between abstract and
concrete with virtual
manipulatives. Using
virtual manipulatives will
allow students to see abstract
concepts in a concrete
medium.

Students will have the

opportunity, through the use
of this program, to witness
base ten numerals in
multiple ways. They will
see multiple examples in
that they will build many
virtual representations of
various numerals, using
virtual base ten blocks.
Students will be able to
work at their own pace, and
attain any additional
necessary help from the
teacher as they use virtual
representations of abstract
concepts to support their
learning of core academic
skills.

This is another activity

which uses the strategy of
bridging the gap between
abstract and concrete with
virtual manipulatives.
Students will reach new
academic heights as they use
virtual manipulatives to find
the least common
denominator of a pair of
fractions, and then use that
information to locate a
fraction in between the two
original numbers.
Activity three will require
the use of the strategy,
supporting math-related
communications. Students
will collaborate with their
same-age peers to find
solutions, and share out the
findings from their
cooperative groups.

Fractions are often a

difficult concept for students
to grasp, largely because the
subject matter is
incomprehensively large,
and principally abstract in
nature. By manipulating
these virtual shapes,
students will have the
opportunity to use numerical
as well as visual
representations, which will
allow them to succeed in
ways numerical values alone
could not accomplish. They
will also have the ability to
discuss their techniques with

Assignment 5

and be mixed again with

the remaining classroom
population. At this time
students will explain their
(different) problems to one
another, and use the website
to report the whole of their
project.
4. Students will use
learnalberta.ca to explore
volume concepts. Students
will be given word
problems, and will use the
program to create the
specific dimensions given
in each problem, and
consequently be given the
tools to solve the volume
questions.

5. In groups, students will

be given a mathematics
word problem. Through
collaboration, they will
determine the correct
operation necessary to
complete the problem.
After finding a solution,
students will use
animoto.com to create a
free profile, take snapshots
of the steps they took to
finding a solution, and
create a video to share their
process with the classroom.

6. Students will use

peers. Teaching a strategy

requires students to orally
vocalize the steps to a
process. Incorporating this
technique will allow
students to grow their
knowledge-base. Theyll
also have the opportunity to
learn from others as they
hear others teach new skills.
Activity four uses the
Providing students the
strategy of, allowing
opportunity to practice with
representation of
supports is a necessity in
mathematical principles.
every UDL classroom. This
Students will soar to new
strategy allows students to
heights as they are able to
view word problems in the
visualize and manipulate the traditional sense, but also
dimensions given to them in allows them the opportunity
word format. It will allow
to kinesthetically and
them to apply skills learned
visually manipulate and
through this lesson, to other view the word problems,
word problems, when
which provides them with
technology isnt as available. additional, and necessary,
supports.
This activity uses the
This is yet another
strategies of, supporting
opportunity for students to
mathematical problem
represent their knowledge in
solving and math-related
a way other than the
communications. Students
traditional written method.
will communicate together,
Students will be motivated
which will allow them to
as they work through their
dispel any previously
problem, collaborate with
acquired misconceptions.
peers (which also allows
Theyll also be given
them to voice their opinion
rigorous problems, which
in alternative ways) and then
require multiple operations
represent their learning in an
to solve, and will retain their exciting fashion!
motivation to find a solution,
knowing that theyll be
creating an exciting video
afterwards. Students will
see new knowledge bloom
as they actively participate
and create engaging videos
to share with classmates.
Activity six uses the
This activity allows students

Assignment 5

Kahoot.it to play, in pairs, a

game of multiplying whole
numbers and decimals. The
game pin is 5956003.
Students will compete
against one another while
practicing and deepening
their knowledge of the
multiplication of decimals
and whole numbers.

strategy, motivating skill

building and practice
throughout its duration.
While highly contested,
efficient practice is still
necessary for skill
attainment. This activity
provides a high level of
engagement for students,
while still practicing
necessary foundational
skills, which will follow
them throughout their
academic lives.

a choice in their learning

context. By allowing
students to participate in
multiplication on Kahoot.it,
students are offered
flexibility in which learning
opportunities are presented
to them. Its also an
engaging medium, which
allows students to work at
their own pace, and attain
help when required.

Website resources:
1.) http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMFInterface.html
2.) http://www.mathplayground.com/visual_fractions.html
3.) http://www.abcya.com/fraction_percent_decimal_tiles.htm
4.)http://www.learnalberta.ca/content/mejhm/index.html?
l=0&ID1=AB.MATH.JR.SHAP&ID2=AB.MATH.JR.SHAP.SURF&lesson=html/object_interacti
ves/surfaceArea/explore_it.html
6.) https://play.kahoot.it/#/k/555bcd68-76cc-4073-966c-609a05aba24b