Lesson Plan and Reflection

Build Your Own House

Grade Level 4 : Operations and Algebraic Thinking

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1: Rational

Show students how we use math in our everyday lives, while using technology resources and algebraic thinking.

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2: Overview

Grade Level: Fourth

Subject: Math

Topic of Study: Operations and Algebraic Thinking

Time Allotment: 30 minutes

State standard:

4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

Objective:

Students will use the online resource roomsketcher.com to create a virtual home, and using this creation,will calculate how much it would cost in materials to build their home.

Overview Reflection: Assessing Prior Knowledge and Planning Instruction

• What do the students need to know prior to the lesson?

Student's need to know how to use their math operations including multiplication, addition, subtraction and perhaps division. They also need to know standard computer use.

• How will prior knowledge and experience be assessed?

Prior knowledge will be assessed by daily classroom observation. 

• How will you use this information in the planning process?

In order to determine how well my students will work with the computer program and with their operations I will be walking around using simple formative question and answer assessment to help all students. 

• Why should the content of this lesson be taught at this grade level?

This content should be taught at this grade level because it aligns to state standards, encourages active engagement. Promotes use of the arts, technology as well as mathematics using real world situations to put the information into context for these fourth graders.

• How do the objectives that you have for the lesson align with the standards?

My objective states, "Students will use the online resource roomsketcher.com to create a virtual home, and using this creation, will calculate how much it would cost in materials to build their home." The state standard asks that students multiply and divide to solve word problems using drawings and equations with unknown values. In my lesson students are going to be using a virtual home (drawing) to solve the word problem of "How much will is cost in materials to build your home?" They must solve this problem using unknown values from their online creation.

• When will the lesson be taught in the course of the school year? Why?

I would probably teach this lesson in November after having a good understanding of the students fluency with their math operations. This is also the time of year that it is colder outside, and since I am a teacher who wants to spend a lot of time outdoors with my students, November will be a challenge to keep kids motivated and focused. This lesson is an enjoyable activity that will hopefully keep them engaged. 

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3: Implementation


Procedure:

Launch:

Tell students that today we will be building our own homes and then explore how much it would cost to build that home.

Ask students the following question:

• How much do you think it costs to build a home?

Explore:

• Students open the web page planner.roomsketcher.com.
• Make sure that students are on the Microsoft version when they log in.
• Allow students to take 10 - 15 minutes to create a house floor plan.
• Give the students prices of materials:

• Every foot of a thick wall costs $4
• Every foot of a thin wall costs $3
• Every foot of a divider costs $2.50
• Every inch of a window costs $6
• Every inch of a door costs $4
• Every square foot of a wood floor costs $7
• Every square foot of a tiled floor costs $5

• Give students last 10 - 15 min to find out how much their house would cost in materials.
• Allow them to use the calculators on their computers

Summarize:

Ask students the following questions:

• How did you guys like building your own home?
• Was it more expensive than you had thought?

Technology Integration:
We will be working on the PC login on our classroom computers, using the webpage planer.roomsketcher.com to create a virtual home, then we will use calculators to assist students in solving different operations.

Differentiated Instruction:

• Cognitive Delay : I will provide students with step by step instructions that they may refer to dhen they feel as if they have fallen behind, I will also be readily available to assist the student.
• Gifted : Encourage gifted students to build a two story home, this will take them longer to build and will also require larger numbers when they are multiplying, adding, etc.
• ELL : I will provide these students with the same step by step instructions that I gave the delayed students, with English on one side and their native language on the other.

Reflection: Designing Instruction (InTask Standards 7 and 8):

• Why are you using the instructional methods you have described

I am using these instructional methods because I believe they are engaging and integrate many different subjects into one lesson plan. We have also discussed the importance of utility value in lessons, where students see where the lesson can be applied in real life.

• How do the instructional methods align with what you know about best practices (think about your methods classes)?

In my methods classes we have talked a lot about thematic units. Where content does not just apply to one subject of a course. In my lesson we are using this idea by incorporating technology, math and the arts. The utility value in this lesson is quite apparent. They are using math to solve for real world problems, such as how much it costs to build a house. 

• How are you engaging students in creative and higher order thinking?

This is an extremely creative process since students have the opportunity to build a house. This uses higher order thinking because it requires that students analyze and develop a process for using operations.

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4: Assessment

Procedure:

Students will turn in their house floor plan (through a url posted onto the class website), and fill out the worksheet with their calculations for how much their house would cost in materials. I will grade the worksheet based off of a holistic rubric.

Worksheet:

1.Every foot of a thick wall costs $4

How much did you spend on thick walls?

2.Every foot of a thin wall costs $3

How much did you spend on thin walls?

3.Every foot of a divider costs $2.50
How much did you spend on divider walls?

4.Every inch of a window costs $6
How much did you spend on windows?

5.Every inch of a door costs $4
How much did you spend on doors?

6.Every square foot of a wood floor costs $7
How much did you spend on wood floors?

7.Every square foot of a tiled floor costs $5
How much did you spend on tiled floors?

Rubric:

4: Student created a home and at least 95% of their math calculations were correct.

3: Student created a home and at least 75% of their math calculations were correct.

2: Student created a home and at least 40% of their math calculations were correct.

1: Student created a home, and did not solve for any of the math calculations.

0: Student did not create a virtual home.

Reflection: Planning Assessment (InTask Standard 6):

• How does the assessment align with the standards and objectives of this lesson?
• How does the assessment demonstrate that the students have been successful in learning the content?
• How does the assessment demonstrate student engagement in higher order thinking?
• How does the assessment demonstrate that individual student needs were met?

The assessment aligns with the objective because I ask that the students create a home, and then when they create said home, students calculate how much it would cost to build it. The rubric assess only these two things. It aligns with the standard because it is having students analyze and solve word problems using a drawing.This lesson requires that students use creativity in the process of making their own virtual home. The assessment is asking whether or not students made a home, and then proves their knowledge of algebraic functions. 

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5: Materials and Resources

• roomsketcher.com
• Worksheet
• Rubric

Reflection: How does your lesson meet each of the ISTE NETs Standards?

1. How does your lesson meet Standard 1: Facilitate and Inspire Student Learning and Creativity ?
2. How does your lesson meet Standard 2: Provide Digital-Age Learning Experiences and Assessments?
3. How does your lesson meet Standard 3: Model Digital-Age Work & Learning?
4. How does your lesson Meet all four elements of Standard 4: Promote and Model Digital Citizenship and Responsibility by:

   • advocating, modeling, and teaching safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
   • addressing the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
   • promoting and modeling digital etiquette and responsible social interactions related to the use of technology and information.
   • developing and modeling cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools.

This lesson requires that students use the powerful resource of technology in order to solve math problems. Not only are they using a real world example of where we use math, they are using their creativity to develop a home of their own. This creates pride and accountability in students and gives validity to what they are learning.

Story Bird

Story Bird is a dynamic website that allows students to work collaboratively on the creation of a book. 

1. In what learning environments would the technology resource I presented be appropriate?
• Story Bird would be appropriate at any grade level, due to the fact that literacy is an important skill to work on at any age. Story Bird would be most useful in the English Language domain, however it can cross into other content areas as well. 
2. In what learning environments would the technology resource I presented NOT be appropriate?
• Story Bird would probably not be very appropriate for children in Kindergarten, or younger, because their writing skills are not very well developed. In mathematics this tool would probably be less than useful. 
3. How might it be modified to be appropriate?
• Unfortunately, Story Bird is set up in templates, so there is not a lot of room for adjustments. However, a young child could work with an adult to create a story together. 
4. What do you now know that needs to be considered when using technology in the classroom?
• After research in responsible digital use I realize that Story Bird needs to be monitored by adults. Since Story Bird is a collaborative tool, it is important that we teach kids about cyber bullying and keeping our information private if we want to allow the public to view our books.