Cheryl

Thinkfinity Integration Plan

General Information Name: Cheryl Wright District/School or Organization: YSD #1, Palmcroft Subject Area/Topic: Math/Probability & Statistics Grade Level(s): Fifth

Part 1 – List the appropriate standards (State or National Standards for Content, Technology or 21st Century Skills) and one ore more Thinkfinity learning object(s) aligned to the standards.

State or National Standards	Name of learning object(s) / URL(s) State: Math: Strand 2: Concept 1: PO1 Strand 2: Concept 2: PO1, PO3	Combinations from Illuminations: http://illuminations.nctm.org/LessonDetail.aspx?ID=L180 http://illuminations.nctm.org/LessonDetail.aspx?ID=L181

Part 2 – Determine instructional elements - Integration

A. Which type of Thinkfinity learning object is this? B. Where will I use this learning object in the instructional cycle? C. Which instructional strategies will I employ? Learning Object for Teacher Use 0 Online (requires a computer) 1 Offline (no computer required)

Learning Object for Student Use 0 Online (requires a computer) 1 Offline (no computer required) 1 Opening Motivational Activity 0 Central Focus of Lesson Plan 0 Research Tool for Students 0 Closure Activity 0 Assessment Tool 0 Remediation Tool 0 Enrichment Tool 1 Direct instruction 0 Indirect instruction 1 Experiential learning 0 Independent study 0 Interactive instruction 0 Other

Notes: Visit http://olc.spsd.sk.ca/DE/PD/instr/index.html for more information on the instructional strategies listed.

Notes: A few classroom computers will be required for EL and/or Special Ed students.

Part 3 – Plan for student success - Implementation

A. How will I configure my classroom for the learning activity? Classroom Configuration: 1 Computers not needed - printable resource 1 Whole group instruction, using a projector and / or interactive white board 0 Whole group activity, with small groups using mobile laptops simultaneously 0 Small group, using classroom computers or mobile laptops as rotating stations 0 One to one, using classroom computers or mobile laptops as rotating stations 0 One to one, in a computer lab setting 0 One to one, with individual student laptops 0 Other Notes:

B. How will I manage implementation? Classroom Management: 0 General computer rules / procedures 1 Specific directions for activity 0 Helping Hands 0 Other Notes:

C. What additional considerations will support successful implementation? 0 Software 0 Hardware 1 Supplemental Materials 0 Other Notes:

Part 4 – Develop the student learning activity

A. Describe the learning activity. What will students be asked to do with the Thinkfinity learning object(s)? Students will be encouraged to discover all the possible combinations for a given situation. First, they will estimate the possible outcomes of four different colored shirts and four different colored shorts. Then, they will color/compute the number of possibilities as they do an activity page and color in the shirt and shorts. As an extension, student will compute the number of possible outcomes using six colors, then eight colors. In the second lesson, a similar activity will be done using two color combinations that can be made using eight colors. Two scoop combinations using eight colors for ice cream cones. YUM!

B. Describe how the learning activity will address students’ individual needs – Differentiation Students that need to visual the learning will have two activity pages to bring the possible combinations in focus. Those students that can mentally visualize the outcomes will finish at a faster pace, I can then direct them to predict and prove other combinations AND have them come up with a mathematical sentence that will always get the right answer. (This will be a multiplication sentence.)

C. Effectiveness – What indicators can you expect to see / hear from students, which will inform you about the effectiveness of the learning activity? I expect the see and hear the correct number of combinations for the shirts and shorts, and also for the ice cream cones. I would further the learning with showing the students how to make an organized list using the ice cream cone activity. (This can be done with the shirt and shorts activity as well.)

Part 5 – Do a complete trial run of the learning activity you described in step 3D.

Reflect on the learning activity. Considerations: I liked this activity. It’s a great introduction to probability and statistics and it’s fun too! As I did the activity, I had a chance to do an extended activity called Bobbie Bear. This is a great activity that can be used for my lower EL students and/or my Special Ed students. It’s a simpler activity, but the same basic concept. I have a few computers in the classroom, so this would be a possibility to put a few students on Bobbie Bear.

Part 6 – Consider the bigger picture

Describe how this learning activity fits within a lesson or unit plan, to meet objectives that will be assessed.

NOTE: Information about additional learning activities or materials that will be used to complement this learning activity may be included. I’ve delved a little further into Thinkfinity and have found a few more lessons dealing with probability and statistics. After perusing the Teacher’s Math book, I think I may teach the entire unit with Thinkfinity activities. They require more higher level thinking skills, they actively involve the students in their learning, and they will definitely engage the learner more than the book work. The Thinkfinity activities meet the objectives at a higher learning and comprehension level.