Using technology in mathematics instruction.

1. Using Virtual
Manipulatives
5 Math
Grade

2. No SMARTboard .. no
problem Use a LCD Projector in your
classroom
No Pods .. no problem
Use LAN School in the computer lab to monitor and
broadcast!

3. Resources
Web Resources:
·Go To : http://gssd.ca
·Curriculum - K-8 Resources
·Virtual Math Wiki : This presentation can be found @Virtual
Math Manipulative Wiki
·Mike Fulton`s Math Videos - Michelle & Mike worked on
grade 5 videos in Feb. and they will be online within the next
few weeks (Show Sample)

4. Assessment
Connections
How can you assess students using
VManips?
Open with...
?
·Describe ???
further with...
Probe
• How did you decide ????
• What other ways could you do this
????
Evaluate
·Listen for ...
·Look for ....

5. Represent and Describe whole
numbers to 1 000 000:
Online
Resource
All Online resources from this
presentation can be found on the
Grade 5 Virtual Math Wiki- if you
have any vmanips to share please
email Michelle Morley the weblink.

6. Using Notebook
Did you know ...
You and your students can use
smartboard software even
if you don't have a smartboard.
The software is available to
everyone.

7. N5.1
Represent, compare and describe whole numbers
to
1 000 000 within the contexts of place value and
base ten system.
Pose and solve problems that explore
quantity of whole numbers to 1 000 000
Technology can connect students to real life data:
Give this assignment to students in SMART notebook and
attach
an excel spreadsheet. [Insert- Link - File on this computer]

8. Use websites such as
Create a Graph to
organize and share the
data you collect
This graphing tool can expose
students to different types of
graphs. Let the students explore the
different graphs and decide which
graph suits the data.

9. N5.2
Analyze models of, develop strategies
for, and carry out multiplication of whole
numbers
Use a Vmanip to Model multiplying two 2-digit using
an array

10. Present a problem that involves 2 digit by 2 digit multiplication similar to the
following one: quot;How many weeks old are you?quot; Ask them to represent the problem
with a number sentence. Assuming that most students in grade 5 are 11 years
old, expect ‘11 x 52 = ?’. Ask them to use a rectangle to represent the array for 11 x 52.
Ask them how we might split the rectangle along place value lines for the number of
rows (11) and the number of columns (52). Ask them what a short cut method might
look like for figuring out the answer to 11 x 52. Assist as required. Ensure that they
understand how each part of the method relates to the rectangle. See below for the
method and the corresponding diagram.
Ask students to write the work horizontally as well. Lead them to the method:
11 x 52 = (10 + 1) x (50 + 2). = 10 x 50 + 10 x 2 + 1 x 50 + 1 x 2 = 500 + 20 + 50 + 2.
Ensure they realize where each part comes from in relation to the rectangle model.
Repeat for two other 2-digit x 2-digit multiplication questions.
Or use SMART notebook to capture
your lesson - save and use as a
review ....

11. N5.2
Analyze models of, develop strategies
for, and carry out multiplication of whole
numbers
Describe mental mathematics strategies used
to determine multiplication facts to 81 (skip
counting from a known fact, doubling, halving, Resource
Online
9s pattern, repeating doubles or repeating
halves)

12. Use Gallery Items such as the
hundred to chart to explore
number patterns.
Did you know that if you pick up a
green pen and touch a number
the box is green ... pick up a blue
pen and touch a number it will be
blue. You can also use the
highlighter tool on the number
chart too!
Search the Gallery

13. N5.3
Demonstrate, with and without concrete
materials, an understanding of division and
interpret remainders to solve problems
Divisio
n Model the division process as equal sharing or
equal grouping various models and record the
resulting process symbolically
Ask Participants to try the
Vmanip ... How could this tool
be useful?

14. N5.5
Demonstrate an understanding of fractions by using
concrete and pictorial representation to:
·Create sets of equivalent fraction
·Compare fractions with like and unlike denominators
Fractions
Use SMART notebook to keep your Create concrete, pictorial, or physical
models of equivalent fractions and explain
lesson ideas/resources organized why fractions are equivalent.
http://nlvm.usu.edu/en/applets/controller/query/query.htm?qt=fractions&la
ng=en
Embed weblinks into notebook either:
·the URL or
·into an object

15. N5.5
Demonstrate an understanding of fractions by using
concrete and pictorial representation to:
·Create sets of equivalent fraction
·Compare fractions with like and unlike denominators
Fractions
Position a set of fractions, with like and unlike
denominators, on a number line and explain strategies
used to determine the order

16. Watch how easy it
is to demonstrate
an array to the
whole class. This
instruction can it
Give yourself a space on the
can lead to great
wall instead of having all the
class discussions.
students crowd around a desk.

17. N5.5
·Demonstrate an understanding of decimal to
thousandths by relating to fractions
Fractions
Make and test conjectures about the
relationship of equality of quantities
written in decimal and fractional form
Virtual Manipulatives can be
used as a whole group demo - in
partners - on the computer - in
small group on the Sboard or as
show and share ... can you think
of any other ways?

18. SS5.1
Design and construct different rectangles given either
perimeter or area, or both (whole numbers), and draw
conclusions
Construct (concretely or pictorially) and record the
dimensions of as many rectangles as possible with a
specific area and select, with justification, the rectangle
that would be most appropriate in a particular situation.
Work as a whole group with
students using concrete geoboards
and using the vManips to share.

19. SS5.3
Demonstrate an
understanding
of volume
Determine the volume of a 3-D object using
manipulatives, describe the strategy used, and explain
whether the volume is exact or an estimate
Have all the students use Vmanip in a computer
lab setting .. let them explore and see what they
discover on their own!

20. SS5.7 Identify Create and Shape Tool
analyze single transformations
of 2-D shapes
Have students use this Vmanip in
a computer lab or Pods and use
LAN School to give you a
thumbnail screen shot of each
student to see if they understand
the concept .....

21. SS5.5
Describe and provide examples of edges and
faces of 3-D objects, and sides of 2-D shapes
that are:
·Parallel
·Intersecting
·Perpendicular
·Vertical
·Horizontal
Hold the shift key and click on the face and
edges to change the color.
Use this Vmanip as a whole group Demo -
No sboard required only a projector!
Sometimes it is easier to manipulate a
Vmanip with a mouse :)

22. SP5.3
Describe, compare, predict, and test the
likelihood of outcomes in probability
situations
Task:
Show students a simple spinner that has four equal
regions, containing 1, 2, 3, and 4 respectively (see
example).
* Ask them whether it is impossible or certain that, when
the spinner is spun, it will stop at one of the numbers from
1 through 4. Discuss their answers.
* Ask them whether it is impossible or certain that, when
the spinner is spun, it will stop at the number 5. Discuss
their answers.
* Ask them whether it is possible that, when the spinner
is spun, it will stop at either 1, 2, 3, or 4. Discuss their
answers.
Whole group Instruction: Predict and Test -

23. P5.1
Represent, analyze, and apply patterns
using
mathematical language and notions
The same Vmanip may be
used to represent different
outcomes
Describe, using mathematics language (eg. one more,
seven less) and symbolically (r +7, p - 7), a pattern
represented concretely or pictorially that is found in a
chart.

24. Learn Alberta: can be used a
whole group or individual.
Interactive Mathematics
Video:

25. Roll the dice
Taking Advantage of
SMART Notebook to:

26. Click on the page
you want
cloned, choose
clone page. Each
group of students
can have a new
template, plus you
can save the work
of all your
students
Extend learning to the whole class
by cloning the page...

27. Go to website copy URL
Insert - Link
Click on the Picture
Paste the URL
Check- Launch by
clicking Object
Embedding
a weblink
into your
notebook
Organize your lessons
....

28. Use objects from the gallery -
Use the Infinite Cloning tool -
Turn concrete manips into
virtual
Make cumbersome jobs
easy by cloning objects
in your lesson.

29. Use SMART Notebook as an
Assessment Tool:
Find the Sboard tool
icon, select
recorder, plug in mic, Hit
Red button to
record, Square to stop
and save.

30. Use your Digital Images
Take picture of students using
concrete
manips then use the pictures
as a
Show & Share session in
SMART notebook.
To insert a picture:
Save your pictures to your computer - open
Smart Notebook - Go to Insert- Picture File-
Browse for your picture - open

31. Have students create a Math Trail
Ask students to find fractions in the school -
Take pictures and create problems based on
the images they captured. Share problems
with class. Complete the assignment in
SMARTnotebook.
To learn more about math trails go
http://www.nationalmathtrail.org
to:
/

32. Capture Video of your
students talking through
math problems - Use a
Flip Video Recorder or a
digital camera.

33. Teacher Created Video Math Trail:
This is from one of my Blog Posts:
I Love this idea!

34. Document Camera

35. If you have a blog you
can export your SMART
notebook lesson into
PowerPoint - Upload it to
slideshare - and post the
lesson on your blog!
Great home - to school
communication Tool!

36. Please contact me (Michelle Morley) if you have
any questions about using technology in
mathematics instruction. Email:
mmorley@mail.gssd.ca
Or contact your ed. tech coordinator at
your school for further support! John or
Gary