Mathematics

Standards and Performance Indicators
=**__ Curriculum standards 3rd, 4th and 5th Grades Cluster: __**= = "Mathematics Grade 3 (Standards addressed-Drill & Practice Exercises using Online Math Websites)  =


 * 1. Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equal-sized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division.

Source: Mathematics Grade 3 Introduction (2011), http://www.corestandards.org/the-standards/mathematics/grade-3/introduction/

= "Mathematics Grade 4 (Standards addressed-Drill & Practice Exercises using Online Math Websites)  = = =


 * 1. Students generalize their understanding of place value to 1,000,000, understanding the relative sizes of numbers in each place. They apply their understanding of models for multiplication (equal-sized groups, arrays, area models), place value, and properties of operations, in particular the distributive property, as they develop, discuss, and use efficient, accurate, and generalizable methods to compute products of multi-digit whole numbers.

Source: Mathematics Grade 4 Introduction (2011), http://www.corestandards.org/the-standards/mathematics/grade-4/introduction/

= "Mathematics Grade 5 (Standards addressed-Drill & Practice Exercises using Online Math Websites)  = = =


 * 1. Students apply their understanding of fractions and fraction models to represent the addition and subtraction of fractions with unlike denominators as equivalent calculations with like denominators. They develop fluency in calculating sums and differences of fractions, and make reasonable estimates of them. Students also use the meaning of fractions, of multiplication and division, and the relationship between multiplication and division to understand and explain why the procedures for multiplying and dividing fractions make sense. (Note: this is limited to the case of dividing unit fractions by whole numbers and whole numbers by unit fractions.)

Source: Mathematics Grade 3 Introduction (2011), http://www.corestandards.org/the-standards/mathematics/grade-5/introduction/

//**__ Internet Interactive Mathematics Websites to be used __**//

National Library of Virtual Manipulative for Interactive Mathematics [] "This is a three-year project to develop a library of uniquely interactive, web-based virtual manipulatives or concept tutorials for Mathematicsematics instruction for grades K-8. This site is organized by standard and grade level."

Experience Mathematics and Science with Gizmos []ExploreLearning offers a catalog of modular, interactive simulations in Mathematics and science for teachers and students in grades 6-12. These simulations are called Gizmos. Gizmos are fun, easy to use, and flexible enough to support many different teaching styles and contexts designed as supplemental curriculum materials.

Tic Tac Toe Squares [] Students use the traditional game of Tic Tac Toe to solve problems in • addition, subtraction, multiplication, division, squares, cubes, square roots, and all operations.


 * __Curriculum standard:__**

3rd, 4th and 5th Grade: Math Concepts, Number Logic/Sequencing, and Math Operations.; Uses digital models to add, subtract, multiply and divide commonly used math facts. National Research Council’s report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency.


 * __Supporting research for using Online Math Drill& Practice Exercises:__**

1. [|Hudson, Siobhan] ; [|Kadan, Sarah] ; [|Lavin, Karen] ; [|Vasquez, Tylita] (2010), [|Improving Basic Math Skills Using Technology], Online Submission, Master of Arts Action Research Project, Saint Xavier University, Dissertations/Theses "The students of the targeted fourth, fifth, sixth and ninth grade classes exhibited difficulties with number sense that interfered with understanding and recall of basic math facts. Their post intervention test scores indicated a noticeable increase in student mastery of basic mathematics. More students earned scores of 70% or higher when compared to the pre assessment scores."

2. [|Smith, Glenn Gordon] ; [|Ferguson, David] ; [|Caris, Mieke] (2003), [|The] [| Web versus the Classroom: Instructor Experiences in Discussion-Based and Mathematics-Based Disciplines], Journal of Educational Computing Research "Results indicated Web courses have profoundly different communication than classroom courses, resulting in greater student-instructor equality, explicitness of written instructions required, greater workloads for instructors and deeper thinking in discussions. Initial feelings of anonymity give way later to online identities."


 * __Tried & True or New & Innovative:__**

This online interactive activity now falls in the “Tried & True” category. Parents and teachers are now utilizing web based student interactive tutorials for the drill, practice and reinforcement of the math skills needed at the different grade levels in the secondary schools. Teachers now have the ability address remedial student concerns without significant interruptions to their routine classroom activities.

=FORMAT TABLE STYLE=

National Library of Virtual Manipulative for Interactive Mathematics
 * __Table format:__**
 * **Content area** || **Curriculum**
 * Standard(s)** || **Technology** || **Description** || **Supporting resource** || **Tried & True (TT)** ||
 * Mathematics || 3rd, 4th and 5th Grade: Math Concepts, Number Logic/Sequencing, and Math Operations.; Uses digital models to add, subtract, multiply and divide commonly used math facts. National Research Council’s report //Adding It Up//: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency. || Internet:

Experience Mathematics and Science with Gizmos

Tic Tac Toe Squares || []"This is a three-year project to develop a library of uniquely interactive, web-based virtual manipulatives or concept tutorials for Mathematicsematics instruction for grades K-8. This site is organized by standard and grade level."

[] "ExploreLearning offers a catalog of modular, interactive simulations in Mathematics and science for teachers and students in grades 6-12. These simulations are called Gizmos. Gizmos are fun, easy to use, and flexible enough to support many different teaching styles and contexts designed as supplemental curriculum materials."

[] "Students use the traditional game of Tic Tac Toe to solve problems in • addition, subtraction, multiplication, division, squares, cubes, square roots, and all operations." || Citation. [|Hudson, Siobhan] ; [|Kadan, Sarah] ; [|Lavin, Karen] ; [|Vasquez, Tylita] (2010), [|Improving Basic Math Skills Using Technology] , The students of the targeted fourth, fifth, sixth and ninth grade classes exhibited difficulties with understanding and recall of basic math facts. || This online interactive activity now falls in the “Tried & True” category. Parents and teachers are now utilizing web based student interactive tutorials for the drill, practice and reinforcement of the math skills needed at the different grade levels in the secondary schools. Teachers now have the ability address remedial student concerns without significant interruptions to their routine classroom activities. ||

The technologies used for the Math portion of our school’s Technology Day is directed to assist and expose our teachers, students and parents to the online resources that are readily available on the Internet. Many of these learning resources are provide as a free or at a low cost service. The math online resources are often geared towards providing Drill and Practice exercises for the student. Some of the websites even offer customized lessons and reporting services to the parent or the teacher. These types of online learning website are the cutting edge for providing 21st Century learning skills to the students to assist in their Self Assessment Strategies.
 * __Summary Statement:__**


 * __Reference:__**


 * Common **** Core State Standards Initiative-Preparing America’s Students for College & Career (2011), http://www.corestandards.org/the-standards/mathematics/introduction/standards-for-mathematical-practice/ **

[|Hudson, Siobhan] ; [|Kadan, Sarah] ; [|Lavin, Karen] ; [|Vasquez, Tylita] (2010), [|Improving Basic Math Skills Using Technology], Online Submission, Master of Arts Action Research Project, Saint Xavier University, Dissertations/Theses

[|Smith, Glenn Gordon] ; [|Ferguson, David] ; [|Caris, Mieke] (2003), [|The] [| Web versus the Classroom: Instructor Experiences in Discussion-Based and Mathematics-Based Disciplines], Journal of Educational Computing Research

Source: Mathematics Grade 3 Introduction (2011), http://www.corestandards.org/the-standards/mathematics/grade-3/introduction/ Source: Mathematics Grade 4 Introduction (2011), http://www.corestandards.org/the-standards/mathematics/grade-4/introduction/ Source: Mathematics Grade 3 Introduction (2011), http://www.corestandards.org/the-standards/mathematics/grade-5/introduction/