A NUMBER A DAY

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A NUMBER A DAY

• Classroom begins the day with discussion about
  the day, date, weather, and so on. As students
  study the current day, its name and its number,
  they develop mathematical ways to express the
  number (e.g., birthdays, number of boys in the
  class, etc.). Using technology students create a
  record of the different ways to represent numbers.

2
PURPOSE

• This activity is designed to help students
  understand
• Concept of numbers and their relationship to the
  calendar
• What a calendar is an how it can be used to keep
  track of time
• One-to-one correspondence and sequencing numbers
• Mathematics is everywhere
• Technology can add to students knowledge by
  allowing them to electronically retrieve
  information

3
PRESENCE OF TECHNOLOGY

• Students record their ideas of how to express the
  particular number by using drawing or painting
  software (e.g., Kid Pix Studio, Kid Works Deluxe)
• Students visit web sites to further explore the
  number
• Students display findings about numbers by
  creating multimedia presentations (e.g., Kid Pix
  Studio, ClarisWorks for Kids, Apple Works)

4
WHY TECHNOLOGY AT THIS TIME IN THIS WAY

• In this lesson Technology is appropriate because
• Technology in this lesson is used to get
  information while we learn the different ways to
  represent the days number
• The internet is a great resource to help students
  explore and learn
• Technology helps students communicate ideas to
  larger audience
• Technology helps students be creative

5
WHAT STAYS

• This is a great lesson because calendar and the
  number of the day are parts of a daily discussion
  in most primary classrooms. The technological
  ideas in the lesson would stay if I were teaching
  this lesson. Internet use adds to ideas that
  children have and helps to expand their learning.

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WHAT GOES

• Having the students study Egyptian culture to
  build their understanding about contributions
  people have made to mathematical understanding.
  This seems a bit premature for these young
  children. They may not be ready to grasp such
  concepts.

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WHAT I WOULD ADD

• I would challenge the students to come up with
  other places that these numbers may appear.
• While we brainstorm ways to relate our number to
  things in the classroom, I could then introduce
  graphs by plotting our conclusions in an excel
  program on the computer.

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TEKS

• Technology Applications Kindergarten - Grade 2
• (4) Information acquisition. The student uses a
  variety of strategies to acquire
• information from electronic resources, with
  appropriate supervision. The student is expected
  to
• (A) apply keyword searches to acquire
  information and
• (B) select appropriate strategies to navigate
  and access information for research and resource
  sharing.
• (5) Information acquisition. The student acquires
  electronic information in a variety of formats,
  with appropriate supervision. The student is
  expected to
• (A) acquire information including text, audio,
  video, and graphics and
• (B) use on-line help
• (9) Solving problems. The student uses technology
  applications to facilitate evaluation of work,
  both process and product. The student is expected
  to
• (A) use software features, such as on-line help,
  to evaluate work progress and
• (B) use software features, such as slide show
  previews, to evaluate final product

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• TIFFANY BAILEY
• CUIN 3112
• TH 11-12