Stephanie Wise ED2632

20132924 ICT

Lesson One

I have chosen to ask children to create an Addition Story using the video tool on the iPad.

Each ability group will be given a laminated card with ten Addition equations that they are

required to solve together. The plan is for them to act out and solve each equation using materials

of their choice, and to discuss how they will create this into a story. The process of collaborating

together to create a story around the equation will, I believe, support their understanding and

learning of what Addition looks like in a practical situation e.g. to add on levels to a Lego

building. Furthermore, this activity requires that children explain their thinking and reasoning.

In the lesson closure, I have planned for children to come up with two things each that

they have either learnt or found interesting in the activity, and to create, in their groups, a Word

Salad. The purpose of this is for children to build a mental take home message, based on what

other children have learnt and discovered, together with what they themselves have learnt. Often

in group or class brainstorms, children learn things that they had never considered or thought

about before.

Lesson Two

In this lesson, I have asked children to use the iPad app Puppet Pals to create their

Subtraction Story. This activity is similar to lesson one’s Addition Story using the video

function. This ICT tool, I believe, is more interactive as there is more opportunity for the

children to be creative in their ideas and story. This activity requires children to explain their

thought processes reasoning throughout the story. Often, whilst one child explains this using the

selected puppet, another child may realise something that they were not aware of or did not

understand. The child explaining or narrating is required to think deeply about why they have

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Stephanie Wise ED2632
20132924 ICT

chosen to solve the equation that particular way, and to put their thinking into words, which

supports and strengthens their own learning.

In the lesson closure, I have chosen to use Popplet, which is a mind mapping tool. As

with Word Salad, children and required to collaborate together and create a summary of what

they have either learnt or have found interesting. Popplet is useful and can further their learning

as what one child has learnt can be expanded on and a whole new learning can come from that.

Lesson Three

In this lesson, I have decided to ask children to create their own addition and subtraction

equations, six in total, and to record the equation and their answers, using the sequencing board. I

have also specified that children please use the counting on and counting back strategies. This

activity allows children to revise what they have learnt about addition and subtraction in the

previous two lessons, and take it a step further by creating their own equations. In my

demonstration to the class, I may decide on the equation 12 – 8 = 4. I may then record myself

saying “Twelve take away eight equals four, because eight is four less than twelve.”

Following on from this, children will partake in a Maths Trail that, once again,

incorporates and revises addition and subtraction. Children are asked to answer and explain their

reasoning for each question by creating a book on the Book Creator app. Children are asked to

use pictures and audio recordings to represent and explain their thinking. For example, they may

use sticks to visually represent the equation. They may decide to multiple photos, one photo

showing the sticks representing the equation, and then another representing the end result or the

answer. They may record their thinking and reasoning alongside each picture. Children are also

asked to write the equation and the answer using the writing tool.