Title of Project: Problem Solving with iPads

Subject(s): Math, problem solving

Grade Level(s): K 1

Abstract:
Students will be using an iPad, more.starfall.com, KidPixs, and a classroom Wiki page to
create and publish a unique problem solving question. The students will become the
creators of the math problems. It will be authentic because they will be tasked to think of a
problem that has happened to them before or one that they have seen happen.

Learner Description/Environment:
My learners are Kindergarten aged, ELL students, who are all EIP learners. I will be working
with small groups to help them create and publish their problem solving questions onto our
class wiki. The students are already familiar with the iPads because of using them
independently during centers.

Time Frame: I am planning on this unit taking about 2 weeks to complete, but only being
able to work on the unit 3 times a week. I say this because the unit will start with a model
lesson by the teacher that will involve a "field trip" in the school to discover problem solving
questions around us. I am also thinking that giving the unit 2 weeks will allow me ample
time to meet with each small group twice. First to make the bulk of their problem solving
questions and second to finish and edit their work.

Learner Performances:
I want the students to be able to represent and solve word problems that use both
subtraction and addition. I believe that in Bloom taxonomy terms this lesson would be at
the synthesis level because the students are creating a unique product and also the analysis
level because the students are having to explain the steps they took to solve the problem.

Standards Assessed:
MCCK.OA.1 Represent addition and subtraction with objects, fingers, subtraction with objects,
fingers, mental images, drawings2, sounds (e.g., claps), acting out situations, verbal explanations,
expressions, or equations.

MCCK.OA.2 Solve addition and subtraction word problems, and subtraction word problems, and
add and subtract within 10, e.g., by using objects or drawings to represent the problem.

National Standards (NETS):
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and
processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a
distance, to support individual learning and contribute to the learning of others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital
environments and media.
b. communicate information and ideas effectively to multiple audiences using a variety of media
and formats.
d. contribute to project teams to produce original works or solve problems.




4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources. Students:
a. identify and define authentic problems and significant questions for investigation.
b. plan and manage activities to develop a solution or complete a project.



The hook or Introduction:
I will present to the class a problem that I am having deciding on what treats and how
many of each to bring to our end of the year class party. I will begin it as a casual
conversation with the class and begin asking their opinions on snacks and then how many
we are going to need. When the students and I have come up with a solution, I will then
explain that what they were just helping me do was problem solve. I will connect it to math
and then explain how there are problems to solve all over the school. At this point, the class
will take a short tour around the school looking for problem solving opportunities. Each
student will have an iPad and when they find a situation they can take a picture of it so that
they will remember what they chose to focus on.

Process:
The students are going to accomplish the task of creating their own problem solving
question with the use of iPads, more.starfall.com, KidPixs, and the class wiki page. The
students begin with the use of the iPads to take a picture of a real-world problem that
they can solve. This might be a picture of the lunch room and the options for sides or the
number of students who have work in the hallway to the number of students who dont.
They will initially come back and write with pencil and paper what their problem solving idea
is. When students are feeling like they are ready to write and illustrate their problem solving
question they will meet in small groups with the teacher. Here the teacher will assess the
students idea, ability, and knowledge of what problem solving is. If the teacher believes the
student is ready, that student will use KidPixs to create an illustration and then add text to
make a problem solving question. The teacher will be a facilitator guiding the students and
helping with technical difficulties. The student is the director of his/her learning because
they decide when they are ready to illustrate and add text on KidPixs.

Product:
Students will be producing a KidPixs creation that illustrates the problem solving question
and also has in written text on the picture what the question was and how it is solved.
Technology is evident from beginning use of iPads to KidPixs to the publishing of the KidPixs
on the class Wiki page. When the students present their product to the class they will be
required to explain the steps they took to solve the problem. How they clarified the
problem, generated and solution, and finally selected the best option of how to solve the
problem. The summative assessment (actual KidPixs creation) will be graded with a rubric.

Technology Resources/Management:
For this lesson you will need to have access to iPads or digital cameras, student computers,
and a classroom publishing site (wiki or blog or class webpage). I recommend using
configurations of independent work, small group work with the teacher, peer groups with
outside classrooms, and finally pair work when creating the final product. The students will
be able to communicate with school administration during the school problem solving tour
to find out if the administration has any problems that need to be solved or they may ask
the administration how they solve problems at the school. I believe that authenticity,
standards-based, challenging, and teacher as a facilitator are the strong indicators of
engaged learning in this project. Authenticity because the students are thinking of real
problems that exist in their days, standards-based because we are meeting several with one

lesson, challenging because it is requiring the students to create a problem solving question,
and teacher as facilitator because the students are taking the lead when picking their topic
and how they want to present it. In order to efficiently monitor student use of technology
the use of classroom computers or the computer lab is suggested so that you can monitor
the students easily.


Student Skill Development:
Students will need to be able to use a mouse properly and be able to type simple sentences
using the keyboard. If the student doesnt have these skills the teacher can use
more.starfall.com because of its kid friendly setup to help the student practice with the use
of a mouse and they can use Microsoft word to help the students feel comfortable with
typing. I suggest having them type sight words and using the space bar between words.


Adaptations for Special Needs:
Students who struggle with the problem solving concept will be given extra time on
more.starfall.com to practice problem solving and addition/subtraction in the form of
games. This site is great for ELL students as well because it reads to the students and has a
visuals for everything. Physically disabled students can use adaptations of magnifying the
computer screen for better visuals, having help when controlling the mouse, and they may
also use headphones. It is also a possibility to have students dictate to the teacher what
they want typed if they struggle with the keyboard.

Assessment:
There will be ongoing assessments in this lesson. During the ongoing, formative
assessments students will meet with the teacher and discuss their progress. At this time,
they will be reflecting on their own project. The final product will be graded with a rubric
which will focus on the students ability to solve the problem solving question, illustrate the
problem solving question, and how effectively they used technology to do this.

Supporting Materials:
iPads
more.starfall.com subscription
KidPixs software installed on student computers.
Promethean board
An online publishing site (Class Wiki or Class Website)
Rubric for assessing final product





















Category

3 points

2 points

1 point


Meets Standards 17 - 21 Approaching Standards 13-16 Does Not Meet Standards 7-12

Total Points _________

Information
&
Support


I can use pictures, writing,
and telling to tell about the
topic.

I can use
pictures,
telling, or
writing to tell
about the
topic.
I do not tell
about a
topic.
Mechanics

I use letter sounds to spell
words.

I use some
letter sounds
to spell
words.
I use
random
letters.


I use the space bar
between words.
Sometimes I
use the space
bar between
words.
I do not
use the space
bar between
my words.

I always capitalize the
beginning of a sentence and the
pronoun I.

Sometimes I
capitalize the
first word of
sentences or
the pronoun I.
I do not
capitalize
appropriately
.


I use end punctuation
correctly.

With
support I use
end
punctuation.
I do not
use end
punctuation.

I use the mouse correctly.

I sometimes
use the
mouse
correctly.
I do not
use the
mouse
correctly.