INSTRUCTIONAL SOFTWARE

Name: Jessica Dowda

Software Title: BrainPop
URL: https://www.brainpop.com/games/multiplicationblocks/
Function(s) of Instructional Software (check all that apply):
Drill and Practice

Tutorial

Simulation

Instructional Game

e-books/e-references

Features of the Software (check all that apply):

Assessment Monitoring/Reporting (Keeps track of student data and/or generates reports for
the teacher)
Allows teacher to create customized lessons for students
Multi-user or
collaborative functions with others in class
Multi-user or collaborative functions with others
beyond local class
Accessible to students beyond the school day
Accessible via mobile
devices
Multiple languages
Safety, security, and/or privacy features
Strengths of the Software: motivating, fast paced, nice graphics, interactive
Suggestions for Improvement: It would be nice if this was available in a multiplayer game, this
would encourage students to play against one another and get a higher score. This would help
increase student fluency in multiplication.
Standards Addressed:

Multiply and divide within 100.

CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing
that 8 5 = 40, one knows 40 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two
one-digit numbers

Grade Level/Content Area(s): 3rd grade mathematics

Blooms Level of Critical Thinking Required (check all that apply). See
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy

Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Description of how to implement in the class: This activity will be introduced after the students
have had independent practice in multiplication and will be implemented into the class during
math groups. We will play this game together on the Smart board before splitting into our groups
so that the whole class knows how to play the game. The students will use this game to increase
fluency in multiplication for numbers within 100. Student learning will be assessed based on the
score they get on the game and the levels that they are able to make it to. In a set amount of time
the students are going to have to be more fluent to get to the higher levels being that they will have
to be able to correctly answer the questions at a faster pace meaning that they are more fluent.
Student results will be used to adjust grouping if needed.
* Examples of common instructional models include whole group, teacher-led, student self-paced, small
group, or individual learning activities. Use as many of these descriptors or other descriptors as apply.