EN130 - Technology Resources for Online Course Activities

Name: Rose Simmons

Grade Level: 4th
Subject/Curriculum Area: Mathematics
1. Use the links on the course page to find curriculum standards related to your subject area and grade level (e.g.; K-6 GLCE's or Grade Level Content
Expectations, Grades 6-12 HSCE's or High School Content Expectations, or the new national Common Core Standards for Math or English/Lang Arts).
2. Also explore the links on the course page to find resources that could be used with an online course activity.
3. List below at least 3 curriculum standards for your grade and subject area (be sure to include the complete standard number and text as shown in the
sample), at least 1 online resource related to that standard, and a brief description of the learning activity.

Curriculum Standard Online Resources Description of Online Activity

(List the code/number and text for the standard as (Description of technology and/or website address (Description of how this standard will be
well as a link to the source for this standard.) of resources to be used by STUDENTS) addressed and supported using technology)

(SAMPLE) (SAMPLE) (SAMPLE)

USHG 7.2.3 Impact of WWII on American Life –
Analyze the changes in American life brought about
by U.S. participation in World War II
http://www.michigan.gov/documents/mde/SS_HSCE
_210739_7.pdf (p. 43)
America on the Homefront - Selected WWII
Records of Federal Agencies available through the
U.S. National Archives Office.
http://www.archives.gov/northeast/boston/exhibit
s/homefront/
Students will browse through online documents
provided by the National Archive. Documents
will give students the chance to read radio
broadcast transcripts, look over records of
rationing prices, read newspaper clippings.
These documents will allow students to view life
as someone living during WWII. Students will
post a summary of their findings in their blog.

Math 4.OA.A.1. Interpret a multiplication equation as
a comparison, e.g., interpret 35 = 5 × 7 as a statement
that 35 is 5 times as many as 7 and 7 times as many
as 5. Represent verbal statements of multiplicative
comparisons as multiplication equations
http://www.michigan.gov/documents/mde/K-
12_MI_Math_Standards_REV_470033_7.pdf (p. 29)
IXL – selected activities work to further the
knowledge of students. For this standard there are
two activities: D.2 Multiplication Facts up to 12:
find the missing factor, and D.9 Properties of
multiplication.
https://www.ixl.com/math/grade-4/multiplication-
facts-up-to-12-find-the-missing-factor
https://www.ixl.com/math/grade-4/properties-of-
multiplication
This standard would be taught in a mini-lesson
setting. There would be a short lecture or teach
part to the whole class in order to let everyone
understand the standard. The activities from
the Online Resources would be put to use during
the workshop part of the math block. The
students would also work in the math books
independently. One group at a time would work
on another worksheet with the teacher.
Math 4.NF.C.6. Use decimal notation for fractions
with denominators 10 or 100. For example, rewrite
0.62 as 62/100; describe a length as 0.62 meters;
locate 0.62 on a number line diagram
http://www.michigan.gov/documents/mde/K-
12_MI_Math_Standards_REV_470033_7.pdf (p. 30)
IXL – could work here as well. There are six For this standard, it would be set up like the
different options to work on for this standard. other ones with the mini-lesson; however, the
difference would be two different times these
https://www.ixl.com/standards/michigan/math/gra six activities would be completed. They are an
de-4 extension of the lesson and online worksheet
type things.

Math 4.G.1. Draw points, lines, line segments, rays,
angles (right, acute, obtuse), and perpendicular and
parallel lines. Identify these in two-dimensional
figures.
http://www.michigan.gov/documents/mde/K-
12_MI_Math_Standards_REV_470033_7.pdf (p. 34)
This is an assessment for line and points; however,
this is not an activity that would be drawing lines.
It could be used as a check point to see if the
students have an understanding of the vocabulary.
https://www.goorulearning.org/#assessment-
play&id=22e68220-e5c1-4d04-9fa4-bbff3ff6d362
Other IXL’s would work as well.
This would be during the mini-lesson under the
active engagement portion. This would allow
the teacher to see what needs to be retaught
and what they understood when going into the
workshop group with the teacher.