Update: Welcoming Technology into our Classroom!

Math Splash K-5

Orange  Blossom  School,  Chestnut  Hill,  MA  (Volume  1,  Issue  1)   February  25,  2019  

Note  From  the  Teacher  J  

Dear Parents,
Here’s a quick update from Ms.
Carreiro’s classroom about some
exciting new technology being used
in our 3rd grade math class!
Multimedia-based teaching, which involves
interactive websites and apps, is becoming a new
resource for inside and outside the classroom to assist
with our students’ learning experiences. Splash Math
K-5 is an interactive website for students, teachers, and
parents, which includes a variety of web-based
mathematical games covering specific content
knowledge under the Common Core curriculum for Contact
each grade level. It is a great resource for students to
practice their mathematical skills, while enjoying the
Information
act of playing games online. In our classroom, we will
soon be covering the topic of fractions and I will be My email: carreirg@bc.edu
incorporating some math games from this program!
Splash Math K-5 is really easy to use and Splash Math K-5 website:
I encourage you to take a look at the https://www.splashmath.co
different resources and content areas m/math-skills/fourth-
under the 3rd grade curriculum. grade/fractions/compare-
Please let me know if you have any fractions-with-half-and-
questions! one?from_page=Home
 
More  inside!   g.  2
P
  
Taking a Closer Look:
The areas of focus I will be reviewing are  
fraction games, specifically the games labeled
identifying and modeling fractions. These web-
based games consider mathematical content
areas presented in the 3rd grade and reflect the
following Common Core Curriculum: 3.NF.1
Understand a fraction 1/b as the quantity
formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b as
the quantity formed by a parts of size 1/b.  

 
1) Identifying Fractions

During this web-based game, students are asked to

identify what is the remaining fraction of objects such as
a pizza, watermelon, and fraction models. For example,
a pizza will pop up in the middle of the screen that is
divided into thirds. In this example, there are two pieces
of the pizza left on the plate and one has already been
eaten. The game will prompt the student by asking them
what fraction of the pizza is left on the plate? The objective
is for the student to select the jellyfish in the ocean
labeled with the correct fraction of pizza left on the
plate. In this example, students should select the
jellyfish labeled 2/3. When the student selects the
correct fraction they receive positive reinforcement
(praise from one of a characters) and a gold coin as a
reward. If the student selects the wrong fraction the
correct answer will pop up at the bottom of the screen
before moving on to the next question. The overall goal
is for the students to be able to identify the correct
fractions and understand the underlying concept that a
fraction is a few parts out of a whole.

 
2  
  
con
t.  

2) Modeling Fractions

During this web-based game, students are asked

Splash Math K-5 offers personalized
learning, fun rewards as positive
reinforcement, and actionable
reports to monitor students’
progress! J
3
to either color in or remove the correct amount of
objects in order to create a particular fraction. For
example, a whole pizza will pop up in the middle
of the screen that is divided into fourths. In this
example, the game will prompt the student by
asking them to remove enough slices such that one
fourth of the pizza remain on the plate. The objective
is for the student to remove the correct amount of
pizza slices so that the slices left in the plate
represent 1/4 of the whole pizza. Similarly to the
identifying fractions game, when the student
selects the correct fraction they receive positive
reinforcement (praise from one of a characters)
and a gold coin as a reward. When the student
creates the wrong fraction the game will show the
student the correct number of slices that should
have been removed. Some examples will also ask
the student to color in the correct amount of
parts. For example, students will be given a blank
circle divided into eighths. The game will prompt
the students to color the shape such that the colored
parts represents 5/8. The same response is provided
if the student should construct the fractions
correctly or incorrectly. The overall goal for the
students is to be able to use real-world objects to
represent fractions and, again, understand the
underlying concept that a fraction is a few parts of
a whole.

 
1) Is the educational approach sound for both games?

 These games aim to support students’ development in understanding fractions as
numbers. Specifically, observe fractions as parts of a whole number. Using this
interactive, brain-based learning style, students are beginning to understand and grasp
the concept of fractions from a multiple of different angles. Rather than memorizing
fractions in a classroom, students are using technology to virtually construct and
deconstruct fractions using real-life objects. These practical applications allow students
to make connections with familiar items outside the classroom, bringing math into their
every day lives!
2) Are the games appealing to students?
YES! These games make learning fractions more exciting since students are working
with various objects, characters, visuals, and audio reinforcement. Instead of simply
identifying a fraction on a white board or coloring in a portion of a circle on a piece of
paper to represent a fraction, students are learning mathematical concepts while
playing a game, which is something meets their level of interest. They can be
independent, monitor their progress, and receive gold coins for their success!
3) Are the games appropriate for grade level?
These are perfect games for students who are just learning to notice and identify
fractions, which is appropriate since it is a topic first introduced in the 3rd grade. The
first game simply allows students an opportunity to identify a fraction, visually
observing the parts of a whole, as graphically represented by the portion of pizza,
watermelon, and fractional models. The second game gives students an opportunity to
actually create their own fractions, as they are asked to color in or remove the correct
amount of parts of the whole in order to represent the appropriate fraction.

 
Benefits of interactive technology J
• Students can work at their own pace
• Students can monitor the own progress and cash in their rewards.
Makes the learning more interactive, meaningful, and personal

• A way to involve math outside the classroom

• Connects math topics with real world objects/problems

Hope this was informative and inspiring! Looking forward to an

awesome year filled with multimedia learning.
  Thank you,
Ms. Carreiro