Analysis of a Tech Infused Lesson that Utilizes the TIP model

This task requires that you develop and analyze a technology infused lesson that is anchored in
the TIP model of integration. To complete the project, you must first search for a mobile app
(on your smartphone if you have one) that you will be able to utilize in your work as a teacher.
Once you locate the app, you are to use the TIP model to develop a lesson that is aligned to
the provided template. Specific details are below.

Locate an app on your smartphone that will be useful to you as a teacher. Most apps
are mirrored on IPADS, so if you are planning to be an elementary school teacher, the app/IPAD
option might work best since the earlier grade level students are less likely to carry smartphones
with them.
Download the app onto your smartphone or IPAD and familiarize yourself with its
functions. From there, begin to think about the different ways in which the app can be used in
your work as a teacher.
Review/Download/Complete the template below, which is aligned to the TIP model, to
begin planning your lesson so that you can frame your lesson in such a way that addresses a
particular need or issue.
When completing the template, be detailed in your responses, and make any
connections to outside resources using in-text citations and add a reference list at the end (APA
formatting).
Submit the completed template as a word doc into Blackboard. If you dont know how to
do this, please find a resource online that explains how to export a Google Doc as a Word Doc.
Lesson Template
Name: Debra Jones
Grade: 1 Grade
st

Subject: Mathematics
Topic: Geometry- Fractions
App Information
Identify the app which you intend to use for this lesson by providing a brief summary about the
apps functions: The Application (app) I chose is called First Grade Learning Games by

Kevin Bradford LLC. This app has 12 fun mini-games divided into Math and Language
subjects to help your child learn first grade lessons! It teaches them reading, spelling,
math, fractions, compound words, contractions, and more! The price is $2.99 to unlock
all games. Also, there is a bundle app for all grade for $8.99.
Provide a link to the apps website: https://itunes.apple.com/us/app/first-grade-learninggames/id530703273?mt=8

Provide a brief summary of how you plan to utilize the app in a standards based lesson:

My

lesson plan is called Fractions: Playdough and Sharing Fair. This lesson is covered
after the student masters Geometrics shapes. At the step in my lesson plan where my
students finished with their fractions worksheet. I will incorporate digital technology
using iPad/iPhones with an app. My strategy is to have four work-centers with different
fraction activities set up, and one center will have i-Pads/iPhones set up with the mobile
app loaded on the devise called First Grade Learning Games Fractions. At this
center I will demonstrate the fractions game to the students and then Id have them play
the fractions game on the iPad. I will give the students about 10 minutes to play the
game with close monitoring. Also, I will have the Fractions app game available so
students can practice their fractions during their free time for a couple days. On the last
day for the Fraction app Id assess the students using the app against the time clock
(found in the game). Make it a fun challenge. Having i-Pads/iPhones available during the
students free time in the classroom will help them deepen their understanding of the
fraction concepts. Then, Ill have them find their Fraction worksheet and check their
answers and fix their mistakes if any. Once done, they will turn their paper into me for
final grade.
Technology Integration Planning (TIP) Model
Step 1: Determine the relative advantage
Identify a problem/issue that you hope to resolve in the lesson you plan to teach (cite
resources if applicable): A problem students can experience is having a good mental

image of geometric shapes and their corresponding fractions. My lesson would provide
different examples and images to help them understanding the division of geometric
shapes and Fraction concepts. Resource: Teaching About Fractions: What, When, and
How? Online-http://www.cehd.umn.edu/ci/rationalnumberproject/89_1.html
Discuss how the mobile app youve identified can address the problem/issue above (cite
resources if applicable): My objective of this mobile app is to help resolve any problems

the students still might have about shapes and fractions. When students use the app
during their center work, they will see the graphic shapes with matching
fractions/portions in a digital format. The game will also challenge them in a fun way to
answer the questions correctly. Having them use the game app in a stress-free
environment also promotes their growth in learning the material. (Introduction and
Background on Integrating Technology in Education, Seventh Edition)

Step 2: Access the required resources and skills

Explain the types of equipment, software, media, materials youll need to complete the lesson:

I will need to have 5 or 6 i-Pads with the app loaded on them called First Grade
Learning Games, however if iPads are not available a couple i-Phones will work as well.
I will need to make sure the devices are charged up before class.

Discuss how comfortable you are with using the app, and any other types of equipment
needed, and how you plan to become more fluent with these resources before you teach the
lesson: I feel pretty comfortable using the app, but importantly is to make sure my

students are able to use the app as well. All the games are very easy to use. Once the app
is loaded on the i-Pad/i-Phone you dont need to have WiFi connect for the app to work.
Step 3: Decide on the lessons objectives and assessments
Write clear and concise learning objectives/outcomes (aligned to CCSS, NGSS, or State
Standards) that you expect from using the new methods: The objective: Students will be

able to partition circles, rectangles, and other masses into two, and four equal shares.
They will be able to describe the shares using the words halves, thirds, fourths and
quarters, and will be able to use the phrases half of, fourth of and quarter of. Theyll be
able to describe the whole as two of, or four of the shares. They will also come to
understand for these examples that decomposing into more equal shares creates smaller
shares. (Common Core 1.G.3). http://www.mathwarehouse.com/topic/fractions-lessonplan-1st-grade/
Write clear and concise learning objectives/outcomes (aligned to the ISTE student standards)
that you expect from using the new methods: The objective: Students learn to recognize
infractions/portions of basic shapes using the app call First Grade Learning Games.

ISTE student standard: 4. Critical thinking, problem solving, and decision making.
http://www.iste.org/standards/ISTE-standards/standards-for-students
Discuss how you will assess the objectives/outcomes above: Ill have them find their

Fraction worksheet and check their answers and fix their mistakes if any. Once done,
they will turn their paper into me for final grade.
Step 4: Designing instructional strategies
Provide a step-by-step lesson outline that identifies the approach youll take to teach this
lesson:

Instructional Strategy is Discussion based.

Step 1: State the objective to the class.
Step 2: Ensure supplies are prepared in advance. Apples, Butter knives. Blunt dough
knives for each child, and play dough.
Step 3. Show students two apples. Tell them you want them to divide them up between
two children; as ask how many apples each child will get. When they answered put one
of the apples away. Tell them: Now I only have one apples, but I still need to divide it
evenly between two children. How may apples will each child get?
Step 4: If an answer is not immediately forthcoming, give them a chance to think about
and discuss the problem. It should not take them long to come up with dividing the
apple into two pieces or half.
Step 5: Tell them they are right. Ask where you should cut the apple to get halves; you
may offer them some choices; perhaps a third to the right, middle, or third to the left.

Lead them to discover that any other slice but right in the middle will lead to unequal
parts.
Step 6. Cut the apple and show them the two parts. Emphasize that two equal parts of
the apple are called halves, and that when you put them together you get a whole. Ask
them which is bigger, a half or a whole. Ask them if there is any difference between the
sizes of the two parts.
Step 7. Now, take the sliced apple, holding it as a whole with the two halves together. Tell
the students that now you dont have only two students you need to give this apple to;
you need to give even portions to four students. Allow them to discuss how to attack the
problem. Allow yourself to be guided to cut the halves in half again, making four
quarters. Tell them that these are called quarters, and ask how many are needed to a
whole. Ask which is larger, a half or a quarter. Ask how many quarters make on half.
Step 8. Now, Take out your play dough pizza and tell the class we are going to pretend
that it is a pizza, and ask the class to form their dough into a pizza like yours. Now, ask
them to divide it into halves, and check the halves to make sure they are equal.
Step 9. Stick you two halves back together, and have the class do the same. Tell them that
now you want them to divide it into quarters. Let them work it out themselves, if they
have trouble, you can demonstrate with two perpendicular cuts on your playdough pizza.
If anyone uses parallel cuts, show them how its much harder to make sure the parts are
equal that way, and encourage them to put the pieces back together and perpendicular
cuts instead.
Step 10. Discuss how to write fractions, the denominator and the numerator.
Step 11. Ask which is bigger, a half or a quarter, and ask how many quarter will make a
whole. Have your student lump their playdough together for now, and put it away.
Step 12. Have your students complete a fraction worksheet. They have 10 minutes to
work on it. Once done they will report to their assigned center for fraction activities.
Step 13. Digital Technology Center- Students will have opportunity to play a game using
the app on their i-Pads called First Grade Learning Games Fractions. I will
demonstrate so the children at their center will know how to assess the app and how to
play the app on the i-pad. If this is their first experience using the i-Pad I will also cover
iPad etiquette. Ill turn the iPads over to the students to play the game for about 5
minutes. When they are done they will move on to the next activity center. Once all the
children have had an opportunity to rotate through the centers they will return to their
desks. Tomorrow they will have another opportunity to play the fractions game.
Discuss how you will prepare students to use the type of technology (app) discussed in this
lesson: Fun and educational games for first graders! I would inform them that if they

choose an incorrect answer while they are playing the game, thats ok, the game will give
another chance to answer the questions. You want to pay attention to the number of
sections that are divided up (denominator) and the section that are colored are the
Numerator).
Step 5: Preparing the instructional environment

Discuss how you plan to arrange the resources/technology in your classroom for this
particular lesson: I would arrange the iPads at the work center, one for each student to
be able to access.

Explain what steps you need to take to make sure that the technology works: Prior to class,
make sure the iPad/iPhones are charged up and the application is loaded on the device
and the app is operational.

References

Eberly Center Teaching Excellence & Education Innovations, Identify Appropriate

Instructional Strategies, online
-http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/
Jumpstart, Shapes in the Classroom, online- http://www.jumpstart.com/common/shapes-in-theclassroom-view
Home School Math.com, Why are fraction so difficult to learn?, onlinehttp://www.homeschoolmath.net/teaching/teaching-fractions.php
Bezuk, N., & Cramer, K. (1989). Teaching About Fractions: What, When, and How? In P.
Trafton (Ed.), National Council of Teachers of Mathematics 1989 Yearbook: New Directions
For Elementary School Mathematics (pp. 156-167). Reston, VA: National Council of Teachers
of Mathematics. Online - http://www.cehd.umn.edu/ci/rationalnumberproject/89_1.html
Kevin Bradford LLC, First Grade Learning Games, onlinehttps://itunes.apple.com/us/app/first-grade-learning-games/id530703273?mt=8