MultiMedia Tools

Lesson Idea Name: History of Mathematics.

Content Area: Fraction, ratio and number representation.
Grade Level(s): 6 Grade

Content Standard Addressed: Apply and extend previous understandings of multiplication and division
to divide fractions by fractions.
MGSE6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving
division of fractions by fractions, including reasoning strategies such as using visual fraction models
and equations to represent the problem.
For example:
How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally?
How many 3/4-cup servings are in 2/3 of a cup of yogurt?
How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
Create a story context for (2/3)(3/4)and use a visual fraction model to show the quotient;
Three pizzas are cut so each person at the table receives pizza. How many people are at the table?
Use the relationship between multiplication and division to explain that (2/3)(3/4)= 8/9 becaus3 3/4
of 8/9 is2/3. (In general, (a/b)(c/d) =ad/bc.)
Compute fluently with multi-digit numbers and find common factors and multiples.
MGSE6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.
MGSE6.NS.3 Fluently add, subtract, multiply, and divide multidigit decimals using the standard
algorithm for each operation.
MGSE6.NS.4 Find the common multiples of two whole numbers less than or equal to 12 and then or
equal to 100.
a. Find the greatest common factor of 2 whole numbers and use the distributive property to express a
sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers
with no common factors.
(GCF) Example: 36 + 8 = 4(9 + 2)
b. Apply the least common multiple of two whole numbers less than or equal to 12 to solve real-world
problems.

Technology Standard Addressed: Digital Design and Knowledge Construction.

Selected Technology Tool:
Movie (list application):
Audio (list application):
Other: (list)

URL(s) to support the lesson (if applicable): I have attached the movie.
Blooms Taxonomy Level(s):
Remembering Understanding Applying Analyzing Evaluating Creating
Levels of Technology Integration (LoTi Level):
Level 1: Awareness Level 2: Exploration Level 3: Infusion Level 4: Integration
Level 5: Expansion Level 6: Refinement

Lesson idea implementation:

I will start by showing the students the movie about History of Mathematics. I will ask the
students to take notes so we can discuss what we have learned from the movie. Students will work
with their peers to discuss their finding and after they are done from discussing their finding with their
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peers we will discuss it with the whole classroom. I will ask them what they thought about how
Egyptian where able to use fraction to solve daily problem. For example, when they needed to divide
the break among them what mothed they used to do so. Students will work on creating a story in a
movie format about creating fraction in the real-world.
We are going to work on this project for the next three days. The first day, we are going to gather the
date we need about the project. The second day, we are going to start our movie production using the
material we gathered in the first day. On the third day, we are going to edit the movie and make sure
that we covered the content of fraction and that we have related the concept to real-world application.
Students will take a pre-assessment and post-assessment to show the level of knowledge they
have gained about the fraction concept after working on the project. Students final project will show
the level of learning. Are they informed or need farther assistant to gain the deeper understanding of
the concept? In this project, we connected fraction to everyday use, students now must reflect on their
finding and express what they have learned from the lesson. Mathematics is everywhere, students
need to reflect on this statement by going the teacher example of what have they learned during this
project about fraction and mathematics. I will give oral and written feed back to the students about
their project and we will take a unit test to evaluate their level of understanding of the faction concept.
Importance of technology:
The multimedia authoring tool we have used to create the movie is iMovie, which is critical to
the project. In iMovie, we are using the tools given to edit and create the movie. The project could not
be completed without the use of iMovie, because iMovie makes it easy for the students to use the
tools within the iMovie which makes it easier for the students to create their movies. Students must
work on finding the information to create their movies on their own which promote creative and
critical thinking. The technology that I have use to create the movie includes: iPad, the software
iMovie, google images, YouTube video and the sound track included in the iMovie software to avoid
copyright laws problems. The images used from google images also labeled under the reuse images to
avoid the copyright laws as well.
Inspiration (optional): N/A
Internet Safety and Student Privacy:
I will be emailing the parents prior to the assignment and the information about the assignment
will be posted on my blog. For added major I will be sending letter to the parents with the students to
ask for their permission so the students can take part on the online search of the information. Keeping
in mind the internet safety laws about the years old students. especially if we are going to public s
students work. I will ensure the parent that the students work will be password protected to support
students privacy. Only school official, parents will have access to students work to keep students
privacy and to follow the guide line of the laws about students age. Students will be given with a list
of links to aid them with their research. Students will learn about the copyright laws and how to
follow the guide line to create free music, movies, and images that does not violate copyright polices.
Other comments about your proposed student multimedia authoring activity:

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