Marci Evans

Digital Learning Unit Project

EDUC 2500
April 6, 2019

Strand: NUMBER AND OPERATIONS - FRACTIONS (4.NF)

Extend understanding of equivalence and ordering of fractions (Standards 4.NF.1–2).
Build fractions from unit fractions by applying and extending previous understandings
of operations on whole numbers (Standards 4.NF.3–4). Understand decimal notation to
the hundredths and compare decimal fractions with denominators of 10 and
100 (Standards 4.NF.5– 7). Denominators for fourth grade are limited to 2, 3, 4, 5, 6, 8,
10, 12, and 100.
Standard 4.NF.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100,
and use this technique to add two fractions with respective denominators 10 and
100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

 Dimes and Pennies

This task asks: "A dime is 1/10 of a dollar and a penny is 1/100 of a dollar. What
fraction of a dollar is 6 dimes and 3 pennies? Write your answer in both fraction and
decimal form."
 Expanded Fractions and Decimals
The purpose of this task is for students to show they understand the connection between
fraction and decimal notation by writing the same numbers both ways.
 Explore the Relationship among Fractions, Decimal Notation, and Percents
The students watch a series of videos to help them learn how fractions, decimals and
percents can all be used to represent the same value. A classroom activity builds on this
understanding. NOTE: You have to create a Free PBS Account to view this web page,
but it is easy to do and worth the effort.

ISTE STANDARD
5 Computational Thinker Students develop and employ strategies for
understanding and solving problems in ways that leverage the power of technological
methods to develop and test solutions.

5bStudents collect data or identify relevant data sets, use digital tools to
analyze them, and represent data in various ways to facilitate problem-
solving and decision-making.

Digital Learning Unit Project: Assignment Instructions

1. Watch the YouTube video about fractions and their relationship with decimals and
percentages. The video is called Converting between Fractions, Decimals, and
Percentages by Professor Dave Explains.
 Here is the link: https://www.youtube.com/watch?v=-Xt4UDk7Kzw
2. There are four components to this assignment; 1. Convert your fraction to a decimal 2.
Convert your fraction to a percent 3. Find a picture that represents your fraction 4.
Compare your fraction to currency
3. You and your group can work on each step together or divide them up equally, that is up
to you.
4. After discussing with your group how you want to proceed and watching the video, you
will then click on the link to our classroom Padlet. This is where you will complete the
rest of the assignment.
5. Our classroom Padlet has a password. The password is FRACTIONS. You will not be
able to access the Padlet without the password, which is FRACTIONS.
6. Here is the link to our class Padlet: https://padlet.com/marci_evans/fswsh8yh4l77
7. Once you have accessed our class Padlet you will need to find your assigned fraction and
post the information you gathered from step 2. Remember the components or information
you will need to complete the assignment are; 1. Convert your fraction to decimal 2.
Convert your fraction to a percent 3. Find a picture that represents your fraction 4.
Compare your fraction to currency.
8. Here is a link to an instructional video on how to complete the Fraction Padlet
assignment https://www.youtube.com/watch?v=O9Zz16fYrHQ below are the written
instructions for you as well.
9. To post your information there is a pink button in the bottom right corner with a plus sign
in the center or you can double click the spot where you want your post to appear. This is
how you will input your information. Within the post there are resources at the bottom
that will allow you to access google images. This will make posting very easy. However,
you are not required to use the resources provided. Just remember all I need is ALL the
information that I requested in step 2 and 7.
10. Once you created posts for all information (there should be a total of 4) be sure to
connect them to your assigned fraction. This can be done by clicking on the 3 dots in the
upper right corner of your assigned fraction post and selecting CONNECT POST, all you
to do after that is select the posts you created that contain the correct information. Also
note that you can move posts around by simply dragging them to where you want them to
end up. This can be done before or after connect your post to your assigned fraction.
11. Here is a list of fractions, please find your assigned fraction and get to work!
1/8, 7/10, 5/6, 4/9, 2/3, 1/5, 3/4

*PLEASE REMEMBER THERE IS A PASSWORD TO ACCESS OUR

CLASSROOM PADLET THE PASSWORD IS FRACTIONS.
Instructional Video Link: https://www.youtube.com/watch?v=O9Zz16fYrHQ
 Fraction Rubric
Criteria

Group Group Group Group Group Group

Group 2
1 3 4 5 6 7

(3pt.) (3pt.) (3pt.) (3pt.) (3pt.) (3pt.) (3pt.)

Conceptual Conceptual Conceptual Conceptual Conceptual Conceptual Conceptual
Understanding: Understanding: Understanding: Understanding: Understanding: Understanding Understanding
Student knows Student knows Student knows Student knows Student knows Student knows Student knows
how to identify how to identify how to identify how to identify how to identify how to identify how to identify
the fraction and the fraction and the fraction and the fraction and the fraction and the fraction and the fraction and
its its its its its its its
corresponding corresponding corresponding corresponding corresponding corresponding corresponding
decimal and decimal and decimal and decimal and decimal and decimal and decimal and
percent. percent. percent. percent. percent percent percent

(1pt.) (1pt.) (1pt.) (1pt.) (1pt.) (1pt.) (1pt.)

Mathematical Mathematical Mathematical Mathematical Mathematical Mathematical Mathematical
Reasoning/ Reasoning/ Reasoning/ Reasoning/ Reasoning/ Reasoning/ Reasoning/
Problem Problem Problem Problem Problem Problem Problem
Solving Skills: Solving Skills: Solving Skills: Solving Skills: Solving Skills: Solving Skills: Solving Skills:
Compare the Compare the Compare the Compare the Compare the Compare the Compare the
fraction to fraction to fraction to fraction to fraction to fraction to fraction to
currency currency. currency currency. currency currency currency

(1pt.) (1pt.)
(1pt.) (1pt.) (1pt.) (1pt.) (1pt.)
Procedural Procedural
Procedural Procedural Procedural Procedural Procedural
Fluency: The Fluency: The
Fluency: The Fluency: The Fluency: The Fluency: The Fluency: The
student student
student correctly student correctly student correctly student correctly student correctly
correctly correctly
identified a identified a identified a identified a identified a
identified a identified a
visual example visual example visual example visual example visual example
visual example visual example
of the fraction. of the fraction. of the fraction. of the fraction. of the fraction.
of the fraction. of the fraction.

___/5pts. ___/5pts. ___/5pts. ___/5pts. ___/5pts. ___/5pts. ___/5pts.

 TRANSMEDIA ASSIGNMENT INSTRUCTIONS
1. Students are given a list of words they should know and they review
these words for 10 minutes.
2. Students begin by listening to a recording of story, Oh the Places You’ll
Go read by the teacher or one can be found on YouTube.
https://www.youtube.com/watch?v=wa-0yJXFeKk
3. Students are to count and identify which words from the list are in the
book, Oh the Places You’ll Go.
4. Students are instructed to find out more Dr. Seuss by viewing the Dr.
Seuss PowerPoint. The power point can be found on the teacher
website, but the PowerPoint will be up and displayed in the classroom
as well, which you will briefly go over with the students. To make sure
they understand the content. https://marcimae.weebly.com/transmedia-
assignment.html
5. Throughout the PowerPoint students will be exposed to many different
Dr. Seuss books.
6. Once they have finished going over the PowerPoint, students will pick
one of the many books from the PowerPoint. Students will need to
identify and count the words from the list that are present in their
chosen book.
7. Finally students will retell their story. Students can create, props,
puppets, etc. to help them recreate their story.
8. Students will then present their final recreation of the story they chose.

Links needed for this assignment:

The first link is the YouTube reading of Oh the Places You’ll Go
https://www.youtube.com/watch?v=wa-0yJXFeKk
The second link is to a class website where you can access the Dr. Seuss Power Point
https://marcimae.weebly.com/transmedia-assignment.html
 Reflection
The first thing I learned from this assignment was that I can do anything I set my mind to.
That seems so silly but I put off this assignment because it was so intimidating. I didn’t feel like I
could develop all the components I would need to complete this assignment. Especially the
video, I cannot make a video much less edit one. Now I won’t be winning an Oscar or Golden
Globe anytime soon but I am really proud that I didn’t give up. It took me a long while, but I did
it and I am so proud.
Second, I learned that incorporating technology can make a difficult subject easier. I have
been afraid of fractions since I was introduced to them. This assignment helped me overcome
that fear. With this assignment I was able to see a fraction compared to its corresponding decimal
and percent. This made it so clear. It was actually fun to create this assignment and not let
fractions bully me. Obviously as a teacher, I can’t just avoid teaching fractions simply because I
don’t like them.
Last, I learned that it is important to provide multiple ways for students learn how to do
something. Even for me I read how to do a transmedia assignment but it wasn’t clear until I did
further research and viewed examples. I tried to integrate this idea into my digital learning
assignment. I provide a how to video on converting fractions, then written instructions on how to
complete the fraction Padlet, and finally an instructional video on how to the fraction Padlet.
This way there was multiple opportunities for students to see how I, the teacher, wanted the
assignment completed. Frequently teachers assume that because students have access to the
internet that they can use it to further help them in their education, but often there is such a wide
range of options students don’t understand or know how to narrow that field.
This assignment turned out to be my favorite assignment because it was the one
assignment, I debated on not doing because I felt like no matter how hard I tried I wouldn’t be
able to do it and if by some miracle I did complete it, it would not be up to par. I proved myself
wrong and now can use these tools in the future to make my classroom better along with my
teaching skills. Technology should be used properly in the classroom and I feel that I can now do
that confidently.