Artifact H:
Technology Integration
Haley Howerin
Regent University



Subject: Math
September 29- October 3
Teacher: Haley Howerin
Grade: 3
Topic: Additive and Communicative Identity
Objectives: The students will understand the identity property for addition along with the
communicative identity for addition.
SOLs: 3.8.1 The student will investigate and identify examples of the identity and
commutative properties for addition.
Essential Questions: What is the additive identity? What is the commutative identity?
How do we know how the additive identity and commutative property helps us in life?
Materials: Turn Around Facts worksheets (VDOE 12+13), Identity in Pocket (VDOE 1619), HW sheet, Math Connects textbooks (pg. 63-64), Brain Pop video
Remediation: If the students are struggling, the teacher will use the
remediation time to pull students back to work on the two properties. The
teacher will have additional worksheets ready to help the students work
through the difficult spots. The students will be asked to bring back their
slates to do slate work, along with their Example-Nonexample worksheets.
Enrichment: If the students are excelling, they will be released to work
independently to work on Math by Myself, Math with a Partner, Math
Writing, Math Technology.
Technology Integration: Brain Pop video used to show Commutative Properties
SmartBoard FlipChart
SmartBoard used to visually show Identity and Commutative
Document Cam used to show activities whole group
Engage: To engage, the teacher will introduce „Turn Around Facts” (2nd grade term) and
explain how it is also called Commutative Properties. SmartBoard FlipChart on
Commutative Properties. To show how this property works, the teacher will model
how to do the activity in the VDOE pages 12 and 13. This activity will help the students
get a visual on the commutative property. Then, the teacher will discuss how during a
commute the distance is the same, but the direction is different. To conclude, the
students will watch a Brain Pop video on Commutative Properties.
Explore: The students will then explore Identity Properties with aid from VDOE pgs. 1619. This activity will engage the students, and have them get out of their seats to be
active with the math. The students will learn about identity properties by using this
activity, and then move in to an activity, which will formatively assess the students on
their understanding of identity properties. Demonstrate with Document Cam.



Explain: To explain, the students will use their Math Connects textbooks to study more
on Commutative and Identity properties. They will look at pages 63 and 64, and discuss
what they see, and be modeled different questions from the book. Displayed on
Extend: To extend, the students will use the math textbook to work on independent work
on page 65. They will answer questions on Commutative and Identity properties, so the
teacher can gain understanding on the student‟s level of comprehension. This will also
allow the students time to practice before their assessment for the strand.
Evaluate: The students will be summatively assessed at the end of the lesson. (VDOE pg.
Homework: Worksheet (Monday and Tuesday, front and back) Textbook page 23
(Wednesday, write Identity and Commutative), Worksheet (Thursday)
Assessment (Formal): Identity Property formative assessment, textbook page 65
(independent work).
(Summative): VDOE pg. 11
Teacher Reflection:
Commutative was hard for the students to grasp. They knew the topic know as “Turn
Around Facts” and were confused with the new term. I used an idea of a commute to
work to help the students understand the idea of commutative properties.
The students comprehended Identity Properties very well. “Identity in My Pocket” was a
good task, and enjoyable for the students.



The artifact chosen is a lesson plan with integration of technology throughout.
The lesson is a Math lesson designed to target the Standard of Learning 3.8.1. SOL states:
The student will investigate and identify examples of the identity and commutative
properties for addition (VDOE). This artifact was chosen because it was designed to
incorporate different uses of technology, including videos, interactive FlipCharts, and
general use of the SmartBoard to aid the students. The Brain Pop and Flipchart were
directly related to the Standard of Learning, and engaged the students in a new way
relating to Math. At Regent University, a required class for students to take was
Technology in Education. This class introduced the different ways of using and
integrating technology into a classroom, which included SmartBoards, Promethean
Boards, using iPad‟s, iPhone‟s, etc. This class helped the students learn how to correctly
incorporate technology into a lesson where it would not be a distraction, or even a waste
of time. The lesson provided shows how the teacher incorporated technology in
appropriate ways, so as to improve the time the technology was taking up. The FlipChart
on Commutative Properties was used as and introduction to the topic, and was a fresh
way of looking at Commutative Properties. The Brain Pop video directly touched on
Commutative Property, and gave the students a new way to look at the subject being
taught. Sometimes it helps the students to look at the topic in a way that is different than
the teacher simply teaching, so the video was introduced in the lesson at an opportune
time. It allowed the students a fun and exciting time looking at Commutative Properties,
and extended to introducing Commutative Properties of Multiplication. The teacher also
used the time wisely to use the Document Cam to display the activities that were being



explained. This allowed the students to focus on one singular thing, rather than being
distracted by papers on their desks. The technology integrated into this lesson helped
better the lesson, and use the time wisely while integrating the technology. Each piece of
technology had a singular purpose, whether it is a fresh way of looking at the subject
matter or to focus the attention of the students, it was used in a way to take advantage of
the time and help move things along.
I chose this artifact because it was a good representation of technology integrated
into a lesson, in an appropriate way. Many times, people can add technology here and
there just for fluff or because it may be cool. My lesson integrated technology in a way
that was not overwhelming or distracting, but in a way that was just right for the attention
span of the students. The lesson was directed towards a gifted class, and this class can
get distracted if there are not enough or too little „exciting‟ moments in a lesson. The
technology was exciting, it was directed towards the subject matter, and it even allowed
them to think a little further than what they were currently learning. The Standard Regent
laid out was to create a lesson that integrated technology in a useful way. I believe I was
able to integrate technology in a useful way that was just enough to help the students, and
made the lesson a little bit more exciting. I used my knowledge from the Technology
course and integrated what I knew to create a lesson that was acceptable for a gifted
classroom. The students were responsive to the different components, and it was clear to
see where the students were excelling after the technology pieces were used in the lesson.