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# Developing an Instructional Game: 4th Grade Mathematics for

Special Education
Name (s): Candace Hoffmann

Review: What criteria do you feel are most important when developing an instructional game?
1.
2.
3.
4.

It
It
It
It

must
must
must
must

## aid in learning of specific content, rather than distract from it.

aim to engage and motivate.
seem exciting or fun to the majority of class.
include a way to assess students.

Process: Using Google Images, 4th grade students will do a photo hunt in Mathematics. In a race
to complete this activity first for prizes, students can get up and move around the room, finding
questions to their photo hunt on the walls or hidden on furniture (example: taped to the side of
the teachers desk). They will be provided with a treasure map of where to find the questions,
and where to submit them for points and candy. Then they will return to the computer lab OR
type these questions into an iPad on spot to complete these questions, in no particular order.
Objectives: Our class will learn about number sense, properties and operations. Specifically, our
class will focus on the representation of fractions through various pictures today and their
importance in everyday life.
Goals: To help students socially collaborate and learn responsibility in group work, to have a fun
interactive game time, and to learn as much as we can about fractions today.
Standards: Content area: 4th grade Mathematics
Area of focus for the Day: number sense,
properties, and Operations. Specifically, fractions!
-Understand that equivalence is a foundation of mathematics represented in numbers, shapes,
measures, expressions, and equations.
- Different models and representations can be used to compare fractional parts.
ISTE Standards: #4. Critical thinking, problem solving, and decision making- Students learn how
to be specific with internet search requests, how to locate information based upon the question.
#2. Research and information fluency- Students learn how to navigate Google images to help
#6. Technology Operations and Concepts- Research methods with a computer are targeted.

TPACK: This is a fun way to get students excited about research, and also to get students to learn
how images can help them learn
OUTLINE: FRACTION FRENZY PHOTO HUNT
Directions: Questions are to be posted/hidden throughout the room. Teacher states goals
and objectives and then divides kids into groups of 3. Simple instruction is broken down and
announced to class. Each group has a kid that types in searches in the iPad provided, a
student that is the recorder of results, and a treasure map holder that navigates the map
clues. Each group will each be given a different treasure map/ clues to where the questions
may hide. (Each group has its own location for questions/ different questions so that other
groups may not cheat and go to the same locations.) Students are encouraged to work
together in groups to complete the questions, since every kid in the group of 3 has a job to
do. If students get their work turned in at the end of class, candy will be given. Teacher will be
walking around assessing, facilitating, and helping students. Assessment is based on
correctness of answers and participation in the group. Each group gets a handful of questions
selected by the teacher from below. Students have a lot of independence in this assignment,
especially to collaborate and converse with peers.
Questions for Students
1. Type into Google Images: everyday fractions. Write at least 3 common uses for fractions
in everyday life.
2. Type in parts of a fraction. Label the numerator and denominators.
3. Find an example of two fractions that represent the same quantity/ amount.
4. Find an example of a fraction used as a model. Sketch and label it. ( Google: fraction
models)
5. What would the world be like without fractions? How would we measure things?
6. Google fraction number line in Images. Using the fractions , , and 4/4, make a
fraction number line. Label with these fractions provided.
7. Google fractions to decimals in images. Give three examples of decimals and their
equivalent fractions.
8. Google improper fractions, and give one real example.
9. Google mixed numbers in fractions, and two real examples. Sketch the two examples.
10.Google fraction strips, and sketch one of them.
11.Google adding fractions with like denominators. In three steps, explain how you would
12.Google adding fractions with unlike denominators. In three or more steps, explain the
process of how to solve these kinds of problems.

13.Google simple fraction word problems. Write your own real-life word problem and solve
it.
14.Google visual fraction model and sketch two of the examples you find.
15.What other vocabulary term is similar to a fraction chart that we have already Googled?

Levels of Achievement

CRITERIA

Layout &
Design

0 points

0 points

0 points
Objectives

## Learning objectives are un

Different 0 points
Learning
Styles The game provides few au

0 points

Higher
The game provides limited
Level
Learning
Skills

Game-Based Learning

0 points
Rules or Instructions

0 points
Goals

0 points
*Feedback

0 points
Interaction

0 points
Subject

## The subject or topic of the

Total Score

*Depending on the game structure, feedback may occur after students play the game.

## Evaluation of Total Score:

Number of Criteria
Rated at this Level

Rating

Exemplary (A)

40-50 points

45

Effective (B)

30-39 points

na

Baseline (C)

## less than 30 points

na

Anything below a C will require revision until it meets the baseline requirements.

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