Multimedia Tools: Video

Lesson Idea Name: Partitioning Shapes into Equal Areas

Grade Level/Content Area: 3rd Grade Math (Geometry)
Content Standard Addressed:
MGSE3. G.2 Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the
whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4
of the area of the shape.

Technology Standard Addressed:

Teacher standard: Model and nurture creativity and creative expression to communicate ideas, knowledge, or
connections.
Student Standard: Students communicate clearly and express themselves creatively for a variety of purposes
using the platforms, tools, styles, formats, and digital media appropriate to their goals.

Guiding question or statement:

Split up this shape in a way that you have 2 or more pieces, and all pieces have an equal area.
Set a goal that you want to achieve with this plan for learning with the use of multi-media tools? Will you
use your video as a sample of what students will design or will you use the video for meaningful learning
about a topic? Be sure to mention what tool you/your students will use.
I will create an educational video that includes examples of what I want my students to create for their video.
At the end of the video, students will be asked to create a video through iMovie that shows them partitioning
a shape of their choice into parts with equal areas. My goal for this plan will be for students to understand my
video so that they can learn from it and successfully create their own video.
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☒ Applying ☒ Analyzing ☒ Evaluating ☒ Creating
Levels of Technology Integration:

☐ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-
driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.
☒ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.
Universal Design for Learning (UDL)
Students will use iMovie on their tablets to create their video. Students have voice and choice in what shape
they will be representing and how they will partition it to make equal parts. They will also have choice on how
they demonstrate it- by drawing it on a paper, using manipulatives, cutting out a shape on paper, etc.
Students can also choose to explain their steps aloud in their video or use a transcript. Students should
provide a transcript either way.
Lesson idea implementation:
Students will first watch the video created by the teacher for a quick lesson review, to know what they will be
doing, and see an example. Students will then create their own video and demonstrate them partitioning a
shape and explaining their thinking. This activity will take approximately 45 minutes. Student learning will be
assessed by if they can correctly partition a shape into equal parts with equal area. We will watch everyone’s
video in class to inform learning. To extend learning, I will ask students to see if they can partition their shape
in a different way with equal area. To conclude the lesson, students will discuss with their peers if they were

TFrazier, 2021
 Multimedia Tools: Video
able to partition their shape in a new way. I will provide my students with feedback on their work by writing
them a note on a flashcard as we watch each of the videos.
Importance of technology:
Using this multimedia tool allows the project to be done at home or in class. The technology used enhances
student’s creativity and critical thinking skills as they are using more ways than just the typical pen and paper
to demonstrate their knowledge.
Internet Safety and Student Privacy:
Some internet safety issues that could arise would be students displaying their first and last names, school,
grade, and their face in the videos they create. To minimize risks, I would ensure that our sharing platform is
private, and created for students and parents only. I would still ask that students not put their last names,
class name or grade, or school name. I would make sure that parents are aware of our internet safety
precautions and that they have given permission (or not) for their child’s work with their face in it to be
posted on our class work page.
Reflective Practice:
I believe that the lesson is simple enough for students to learn the content yet challenging enough for them
to develop problem solving and critical thinking skills. To extend learning, I could ask my students to use their
same shape and partition their shape in another way or give them a specific number of parts to try to get and
decide whether or not their shape can have equal parts with that number.

TFrazier, 2021