Instructional Software

Lesson Idea Name: Among Us- Fractions

Content Area: Math
Grade Level(s): Fifth Grade

Content Standard Addressed:

Students will be able to use equivalent fractions as a strategy to add and subtract fractions.

MGSE.5.NF.1 Add and subtract fractions and mixed numbers with unlike denominators by finding a common denominator and
equivalent fractions to produce like denominators.

MGSE.5.NF.2 Solve word problems involving addition and subtraction of fractions, including cases of unlike denominators (e.g., by
using visual fraction models or equations to represent the problem). Use benchmark fractions and number sense of fractions to
estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1⁄2 = 3/7, by
observing that 3/7 < 1⁄2.

Selected Technology Tool:

URL(s) to support the lesson (if applicable and goes directly to the lesson):
https://outschool.com/classes/among-us-3rd-grade-math-game-DFwiMUl0

Type of Instructional Software:

☐ Drill and Practice ☐ Tutorial ☐ Simulation x Instructional Game ☐ e-books/e-references

Features of this software (check all that apply):

x Assessment Monitoring/Reporting
☐ Allows teacher to create customized lessons for students
x Multi-user or collaborative functions with others in the class
☐ Multi-user or collaborative with others outside the class
☐ Accessible to students beyond the school day
x Accessible via mobile devices (laptops)
☐ Multiple languages
x Safety, security and/or privacy features

Bloom’s Digital Taxonomy Level(s):

x Remembering x Understanding x Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

x 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.

TFrazier, 2021
 Instructional Software
☐ 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):

This tool was utilized in my fifth grade observations in a class with ESL students as well as students with
learning disabilities. In this multiplayer game, students are given the freedom to work on certain parts of the
“ship.” They answer questions to receive money. This money is then exchanged for investigations to be run on
their peers to see if they are the imposter. Students can choose their role in the game as well as how they wish
to interact with their peers and the questions. Students are also given the freedom to work together and
support each other. The game is offered in the computer format, so students would need access to either a
personal mobile device or the school issued laptops in the county I observed in.

Lesson idea implementation:

Students will be introduced to the Gimkit Live formatting with a quick tutorial on the whiteboard. I will display
to them how to operate the “Trust No One” game, as well as all of the individual actions that they can commit
while playing. They will be reminded of the content area for the game and the aspect that they should know
to complete the questions that they will be given. The students will then proceed into the game portion where
they will be playing with each other to determine who is the imposter. They will proceed to answer questions
in order to earn money that can be exchanged to run investigations on their peers. The students will utilize
this resource for 30 minutes to an hour. I will serve as the facilitator during this lesson, rather than engaging in
the multiplayer game myself. Students are free to work with each other if they have any questions as well as
come talk to me if they have any concerns. I will be scaffolding and providing resources when necessary,
however my involvement will not be heavy in this lesson. In terms of differentiation, students will be able to
choose if they want to work together with their peers, work alone, and will be allowed to choose their course
of action in the game itself. This lesson will serve to help students practice content, rather than introducing
them to any new content, or assessing their knowledge of the content area. Though the teacher can receive
feedback, this will not be a summative grade and will serve to display the students progression of knowledge
in terms of dividing and multiplying fractions. Based on the data received from the test, I will then adjust my
lessons and activities for each student based on their needs and their proficiency in the standards. This will
lend itself to group work in order to address the certain needs of each individual student and place them with
peers who are at the same level. They will then be exposed to different activities and software which can
enhance their learning or solidify their content knowledge. I will conclude this lesson with a group discussion
where students are welcome to give their feedback. They will discuss the elements of the lesson that they
enjoyed, did not enjoy, and wish to do again. The students will be asked if they feel this was effective and what
they learned during the game.
Reflective Practice:
I have seen this tool be utilized successfully in a fifth grade classroom. Because the game is trending, it makes
the content more relevant for the students and increases their interest in the content area. The students are
more excited to engage in the math content and math discussion with their peers. I will utilize many more
software‘s which are trending for children their age. In this manner, they will have an increase in excitement
for learning because it is viewed as fun. I will need to dive into more research and find more software‘s which
directly relate to games played by students in the grade level I am teaching. this activity was designed to
practice a certain content area. In terms of assessment to extend the lesson I may choose to have children
split off into groups and create their own “game” (as simplistic as a board game if necessary) which would
allow their peers to practice multiplying and dividing fractions. They will be given access to computers and
software in order to complete their game. This would serve as the summative portion of the content area,
whereas the among us game served as a more formative activity for students to practice their learning.

TFrazier, 2021