CONT933 Course Culminating Activity
Name: Rika Inoda
Resource #1
Name of technological resource:
Description of how this resource
could be used:
Justification for using this
resource:
Resource #2
Name of technological resource:
Description of how this resource
could be used:
Justification for using this
resource:
© Continuing Teacher Education, Queen’s University, 2020
Flipgrid
https://info.flipgrid.com
Flipgrid is a tool that can be used to share videos.
Teachers can post topics which students are prompted to
respond to by recording their own thoughts.
Flipgrid fosters student centered learning as it allows
students to have a voice in their math learning. It also
creates a community where students can connect online
as they post their thoughts and reply to each other.
By getting students to respond via video students are
communicating and representing their learning. Here are
some curricular competencies students are engaged in:
- Communicate mathematical thinking in many ways
- Use mathematical vocabulary and language to
contribute to mathematical discussions
They are also reasoning and analyzing their learning by:
- Using technology to explore mathematics
YouTube
https://www.youtube.com
On YouTube, teachers have access to an abundance of
educational videos that can enhance student learning.
Teachers are also able to create their own videos and
create playlists for their students to watch from anywhere.
Showing a video is a different way of presenting the
information which can be beneficial for some visual
learners. Also, as teachers create their own videos or
create a selective playlist, students can watch these
videos on their own time which allows for more time to
explore and discuss the math concepts during class time.
Resource #3
Name of technological resource:
Description of how this resource
could be used:
Justification for using this
resource:
Resource #4
Name of technological resource:
Description of how this resource
could be used:
Justification for using this
resource:
© Continuing Teacher Education, Queen’s University, 2020
Hour of Code
https://hourofcode.com/ca
Hour of Code has many activities that provide students
with the opportunity to explore coding. Teachers can
select an appropriate activity for their class and assign it
to their students to explore. They can go through the
activity together or let students explore it on their own
depending on their technological capabilities.
Programming is becoming more involved in all aspects of
our lives. Therefore, an understanding of programming is
important to ensure our students are prepared when they
enter the workforce. Additionally, the immediate feedback
that coding provides promotes the development of
problem solving skills in our students. Besides building
computational thinking, programming is also fun and it is
a great way to engage the students in their learning.
As students explore coding by creating animations and
design games students are engaged in the following
curricular competencies:
- Using technology to explore mathematics
- Communicating mathematical thinking in many
ways
- Representing mathematical ideas in concrete,
pictorial, and symbolic forms
HyperDoc
https://hyperdocs.co
A HyperDoc is an interactive document that incorporates
multiple hyperlinks including things such as other
websites, videos, pictures, polls, etc. Students can work
through this interactive document at their own pace as
they explore the different hyperlinks in the document.
Using a HyperDoc allows students to be independent
learners as the HyperDoc assists teachers to actually
teach the material and assigned related tasks so students
 can demonstrate their understanding. The great thing
about the HyperDoc is that it is so flexible that it can meet
all the student’s individual learning needs. The teacher
can incorporate videos to support the students who need
a bit of support and add in a challenge task for others
who are ready to further extend their learning. Students
also have opportunities to collaborate with their
classmates as they share their own work and comment
on each other's work on collaborative hyperlinks.

As students explore these hyperlinks, students are:

- Developing and using multiple strategies to
engage in problem solving
- Developing, demonstrating, and applying
mathematical understanding through play, inquiry,
and problem solving
- Communicating mathematical thinking in many
ways
- Reflect on mathematical thinking

Resource #5
Name of technological resource: Padlet
https://padlet.com

Description of how this resource Padlet is a collaborative board where students can share
could be used: their ideas, work, resources, etc. Students and teachers
can leave comments on each other's posts.

Justification for using this Padlet allows for easy collaboration on this digital “wall”.
resource: Teachers and students can post on the wall, leave
comments, and get ideas from classmates.

Curricular competencies students are engaged in when

using Padlet in the classroom:
- Use mathematical vocabulary and language to
contribute to mathematical discussions
- Explain and justify mathematical ideas and
decisions
- Represent mathematical ideas in concrete,
pictorial, and symbolic forms

© Continuing Teacher Education, Queen’s University, 2020

Evaluation of Your Google Site:

I believe that I have successfully created a website that can be a helpful resource to
Intermediate teachers, as there are various activities incorporating different technology tools at
the Grade 4-5 level.

The activities that I included on my website focus on the Gr ⅘ curriculum. Here are some
Curriculum Content that I have included:
- Multiplication: Students provide live feedback to each other as they work through math
tasks on a collaborative document.
- Fractions:
- Students compared fractions using a clock by describing their typical 1 hour
morning routine to get ready for school.
- Students explore a HyperDoc as they complete tasks that involve displaying their
knowledge on fractions.
- Financial Literacy: Students worked together to plan a class pizza party.
- Area and Perimeter: students design a zoo and explore creating closed shapes and
measuring area and perimeter.
- Adding Multi Digit Numbers: Students complete a Google Form to demonstrate their
understanding on adding multi digit numbers.
- Single Transformations: exploring coding activities (ie: coding a character to wave their
hand)

As students complete these tasks they are covering the following Big Ideas:
Grade 4:
- Fractions and decimals are types of numbers that can represent quantities.
- Development of computational fluency and multiplicative thinking requires
analysis of patterns and relations in multiplication and division.
- Polygons are closed shapes with similar attributes that can be described,
measured, and compared.
Grade 5:
- Numbers describe quantities that can be represented by equivalent fractions.
- Computational fluency and flexibility with numbers extend to operations with
larger (multi-digit) numbers.
- Closed shapes have area and perimeter that can be described, measured, and
compared.
- Data represented in graphs can be used to show many-to-one correspondence.

Additionally, as students do the math curriculum, they are engaged in many of the Curriculum
Competencies. First and foremost, students of course used technology to explore mathematics
through videos, collaborative documents, leaving comments, sharing resources, playing online
games, coding animations, and so much more. Besides using technology there were other
Curricular Competencies that students engaged in as well. For instance, as students explored
different hyperlinks in the HyperDoc to complete fraction games and inquired about the amount

© Continuing Teacher Education, Queen’s University, 2020

of each ingredient they need for a certain recipe, students were developing, demonstrating, and
applying mathematical understanding through play, inquiry, and problem solving. Here are other
Curricular Competencies that students engaged in as they worked through the math activities
on my website:
- Visualize to explore mathematical concepts
- Develop and use multiple strategies to engage in problem solving
- Communicate mathematical thinking in many ways
- Use mathematical vocabulary and language to contribute to mathematical discussions
- Explain and justify mathematical ideas and decisions
- Represent mathematical ideas in concrete, pictorial, and symbolic forms

I believe my website meets the requirement for our culminating activity, but in order to increase
the effectiveness of my website, I would clearly state how each activity covers the curriculum. I
would also try to make it more interactive for the individuals who visit my site with more activity
examples, pictures, hyperlinks, etc.

© Continuing Teacher Education, Queen’s University, 2020