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RUNNING HEAD: Visual Fluency

Visual Fluency
Jacki Brown
Technology and Innovation: WINTER14-D-8-OTL545-1
Dr. Jaqueline Derby
March 15, 2015

Visual Fluency

COMMON CORE STATE STANDARD


CCSS.MATH.CONTENT.6.EE.A.2.C
Evaluateexpressionsatspecificvaluesof
theirvariables.Includeexpressionsthat
arisefromformulasusedinrealworld
problems.Performarithmeticoperations,
includingthoseinvolvingwholenumber
exponents,intheconventionalorderwhen
therearenoparenthesestospecifya
particularorder(OrderofOperations).
CCSS.MATH.CONTENT.6.EE.A.3
Applythepropertiesofoperationsto
generateequivalentexpressions.
CCSS.MATH.CONTENT.6.EE.A.4
Identifywhentwoexpressionsare
equivalent(i.e.,whenthetwoexpressions
namethesamenumberregardlessofwhich
valueissubstitutedintothem).

Visual Fluency Within the


Technological Pedagogical Content
Knowledge (TPACK) Framework
Brain pop video on PEMDAS
as whole class
Brain pop quiz and activity
as whole class
Footloose activity and task
cards

CCSS.MATH.CONTENT.6.EE.B.5
Understandsolvinganequationor
inequalityasaprocessofansweringa
question:whichvaluesfromaspecifiedset,
ifany,maketheequationorinequality
true?Usesubstitutiontodeterminewhether
agivennumberinaspecifiedsetmakesan
equationorinequalitytrue.

CCSS.MATH.CONTENT.6.EE.B.6
Usevariablestorepresentnumbersand

Introductory video and


discussion
Flip flop activity and game
Introductory video,
discussion and cloze style
sentences
Stations activity (students
participate in various
stations involving different
tasks, activities, and whole
group discussion
Introductory video and
discussion
Stations activities- station
one uses manipulatives,
station two uses ipads to
create number lines, station
three uses cloze style
sentences to be used in
interactive notebooks
(students will be given
access to internet, pictures,
etc. to best fill in the
sentences). Students will
visit each of the three
stations
Students will be given the
opportunity to create real-

Visual Fluency
writeexpressionswhensolvingareal
worldormathematicalproblem;
understandthatavariablecanrepresentan
unknownnumber,or,dependingonthe
purposeathand,anynumberinaspecified
set.
CCSS.MATH.CONTENT.6.EE.B.7
Solverealworldandmathematical
problemsbywritingandsolvingequations
oftheformx+p=qandpx=qforcases
inwhichp,qandxareallnonnegative
rationalnumbers.

3
world word problems and
illustrate the problem and
solution on the computer to
later be presented to the
class

Introductory video, online


game, and discussion
Students will be given
various task cards and
answer cards
Students will solve the
equations on each card and
go on a search for the
corresponding answer. Upon
finding the other student
who has the answer card,
the student who solved the
equation will teach the
steps to the student who
holds the answers.

Each of these lesson ideas was a blast to create, and I plan on


implementing each of them in the future. This week, however, I
focused on PEMDAS (order of operations) as an extension activity
outside of PARCC testing. I am happy to report that the majority of my
students enjoyed this lesson and corresponding activity.
We began the lesson with a brain pop video on PEMDAS, and
followed with the corresponding quiz. My students always respond well
to these videos and seem to enjoy viewing the characters describe the
various concepts. From here we created and solved several equations
as a class through the implementation of PEMDAS. My students
laughed and made jokes like I dont even have an Aunt Sally.

Visual Fluency

After I determined that my students had a good grasp of the


concept, I split them into pairs in order to complete the activity
Footloose: Order of Operations.

While some of them were able to

complete this activity on their own, there were others who still
struggled with the concept, and the importance of following the order
of operations for each equation.
We only spent one day on this concept (due to PARCC testing),
and will be finishing up this week. I chose to bring home one of my
students work as proof of implementation as he has struggled with
this concept, but was able to complete four equations independently
(except for writing, he has a scribe on his IEP), only solving one
incorrectly. Below are the images.

Visual Fluency

Visual Fluency

Visual Fluency

Visual Fluency

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