# CURRENT INNOVATION For the past 8 years, I have taught 5 th grade. During this time I have seen a huge spectrum of student talents, abilities and

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4 PROJECT NARRATIVE Project Description In order to prepare students for the Idaho Core Math Standards, reach more students through their diverse ability levels and learning styles and engage students in authentic and inventive projects, I am proposing a classroom digital student tutorial system where students design, create and publish math tutorial videos for others within the class and possibly school and district. According to the 5 th grade Idaho Core Math Standards, the following standards allow or require students to solve problems through the use of a drawing, illustration or model. The tutorials would directly address these standards along with other math concepts in need of review or re-teaching. CCSS.Math.Content.5.NF.A.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. CCSS.Math.Content.5.NF.B.3 Interpret a fraction as division of the numerator by the denominator (a/b = a b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. CCSS.Math.Content.5.NF.B.4a Interpret the product (a/b) q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a q b. For example, use a visual fraction model to show (2/3) 4 = 8/3, and create a story context for this equation. CCSS.Math.Content.5.NF.B.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. CCSS.Math.Content.5.NF.B.7a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) 4, and use a visual fraction model to show the quotient. CCSS.Math.Content.5.NF.B.7b Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 (1/5), and use a visual fraction model to show the quotient. CCSS.Math.Content.5.NF.B.7c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. CCSS.Math.Content.5.NBT.B.6 Find whole-number quotients of whole numbers with up to fourdigit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. By using ipad screencasting apps to demonstrate these standards, students will see and hear each other modeling, computing and drawing the visual simulations step-by-step. In the explanations, students will speak their thoughts and show their actions throughout the problem solving process. Then, when recorded and posted, other students are able to hear from their peers who understand this process. Viewers will hear student friendly explanations from their peers. A similar classroom video tutorial project was reported on by author Alan November in the book Who Owns the Learning. The author interviewed students who had created the video tutorials. In the words of one student, creating the tutorials becomes a powerful teaching method. When you explain it, you re basically re-teaching it to yourself so that really helps you understand it. And also, it s really fun. So it s a win-win situation. Also, students become effective teachers for one another. Another interviewed student stated, It helps more if students teach students because teachers kind of understand things in their own way. They re just used to knowing everything. But when a student learns it for the first time, it s easier for them to tell another student. 4

7 BUDGET NARRATIVE The capital objects needed for this project would be fully funded from this grant. For the student created math tutorial video project, 12 ipad Minis would be purchased at a cost of \$400 each from a local vendor. The cost would total \$4800. As the need arises for CDs to be created for students without internet access at home, CDs would be purchased from classroom funds. The YouTube account, classroom blog, ipad screencasting apps are all available for classroom use at no cost. 7

8 BUDGET SPREADSHEET Activity Digital Math Tutorial Video Creation Materials and Supplies Screencasting Apps Classroom Blog, YouTube Capital Objects Quantity Price Per Unit Subtotal ipad Mini 12 \$400 \$4800 Grand Total \$4800 8

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