Analysis of a Tech Infused Lesson that Utilizes the TIP model

This task requires that you develop and analyze a technology infused lesson that is anchored in
the TIP model of integration. To complete the project, you must first search for a mobile app (on
your smartphone if you have one) that you will be able to utilize in your work as a teacher.
Once you locate the app, you are to use the TIP model to develop a lesson that is aligned to the
provided template. Specific details are below.
Locate an app on your smartphone that will be useful to you as a teacher. Most apps are
mirrored on IPADS, so if you are planning to be an elementary school teacher, the
app/IPAD option might work best since the earlier grade level students are less likely to
carry smartphones with them.
Download the app onto your smartphone or IPAD and familiarize yourself with its
functions. From there, begin to think about the different ways in which the app can be
used in your work as a teacher.
Review/Download/Complete the template below, which is aligned to the TIP model, to
begin planning your lesson so that you can frame your lesson in such a way that
addresses a particular need or issue.
When completing the template, be detailed in your responses, and make any connections
to outside resources using in-text citations and add a reference list at the end (APA
formatting).
Submit the completed template as a word doc into Blackboard. If you dont know how to
do this, please find a resource online that explains how to export a Google Doc as a Word
Doc.
Lesson Template
Name: Kimberly Kuhlman
Grade: 3rd
Subject: Math
Topic: Fractions: Subtracting simple fractions from the whole number 1.
App Information
Identify the app which you intend to use for this lesson by providing a brief summary about the
apps functions:
The app that I decided to use for my math lesson on fractions is called Slice Fractions. This
is an interactive app that helps the student to understand the concept of subtracting simple

fractions such as , , , from the whole number one. This app helps students to understand
the difference between numerators and denominators as well as covers equivalent fractions.
Part-whole partitioning is also covered in this app as well as fraction ordering. This is done in a
creative manner as the main goal of the app is to get the woolly mammoth to safety by clearing
the road and crushing the ice. This game allows the students to problem solve as they discuss
how many squares are needed to fill up the rectangle and make it disappear. As the students
correctly slice away the correct amount of the fraction the road is cleared for the woolly
mammoth to continue his journey.
Provide a link to the apps website:
https://itunes.apple.com/us/app/slice-fractions/id794730213?mt=8

Provide a brief summary of hour you plan to utilize the app in a standards based lesson:
I plan to utilize this app as a way to help students practice subtracting basic fractions from a
whole number. Beforehand I will teach a direct instruction lesson on fractions while
explaining each part of the fraction. This will include an explanation of both the numerator
and the denominator. Next I will use unifix cubes to show a visual representation of how a
whole can be divided into parts. For example if this rectangle consists of four cubes and I take
one cube away what fraction of the rectangle am I taking away? This example will help the
students to visualize the fractions in terms of cubes which will help them to be successful at
the Slice Fractions app. After teaching the direct instruction portion of the fractions lesson
and I will break up the students into groups having three students per group. Next I will model
to the students how to play the game by using my computer, projector, and projector screen.
This will help the students to have a better understanding of how to play the game and be
successful. After I pass out an ipad to each group I will direct them to the app and will allow
them to work as a team to complete each level. The students will need to problem solve as a
team to figure out how to slice the objects into the correct number of fractions in order to clear
the path for the woolly mammoth.
Technology Integration Planning (TIP) Model
Step 1: Determine the relative advantage
Identify a problem/issue that you hope to resolve in the lesson you plan to teach (cite resources
if applicable):
Fractions are often a difficult topic to teach students due to how foreign they appear when first
learning the concepts and components of a fraction. Prior to learning fractions students have
only learned whole numbers and when teaching students the concepts of fractions and how to
find a fraction of a number, it is important to give them a strong foundation. When explaining
how to subtract fractions from a whole number it is important that the teacher provides several
different ways to explain the concept including ways that are engaging the students in real life
scenarios. As stated in The Gaps and Misconceptions of Math, one of the things we need to
ensure, as teachers, is that children are given a variety of experiences that allow them to

engage with fractions as both the names of numbers and also as operators. They can then
consider where different fractions fit into our number system as well as how to find a fraction
of something (Steven Burton, Rachel Garner, Tim Nias, Ann Parker, Maggie Samuel & Sue
Thompson). This app will allow the students to experience fractions in way that is not rote
practice and will allow them to engage in fractions in a fun and exciting way.
Discuss how the mobile app youve identified can address the problem/issue above (cite
resources if applicable):
This app addresses the issue stated above that students should be taught multiple ways to
engage with fractions. I have adapted this lesson to meet the needs of many different learners.
Rather than giving only a direct instruction lesson on fractions and how to subtract parts from a
whole I am adding in other components to help the students fully grasp the concept of
fractions. By including the Slice Fractions app into my lesson I am giving the students
another way to engage with fractions that is not rote practice or instructional. This app will
require the students to use their problem solving skills to figure out how to slice the fractions
which will require them to engage with the fractions in another way.
Step 2: Access the required resources and skills
Explain the types of equipment, software, media, materials youll need to complete the lesson:
ipads installed with iOS 5.1 or a later,
Projector
Laptop
Slice Fractions app for each ipad.
Discuss how comfortable you are with using the app, and any other types of equipment
needed, and how you plan to become more fluent with these resources before you teach the
lesson:
I am very comfortable using an ipad and have been practicing how to use this app correctly
since I purchased the app on my iphone. The game Slice Fractions requires a large amount
of problem solving. Each scenario the student is given does not always have one way to solve
the problem but has often two or more ways to solve the problem. I will continue to become
familiar with the different ways to problem solve in order to better help my students when they
may be stuck on a difficult level. While researching the app I also found a YouTube video that
helps explain the ways in which to use the app which will be very helpful in preparing to teach
my students (EthanGamerTV/EGTV, 2014).
Step 3: Decide on the lessons objectives and assessments
Write clear and concise learning objectives/outcomes (aligned to CCSS, NGSS, or State
Standards) that you expect from using the new methods:
CCSS: 3.NF.1
1. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b
equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.

Objective 1: After teaching a lesson on fractions, equivalent parts, and subtracting simple
fractions from a whole, the students will be able to play Slice Fractions app successfully as
evidenced by completing levels 1-3.
Write clear and concise learning objectives/outcomes (aligned to the ISTE student standards)
that you expect from using the new methods:
ISTE Student Standards:
ISTE 4.d
Objective 1: After the teacher models ways in which to critically think and problem solve
when completing level one of the Slice Fractions app, the students will be able to explore
multiple ways to complete each level by critically thinking and problem solving as a group.
This will be assessed by way of the checklist rubric.
ISTE 6.b
Objective 2: After modeling to the students how to turn on the ipad, open the Slice Fractions
app and after reviewing the proper use and etiquette of using ipads, the students will
effectively and productively use the ipad and Slice Fractions app as evidenced by
cooperatively working together as a team while using the technology properly and effectively.
Discuss how you will assess the objectives/outcomes above:
I will assess the learning objectives by way of a checklist rubric. While walking around the
room and informally assessing and observing the students working in groups, I will also be
taking note per the rubric. I will assess whether the students are cooperatively working
together as a team, whether they are using proper technology etiquette with the equipment, and
whether they have completed levels 1-3 on the Slice Fractions app.
Step 4: Designing instructional strategies
Provide a step-by-step lesson outline that identifies the approach youll take to teach this
lesson:
1. Anticipatory set: I will begin by asking the students what have we been learning about
this week? I will activate their prior knowledge of fractions and have the students read
out loud the learning objective that will be written on the whiteboard.
2. Instruction: I will give a direct instruction lesson on the components of fractions. This
will include explaining the definition of both the numerator and the denominator. I will
then explain how a whole can be divided into parts. I will use unifix cubes to model
to the students that they can take different parts from a whole such as , , . I will
pass out the unifix cubes to the students to allow them to practice separating the
whole into parts.
3. Next I will explain to the students that we will be using ipads to practice this new
concept through the Slice Fractions app.
4. Guided practice: After dividing the students into groups, I will review the proper
etiquette when using an ipad and review the learning objectives with the students. I will
state that they will be assessed on how well they problem solve as a team, whether they
use proper etiquette with the ipad, and whether they complete levels 1-3 of the Slice

Fractions app. Next I will pass out the ipads to the students. I will then model to the
students how to turn on the ipad and open the app. I will give the students five minutes
to practice using their pointer finger to swipe across the screen in order to cut the
fractions.
5. Independent practice: The students will have twenty minutes to work as a team to
complete levels 1-3. During this time I will walk around the room and use the checklist
rubric to assess each group.
6. After the twenty minutes of independent practice have been completed I will ask one
student from each group to put the ipad back on the ipad cart. I will then prepare to end
the lesson by asking the students questions such as what did you learn from playing
the Slice Fractions game? and did it help you to better understand how to subtract
simple fractions from a whole? I will write the students responses on the whiteboard
for the entire class to see. After the students have shared their responses with the class I
will review how simple fractions can be subtracted from a whole. I will do this by
drawing on the whiteboard a rectangle and asking a volunteer to show me how to cut
the fraction into . I will then ask a volunteer to cut the rectangle into . Once this is
completed I will ask the students if they need clarification. After answering questions I
will dismiss the class.
Discuss how you will prepare students to use the type of technology (app) discussed in this
lesson:
Before passing out the ipads I will address the proper etiquette while using an ipad and remind
the students that it is a privilege to be able to use this technology in our lessons. I will assume
that not all students have used an ipad before and will begin by modeling to the students how
to turn the ipad on and navigate to the app. I will then model to the students how to open the
app by way of using my laptop connected to the projector screen. This will allow all the
students in my classroom to have a good view of the app on a large screen. I will then model to
the students that in order to slice the ice they need to place their pointer finger on the screen
and swipe down or across the screen. The students in each group will take turns practicing
slicing. After allowing some time to practice slicing, I will ask if any of the students need
clarification on how to use the app. After answering any questions I will then explain to the
students it is time to begin level 1 of Slice Fractions.
Step 5: Preparing the instructional environment
Discuss how you plan to arrange the resources/technology in your classroom for this particular
lesson:
I plan to keep the ipad cart hidden and out of site while teaching the direct instruction portion
of my lesson. This will prevent students from becoming distracted or from becoming overly
excited about using ipads later in the lesson. After completing the direct instruction portion of
the lesson I will then address the students and inform them that we will be using ipads to
practice this new concept. I will not pass out the ipads until I have gone over the instructions,
divided the students into groups, and reviewed proper etiquette for using ipads.

Explain what steps you need to take to make sure that the technology works:
While planning this lesson I will need to check the technology beforehand to make sure that
everything is prepared and ready to go for my lesson. I will need to make sure that each ipad
is installed with iOS 5.1 software as well as download the app to each ipad. I will need to
ensure that I have the adequate number of ipads for each group. I will need to check each ipad
before teaching my lesson to ensure that the app will open successfully in order to allow my
lesson to flow smoothly. I will also need to ensure that my own laptop and projector are
working properly in order to model to the students how to use the app.
References
Burton, S., Garner, R., Nias, T., Parker, M., Samuel, M., & Thompson, S. (n.d).
Acknowledgements. Retrieved September 14, 2015, from
http://www.annery-kiln.eu/gaps-misconceptions/authors.html
EthanGamerTV/EGTV. (2014, April 18). Playing Slice Fractions (iPad/iOS) (Kid Gaming).
Retrieved from https://www.youtube.com/watch?v=U1JuaJsutAc
ISTE Standards. (2007). Retrieved September 18, 2015, from
https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
SCOE | California Content Standards. (n.d.). Retrieved September 14, 2015, from
http://www.scoe.net/castandards/
Slice Fraction on the App Store. (n.d.). Retrieved September 14, 2015, from
https://itunes.apple.com/us/aa/slice-fractions/id794730213?mt=8