Basic Productivity Tools (BPT)

Lesson Idea Name: Favorite Ice Cream Flavors

Content Area: Math
Grade Level(s): 2nd

Content Standard Addressed:

MGSE2.OA.2 Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from
memory all sums of two one-digit numbers.

Technology Standard Addressed:

3c: Students curate information from digital resources using a variety of tools and methods to create
collections of artifacts that demonstrate meaningful connections or conclusions.
Selected Technology Tool: Excel and Google Forms

URL(s) to support the lesson (if applicable): Link to Google Form:

https://docs.google.com/forms/d/e/1FAIpQLSc9PT2YFnrZOYUo1HHrYXEc_tH0NtUMmOMpXvu4j4eQ1aHM
FA/viewform?usp=sf_link
Bloom’s Digital Taxonomy Level(s):

☐ Remembering ☐ Understanding ☒ Applying ☒ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

☐ 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.

☐ 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 activity supports all students because not only will we work together when figuring out the numbers,
but there will be visual representations to help, which will benefit English Language learners. The students will
be engaged throughout the activity and they will be able to make personal connections since the chart is
based off of their opinion. The technology can help throughout this lesson because students will be shown
another way of how they can keep up with tally charts. It’s easy to use and is a visual aid for students who
learn better when they are shown charts and graphs.
Students can show their analysis charts with others by sharing it. I can collect the students organizers and
share them with the other teachers in the grade and also their parents. Showing the parents is beneficial
because they can see the new tools that the students have learned to use that impacted their learning.
Teachers can also post their charts outside of their classroom on the wall so other students can see what they
have learned.
 The goal for this activity is for students to be able to use the graph and Excel sheet to add and subtract
based off of the questions on the Google form. The materials that will be used for this lesson will be the Excel
spreadsheet, a tally sheet that the students can look at while we go through the ice cream list, and the Google
form that the students will take their quiz on. The students will be assessed through the Google form. I will be
able to see which student each form belongs to.
Lesson idea implementation:
The activity that I planned for the students is a math activity. We will be using an Excel spreadsheet to see
the amount of students who like certain ice cream flavors. After we put it in the spreadsheet, we will
transform it into a graph. After this, the students will go on their Chrome Books and answer questions about
the activity on a Google Form.
This will be introduced by me telling the students about my favorite ice cream flavor. I will then begin to
ask students to raise their hands and tell me about their favorite. During this time, we will show the different
flavors on a tally chart. This will give the students a visual representation of what we discussed. This will also
help them out when we do the Excel sheet and graph. After this, we will do the spreadsheet activity. After we
do the spreadsheet and graph, I will have the students complete the Google form. This may take around 30
minutes to complete, since they will have to answer math questions at the end.
The students’ learning will be assessed through the Google Form that they will answer questions from. This
will be used to inform learning because I will be able to see which questions were missed the most and go
over them with the whole class so we can fix any confusion. To differentiate learning, if I see that there are a
few students who missed certain questions, I will do small group review because they may need more one-
on-one time. I could also assist them better with the smaller group.
To extend the student learning, I will begin to increase the numbers I use in the next spreadsheet and
graph. This will get them working with numbers that are a little more difficult. I will also have them do the
graphing along with me instead of them just watching me. To conclude the lesson, I will have the students
come back together as a whole class. We will discuss the questions and I will have students come up to the
board and answer them. I will have them show their work as well, so I can see how they were thinking. The
other students will also be able to see other ways they could have answered the questions. To provide
feedback to the students, that will happen during the time that they are coming up to answer the questions in
front of the class. If I see that there were mistakes maybe a few students made, I will go to them individually
and discuss them.

Reflective Practice: After designing the lesson idea, I feel the activities I created could impact student
learning because they have never used or seen the Excel tool being used. They may tell their parents or peers
about it and will want to try to use the tool on their own. With the Google Form to answer the questions at the
end, this could be a new way of assessing the students. It’s different from doing the usual pen and paper
sheets, which is a nice change for the students. To extend this lesson, I could have the students create their
own tally spreadsheets and graphs. This could be done either on paper or using the Excel tool. It really depends
on the level of the students. I could also have the students create their own quiz questions using the Google
Form.