Web 2.

0 Tools for Communication and Collaboration

Lesson Idea Name: How many?

Grade Level/Content Area: Kindergarten Mathematics

Content Standard Addressed: MGSEK.CC.5.a. Count to answer “how many?” questions. a. Count to
answer “how many?” questions about as many as 20 things arranged in a variety of ways (a line, a
rectangular array, or a circle), or as many as 10 things in a scattered configuration.

ISTE Technology Standard Addressed:
Global Collaborator- 1.7.b. Students
use collaborative technologies to work with
others, including peers, experts or community
members, to examine issues and problems from
multiple viewpoints.
What would you like students to know and be
able to do by the end of this lesson:
Students should know how to collaboratively
navigate through Peardeck.
Students will be able to identify “how much” of
something there is up to 10 in a variety of ways.

What is the student learning goal(s) for this lesson idea? I will work with my partner to complete
the Peardeck and Kahoot. I will answer the question “how many?”

Bloom’s Taxonomy Level(s):

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

I will promote student learning to a higher level of Bloom’s Critical Thinking Levels by encouraging
students to reflect on “how many” of something they want, which will assist them in applying their
knowledge.

How do you plan to implement this lesson and integrate the technology? Check all that apply:

☐ Teacher-led: There is no student voice and choice in the activities. Students are guided by
teacher direction and expectations. Learning activities are assigned to the
student and mostly practice based.

X Student-Led: Students are given voice and choice in the activities. They may select the topic
of learning and/or determine the tool they will use to meet the learning goal. The
teacher facilitates the learning as the students direct their own learning processes.

☐ Problem-based and/or Publishable: Students are solving problems

and completing projects to demonstrate their learning. Additionally, the projects can be shared
outside of the classroom. (Note: This objective could be reached by displaying the project on the
school’s morning newscast, posting the project to the classroom blog, presenting it to another
class, or publishing via an outside source.)

Frazier, 2021
 Web 2.0 Tools for Communication and Collaboration

Lesson idea implementation:

Students will work through the Peardeck in pairs of 2 while the teacher assists where is necessary.
An overview of the Peardeck will be discussed and viewed before students work on it independently,
so they understand what they will be expected to work through. I will keep students focused with a
stretch break and drawing activities imbedded in the lesson. I will access students’ prior knowledge
with a question about how many candies they would want in the beginning of the lesson. I will
provide real world tasks to motivate my students by asking them to interact with their partners.
Student learning will be assessed by the Kahoot at the end, as I will be able to view student answers.
Managing student learning: Students will be active learners when working through the Peardeck
because there are so many interactive components for them to work with. Students will also be able
to manage their time by working as partners to complete the activity. There is a stretch break in the
middle of the lesson, so kids are able to be active and stay focused longer.
Universal Design for Learning (UDL):
The activity supports engagement through the interaction components of the lesson. Representation
is supported by the variety of learning tools provided, such as the video and drawing activities.
Expression is supported because students are able to select how much of something they want or
how much of something they want to draw.
Reflective Practice:
I believe this tool allows students to engaged and active learners with technology in a way they
would not have been able to with a traditional slideshow. Young kids need hands-on activity, but
that can also be present within interactive learning online. I look forward to seeing how empowered
students feel after completing the online lesson with a partner in a very independent manner for
Kindergarten.

Frazier, 2021