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What's in a Number? Debra Allen and Terry Dinkelkamp, ITS Students choose a number between 1 and 20, then on AlphaSmarts students list things that have something to do with the number. Students share lists, compare and contrast answers. Example: I choose the number 6--6 sodas in a pkg, 6 eggs in a half dozen, 6 players on the ice for a team in hockey, 6 grades in elementary, 6= 3x 2, 1/3 of the wheels on a big truck, 1/6=2/12, 6 pts for a touchdown, 6 is the square route of 36, 6 is not a prime number, 6th sense, 6 dimes in 60 cents, |
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Can You Guess My Number? Susan Vaughan, Townsell This activity will help students practice spelling the numbers 1-20. The first student thinks of a number and writes it the alpha smart in file one. They then switch to file two and hand the alpha smart to the second child. They write in a number and hand it back to the first student. That student must then write back and tell them if their guess is smaller, larger, or the number. Alpha smart is then handed back for a second guess. Play continues till the number is found. |
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Can You Solve It? Diane Kerestine, Sam Gonzalez, Jenette Morgan, Judy McCall, Amy Corcoran Teacher will upload a math problem to the AlphaSmart. Students will first solve the problem and then complete a paragraph explaining the process they used in achieving their answer. Students can also trade AlphaSmarts and see if their peer agrees with their problem solving technique and add anything if necessary. This is a great way for the teachers to see the thought process that the child is using in order to solve the problems. |
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Class Information Graphing Susan Vaughan, Townsell In this activity students will come up with a question to ask their fellow students, use their alpha smart to collect data, transfer their data to an excel sheet, and make it into a graph. Step one: Each student writes a questions on their alpha smart. It is better to limit choices as in the following idea instead of just wide open response. When you have free time at home would you rather read a book, watch TV, or play outside? Before collecting data you could have students open a second file and write about what they predict their results will be. Step two: Alpha Smarts are placed on student desks. Students then answer questions on each alpha smart as they move around the room. One good way to make sure each child has answered is to have students first type their name and then their answer. Step three: Students compile the answers on their alpha smart and place this data in an excel sheet, and make it into a graph. Graphs could be printed and displayed for graphic information about the class. Step four: Students write sentences to summarize their results and tell how this compared with their predictions. |
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Colorful Hearts Carolyn Gordon, Teresa Sumrall/AlphaSmart Students will sort Valentine hearts by color. Using the AlphaSmart the students will record the numbers of each color. Students will create a table on their Alphasmarts by entering information and then pressing tab to advance to the next cell. Students will enter the headings of the columns on the first row: Color of Hearts (press tab) and Number of Hearts. Students will press enter and continue adding the data. The students will transfer the data from the Alphasmart to Excel on the desktops. Next the students will create different graphs. The students will write mathematics statements comparing the data. Reminder: If Valentine hearts are not available, you can use cubes, M&M's, counters, etc. |
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How Many Steps Does it Take? Diane Kerestine, Judy McCall, Sam Gonzalez, Jenette Morgan, Amy Corcoran Using a map of the school, students will ?map out? a path from their classroom to a specific location (cafeteria, playground, gym, etc.) Once they have mapped their path, they will need to estimate how many steps it will take them to reach their destination (you can also have the student estimate how many teacher steps it will take). After estimations are complete, students will take the AlphaSmart and walk their path taking notes about the process as they go. Their notes should include how many steps it takes to get around each bend and which ?cardinal direction? they are going as well as details about their journey. Students will then use their notes to create a map (drawn to scale) of their own using Paint. |
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What?s the value? (Place Value) TEKS addressed: 4.1 (A,B) In this lesson, the students were reviewing place value to the millionths place. I took information that I would have previously used in a worksheet format and uploaded it into the AlphaSmart file for the students to complete. The students were to look at the numbers that were in each number set and decide the place value of the specified digit. Utilizing the quiz software, I was able to get a quick assessment of what my students really knew and where they were still struggling. Example: What is the value of the 4 in the following number? 14030.03 |
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Measurement in the Real World Jason Barnett, Keyes TEKS addressed: M5.11 a, b Students are partnered up and take with them a ruler, a tape measure, a yard stick, and one Alphasmart. The students are instructed to walk the classroom and the school to find items to measure. Using their measuring instruments, the students will measure the various objects or structures and record the names and measurements by typing the information in the Alphasmart. Upon returning to class the students will perform conversions of their measurements to show the relationship with the same system. (eg. 3 inches is ¼ foot.) |