Lessons Integrating Information and Communication Technology within a Curriculum Area
Author |
Byron Butt |
Title |
Math Jeopardy: Basic Skills |
Grade Level |
7 or 8 |
Subject Area |
Mathematics |
Overview of unit/lessons/activities (assumptions of prior knowledge/learning) |
This is a PowerPoint activity to be used as a review of basic skills for order of operations, and the operations of addition, subtraction, multiplication, and division for whole numbers, some fractional numbers and integers. Students play a game that is similar to the television game of Jeopardy. They choose a category and value and are presented with a question. There are links within the presentation to each question, its answer, and back to the “Jeopardy” choice screen. Teams of 2 or 3 students could play against each other. The entire class could also play in a large group. |
Correlations to ICT and curriculum outcomes |
Gr. 7 Mathematics Outcomes B2 use mental math strategies for calculations involving integers and decimal numbers B3 demonstrate an understanding of the properties of operations with decimal numbers and integers B5 apply the order of operations for problems involving whole and decimal numbers B14 solve and pose problems which utilize addition, subtraction, multiplication, and division of integers Gr. 8 Mathematics Outcomes B5 add and subtract fractions concretely, pictorially, and symbolically B6 add and subtract fractions mentally, when appropriate B7 multiply fractions concretely, pictorially, and symbolically B8 divide fractions concretely, pictorially, and symbolically B9 estimate and mentally compute products and quotients involving fractions B12 add, subtract, multiply, and divide positive and negative decimal numbers with and without the calculator B13 solve and create problems involving addition, subtraction, multiplication, and division of positive and negative decimal numbers ICT Outcomes PTS 9.2 explore curriculum concepts under study using specialized software; measuring, sampling and recording equipment; and computer-based simulations, with teacher assistance PTS 9.3 explore the curriculum through a wide range of print and electronic forms; accessing and processing information by means of the specialized techniques associated with the technology they select CT 9.1 use language, in a range of aural, print, media and electronic forms to explore and express their perceptions, feelings, ideas and attitudes; refine their thinking; and interact, negotiate and collaborate with others in order to build their understanding |
Projected timeline for preparation and for carrying out activities |
1 class period |
Equipment Requirements: (computers, software, etc) |
1 computer for each group playing the game LCD projector if this will be done as a whole group activity. Computers must have PowerPoint installed on them, and a copy of the PowerPoint file (see below). |
Teaching materials provided (Blacklines, worksheets, templates, teacher materials) |
PowerPoint file: math_jeopardy_skills.ppt Sample scoring sheet: (Word format) (pdf format) |
Resources available for teacher/student use (websites, references, etc) |
None required |
Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles) |
1. Open the PowerPoint file (see above) and run the slide show. 2. Move your mouse to show the pointer. 3. Click on the value of the question as each contestant requests it. 4. The appropriate question will appear. 5. When the contestant has answered the question, the answer can be checked by clicking on the link to it (“Answer”). 6. The curved arrow is a link back to the choice screen, ready for the next choice from the contestants. |
Student products expected |
None required |
Samples (include teacher notes, assessment information, student work if available) |
N/A |
Logistics (organization, grouping, management issues, access to technology) |
This could easily be done with smaller groups working at separate computers in the classroom. Depending on the availability of equipment, they could work in teams of 2 or 3 students, or the entire class could participate as a large group. There should be a “moderator” to handle the mouse, and perhaps a scorekeeper for each game, if desired. Students would require some paper in order to work out some of the questions given. If time limits are set, they should be generous – some of the questions are more complex than others. |
Assessment information (e.g., rubrics for products and/or process) |
If desired, the assessment could be based on the scores achieved while playing the game. See sample scoring sheet: (Word format) (pdf format) |
Possible extensions |
The PowerPoint file could be altered to create other “Jeopardy” games for reviewing a wide variety of concepts in any curriculum area. |
Adaptations for students requiring additional support |
Questions could be changed as appropriate for students requiring additional support. |
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