ALEX Resources

   View Standards     Standard(s): [DLIT] (0) 12 :

6) Recognize ways in which computing devices make certain tasks easier.

Examples: Communication, doctor's visits/medical records, maps and directions.

[DLIT] (3) 18 :

12) Identify and discuss ways that access to technology helps empower individuals and groups.

Examples: Gives access to information; provides the ability to communicate with others around the world; enables people to buy and sell things.

In this MARTHA SPEAKS video, follow Martha as she takes a made-up journey inside Alice’s computer. Students learn how computers can be used to communicate with other people and explore how to attach files to an email, store files in a folder, and send emails to others through a computer. When used as a part of Martha’s True Stories Buddies Program, buddy pairs watch the video, then plan out and write an email to Martha. 

   View Standards     Standard(s): [DLIT] (0) 12 :

6) Recognize ways in which computing devices make certain tasks easier.

Examples: Communication, doctor's visits/medical records, maps and directions.

[DLIT] (1) 16 :

10) Identify an appropriate tool to complete a task when given guidance and support.

Examples: Choosing a word processing tool to write a story, choosing a spreadsheet for a budget.

[DLIT] (2) 20 :

14) Collect, create, and organize data in a digital chart or graph.

[MA2019] (0) 8 :

8. Represent addition and subtraction up to 10 with concrete objects, fingers, pennies, mental images, drawings, claps or other sounds, acting out situations, verbal explanations, expressions, or equations.

[MA2019] (0) 10 :

10. Decompose numbers less than or equal to 10 into pairs of smaller numbers in more than one way, by using concrete objects or drawings, and record each decomposition by a drawing or equation.

Example: 5 = 2 + 3 and 5 = 4 + 1

[MA2019] (1) 6 :

6. Add and subtract within 20.

a. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by counting on.

b. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by making ten.

c. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by decomposing a number leading to a ten.

Example: 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9

d. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by using the relationship between addition and subtraction.

Example: Knowing that 8 + 4 = 12, one knows 12 - 8 = 4.

e. Demonstrate fluency with addition and subtraction facts with sums or differences to 10 by creating equivalent but easier or known sums.

Example: adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13

In this learning experience designed for littles (grades Pre-K through 2nd), Christine Pinto, Kindergarten teacher and co-author of Google Apps for Littles,  uses Google Sheets templates to help her students learn basic addition and give them early exposure to equations. Students can "make five", "make ten", "make twenty", following the colors in the Google Sheets cells.

The kids make their models by using single digit numbers according to the color key to color the cells. First, they fill in the blank cells with a color by typing the number that corresponds to the color. For example, they could fill three boxes with green, two with orange. Then they add their equation to the yellow box to show how it makes 5 (3 (green) plus 2 (orange) equals five). Then they check their answer in the blue box following the example.

Learning Outcomes :

• Students will be able to create equations that equal 5, 10, or 20.

• Students will be able to decompose a number and understand the purpose of the equal sign.

• Students will gain a foundational understanding for multiplication.

• Students will be able to write mathematical expressions.

   View Standards     Standard(s): [DLIT] (0) 2 :

R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

[DLIT] (0) 6 :

R6) Produce, review, and revise authentic artifacts that include multimedia using appropriate digital tools.

[DLIT] (0) 7 :

1) List the sequence of events required to solve problems.

Examples: Tying shoes, making a sandwich, brushing teeth.

[DLIT] (0) 8 :

2) Demonstrate use of input devices.

Examples: Mouse, touch screen, keyboard.

[DLIT] (0) 12 :

6) Recognize ways in which computing devices make certain tasks easier.

Examples: Communication, doctor's visits/medical records, maps and directions.

[DLIT] (0) 18 :

12) Use a variety of digital devices, in both independent and collaborative settings.

Examples: Interactive boards, tablets, laptops, other handheld devices.

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13) Use a design process in a guided setting to create an artifact or solve a problem.

Example: Problem - understanding locations on the school campus. Solution - draw paper or digital maps of the school.

This lesson will give students an idea of what to expect when they head to the computer lab. It begins with a brief discussion introducing them to computer lab manners, then they will progress into using a computer to complete online puzzles. The main goal of this lesson is to build students' experience with computers. By covering the most basic computer functions such as clicking, dragging, and dropping, we are creating a more equal playing field in the class for future puzzles. This lesson also provides a great opportunity to introduce proper computer lab behavior.

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