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Audience. Mrs. Sikes Kindergarten classApproximately 18 studentsSome previous exposure to pattern exercisesPrevious exposure to computer use. . Standards:VA Math SOL-Kindergarten Patterns, Functions, and Algebra K.20 The students will identify, describe, and extend a repeating relationship (pattern) found in common objects, sounds, and movements. Objectives: 1. Through the use of various computer games, students will demonstrate an understanding of object patterns by choosing the next 30578
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1. DJ Montague Pattern Games With Mrs. Sikes Kindergarten Class
Meredith Kehoe
Erin Betts
Ashley Mizell-Edey
Douglas Pasco
Earin Renfro
2. Audience Mrs. Sikes Kindergarten class
Approximately 18 students
Some previous exposure to pattern exercises
Previous exposure to computer use
3. Standards:
VA Math SOL-Kindergarten Patterns, Functions, and Algebra K.20 The students will identify, describe, and extend a repeating relationship (pattern) found in common objects, sounds, and movements.
Objectives: 1. Through the use of various computer games, students will demonstrate an understanding of object patterns by choosing the next object to appear in a given pattern. 2. Given access to computers already set on the desired web page/game, students will utilize the necessary fine motor skills to complete the pattern game.
4. Set Up: Mrs. Sikes divided the students into three groups based on math skills and abilities.
Each group consisted of six students.
We worked with one group in the computer lab while Mrs. Sikes did an activity with the other two groups in her classroom.
This gave us almost a one to one student-teacher ratio, allowing for more individualized instruction.
5. Web pages/Computer Pattern Games: We selected two web pages with pattern games on the students’ level of comprehension.
The web pages we used were:
http://math.rice.edu/~lanius/counting/
www.primarygames.com/patterns/question1.htm
6. Results Each of the three groups performed on a slightly different level indicating a variation in both their mathematics and fine motor skills.
7. Group 1 Mathematical Skills:
Students correctly completed 80 to 90 percent of the pattern problems attempted.
Students worked steadily to complete 1 to 1.5 of the provided pattern games.
Fine Motor Skills:
Students had relatively good control of the mouse and were able to select desired answers and move to the next screen with minimal assistance.
8. Group 2 Mathematical Skills:
Students correctly completed 90 to 100 percent of the pattern problems attempted.
Students worked steadily to complete 1.5 to 2+ of the provided pattern games. (We opened the DJ Montague pattern game after completing the 2 games we selected.)
Fine Motor Skills:
Students had good control of the mouse and were able to select desired answers and move to the next screen independently.
9. Group 3 Mathematical Skills:
Students correctly completed 60 to 70 percent of the pattern problems attempted.
Students worked to complete .5 to 1.5 of the provided pattern games.
Fine Motor Skills:
Students had difficulty controlling the mouse and were able to select desired answers and move to the next screen when given assistance.
10. Reflections Our organization and time management improved from the first group to the third group.
With the first group we lost time because we were unfamiliar with standard computer lab procedures and capabilities.
By the third group we had mastered the routine, and provided better time management and more assistance.
11. The End
