# Math and Filmmaking

## Overview

This lesson uses iMovie and Pages to solidify student understanding of math problem-solving. It is tied to problem solve at a 2nd-grade level or higher for kids with learning deficits, specifically designed to help students who have IEP goals related to math word problems and solving math problems related to the four basic arithmetic operation.

# Summary

**This lesson incorporates iMovie and Pages to solidify student understanding of math problem-solving. They will be using video to show how they would solve a math problem. This lesson is linked to 2nd-grade problem-solving but can be adapted to any elementary or special education problem-solving lesson. **

*Summary*

*In this lesson, we will explore how filmmaking can be used to show how to solve math problems.*

**Time allotted: 5-7 days**

# Background for Teachers

Filmmaking can be very engaging for students with learning disabilities because it gives kids a way to express themselves without the involvement of writing and reading, which can be a challenge. It's important to remember that even though video is very engaging, it is important to start with a simple task since training students to use iMovie still requires training them to understand the basics of iMovie and also for them to use Pages to show their work when solving a math problem.

- Strand: OPERATIONS AND ALGEBRAIC THINKING (2.OA)
- iMovie for Kids part 1
- iMovie for Kids part 2
- Pages Tutorial
- Adding Math Equations to Pages
- Base Ten Blocks Math Pro

# Step 1 - Goals and Outcomes

**Related to the content, Students will...**

**understand how to understand the different components of a word problem,****be familiar with keywords that hold the meaning tied to an operation,****will know how to tackle a word problem based on what information is given,****check at the end to make sure we answered all the questions asked by the word problem****check that our answer makes sense.**

**Related to the use of technology, Students will,**

**use iMovie to show what they did with the mathematical knowledge presented in the****use Pages to display work and iMovie to discuss their thinking****use Garage Band to record any sound they'll need**

** **

# Step 2 - Planning Instruction

**Student Background Knowledge**

**Students need to have a basic understanding of the operations specific to their grade level (addition and subtraction for up to 2nd-grade students all four for kids at a 3rd-grade level and above)**

**Strategies for the Diverse Learner**

**For those who are at a 1st-grade level or below, they will need to strengthen their knowledge of teen numbers and basic number sense. Maybe use an opener or game addressing estimation and making a differentiation between when estimations are really close versus really far away. Do this for numbers up to 99 and then up to 999. Be sure to support struggling readers by reading the problems to the class. **

**General Instruction**

**Make sure that students know the meanings of each operation that they are working with, that they have a list of keywords that may help them discern which operation to use, and that they know how to find the question in the word problem (i.e. look for the question mark). **

**Task Analysis for solving word problems:**

**Read the word problem (or listen to someone else read it) multiple times until you are ready to try and solve it.****Identify the question and the "thing" you are trying to figure out.****Identify the information that is given in the problem.****Identify any keywords that have an operational meaning.****Work out the problem.****Go back and check to see if you answered the question and that the answer makes sense (go back and make sure the answer fits in with the information that was given.)**

# Step 3 - Instruction

**The teacher should interact with the students as they are working out the word problems, asking questions about their thinking, and make sure they understand the problems. They can also help them use the video resources and talk through their ideas about the problem. **

# Step 4 - Assessments

Rubric for Assignment (look for this in the content of the video and in their document (based on whether the skill was demonstrated to be acquired or not).

| Yes: students are able to tell what the problem is about | No: Students didn't read/listen to or understand what the problem was about. |

| Yes: Students are able to tell what the problem is asking them to find. | No: Students incorrectly or are unable to identify what the problem is asking them to find. |

| Yes: Students have the correct math manipulative shown in their video as a screenshot or picture and/or equation using Pages | No: Students have no evidence that they have created something based on information found in the problem. |

| Yes: Students state what keywords are in the problem, if they were helpful, if the keywords were misleading, or if there weren't any keywords. | No: Students are not able to say whether there are any keywords or not in the problem. |

| Yes: The student worked the problem out correctly | No: The student did not work the problem out correctly |

| Yes: If they worked it correctly they were able to go back and explain how they know it was correct, or they worked it incorrectly they were able to go back and then explain how they fixed their error based on their checking in with the original problem. If they got stuck at this point, they looked for help from a peer or teacher. | No: The student didn't go back and check the problem. |

Total (% proficient): | Yes: | No: |