McInerney 1

Task 1: Use the Snipping Tool

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Task 2: Creating Files and Folders

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Task 3: Using and Sending CWI Email

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Task 4: Using Work Online

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Angie McInerney

Professor Carol Billing

Educational Technology 1

19 June 2018

The Educational Background of Angie McInerney

I was a military brat. Because of this, I attended several different schools in several

different places. However, not as many as some military kids. My schooling began in Del Rio,

Texas. I attended public school for kindergarten and part of first grade, when my parents decided

that it would be in my best interest to attend our church’s newly formed private Christian school.

Our moves took us to Las Vegas and then to Germany, all the while, my parents continued to

send me to schools run by the churches we attended.

The high school I attended and graduated from was Eldorado High School in Las Vegas, Nevada,

home of the Sun Devils. That is where my formal education ended, until I finally decided to get

my degree in Elementary Education and started attending CWI last semester.

It’s kind of funny that I want to be a teacher, because I remember being miserable in

school a lot of the time. I believe a lot of this was due to my learning style not being compatible

with the style of teaching at most of the schools I attended, and in turn I struggled. There was not

the knowledge or resources at these schools to be able to diagnose a child with a learning

disability, or simply try a different approach or learning strategy. It was very rigid. An important

thing I learned from this is looking at each child as an individual and finding ways to improve

and maximize their learning experience, and this will be something important to me as a teacher.
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Task 6: Create an announcement

Family Math Night!

When?
Wednesday, October 3, 2018,
6:00 -8:00
Where?
Treem Elementary School Gym This Photo by Unknown Author is
licensed under
What?
Come join us for pizza, math
Who?
games and prizes!
The whole Family!! Mom, Dad,
Brothers & Sisters are all
welcome.

Why?
Mrs. McInerney @ 208-995-2100, amcinerney@treem.org
MATH IS AWESOME!
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Task 7: Three announcements per page

Family Math Night!

When? Wednesday, October 3, 2018
Where? Treem Elementary School Gym
What? Come join us for pizza, math games and
prizes
Who? The whole Family!
Why? Because MATH IS AWESOME! by Unknown Author is licensed
under
Mrs. McInerney @ 208-995-2100 or amcinerney@treem.org

Family Math Night!

When? Wednesday, October 3, 2018
Where? Treem Elementary School Gym
What? Come join us for pizza, math games and
prizes
Who? The whole Family!
Why? Because MATH IS AWESOME! by Unknown Author is licensed
under
Mrs. McInerney @ 208-995-2100 or amcinerney@treem.org

Family Math Night!

When? Wednesday, October 3, 2018
Where? Treem Elementary School Gym
What? Come join us for pizza, math games and
prizes
Who? The whole Family!
Why? Because MATH IS AWESOME! by Unknown Author is licensed
under
Mrs. McInerney @ 208-995-2100 or amcinerney@treem.org
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Task 8 Field Trip Permission Slip

Field Trip Permission Slip

Dear Parents/Guardians,
Our class will be taking a field trip to celebrate Fall!
When? Thursday, November 13, 2018
Where? Linder Farms
by Unknown Author is licensed
What? Hay Rides, Pumpkins, Corn Maze and Fun! under

Transportation will be provided. We will be leaving school at 10:30 and will return to
school by 1:30. Please have your student pack a sack lunch, wear comfortable,
close toed shoes and bring a jacket. We would love for you to meet us there to join
in on the fun!

Mrs. McInerney @ 208-995-2100 or amcinerney@treem.org

Field Trip Permission Slip

Dear Parents/Guardians,
Our class will be taking a field trip to celebrate Fall!
When? Thursday, November 13, 2018
Where? Linder Farms
by Unknown Author is licensed
What? Hay Rides, Pumpkins, Corn Maze and Fun! under

Transportation will be provided. We will be leaving school at 10:30 and will return to
school by 1:30. Please have your student pack a sack lunch, wear comfortable,
close toed shoes and bring a jacket. We would love for you to meet us there to join
in on the fun!

Mrs. McInerney @ 208-995-2100 or amcinerney@treem.org

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Task 10: Create Weekly Schedule

Mrs. McInerney’s
Class Schedule
by Unknown Author is
licensed under
Time Monday Tuesday Wednesday Thursday Friday

8:05 – 8:30 Silent Silent Silent Silent Silent

Reading Reading Reading Reading Reading
8:35 -9:35 PE Music PE Library PE

9:40 – 10:00 Reading Math Reading Math Reading

Interventio Interventio Interventio Interventio Interventio
n n n n n
10:10 -11:00 History Science History Science History

11:05 -12:05 Lunch/Rece Lunch/Rece Lunch/Rece Lunch/Rece Lunch/Rece

ss ss ss ss ss
12:10 -1:10 LA Math LA Math LA

1:15 -2:15 Math LA Math LA Math

2:00 -2:45 Home Room Home Room Home Room Home Room Home Room
& Study & Study & Study & Study & Study
Skills Skills Skills Skills Skills

Mrs. McInerney @ 208-995-2100 or amcinerney@treem.org

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Task 10: Create Lesson Plan

Lesson Plan

Instructor: Angie McInerney

Grade Level: 3rd
Lesson Title: Fraction Pizzas
Time Needed: 45-50 Minutes

Lesson Source: Idaho State Standard Number and Operations – Fractions 3.NF.1

Concepts:
A pizza can represent a whole and when divided into slices can represent that whole
object being broken into a certain number of equal parts.

Objectives:

Students will be able to:

 Learn the concept of whole objects being broken into a certain number of equal
parts.
 Learn equal parts of a whole can be written as a fraction.
 Understand that a fraction represents one or more equal parts out of the total
number of parts.
 Understand that a fraction represents multiple equal parts out of the total number
of parts

Idaho State Standards:

Number and Operations—Fractions 3.NF.1

Develop understanding of fractions as numbers.

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Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b as the quantity formed by a parts of size
1/b.

Materials List and Advanced Preparations:

Students assigned to working groups

Pre-made pizza base for each group
Construction Paper
Glue Sticks
Scissors
Colored Markers
Play Money – Dollars and Quarters

Supplementary Materials
Introductory Fraction Video or Worksheet
Pizza “Recipe” for each group
Worksheet to collect fraction data from each groups pizza

Engagement Time: 5 Minutes

What the Teacher Will Do Probing/Eliciting Student Responses and

Questions Misconceptions
Set up the game hang-man Once hang-man is solved, Students will give various
on the board with the word teacher will ask, “Who likes responses on the hang-
“PIZZA” and complete pizza?” man game and once
game with students. complete, be encouraged
to share their favorite pizza
toppings.
Draw a large circle on the Teacher will ask, “Have you Students will respond with
board and quickly draw on ever ordered a pizza with “yes” or “no”
toppings to represent a half cheese and half
pizza with half cheese and pepperoni?”
half pepperoni.
Divide circle on board in Teacher will ask, “How Students will give various
half. many parts have we responses.
divided this pizza into?”
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Exploration Time: 25 Minutes

What the Teacher Will Do Probing/Eliciting Student Responses and
Questions Misconceptions
Present interactive video Teacher will ask, “What is a Students will give various
“Let’s learn fractions” fraction?” answers.
Say, “Today we are going
to learn about fractions by
making a fraction pizza.”
Have students join their
pre-assigned groups at one
of the stations set up for
project.
Teacher will explain that Ask “Does anybody have Have students ask any
they are assigned to a any questions?” questions they have about
group and they will be completing the project.
going to a station to follow
a “recipe” to make their
own pizza.
Monitor the groups.
When students are done Ask “Who would like to Students will volunteer.
with project, have them share a part of their pizza
stay in groups. recipe with the class?”
Teacher will pick from Ask “First, let’s talk about Students will answer 8.
different student groups to how many pieces our
answer discussion whole pizza was cut into.
questions. who can tell me?”
Continue discussion, ask Ask “So if group 2 had 3 Students will answer. Help
for volunteers to write slices of pizza with olives direct their conclusion if
answers on the board. on it, how would we write necessary.
that in a fraction?”
Lead students to correct Ask “Who remembers from Students will respond.
answer if necessary and the video what the various
have student volunteer parts of the fraction are
write 3/8 on the board. called?”
Teacher will write the Ask “What group has 2 Students will respond.
words Numerator and slices of pizza with
Denominator on the board. pepperoni?”
Explain that the top
number, or Numerator
represents the individual
slices of pizza, and that the
Denominator, or bottom
number shows the number
of parts in the whole.
Teacher will continue
asking questions
eventually writing 3/8, 2/8,
2/8, 1/8 on the board.
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Explain that when we add

the Numerators together
we get 8/8 or 1 which
shows the whole pizza.
Hand out worksheet to Ask “Does anybody have Students will ask questions
each student. Explain that any questions before we and then start working.
to complete, they will need get started?”
to go to each station and
use the recipe and each
groups pizza to get the
answers. The answers
must be written in fraction
form.
Monitor students as they Move around to different
move from station to stations filling our
station collect data. worksheet.
Encourage students to
work together and ask
each other questions if
they get stuck. Help
students as necessary.

Explanation Time: 10 Minutes

What teacher will do?
Once student’s complete
worksheets, have different
students share the “recipe”
from the other groups
pizza’s, by writing the
recipe on the board.
Probing/Eliciting Student Responses
Questions
Ask “What was the recipe Students will write answers
for the pizza from group on the board.
4?”

Continue until one or two Ask “If we add the Students will volunteer to
recipes are compete. Then Numerators together what add numerators and write it
have students add the do we get?” on the board.
numerators to form a
whole.
Explain that we only add
the top number or
numerator because that is
the number of individual
slices of pizza, and the
denominator stays the
same because it shows
how many equal slices the
whole pizza is divided into.
Explain that 8/8 is the same
as 1 or the whole pizza.
Ask “So what is the total Students will give answer
after we add our 8/8 or 1.

Expand on student
answers and explain that
when we count money, tell
time or cook, we are using
fractions.
Elaboration
What Teacher will do?
Pick a student to hand out
a play dollar and 4 play
quarters to each student.
Explain that if we were to
divide a dollar into four
equal parts each part
would be worth a quarter.
Make sure that the correct
answer /4 is written on the
board.
Make sure the answer on
the board is 2/4 and explain
that if we had all 4 quarters
we would have a whole
dollar and that would look
like 4/4 or 1 whole dollar.
Teacher will briefly talk
about how an hour is
divided into equal parts
and how we use fractions
when measuring
ingredients for cooking.
Evaluation/Check
for Understanding
What Teacher will do?
Teacher will collect
worksheets completed by
students using information
from different groups pizza
and use them to evaluate
numerators together?”
Ask “What are some other
ways that we use fractions
and we don’t even realize
it?”
Ask “What do you think I
mean by that?”
Probing/Eliciting
Questions
Ask “How would we write it
in a fraction if we divide the
dollar into 4 equal parts?
What would the bottom
number be?”
Ask “If we had half of a
dollar, how many quarters
would we have and what
would the top number be?”
Ask “Has anybody heard
someone say, we are
leaving in a half an hour?”
or helped cook or bake
something and had to use
¼ or ½ cup?”
Probing/Eliciting
Questions
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Students will give various
answers.
Students will give
feedback, direct them
toward the concept of
using fractions to tell time,
count money or cook.
Time: 5 Minutes
Student Response
Students will volunteer to
come write answer on the
board.
Students will volunteer to
come write answer on the
board.
Students will share
examples and different
experiences.
Time: 3 Minutes
Student Response
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student knowledge.