Design

= Design/ReDesign Task ﻿    ﻿  = Overview I Analysis I Design I Development I Implementation I Evaluation  ﻿    ﻿There are a total of 6 learning objectives for the two different learning goals. > and denominator of a fraction. > computational fluency.
 * **Objective 1**- Students will recall and understand the meaning of dividend, divisor, and quotient.
 * **Objective 2**- Student will understand the relationship between dividend and the numerator of a fraction and the divisor
 * **Objective 1**- The student will recall basic division facts.
 * **Objective 2**- The student will estimate and determine the reasonableness of the quotient.
 * **Objective 3**- The student will connect experiences with concrete models to symbolic representations. (numbers only)
 * **Objective 4**- The student will explain and justify their answers in order to support conceptual knowledge and build

The knowledge domain of this instruction is for 5th grade students to become fluent in long division as well as to understand the use of it in real-life situations. The targeted learning process is cognitivism and constructivism. The learners are actively participating in seeking meaning while transferring learning through prior knowledge. They are also involved in an authentic task that is significant to the learner.

The graphic design phase was developed to motivate and excite young learners. The colors used have a good contrast and it is easy for the learners to view. The proximity of each text and visual aid enhances the learning taking place.

The form will be created with Javascript in an HTML document. An HTML page will be created and embedded in the wikispaces page. || The form will be created with Javascript in an HTML document. An HTML page will be created and embedded in the wikispaces page. ||
 * [[image:https://lh6.googleusercontent.com/AH2ioCbygFdk1yBsLcsC10J1hHLle6eOihhR4IPQ724NlWZAfG8QA3JiYeOa7B52YHMcUAZC7-4enikddNMj7iPcy39_4JrVld_rrA9iGMMlt1wlI-g width="276" height="207"]]* || The home page will display a list of the South Carolina State Standards as well as the objectives that are incorporated into this tutorial. This page will also display a brief description of what each page demonstrates in the tutorial and a direct link to each. ||
 * [[image:https://lh5.googleusercontent.com/dfCGjnBvh5dRktZYixU4HJdBQstE8nlo4fOT9REnslwRbiBV9DDLAXRENhpUy7BsjqFdj0FVqm8WgojMFzWoogGZwpXHQFk0Kf8ofsaCsftK2XU6El8 width="277" height="208"]]* || This page will introduce long division to students through real life experiences by way of a Flash animation. The students will be able to identify the location of key vocabulary terms in a long division problem. They will also follow along through the process of dividing one and two digit numbers and division with remainders. ||
 * [[image:https://lh5.googleusercontent.com/buhfEjEZVEK0hePHDMDM-cuMks8Iyuhx0lKzG_BWUSjQ2t1-xYnY37reSS1hRLfQ0fjNoG0WihHGscOq5VxyuCC6pF_f1BelUnEz2vx6EHayNw-OYBE width="276" height="207"]]* || This page will include a video tutorial presenting the standards of 4-2.5, 5-2.2, and 5-2.3, for numbers and operations. In this video tutorial the instructor will be using an interactive whiteboard, Smart Notebook software, and the website []  to create a screencast video of the worked examples. In the video tutorial three example of long division problems ranging in difficulty from beginner to challenging will be presented. Students will be able to watch and listen to a teacher provide a solution to each of the three problems. The video tutorial will provide a visual and auditory learning environment for each student gain new knowledge, review previously learned skills, or get an instant visual aide during the skills practice section of the website. ||
 * [[image:https://lh3.googleusercontent.com/5soo67uYjj9kclwLZ-mUfxFrrqeEEGJst05MX_bX7isCizpiEBxBnSk9uHi4yCqRdg2RIU9_WR8ltsJcKbTCtocT6Ond-SQRnDWISrOXMN_t8ef178Q width="276" height="207"]]* || The textbook page is created for student’s to visually see each step taken in the long division process. Important questions are asked throughout these steps to ensure accurate understanding and fluency in division. Each step is broken down into sections so the learner can separate each step of the division process. This page also display a few riddles that help the learner memorize the process taken in long division. The ultimate goal is for the student’s not to need the mnemonic device to complete these steps. ||
 * [[image:https://lh3.googleusercontent.com/gcJ9ZvzH7xLfEkrQU0PjDZhSau2GiI2htsQkvZ434ATkjNC3bVJFfzfBT0eIzc8bbobdtWxEaNbkGMtVDdR2Ya3sBLPkjmrNc2tSITfiS62KMdmDXiY width="276" height="207"]]* || The page will include different levels of long division problems. Students will enter the answers and check their answers through the form. Students will be able to redo any problems as many times as needed. If the problem was answered correctly, the word “CORRECT” will be displayed by the problem. If the problem is answered incorrectly, the words “TRY AGAIN” will be displayed by the problem.
 * [[image:https://lh4.googleusercontent.com/1krVvN6rsNAbW4FvQ2VA-NyvugqqljTen_ls6wtpMHXvMO8HIXJSqqBux4ZLiNtNrz4Tt-_GaOFony8D4L0-nJ7idSGcAyX-poHff1DXzoGPx9LsHm0 width="276" height="207"]]* || The page will include different levels of long division problems. Students will enter the answers and check their answers through the form. Students will be given the number of correct responses out of the total number of problems. If the problem was answered correctly, the word “correct” will be displayed by the problem. If the problem is answered incorrectly, the words “incorrect” will be displayed by the problem.