Review of Math Applets

Grades 3-5

5.2 Understanding distance, speed, and time relationships using simulation software
http://www.nctm.org/standards/content.aspx?id=25037

This applet simulates two runners running along a track. Students control the speed and the starting points, they can then replay it and see a graph viewing the time-distance relationship. The objective states that this will help students understand ideas about functions and representing change over time. This applet is pretty easy to use, with reading the directions first. I did not read the directions first and I was confused, after going back and reading the step by step directions given, it was a simple simulation to use. The visual presentation and graphics are not great, but they get the point across. This applet could have been a lot more visually pleasing by having better graphics and more detail.
I think this applet overall would be beneficial for students to learn from. Although, I did not think it is the more graphically pleasant applet, the content is good. This applet allows students to be the controller and change the speed, the way the runner is facing, the amount of steps the runner takes, the starting position the runner takes, and how fast or slow the runner goes. Automatically, all the information is relayed on a graph that displays both runners and whatever information the student enters. I think there are great follow up questions and tasks for the students. An example of an additional question, that can be an interdisciplinary lesson, is: Set the starting position and length of stride for both runners. Run the simulation. Now write a story that describes the trip. For example, "The girl is going really fast. She catches up to and passes the boy, who is going slow," or "The girl started way behind the boy, who was already halfway to the tree by the time she got going. She went really fast and caught up to him more and more. Finally, at 75 she passed him and kept going really fast and got to the tree first." Although there is no set assessment, you could use any of the questions as an assessment, as they all involve the applet and knowing how to use it.
There are also great follow up reflection questions for the teacher as well. Some of the reflections include: Do you think the students would enjoy using this activity? And what important ideas about functions and representing change over time will the students get out of this activity?


5.1 Communicating about mathematics using games
5.1.1 Playing Fraction Tracks
http://www.nctm.org/standards/content.aspx?id=26975

This applet supports students' learning about fractions. The objective stated is students have opportunities to think about fractions and how they relate to a unit whole, compare fractional parts of a whole, and find equivalent fractions. This applet is extremely easy to use and is self explanatory. This applet is designed to be done in partners, however, it could work with just one person as well. Each player gets a fraction and they have to find fractions that can make it, or find the fraction on the board. Since this is also from the NCTM website, it is made similarly to my previous applet. It is not visually pleasing either, and the graphics are not very good. Once again, while the graphics are not as pleasing as they could be, the content is still good. This would not be an applet to use for a lesson, but more so if the students have extra time or need additional help with fractions. Other than the actually game through the applet, there is no assessment. There are no additional tasks or questions other than: To extend this game, students could make their own boards with different fractions, with decimals, or with a combination of decimals and fractions.
There are reflective questions for the teacher once again, such as How can playing this sort of game help children build understanding of equivalent fractions?
Like I said, this would not be an applet I would introduce my class to for a lesson. This would be more of a "filler" or something for students to do if they have extra time or need additional help in fractions.