TPACK Mathematics Lesson Collection

Nevada Pathway Project Lesson Collection TPACK lessons infusing 21st Century Learning Mathematics Collection

Contributed by Nevada Pathway Project Teachers, 2011

Math .............................................................................................4 Probability and Data Analysis ..............................................................................4 Christine Estrella, Clark County 4

Problem solving and critical thinking through blogging .......................................6 Mary Keller, Washoe County 6

Hope for Homeless ...............................................................................................9 Carl Houghton, Clark County 9

Technology and Box-n-whisker Plots ..................................................................12 Wade Greenlee, Carson 12

Quadratic Formula iPod Calculator App ............................................................14 Athena Klock, Washoe County 14

Hoover Dam, Lake Mead Water Project ............................................................16 Marianna Rivera, Clark County 16

The Triple 000s ..................................................................................................22 Germaine Burd, Clark County 22

Step Addition Equations Practice .......................................................................25 Veronica McVey, Humboldt County 25

Kerpoof Customary and Metric Measurement Vocabulary ..............................28 Kristin Kuss, Clark County 28

Travel Project ......................................................................................................31 Samantha Barry, Clark County 31

Student Centered Classroom Using Technology ................................................37 Ramona Fowler, Clark County 37

Animating Key Vocabulary .................................................................................41

Robert Maw, Carson County 41

Data Analysis Project ..........................................................................................43 Misha Miller, Washoe County 43

Road Trip! ..........................................................................................................53 Courtney Siber, White Pine County 53

Race to the Top! .................................................................................................54 Sherry Pendleton, Clark County 54

Box-and-Whisker Plots ........................................................................................58 Jennifer Patetta, Washoe County 58

Applications of Percents .....................................................................................60 Heather Lemm, Humboldt County 60

Research and Development- Surface Area .........................................................63 Robert Wilson, Clark County 63

Chapter 1

Math PROBABILITY AND DATA ANALYSIS Chris&ne Estrella, Clark County

Content Area

Math

Grade Level(s)

8th Grade-Pre-Algebra

Timeline

6 weeks

Learning Goals

Apply probability and data analysis to create project

Nevada Standards

5.8.5, 5.8.4, 5.8.1, 5.8.6, 5.6.4, 4.8.9, 5.8.2 & 5.8.3

21st Century Skills and • • Themes

• •

Creativity and Innovation Critical Thinking, Problem Solving, and Decision Making Communication and Collaboration Research and Information Fluency/Literacy

• • • • • •

Social and Cross-Cultural Skills Productivity and Accountability Global awareness Environmental literacy Technology Operations/ICT Literacy Initiative and Self Direction

Overview or Project Sketch

Research a global awareness issue and display your knowledge using data analysis in a poster to disseminate your findings.

Assessment

Students take assessment online through their e-access to their textbook and answer questions that represent the concepts they have learned.

Students apply knowledge to concepts by creating poster that shows the data analysis concepts they learned and apply it to a global awareness issue. Students present their information to the entire class.

Resources/Tools

SMARTboard, e-workbook, websites, I-pods, laptops, poster board

Preparation

Find websites to find research global awareness, create list of issues that can be researched, and pair groups of students

Management

Students watch teacher demonstration, read textbook individually, search the web in pairs, create a product with a partner, utilize applications individually, and present project collectively.

Instruction

1) Students do warm-up problem related to concept. Look up vocabulary words on I-pods using dictionary.com. Students find examples of graphs in which they can display their data.

2) Students read textbook to see examples and concept. Students research global awareness issue.

3) Teacher led demonstration, student discovery through use of websites and application discovery.

4) Students research global awareness issues that they can present to class.

5) Students use application to create poster to show concepts to show global issue 6) Students discuss discoveries and practice data analysis through presentation of information via a poster board.

6) Students apply concept and use knowledge to fill in their interactive notebooks with notes and discoveries.

7) Students take assessment showing knowledge of the concept.

TPACK Activities

Attend to a demonstration, read text, discuss, recognize a pattern, investigate a concept, understand and define a problem, do drill and practice, produce a representation, interpret a representation, develop a problem, pose a conjecture, develop an argument, test a conjecture, create a product and take a test

Differentiation

Students can use an online representation of their discoveries from their research and data collection or present their findings through a video, cartoon or podcast.

Closure and Reflection Students write stories to represent global discoveries of their findings and possible resolutions.

PROBLEM SOLVING AND CRITICAL THINKING THROUGH BLOGGING Mary Keller, Washoe County

Content Area Grade Level(s)

Mathematics Middle School (6th, 7th, 8th Grade)

Timeline

Students will be required to blog at least once a month, in response to a teacher-created blog prompt throughout the school year.

Learning Goals

Students will be able to use critical thinking and problem solving skills to solve different kinds of non-familiar problems in both conventional and innovative ways through the use of a classroom blog.

Nevada Standards

Problem Solving Process Standard 6-8 Mathematical Communication Process Standard 6-8 Mathematical Reasoning Process Standard 6-8 Mathematical Connections Process Standard 6-8

21st Century Skills and • Themes •

Critical Thinking, Problem Solving, and Decision Making Communication and Collaboration

• • •

Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility

Overview or Project Sketch

Students use critical thinking and problem solving skills to solve different kinds of non-familiar problems in both conventional and innovative ways through the use of a classroom blog. Students will be required to blog about their thinking process and strategies used to solve these problems at least once a month throughout the entire school year in response to a teacher-created blog prompt.

Assessment

Student blogs will be assessed by a rubric. The rubric will be used by both the student and the teacher to evaluate the thinking process and strategies used to solve the problem as well as the accuracy of the solution.

Resources/Tools

1.

2.

3.

4.

5.

6.

7.

8.

9.

Preparation

1. Set up classroom blog.

2. Set up individual student blogs within the classroom blog.

3. Create and post blog prompt each month.

Management

Teacher-created blog prompts related to current content.

Classroom Blog iPod Touches Macbooks Digital Camera Flip Camera Keynote Screenflow Rubric

At the beginning of each month students will be introduced to the blog prompt as a whole class. Students will then discuss strategies in a small group, which will eventually be shared whole group to allow for clarification by the teacher. Students will be encouraged, but not required, to make a rough draft of their blog response before actually blogging. Students will be given one day each week to work on their blog responses. Students can work on their rough drafts, collaborate with others, blog in response to the prompt, or respond to other students’ blogs during this time. While the students are hard at work, the teacher will be visiting their blog sites and making comments to guide in the successful completion of the response by the month’s end.

Instruction

First Month 1. Teacher modeled problem solving/critical thinking a. Introduce first blog prompt b. Develop a rubric as a class c. Develop response as a class d. Each class grades another class’ blog response based on class-created rubric.

Second Month 1. Blog Response in Pairs a. Introduce second blog prompt b. Discuss strategies in small groups c. Discuss strategies whole group d. Work with a partner to write a blog response e. Each pair grades another pair’s blog response based on the rubric. f. Teacher grades each blog based on the rubric Third Month 1. Individual Blog Response a. Introduce third blog prompt b. Discuss strategies in small groups c. Discuss strategies whole group d. Individually write a blog response e. Respond to another student’s blog response by using the comment feature within the blog. f. Teacher grades each blog based on the rubric Remaining Months 1. Individual Blog Response a. Introduce blog prompt b. Discuss strategies in small groups c. Individually write a blog response d. Respond to another student’s blog response by using the comment feature within the blog. e. Grade another student’s blog response based on the rubric f. Teacher grades each blog based on the rubric

TPACK Activities

Interpret Activity: Develop an Argument The student develops a mathematical argument related to why they think that something is true. Technology may help to form and to display that argument, specifically blogging.

Produce Activity: Develop a Problem The student poses a mathematical problem that is illustrative of some mathematical concept, relationship, or investigative question.

Apply Activity: Choose a Strategy The student reviews or selects a mathematics related strategy for a particular context or application.

Apply Activity: Apply a Representation The student applies a mathematical representation to a real life situation (table, formula, chart, diagram, graph, picture, model, animation, etc.).

Differentiation

Differentiation occurs through timely teacher feedback. As the students write their responses the teacher will provide the scaffolding each individual student needs to produce an acceptable blog response.

Closure and Reflection Closure and reflection will be ongoing throughout the year. As the year progresses students will have access to and be given time to discuss a range of scores on blog prompts. Students will also be given the opportunity to comment on other student’s posts prior to being required to evaluate other students’ posts using the rubric.

HOPE FOR HOMELESS Carl Houghton, Clark County

Content Area Grade Level(s)

Across the curriculum 6

Timeline

One week

Learning Goals

To comprehend the concept of homelessness. To recognize the needs of the homeless students attending school in Clark County. To use data collected to interpret the statistics of homeless students in Clark County.

Nevada Standards

Math: ELA: 3.6.3, 3.6.7, 4.6.1, 4.6.2, 6.6.7

21st Century Skills and • Themes

• • • •

• • • •

Critical Thinking, Problem Solving, and Decision Making Communication and • Collaboration • Research and Information Fluency/Literacy Digital Citizenship/Media Literacy Initiative and Self-Direction

Social and Cross-Cultural Skills Leadership and Responsibility Global awareness Financial, economic, business and entrepreneurial literacy Civic literacy Health literacy

Overview or Project Sketch

The students will help find data collected on homeless students in Southern Nevada.

They will use graphing and mapping skills to provide a visual representation of the statistics.

Through the use of media, such as on-line sites, the students will research the problem.

In groups, the students will begin using problem solving skills to find appropriate solutions, people of government agencies to contact, and write letters to these people.

Assessment:

Throughout the project the teacher will observe and discuss the with the students the appropriate reference material that will be needed. In collaboration with the librarian, the English teacher, and the reading teacher, the students’ work will be looked through daily. The final project of a written business letter or power point presentation will be evaluated on a rubric with all teachers involved.

Resources/Tools

Library books, internet access, laptops, graphing material, notebooks, pencils, envelopes, email addresses.

Preparation

Discuss with colleagues the project. Gather reading material and resources that the students may access at school.

Management

Small groups with teacher(s) moving around and discussions with classes.

Instruction

Outline Mon. Read Fly Away Home by Eve Bunting. Show appropriate clips of homeless students from resources such as Schooltube or documentaries.

Class discussions.

Tues. Assigned groups with diversity will get together and work on finding stories from real students that are homeless. They will use laptops and other media outlets available.

Wed. The groups will come together with suggestions of solving the problem of educating homeless children. They will be able to demonstrate empathy and understanding by this time.

Thurs. The groups will find civic leaders to contact in both the city and state level to explain their ideas and hopes for the future of homeless students.

Fri. The students will present their graphs, research, and letters in a power point presentation or in written form.

TPACK Activities

The use of laptops, ipods, and other on-line tools would be used throughout this lesson.

Differentiation

Students would be placed in groups doing this together project together.

Since I would be choosing the groups, I would be sure that there would be peer help within each group and place the groups accordingly.

Closure and Reflection The end of this lesson would not really be the end. The closure would come if there was communication from the community leaders that were written to or emailed. To close up the week with this lesson, there would be discussions, and reflections about empathy and our role as a community to help with the problem of homeless students. This could include a donation of outdated textbooks, new books, communication with friends and relatives in other areas to discuss the issues.

TECHNOLOGY AND BOX-N-WHISKER PLOTS Wade Greenlee, Carson

Content Area Grade Level(s)

Math 8

Timeline

3 hours/class periods

Learning Goals

SWBAT organize, display, and read data from a box-n-whisker plot.

SWBAT use the iPods to find 20 regional states and their capitals.

SWBAT use an iPod weather app to find the temperature of those 20 capitals.

SWBAT use Prezi online to create a presentation of their process of constructing a box-n-whisker plot.

Nevada Standards

5.8.1 and 5.8.2

21st Century Skills and • Themes •

• •

Creativity and Innovation Critical Thinking, Problem Solving, and Decision Making Communication and Collaboration Technology Operations/ICT Literacy

• • • • • •

Productivity and Accountability Leadership and Responsibility Global awareness Environmental Flexibility and Adaptability Initiative and Self-Direction

Overview or Project Sketch

Using technology, students will create a presentation that explains how to make a box-n-whisker plot.

Assessment

Students will present their Prezi and other students will grade using a rubric created by the class. Students will give a short quiz to the other students on making a box-n-whisker plot, and part of their rubric score will be the average of those quiz scores.

Resources/Tools

iPods laptops Prezi online (students must sign-up, but it’s free) Google docs Jing screencapture tool

Preparation

- make sure iPods have state/capital app and weather app - students sign -up for Prezi - set up Google doc for listing capitals and temperatures

Management

- set up groups - set up expectations for iPod use and using Safari - monitor group progress

Instruction

Students will create a rubric as a class with teacher input. In small groups, students will use the apps on the iPods to find their 20 regional states. Then using the geography app students will find the capitals of those states. Students will go on Googledocs and input their information into the table. Then students find a podcast that demonstrates how to make a box-n-whisker plot. Finally, students make their own Googledoc that shows the appropriate steps in making their plot and submit for peer review.

TPACK Activities

‐ attend to a demonstration ‐ discuss ‐ do computation ‐ interpret a representation ‐ generate text ‐ produce a representation

Differentiation

-Students may use technology at home -Students may also use social studies textbooks to find states and capitals -For basic classes the number of states will be reduced to 10 -Instead of finding a podcast, students can use notes from the teacher on box-n-whisker plots

Closure and Reflection Display Googledocs, present box-n-whisker plots, and blog on Edmodo about experience

QUADRATIC FORMULA IPOD CALCULATOR APP Athena Klock, Washoe County

Content Area Grade Level(s)

Math 8th Grade Algebra

Timeline Learning Goals

2 class period, or one block period Students will be able to solve quadratic equations using algebra and contextual problems using pencil and paper, later to check their solutions using technology.

Nevada Standards

2.8.2 Evaluate formulas and algebraic expressions using rational numbers (with and without technology).

21st Century Skills and • Themes •

Research and Information Fluency/Literacy Technology Operations/ICT Literacy

• •

Initiative and Self-Direction Productivity and Accountability

Overview or Project Sketch

Download: Quadratic Formula App Day 1: Give quiz on the quadratic formula.

Day 2: Correct quiz using the iPod app, making sure to click “Full Solution” which doesn’t simplify the radical.

Assessment

Quiz is correct; including the scratch work. See below.

Resources/Tools

Download: Quadratic Formula App

Preparation

Print copies of quiz

Management

Pass out iPods Check the quiz Once complete, have them also check the Domain and Range packet Turn in iPods

Instruction

Previous instruction on the quadratic formula is required.

Use document camera to demonstrate one solution.

TPACK Activities

iPod app

Differentiation

Some students will be able to check all their solutions; others will be able to write out proper solutions with greater understanding.

Closure and Reflection Students did a great job; I saw many students figure out what it was mathematically that they were doing incorrectly.

Assessment 1. [3 points, 1 each] Use the Quadra&c formula to find the roots of the equa&on. ______ x = ‐b ± √b2 – 4ac 2a A. x2 + 5x – 104 = 0

B. –x2 + x +14 = 0

C. 2x2 + 3x – 11 = 0

2. [2 points] A football is punted from a height of 2.5 feet above the ground and with an ini&al ver&cal velocity of 45 feet per second.

A. Use the ver&cal mo&on model [ h = ‐16t2 + vt + s ] to WRITE an equa&on that gives the height in feet of the football as a func&on of the &me t (in seconds) a^er it has been punted.

B. The football is caught 5.5 feet above the ground. Find the amount of &me the football is in the air.

HOOVER DAM, LAKE MEAD WATER PROJECT Marianna Rivera, Clark County

Content Area Grade Level(s)

Math 7

Timeline

3 Weeks

Learning Goals

SWBAT Understand, Apply, Analyze and Evaluate information regarding the geometric relationships between the Hoover Dam and Lake Mead areas.

SWBAT Graphically compare class data associated with estimated and actual perimeter and area of Lake Mead.

SWBAT Create a virtual and model representation of a simple bridge using information obtained through an understanding of how geometry is vital to bridge construction.

SWBAT Communicate using Edmodo with other classes and teacher.

Nevada Standards

3.0 Students will use appropriate tools and techniques of measurement to determine estimate, record, and verify direct and indirect measurements to solve problems, communicate, reason and make connections within and beyond the field of mathematics.

4.0 Students will identify, represent, verify, and apply spatial relationships and geometric properties to solve problems, communicate, reason and make connections within and beyond the field of mathematics.

5.0 Students will collect, organize, display, interpret, and analyze data to determine statistical relationships and probability projections to solve problems, communicate, reason and make connections within and beyond the field of mathematics.

21st Century Skills and • Themes •

• Creativity and Innovation Critical Thinking, Problem Solving, and • Decision Making •

Communication and Collaboration Initiative and SelfDirection Environmental Literacy

Overview or Project Sketch

Students will be researching and applying math from Nevada Content Standards 3.0 Measurement, 4.0 Geometry, and 5.0 Data Analysis through a water project relating to history and math associated with The Hoover Dam and Lake Mead. The students will be working independently and engage in small groups throughout the many lessons.

A geometry notebook with vocabulary and data will be created. Students will be using computers, iPods and books as resources. Students will engage in class discussions regarding the environmental impact and economic value of the Hoover Dam and Lake Mead. Students will learn how geometry of a triangle helps to construct a strong bridge. Students will generate graphs and charts using excel. Students can post findings in Edmodo and share with students from other classes.

Assessment

Assessments will be varied: Individual Geometry notebooks Geometer’s Sketchpad Tours Mini quizzes to include; vocabulary, perimeter, area, triangle concepts, data collection and graph creation using excel Communication and collaboration with others through Edmodo Virtual bridge completion Model bridge integrity Formal Unit Test: matching, multiple choice and essay

Resources/Tools

Technology components—computers (virtual sites and software*), iPods.

Books, videos. *Geometer’s Sketchpad software applications.

String, transparent centimeter grid page, map of Lake Mead with scale.

Popsicle sticks, glue, ruler, scissors,

Preparation

Computers and iPods assigned.

Check out books and media from library.

Become familiar with software and websites.

Map out instructions in detail with expectations for students. Can use Edmodo to communicate with students. This way no excuses like “I lost the directions”.

Select groups

Management

The computers and iPods will be monitored, by the teacher at all times.

Student/Parent rules and expectation sheets should be sent home and signed prior to allowing students access to the technology components.

School proxies are in place, but students should not be attempting to visit unauthorized sites.

Instruction:

See end of lesson plan for detailed outline

TPACK Activities

Computers used for: Research of material Virtual Activities Geometers Sketchpad Tours-building knowledge about shapes and construction.

Excel- creation of charts and graphs Edmodo- communication resource. (Assessments can be posted and taken on Edmodo) Ipods Apps used to reinforce math concepts such as perimeter and area Geometry Test App used for pre-assessment practice

Differentiation

Grouping of students: Collaboration and communication within the groups benefitted both the high achievers and those who needed assistance. Extension activities were great for students that wanted to go to the next level of learning. Class discussions stimulated thought processes and all students were engaged in the learning process. Doesn’t get any better than that!

Closure and Reflection This water unit increased student understanding about how shapes are the foundation (building units) for real world bridges and dams.

Geometer’s Sketchpad was a tool that assisted with reading comprehension and instructed the students how to draw and measure geometric shapes. Perimeter and area calculations of Lake Mead made students aware of how math applies to actual measurements. Students became more proficient web surfers and created graphs and charts using technology. The iPods added extra higher-level extensions and remediation of skills for students who needed some clarification of concepts.

Instructional Outline: Hoover Dam and Lake Mead Project Week 1.

Hoover Dam and Lake Mead research.

Apply, Analyze and Evaluate information regarding the geometric relationships between the Hoover Dam and Lake Mead areas.

Communicate using Edmodo with other classes and teacher 1. Geometry Notebook Students will use the internet to research facts about the Hoover Dam and Lake Mead. Information about the history of Hoover Dam and the formation of Lake Mead to be included in section A of the notebook.

A Specific data to be included: Hoover Dam 1.

When built; how tall; thick; long?

2.

Why? Purpose?

3.

Environmental ramifications.

4.

Construction; How long did it take?

5.

What type of dam is the Hoover Dam?

6.

What is hydro- electric power?

7.

Any other interesting facts that you researched.

Information about Lake Mead: 1.

How are Lake Mead, Colorado River and Hoover Dam related?

2.

How was Lake Mead formed?

3.

How long did it take to fill up the Lake?

4.

How deep is the Lake?

5.

How many miles of shoreline?

6.

Surface area?

7.

List the water levels of Lake mead over a ten year span from 1940-2011

B Definition of terms related to geometry. See attachment … All words will be illustrated either by hand or using a computer generated graphic.

2. Use Excel to create a graph.

Students will use data collected to create a graphical representation (line graph) of how the water levels have changed over a ten year period using excel. Student Graph Example 3. Posting results in Edmodo Students will post their line graphs in Edmodo. Students can communicate with each other and the teacher about their successes and frustrations. Students will understand how a line graph can be used to show a data change over time.

Week 2.

Perimeter and Area of Lake Mead

Graphically compare class data associated with estimated and actual perimeter and area of Lake Mead.

Communicate using Edmodo with other classes and teacher A Students will measure the perimeter of Lake Mead with a map and string. Using the scale from the map, cut a piece of string the length of 20 miles. Students place the string around the map picture estimating the total perimeter of Lake Mead. (see attached map) Class results are tabulated. Students put data into their notebooks. Class then discusses how close their estimates were to the actual perimeter of Lake Mead.

Students create a bar graph in excel comparing the class data and the actual perimeter.

B Students will estimate the area of Lake Mead using a centimeter grid transparency.

Place the grid over the map and using a visa-v marker put a dot in all the squares that are completely within the map. Color in the other pieces and estimate about how many of the pieces will be needed to fill one full centimeter. The total estimated area of Lake Mead will be compared to the actual area of the Lake. Students will discuss results as a whole group and post findings in Edmodo.

C ***Mini lessons about area and perimeter will be reviewed. Handouts will be given to reinforce the content (see attachments). Geometers Sketchpad will be introduced through guided tours.

*** Students will be working collaboratively in small groups throughout this entire unit. The hands-on activities will also help to imprint the content. Students can attach a purpose to the lesson.

Week 3. Virtual and Concrete Bridge Representations

Create a virtual and model representation of a simple bridge using information obtained through an understanding of how geometry is vital to bridge construction.

A. Students will use information acquired from the internet and Geometer’s Sketchpad to build a virtual bridge. Many websites are available (see attached ; Tpack LessonHDLM.docx). A teacher created video is also available for viewing Virtual Instructions.

B. Students construct a model bridge using popsicle sticks. Instructions For Popsicle Bridge Building. There are many websites with examples about how to build a bridge with popsicle sticks. Bridge Building Resource With Many Op&ons Let the students be creative. Amazing results when students are engaged.

Students Engaged Constructing Model Bridges.

THE TRIPLE 000S

Germaine Burd, Clark County

Content Area Grade Level(s)

Math 8

Timeline Learning Goals

3 days (creation); 2 weeks for content development Students will communicate mathematically their understanding of the order of operations and its significance in their daily lives.

Nevada Standards

1.8.7

21st Century Skills and • Themes • • •

• • Creativity and Innovation • Critical Thinking, Problem Solving, and Decision Making • • Communication and • Collaboration Research and Information Fluency/Literacy

Social and Cross-Cultural Skills Productivity and Accountability Digital Citizenship/Media Literacy Technology Operations/ICT Literacy Flexibility and Adaptability Initiative and Self-Direction

Overview or Project Sketch

Assessment

Students will create a digital poster that will illustrate their understanding of order of operations.

The glog, a digital poster, will be their performance assessment at the end of the unit. Students will complete peer evaluations via a rubric to evaluate each other performances on the project. In addition, a teacher evaluation will also be completed for each project.

Resources/Tools Laptops iPods internet newspapers Preparation

Students will use glogster during the first week of school to create an “All About Me� glog. Not only will students introduce themselves to the class, but they will become familiar with how to use and create glogs.

During this process, they also upload pictures and videos. In addition, students will also use the iPods to create audio recordings so they can be familiar with how to download and then upload them into glogster.

Students will also be collecting data throughout the lesson that they can potentially use for their glog. The data will be in the form of notes, student discussions, student activities, research on everyday applications of the significance of order of operations.

Management

Students will be placed in pairs to create this assignment. They will be given a checklist that will include a timeline of activities and when they should be completed. The will be assigned daily participation points for getting the activities accomplished. In addition, they will complete a peer evaluation to hold each other accountable for participation.

Instruction

Initially, students will be presented with activities (Mr. Potato Head and a math problem). For both they will be working in groups with each group given the same directions but in different order. After completing each activity, the class will compare and contrast their outcomes.

Another activity will entail each group writing a paragraph and scrambling the sentences. The paragraphs will be randomly redistributed to different groups with them having the tasks of attempting to recreating it and determining its author. This will then be transitioned into a discussion on rules and order and the purpose of them. Then they will discuss the reasons for order of operations and attempt to create rules based on hierarchy/relevance. This will be the beginning of a different way of learning for many of my students. My goal is to create a learning community where students are actively leading and the teacher is more of a facilitator. More time will be spent initial on students discussing, investigating, and relating to the impending concepts without me “giving” them everything. The homework assignment to follow these activities will entail researching professions that very negative, even dangerous consequences can occur if order of operations are not followed allowing for a various number of outcomes, taking the focus away from calculations (the norm). They are to write a paragraph illustrating examples of this. I would provide feedback to their findings.

Next students will confirm and/or adjust the rules they derived and apply them to expressions. They will be allowed to work in groups to discuss their methods and compare their answers. Then they will work independently using their individual whiteboards to solve and/or simplify. At least one quiz will be given to assess application of the order of operations. Finally, each student will create a performance assessment in the form of a glogster, a digital poster, to illustrate their understanding of the order of operations. This will allow students freedom to display their understanding using one of the multiple intelligences.

TPACK Activities

Students will complete a “produce” activity. This will entail describing a concept mathematically and producing a representation.

Differentiation

Language issues can be addressed with online translation and sites that have pictures. These sites can also assists students with may be low achieving students. Working in pairs can also address students strengths and build their weaknesses.

Closure and Reflection Students will use Edmodo to review and reflect on their peer’s presentation. They will provide constructive criticism to promote mutual growth. There projects can also be presented to younger students (6th & 7th graders) to promote their understanding.

STEP ADDITION EQUATIONS PRACTICE Veronica McVey, Humboldt County

Content Area Grade Level(s)

Pre-Algebra 8

Timeline Learning Goals

One day Students will be able to solve 2-step equations using a hands-on method to help guide them.

Nevada Standards

1.8.3 1.8.7 2.8.2

21st Century Skills and • Themes •

Overview or Project Sketch

Critical Thinking, Problem • • Solving, and Decision Making Technology Operations/ICT Literacy

Flexibility and Adaptability Initiative and Self-Direction

Students will work on an online worksheet that will allow them to see immediately how they are doing. They will use a hands-on equation solving system to double-check their work. For many students the hands-on approach will serve as a guide rather than a double-check.

Students must show all steps of work as well as checking their answers by plugging their answer back in for the variable.

Assessment

Student scores will be sent directly to teacher grades portion of website.

The site will provide a list of each problem missed as well as the correct answer and the student's incorrect answer. Students will turn in their work for review. Using the site report and the student work, the reasons for the incorrect answers can be found.

Resources/Tools

http://thatquiz.org (website that allows quiz creation, grading, and reports) Quiz designed to solve 2-step addition equations Hands-on-Equations (system that helps students solve equations using manipulatives and a balancing concept) Paper towels, spray bottle (water)

Preparation

Students should have already used the Hands-on-Equations system to solve equations.

Students should already have a basic understanding of the steps involved in solving 2 step equations.

Management

Laptops will be set up throughout the classroom with room for the Hands-on-Equations to be at the same site.

Should there be a shortage of laptops (due to technical issues) Students will work at their desks with a Hands-on kit and a projector marker to practice solving equations. (The projector markers will wipe off the mat used in the kit.)

Instruction

Inform students of the process: Each student will complete a quiz covering 2-step equations on that quiz.org Each equation must be solved on paper, with all steps shown For each equation, the check work must be shown. If the solution does not work out the problem must be re-solved.

Use the Hands-on-Equations to solve the equation as well as doing it on paper to help you ensure you are taking the right steps.

If there are not enough laptops, students waiting will practice solving equations using Hands-on-Equations. Work can be done directly on the mat with a vis-a-vis marker.

When the test is finished label all problems on your work that were incorrect. Go back to a desk and work out each problem using Hands-onEquations to identify the mistake in the work. Highlight the mistake in the original work as well as in the check.

TPACK Activities

-Use laptops to take, and assess their own work.

-Use a hands on kit to help determine proper steps to take, and apply it to the problems on the internet.

-Use an interactive site to receive instant feedback to reflect upon.

Differentiation

Students are given a wide selection of tools to assist them. Not all students will choose to use hands-on-equations before solving the problem on paper. This hands on approach will help guide those who are unsure and second guess themselves.

The marker will allow students to do work directly on the board that they solve the hands on equation on. They can then just transfer the work to paper. Many students find this helps them think.

Should a student have a major issue on the assignment, the teacher can create a duplicate with the same style of problems in the click of a button, to give the student another chance after having gone over the errors and the corrections needed.

Closure and Reflection Students will assess their own work before it is turned in to the teacher.

Each mistake will be highlighted and an explanation of why it was incorrect.

Students will also review their check work. If the check work showed the answer was correct when it was not, then there was also a mistake in the check work.

The class will discuss what kind of errors they were making. Not only will this give us the chance to discuss them, but it will also show students that they are not alone in the mistakes they make.

KERPOOF CUSTOMARY AND METRIC MEASUREMENT VOCABULARY Kris&n Kuss, Clark County

Content Area Grade Level(s)

Math Grades 6-8

Timeline Learning Goals

4 days in class The students will define the basic customary and metric units of length, weight, and capacity.

Nevada Standards

3.6.1 Power Standard – 6.4

21st Century Skills and • Themes • •

Creativity and Innovation Communication and Collaboration Research and Information Fluency/Literacy

• • •

Productivity and Accountability Technology Operations/ICT Literacy Initiative and Self-Direction

Overview or Project Sketch

The students will use the online animation website program, Kerpoof, to create animated movies that use the definitions of the basic customary and metric units of length. weight, and capacity as part of the dialogue / story line.

Assessment

The following grading rubric will be used with a 5-point scale, with 1 being unsatisfactory and 5 being excellent.

Correct measurement definitions/benchmarks included in movie Definitions are educational and informative Use of Kerpoof program characters and animations Creativity and originality Collaboration and cooperation

Resources/Tools

Mac Laptops www.Kerpoof.com Flash drive

Preparation

Teacher will preview Kerpoof, and demonstrate how to use the program to create animated movies.

The students will need to define the vocabulary words in advance to creating their animated movie.

Management

The students will work cooperatively with partners to create an animated movie featuring customary and metric units of measurement.

Laptops will be assigned to students by their class roster numbers.

Tech equipment use rules are followed by students and enforced by teacher.

5 minutes of class time at the end of class is reserved for shutting down and putting laptops away.

Instruction

This lesson follows regular class instruction in customary and metric units of measurement, and focuses on the vocabulary words and common benchmarks that can be referred to for better understanding of these units. The students will use their math notes and measurement charts from the textbook, along with information from their assignments to compete this project.

Instruction on how to use Kerpoof: 1. Web address – www.kerpoof.com 2. How to login, open the program, and select “Make Movie” 3. How to choose backgrounds and characters 4. How to add movements, special effects, sounds, and dialogue.

5. How to play and edit your movie.

6. How to save your work.

7. How to put your finished project in the server folder The students will play their finished movies in class, and their classmates will evaluate.

TPACK Activities

Attend to a Demonstration Read Text Describe and Object or Concept Mathematically Produce a Representation

Differentiation

Students will work cooperatively with partners, assigned A/B style.

ELL students will be paired with English proficient students that speak Spanish.

Closure and Reflection Write down one vocabulary term that was not a part of your movie, and explain it with a with a brief description, and benchmark or picture.

What measurements are still confusing to me?

TRAVEL PROJECT

Samantha Barry, Clark County

Content Area Grade Level(s)

Math 6th

Timeline Learning Goals

4 hours/class periods Students calculate various costs of their travels (food, transportation, attractions, and lodging) 1.6.7 SW use order of operations to evaluate expressions with whole numbers.

1.6.1 SW estimate by rounding to a given place value 1.6.2 SW calculate rational numbers expressed as decimals

Nevada Standards

Technology standards: Productivity Tools: Content Standard 2.0: Students use appropriate productivity tools including, but not limited to, word processing, spreadsheet, database, multimedia and telecommunications: 2.5.5 Create a multimedia document or presentation using text, graphics, and/or sound Research Tools: Content Standard 3.0: Students use various technology tools to research information and evaluate its accuracy and appropriateness in order to solve problems and make decisions: 3.8.5: Check collected information for reliability, authenticity, and timeliness, citing sources of copyrighted materials in papers, projects, and multimedia presentations.

21st Century Skills and Keep the ones that apply, delete the others.

• Critical Thinking, Problem Solving, and Decision Making Themes • Communication and Collaboration • Research and Information Fluency/Literacy • Digital Citizenship/Media Literacy Initiative and Self-Direction Overview or Project Sketch

SW choose their state in which to travel -choose their vehicle for gas costs -research and choose 2 attractions -decide their meals for three days worth of travel -decide the lodging they will pay for two separate nights

Assessment

-SW complete an on-line submission of their basic information (stateattractions-mileage and choice of vehicle) during second day of project.

-SW create a presentation of their choice (poster, scrapbook, power point, etc.)

-SW discuss their budget choices during the presentation -SW turn in their travel project packet with their calculations as well as their presentation -Decimal Unit Test

Resources/Tools

Using school computers, laptops, and/or class itouches: themeparkcity.com, mapquest.com, basic internet search engines (for attraction information and prices)

Preparation

SW have mastered all operations of decimals- except of dividing decimals with decimals.

Instruction

Day one – Students are introduced to project in whole group through teacher instruction- power point shown to highlight the main ideas of the project (three days, two nights, $1000.00)- view student samples SW will choose partners (2-3 per group) and decide state they will be traveling to. Repeat states are allowed since this is not a state project.

Once groups and state are chosen SW will be introduced to the Example project. This project will be completed on the Elmo as a whole group before each section to explain how each page is to be done. Once understood SW immediately decide their lodging, as a group, for the first two nights.

Homework: Complete lodging calculations.

Day two- SW meet with partners to review and check lodging calculations.

Review Food page as a class by completing the Example project.

Students choose three classmates to act as the Example group. The example group randomly chooses their food length of the trip. Point out that they will combine all their food choices by category to multiply the amount of times each category was chosen. All three calculations will be added together for the final Food Total.

SW join their groups to decide their food choices. Each person may choose their own pre-priced food option per day per meal. Each partner must record the food choices of all group members.

Re-group as a class. Using the Smartboard students will view as the teacher goes to mapquest.com. Las Vegas, NV will be entered as the beginning location. Ending location will only be the state- no city. As a class we record our mileage on the Example project. We then multiply our mileage by two.

-Why would we do this? What does this calculation tell us?

As a class we go to themeparkcity.com to explore the website and find attractions and prices for our chosen state. If an outside source is used the Web-site sheet will be completed by the group.

-Pass out itouches- one per group.

SW use mapquest to find the general miles (not exact from Las Vegas to each city traveled) from Las Vegas to their state. SW use themeparkcity.com or a search engine of their choice to find two attractions they will visit- attractions must have a fee- students must pay for an adult ticket.

Homework: Complete Food Totals, Attraction Totals, and Mileage Total

Management & Instruction

Day three-As a class the teacher will show the class website (already bookmarked on the class itouches) and explain the group submission form. The form will be completed for the Example project for students to view and ask questions.

As a class introduce car choices. Students have four cars to choose from: Convertible Bug- Ford Mustang- Ford F-150- Hummer. Each vehicle is pre-priced for every 100 miles.

-What does that mean for calculations? –How will you calculate the amount you spend on gas? – What operation(s) will you need to do? – Does your remaining budget play a role in your decision of vehicle?

-Pass out itouches- one per group.

SW use the class website to submit their current findings – miles, attractions, cost of attractions. SW choose from four vehicles. They must think about the cost of their attractions and the distance they are traveling as they decide on the type of car they will drive.

Homework: begin presentation portion of project Day four- using the Example project SW work as a class as we complete the mileage calculations and cost. Review how students found the total mileage (1- multiple their mileage by two (round trip)) 2-round their mileage to the nearest tenth. 3- divide the mileage by 100 ( the cost of each vehicle is per 100 miles) 4- round the quotient to the nearest whole number 5- multiple the product with the gas cost of the vehicle they have chosen -Why did we divide by 100?

-In a real-life situation would you be able to round your quotient (the number of times your drive 100 miles) down to the nearest whole number when trying to calculate gas?

-Why did we multiply the pre-set price of the car with our whole number?

-Discuss each calculation along the way to check for mathematical and logical understanding.

Homework: Complete mileage and gas calculations -

Students have the extra day of the week and the weekend to complete the presentation of the project.

-

Presentations will be done in small groups for peer review before the scheduled one on one with the teacher

Day five- Decimal Unit Test

TPACK Activities In the past have simply been given the base of information and then were required to do various calculations. With TPACK students will determine their information in which to complete their calculations.

They will search for information that is current. They will compare prices of budget choices and determine the best place to visit based on current attractions and activities offered.

By doing the constant comparison students will see the worth of their own spending- causing them to be self-motivated to find the best price

Differentiation

SW have the choice of the on-line submission or a paper-pencil entry.

SW have the choice of presenting one-on-one to the teacher or to the full class (all groups will present to small group for peer review) SW have the option of, but are not limited to, using the Smartboard or Elmo to enhance their presentation.

Each student will be comparing and contrasting, completing all four operations with decimals, using technology as well as basic paper-pencil calculations, completing research that budget based

Closure and Reflection SW present their information - choices will include : -power point -video; to be shown full class or viewed by students and blogged about -verbal presentation with poster or scrapbook

Rubric Completed packet Attractions Attraction#1- 2 pts Attraction #2- 2 pts Total Attractions- 1 pt Mileage Round trip-1 pt rounding to tenth-1 pt division-1 pt

Point Possible

Points Earned

5

6

rounding to whole number- 1 pt multiplication- 1 pt Total Gas- 1 pt Food Fast food-1 pt store bought-1 pt restaurant-1 pt addition-1 pt food total-1 pt Lodging Multiplication-1 pt lodging total-1 pt Total Budget Page Addition-1 pt Total Budget-1 pt Packet total Presentations

5

2 2 20 Point Possible

Attractions (visual/cost)

1

Mileage (visual/cost)

1

Food (visual/cost)

1

Lodging (visual/cost)

1

Neatness

1

Presentation Total

5

Project total

25

Grade

Points Earned

STUDENT CENTERED CLASSROOM USING TECHNOLOGY Ramona Fowler, Clark County

Content Area Grade Level(s)

Reading, Writing, Math, Science, and Geography Middle School 6-8

Timeline Learning Goals

One week (M-F) Students will be able to use reading strategies to comprehend grade level text with a 75% or higher level of accuracy. Students will be able to use critical thinking and problem solve as well as collaborative skills.

Nevada Standards 21st Century Skills and • • Themes • •

Overview or Project Sketch

• •

Creativity and Innovation Critical Thinking, Problem Solving, and Decision Making Communication and Collaboration Technology Operations/ICT Literacy Flexibility and Adaptability Initiative and Self-Direction

• • • • •

Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility Global awareness Environmental literacy

I utilize centers in my room and each day students work independently or collaboratively on work assigned at each center. I have one ipod center, two computer/laptop centers, and one reading (direct instruction) center. I usually have a theme for the week (New Years, Roller Coasters, Weather, Black History, Water, etc.) and on Friday, I give a test on reading comprehension which also goes along with the theme. I usually have students hand in something to show me what they worked on during the class period. I always ask the geography and science teachers what they are working on, so I can incorporate topics my students are familiar with from content area subjects.

Assessment

Students get small group or one-on-one attention using the center approach. Reading strategies are taught during the reading group center and students get individual help as needed. Students practice their reading skills all week and on Friday I assess their reading comprehension and vocabulary skills. During the direct instruction I also have a writing assignment attached and students must show they have processed what they have read. I also have time to walk around the room at times to help students on difficult concepts. I have students hand in work to show me what problems they have worked out if it is math, and writing down a mad lib they might have made, etc. Any concept I feel students did not understand this week, I re-teach the following week in either the small reading group or a mini lesson for the entire class.

Resources/Tools

Laptop cart (18 laptops), ipod cart (25 ipods), room set up in small pods or groups, websites and apps

Preparation

I change the groups weekly and usually create them either randomly or by academic skills.. I write up the groups on the board on Monday and they rotate to the right each day. I have small classes since my class is more a remedial reading class. If you teach many classes, I would put the groups on a piece of paper and post it. I also check all the websites and apps I want to use a week before. This way I will know exactly what my students will experience and I can write out the step-by-step instructions on a slip of paper. I have three folders on top of the laptop carts that tell students what to do in each group. I get all of my ideas and paperwork ready on Friday so on Monday, we are ready to go. I basically have the same lesson plan each day since all the centers are going every day. It is a lot of preparation but once you get the work done, it goes smoothly all week.

Management

I do have a student aide helping me with students as well as entering grades on a sheet so I can enter them into my gradebook later.

Otherwise, students have each other to ask questions and they usually figure out things before coming to me. I tell my students that when I am in my reading group, they cannot bother me because I am teaching.

They usually work independently and I keep track of what they are working on and turning in daily. I check my basket with work turned in and then see who is not turning in their work. I ask for it the next day or let students know they have make-up work. On Fridays, after the test, students may go back and finish work on the computers or ipods if they did not finish for that week. I kind of make that the make-up day. After that week, they cannot make work up unless they were absent. This causes less free time and students know they have to do the work. Using the technology helps because my students are engaged and there is very little management issues. If I find two students not working or having problems with each other, I remember not to put them into the same groups again.

Instruction

Reading Center: Roller Coaster CLOZE Method with a reading/ writing activity (Edhelper) I pick an article and use reading strategies such as reading questions first, highlighting important information and answers found in text. This center is a direct teaching lesson and using a small group, everyone gets time to read, acquire skills and process the information. This way they know how to use these skills on the tests I give on Fridays. This is practice and the tests are the proof that students learned the strategies.

Computer 1 Center: Build your own roller coaster interactive website (http://www.funderstanding.com/coaster) or (http://kids.discovery.com/ games/build-play/build-a-coaster) or (http://www.learner.org/ interactives/parkphysics/coaster/section1.html) or (http://www.sciquest.org/home/just_for_kids/sq_web_coaster.html) Students will play with the roller coaster simulation and adjust the gravity, speed, friction, mass, loops, hills, etc. to see how fast they can make their roller coaster go. After experimenting with the design, students will draw the different creations and list the speed for each design. The object is to make the roller coaster go as fast as possible while learning about the laws of gravity.

Instruction Computer 2 Center: Interactive math, Draggable Division website (http://www.mrnussbaum.com/draggable_division/division.html) This website has many mathematical options. Make sure you set the draggable division to what you want. I like students to begin with 5 problems, 3 digits for the dividend and one divisor with no remainders.

Then I have them work 5 more problems with a 4 digit dividend and one divisor. I try to have students work their way up to being able to solve 5 problems with a 4 or 5 digit dividend and a 4 digit divisor with remainders. They enter their name and push play. Students must drag over numbers and click the line to show their work. I have students use the calculator (notice no division button) to check their work before entering the quotient and remainder and press check. This way they know multiplying the quotient and the divisor gives them the dividend number and they also know if it is correct before they check it on the computer.

Ipod Center: Test on Friday: Roller Coaster Reading comprehension sheet with writing prompt. (Edhelper) Students must use a highlighter and reading skills acquired during the weekly lessons and comprehend grade level text with a 75% or higher accuracy level.

Differentiation

Using technology individually allows students to work at his/her own pace. Many of the programs I use already differentiate by giving students a pretest and then giving students work on that level. I also scaffold by starting out with lower material so students understand the concepts and strategies first, and then move up the level of work. I also differentiate by my flexible grouping.

Closure and Reflection I always ask my students which centers they enjoyed and which ones they did not like. I also go back and re-teach when necessary. When I reteach in my small reading group, I sometimes also give work in the student’s centers the following week so students get the practice on the same concept for three weeks. Using this rotation makes management easy and using technology also allows for high engagement and again, less management issues. I love it and cannot imagine teaching any other way.

ANIMATING KEY VOCABULARY Robert Maw, Carson County

Content Area Grade Level(s)

Math 8th Grade

Timeline Learning Goals

Three Days Students will develop a deeper understanding of the required Key Vocabulary by creating an animated podcast. The characters will be teaching the key vocabulary as the animation is played.

Nevada Standards 21st Century Skills and · Themes ·

·

Creativity and Innovation Critical Thinking, Problem Solving, and Decision Making Communication and Collaboration

· · · · ·

Productivity and Accountability Leadership and Responsibility Digital Citizenship/Media Literacy Technology Operations/ICT Literacy Initiative and Self-Direction

Overview or Project Sketch

1) Teacher must create an account on goanimate.com 2) Students will select 10 different key vocabulary words and create an animation with the characters using the words and defining the words in the various scenes. A minimum of 10 scenes need to be created, one for each word or a continuation of one scene with the story line being used as a medium to present the words and definitions.

Assessment

This activity will be graded on four points 1) Did they use the word 2) was the mathematical definition given and correct 3) was an picture or an example given 4) was the word defined using eighth friendly words.

Each word is worth 10 points and each of the four parts is worth 2.5 points for a total of 100 points.

Resources/Tools

Math Books, Internet, Laptops, iPods, goaninmate.com, and a youtube account

Preparation

1. Make sure the laptop are charged up and ready to go 2. Make sure the iPods are charged up and ready to go 3. Students need to set up their own goanimate account.

4. The teacher needs to have a goanimate prepared to demonstrate to the students the final product.

5. The teacher needs to show the students how to use the goanimate site and create animations and download to youtube for sharing.

6. The teacher needs to show the students how to save, and share the animation to youtube or as a stand alone presentation.

Management

The teacher needs to walk around and help each partnership stay focused and work through the process. Planning on 3-5 days for the students to complete the task.

Instruction

The students will be broken up into pairs.

1. The partnerships will choose 10 different key vocabulary words.

2. The partners will study the definitions, and translate to appropriate definitions as well as plan a way to show the mathematical example in the animation.

3. Once they have the information and plan for each word they will begin animation, the students will design a scene for each word and begin creating the characters and how they define their words.

4. Using goanimate.com, make the scenes for their definitions.

5. Using Youtube students will submit their animation to the class or individual youtube accounts for the rest of the students to access.

6. The students will then watch and listen to the another groups’ presentations and grade their peers based upon the four grading criteria 7. The students will submit peer assessments on each others presentations.

TPACK Activities

Answer Questions Research Group Discussion View Images View Presentation Read Text

Differentiation

1. For differentiation I will pair higher level students with lower level students.

Closure and Reflection 1. For closure, each student will blog on Edmodo, about the process they went through and the knowledge they learned. Did they feel like they knew the definitions better with an understanding of the meaning? I then will give them a post test that will test their knowledge of the definitions.

DATA ANALYSIS PROJECT Misha Miller, Washoe County

Content Area Grade Level(s) Timeline

Math 7th Grade Quarter Project

Learning Goals: Students will manage a long-term data analysis project. They will generate a survey question, collect data, construct data displays representing their data and analyze their data.

Nevada Standards: 5.7.1 Formulate questions that guide the collection of data. Organize, display, and read data using the appropriate graphical representations (with and without technology) 5.7.2 Interpret graphical representations of data to describe patterns, trends, and data distribution.

This lesson supports CCSS(Common Core State Standards) – Statistics and Probability – Grades 6 and 7 21st Century Skills and Themes:

Creativity and Innovation

Critical Thinking, Problem Solving

Communication and Collaboration

Technology Operations/ICT Literacy

Flexibility and Adaptability

Initiative and Self-Direction Productivity and Accountability Leadership and Responsibility

Overview or Project Sketch: Students will formulate a question that guides the collection of data. They will choose three appropriate data displays for displaying their data and create them. They will interpret their data by determining central tendencies and describing possible patterns or trends.

Assessment The project will be assessed with a rubric.

Resources/Tools: • Project Rubric

• • • • • • •

Macbooks Wireless Internet Google apps (create Google Apps domains for each class) Glogster.com Student instructions for creating a Google form and linking to Blog Central Tendency data display examples with exit pass Data display guided note taker with exit pass

Preparation: Set up Google apps and Glogster accounts for each student.

Management: There will be three check-in dates during the course of the quarter project to ensure students are completing each component of their project. Students will check-in by responding to specific questions in their blog.

The project will be completed mostly outside of the classroom.

Instruction: The teacher will pose a survey type question to the class and make an assumption about what the results would be, of course the assumption will be contrary to popular opinion. The teacher will guide the students into a classroom discussion about data analysis and that the only way for us to truly know is to collect data and interpret our data.

The teacher will then present the 2nd quarter data analysis project description. It will be important to clarify with the students the difference between categorical data and numerical data as part of the requirement of the project is to calculate the central tendencies of their data. The project will be completed mainly outside of class. However, three to four class periods will be set aside during the project to teach the students how to use Google forms to collect their data, how to use Google spreadsheet to create data displays for the collected data and how to display their information in a Glog.

As this is a long term project, it will be important to check in with students throughout the project to make sure they are completing each component of the project. There will be three check-in dates during the project. Students will check-in by posting answers to specific questions in their blog as they work through the components of the project. There will be due dates for each component and blog post during the quarter.

TPACK Activities: The student poses a conjecture, perhaps using dynamic software to display relationships.

The student explains the relationships apparent from a mathematical representation (table, formula, chart, diagram, graph, picture, model, animation, etc.)

Using technology for production assistance if appropriate, the student develops a

mathematical representation (table, formula, chart, diagram, graph, picture, model, animation, etc.)

The student applies a mathematical representation to a real life situation (table, formula, chart, diagram, graph, picture, model, animation, etc.).

The student imaginatively engages in the development of a student project, invention, or artifact, such as a new fractal, tessellation, or other creative product.

Differentiation: The project is very opened ended as to what question students want to pose. They are also provided with choice as to which three data displays they would like to create to represent their data.

Closure and Reflection: The student’s final step in the project is to make an electronic poster representing their posed question, data collected and data displays. The posters will be made on Glogster.com and embed them on their blogs . Students will take a museum walk of the posters by visiting each other’s blogs. After their walk they will identify three posters to write six interpretive statements about the displayed data, two from each of the three chosen posters.

Supplemental Materials: Name ___________________________________

Period ____________________

2nd Quarter Data Analysis Project – Data Display Guided Note Taker Frequency Table________________________________________________________ Plot__________________________________________________________________ Line Plot______________________________________________________________ Bar Graph_____________________________________________________________ Histogram_____________________________________________________________ Circle Graph ___________________________________________________________ Line Graph_____________________________________________________________ Scatter Plot___________________________________________________________________

Examples and Exit Pass:

Name __________________________

Exit Pass

Name: ________________________________

Data Analysis Project Checklist

Project question written At least 25 pieces of data collected Sort data (highlight column, select tools from the menu and sort ascending) Create a frequency table (if your data is spread out you will need to create intervals) Construct two data displays in Google Apps and one by hand (all three data displays should be appropriate for your data) Find the mean, median, mode and range of your data Create Glog at glogster.com Project question Mean, median, mode and range Three data displays Four project blog responses

2nd Quarter Project – Data Analysis Project Directions: 1. Write a survey question primarily geared to middle school students. The survey question must generate some type of numerical data.

2. Determine your target sample size to survey. Are you going to survey 50 students, 100 students, etc?

3. Set up a Google Form to collect data.

4. Collect data.

5. Blog four times about this process.

6. Make a Glogster poster to display your data using three different data displays.

Project Requirements: I. Poster: Survey Question Used Google spreadsheet with data At least three different data displays to represent the data collected – Bar Graph/Double Bar Graph Line Graph/Double Line Graph Histogram Circle Graph Stem and Leaf Plot Line Plot Scatter Plot Measures of Central Tendency Mean Median Mode Range

II. Blog Responses: Survey Blog a. Why did you choose the question you did? b. What other questions did you think about using? Why did you choose not to use them?

Process Blog a. How did you use your data to make each data display? b. Why did you choose the three data displays you chose to display your data? c. What types of things did you need to think about when making each type of data display? d. Which data display was the easiest to make? Why? e. Which data display was the hardest to make? Why? Data Analysis Blog a. What conclusions can you draw about your data? b. Write at least three statements comparing your data. c. Does your data form a pattern? Are you able to make a prediction

by extending your data beyond your data set? Explain. d. If you surveyed more people do you think your data would change?

Why or why not?

Reflection Blog a. Which data display did you feel most accurately represented the data you collected? Why? b. Which data display did you feel least accurately represented the data you collected? Why? c. Which measure of central tendency told you the most about your data? Why? d. Which measure of central tendency told you the least about your data? Why? Requirement Due Date Google Form: _____________ Blog Response #1 _________ Title: 2nd Quarter Project Survey Blog Data Collected:____________ Blog Response #2 _________ Title: 2nd Quarter Project Process Blog Blog Response #3__________ Title: 2nd Quarter Project Data Blog Blog Response #4__________ Title: 2nd Quarter Project Reflection Glogster Poster ____________

Name ____________________________ Date ________________ Period __________ What are the three data displays you will construct to represent your data? Please describe why each of the displays is appropriate for your data.

ROAD TRIP!

Courtney Siber, White Pine County

Content Area Grade Level(s)

Math 8-10

Timeline Learning Goals

1-2 days Students will be able to use proportions and conversions in real-life situations.

Nevada Standards

3.8.5

21st Century Skills and • • Themes

Overview or Project Sketch

• Financial, economic, business and Creativity and Innovation Critical Thinking, Problem entrepreneurial literacy • Solving, and Decision Making • Flexibility and Adaptability • Initiative and Self-Direction Students will research items they need and expenses involved to go on a road trip.

Assessment

Students final project will be graded based on a rubric.

Resources/Tools

Google maps Excel or Google Docs Websites to find a car and its information

Preparation

Create a checklist for students.

Create budgets and time frames.

Management

Students will complete sign-out sheets.

Instruction

Students will pick a partner. Each student pair will be given a random budget and time frame. Students will get to pick the car they drive. They will need to research the mpg of the chosen car from the internet.

Students will research some places of interest. They will use resources like mapquest and google maps to find the distance between their destinations.

They will create an itinerary of their trip making sure to calculate how much time they will spend traveling and visiting the place of interest, along with the amount of gas and cost of the gas. It must fit into their budget and the time frame they have.

Students will then create a chart showing their expenses using excel, the quick chart app for iPod or http://nces.ed.gov/nceskids/createagraph/ default.aspx. The pair needs to make sure it is easy to read and organized.

TPACK Activities

Read Text Produce a Representation Create a Product

Differentiation

Struggling students can ask for assistance from teacher. They can also use a pre-made route.

Closure and Reflection What kinds of math did you have to use? What did you learn about using your problem solving skills for a real-world situation?

RACE TO THE TOP!

Sherry Pendleton, Clark County

Content Area Grade Level(s)

Math 6

Timeline

August 28-Nov 28 (12 Weeks)

Learning Goals

• • •

Increase automaticity in recall of basic math facts Design a personal improvement goal and plan Self-monitor and record progress

Nevada Standards NV 1.4.5 21st Century Skills and • Creativity and Innovation • Critical Thinking, Problem Themes Solving, and Decision Making • Communication and Collaboration • Life and Career Skills Overview or Project Sketch

Assessment

• • • •

Productivity and Accountability Leadership and Responsibility Technology Operations/ICT Literacy Initiative and Self-Direction

Students will pre-assess their own ability to recall basic math facts using a teacher provided assessment tool (Rocket Math). Students will then set a realistic goal to improve their recall ability within a week’s period of time. Students will devise their own plan for using technology to improve their score and reach their goal. Students will be re-tested at the end of a week to assess improvement. This will be an unofficial score (not marked in the grade book), but will be recorded. Students will set another improvement score goal for the next week and devise another plan to reach their goal. Personal assessments and a record of scores will be conducted each week, with an official score (in the grade book) every 4 weeks over the course of 12 weeks.

• • • • •

Pre-Test, teacher provided (Rocket Math) Achievement Test every week (unofficial, but recorded on progress graph) Improvement Test every 4 weeks (official) Post-Test after 12 weeks, teacher provided (Rocket Math) E-Portfolio: Students will maintain an electronic portfolio using GoogleDocs to record their goals and improvement plans.

Students will also keep a record of weekly scores using an Excel graph that is posted in their portfolio.

Resources/Tools

GoogleDocs for electronic portfolios Graphing application to record progress iTouch for each student, available every day Math drill applications such as PopMath 10 minutes every class period during 1st quarter Pre and Post tests (Rocket Math)

• • • • • •

Preparation

Management

1. Create a list of approved math drill apps. Include a brief description of each.

2. Load onto iTouch’s 3. Find and load progress graphing application 4. Make copies of pre and post tests (Rocket Math) 5. Set up a template in GoogleDocs for e-Portfolio 6. Write clear instructions on expectations and a timeline for goal setting and tests.

7. Create a rubric (RubiStar) stating grading criteria.

8. Create an instruction sheet for setting up e-Portfolios.

9. Create a “contract” for iTouch use, include and require parent signature.

• • •

Assign iTouch’s by seat number.

Timer for 10 minute practice each day Maintain iTouch log daily (record of iTouch condition daily and each period)

Instruction

1. Complete pre-test (timed), record score, and set an improvement goal to be reached in 1 week.

2. Explore application on the iTouch (Pre-loaded) for apps that will help you reach your goal and devise a plan as to how you will accomplish your goal.

3. Each day, you will have 10 minutes to use your iTouch and apps to help you reach your goal. Each Friday you will retest yourself to see how well you are progressing. You must graph your results.

4. After you complete your Friday progress assessment, you will set another improvement goal and plan and work during the week to reach that goal.

5. At the end of 4 weeks, you will be officially tested (for a grade) to check your progress and improvement.

6. According to your new test score, you will set a new improvement goal, reflect on the effectiveness of your previous improvement plan and devise a new plan to reach your new goal.

7. Continue to use your iTouch to help you reach your goal.

8. Continue to test on Friday’s and record your results on your graph.

9. At the end of 12 weeks, you will be given a post-test to assess your progress and the effectiveness of your improvement goal plan.

10. During the course of the 12 weeks, you are to keep an electronic portfolio which will serve as a record of your pre-test scores, your improvement goals, your Achievement and Improvement Scores, your improvement goal plans, and your reflections on the effectiveness of your plans. Your test scores will be recorded on a graph using a graphing application and posted in your ePortfolio. You will be officially scored on your e-Portfolio according to the rubric provided.

TPACK Activities • • • • •

Differentiation

iTouch Math Applications Graphing Applications Excel Graph GoogleDocs for e-portfolio

Students will create their own plan to reach their goal.

BOX-AND-WHISKER PLOTS Jennifer Patefa, Washoe County

Content Area Grade Level(s)

Math 7th or 8th Grade

Timeline Learning Goals

2-3 Days Students will learn how to take a set of data and display it in a box-andwhisker plot. Students will also demonstrate their knowledge of the vocabulary associated with box-and-whisker plots.

Nevada Standards

5.8.1 Organize, display, and read data including box and whisker plot (with and without technology) 5.8.2 Select and apply measures of data distribution using interquartile range and central tendency.

21st Century Skills and .

• Themes •

• • Overview or Project Sketch

Assessment

• Creativity and Innovation Critical Thinking, Problem Solving, and Decision Making Communication and Collaboration Initiative and Self-Direction

Productivity and Accountability

Students will begin by learning about the central tendencies. After they have a good understanding, they will practice creating box-and-whisker plots by using an interactive program on the Illuminations website. The next step would be to reinforce the vocabulary associated with box-andwhisker plots by creating an animation on Go Animate.

The formative assessments will be the box-and-whisker plots created on Illuminations and the videos that they create on Go Animate. The summative assessment will be a test on creating and interpreting boxand-whisker plots.

Resources/Tools

Computers Internet

Preparation

Sets of data needs to be ready to create ahead of time. Students need to have created an account on Go Animate, so they are ready to do the assignment.

Connection to the internet also needs to be ready to go.

Management

Since there is one computer for two students, teacher needs to make sure that students are paired up so time isn’t wasted.

Instruction

One class period can be spent going over the central tendencies and introducing box-and-whisker plots. The next class period, teacher will lead an exploration on creating box-and-whisker plots by going to the website: http://illuminations.nctm.org/Activities.aspx?grade=3. There is an interactive activity called Mean and Median where students can create box-and-whisker plots by entering in data. Teacher will show students how changing the data set can affect the look of the box-and-whisker plot. For the third class period, students will create their own video on goanimate.com, explaining the vocabulary associated with central tendencies and box-and-whisker plots (mean, median, mode, range, minimum, maximum, first quartile, third quartile, and interquartile range). Finally, students will find a set of data on the internet and create a box-and-whisker plot to go with it.

TPACK Activities

Create a Product

Closure and Reflection Students will view each other’s videos and box-and-whisker plots to learn from their peers.

APPLICATIONS OF PERCENTS Heather Lemm, Humboldt County

Content Area Grade Level(s)

Math Seventh Grade

Timeline Learning Goals

3 class periods Students will be able to apply knowledge of percents, decimals, and percents to solve application problems involving percents using proportions or equations.

Nevada Standards

2.7.5 Model and solve equations using concrete and visual representations.

21st Century Skills and • Themes • • •

Communication and Collaboration Technology Operations/ICT Literacy Flexibility and Adaptability Initiative and Self-Direction

• • •

Productivity and Accountability Leadership and Responsibility Financial, economic, business and entrepreneurial literacy

Overview or Project Sketch

Students will use the iPods to build and use flashcards to learn the vocabulary. Students will utilize the Internet/laptops and an online math site to practice the new concept at their own individual pace. Students will also complete worksheets with practice problems. The lesson completes with a quiz on the newly learned concept. From these scores, it will be determined if the student needs to be remediated or has mastered the concept.

Assessment

Lesson Quiz on Friday (if lesson was started on Monday). Continual monitoring of the students’ progress during classroom activities and assignments.

Resources/Tools

Resources: • Prentice Hall Course 2 Textbook, Note Taker, Reteach/Practice worksheets

Technology Tools: • Laptop: Internet and www.AAAmath.com • iTouch – apps: Dictionary and Flashcards Preparation

Management

1. The laptops need to be running properly and make sure the Wifi is also working.

2. Make sure the Flashcard and Dictionary apps are working properly on the iPods.

3. Write the vocabulary words on the board.

4. Make the needed copies of: • Lesson 6-7 Notes • Reteach/Practice 6-7 worksheets • Worksheet p. 306 and 307

The iPods and laptops are distributed in an orderly process that the students are already familiar with. The time constraint comes with teaching the lesson, completing the Re-teaching worksheet together, and still allowing for some time for the students to begin on their homework.

Things need to keep moving at a steady pace with little to no down time.

Everything needs to be completed in a timely manner, which comes with having solid classroom management skills. This is vitally important as you are trying to transition between three activities on Day One.

Instruction

Vocabulary Words: • Commission – a percent of the amount of your sales Formulas: • Sales Tax = tax rate ⋅ purchase price • Total Price = purchase price + sales tax • Commission = commission rate ⋅ sales • Total Commission = commission + sales

1. Students will define vocabulary words and enter these plus formulas into Flashcard app on iTouch. a. Students can either use the Dictionary.com app to define the vocabulary words.

2. Students will complete notes for Lesson 6-7 as a whole. I fill in the notes on the board as they fill in the notes worksheet.

3. Through the notes, students will understand how to apply knowledge of percents, decimals, and percents to solve application problems involving percents using proportions or equations. Students will solve problems involving sales tax and commission.

4. Students and I solve several problems together using the Re-teach 6-7 worksheet. Students will individually come to the board and complete a problem.

5. For homework/practice, students will complete Practice 6-7 worksheet.

6. Day 2 – Students will solve practice problems on AAAmath.com 7. Day 3 – Students will complete Worksheet p. 306-307.

TPACK Activities

1. Students will define vocabulary words and enter these plus formulas into Flashcard app on iTouch. a. Students can either use the Dictionary.com app to define the vocabulary words.

2. Day 2 – Students will solve practice problems on AAAmath.com

Differentiation

Differentiation occurs as the students practice the concepts on AAAMath.com at their own pace.

Closure and Reflection Re-Teaching: • If students need re-teaching, they will be placed on a computer to practice more on AAAmath.com.

RESEARCH AND DEVELOPMENT- SURFACE AREA Robert Wilson, Clark County

Content Area Grade Level(s)

Mathematics Accelerated 7

Timeline

April 5, 2011 to April 6, 2011

Learning Goals

Students will research and the develop student created notes, developing a graphic model of the concepts, teacher directed learning, and being assessed through various methods as determined by the teacher. The concepts will focus on surface area of prisms and cylinders.

3.7.1

Nevada Standards

21st Century Skills and • • Themes

• • •

Creativity and Innovation Critical Thinking, Problem Solving, and Decision Making Communication and Collaboration Digital Citizenship/Media Literacy Flexibility and Adaptability

Overview or Project Sketch

The research guidelines will be determined by the teacher with an outline included in the directions for students to follow while using the laptops, textbooks, and any other resources necessary to complete this part of the learning model. The next phase is for students to work with the teacher to use a graphic organizer such as Inspiration to categorically sort the information to facilitate what they have researched. In the next component the teacher provides direct instruction to enhance the material the research has provided and to fill in any misunderstandings or gaps the students may have had about the concepts. The final phase is for students to reflect upon what they have learned on Edmodo which will be assessed by a teacher created assessment.

Assessment

Students will pair share and work together to create a Cornell style notes that will be assessed by the teacher on an individual basis. In addition, the students will be required to post their thoughts on Edmodo for which they will be assessed on the quality of their contributions to the online learning community. Finally a chapter test will determine how successful this learning model has affected student learning.

Resources/Tools

Promethean board and software. Power point presentation and the class website. Also, laptops and ipods will be used for students to research the topics provided by the teacher and the software application, Inspiration, to graphically organize student understanding.

Preparation

The lesson plan will utilize the power point created by the instructor.

Students will be assigned partners before the lesson with the concept of pairing students according to their scholastic ability. Edmodo accounts will be created so students will be able to reflect upon their learning and so the teacher can assess their understanding. As one of the prerequisites the schools ECS will come in to train students how to create a graphic organizer using Inspiration.

Management

The teacher will be in the role as facilitator and will check for understanding during instruction time and for the online commentary.

Instruction

Students will be given a list of questions that they will be required to use while considering what information from the research component of the learning model is important to consider while collaborating in pairs about the gathered information. The guiding questions for this lesson will be as follows: What is the meaning of area as it relates to geometry?

What real-world connections can you make that is evident that you’ve found while researching these topics? Specifically, how do you find the surface area of prisms and cylinders? Are there any connections between the two groups of solids? What are the necessary formulas associated finding the surface area of each solid?

After the students are afforded ample time to gather the research the class will come together and create a graphic organizer that reflects what they’ve learned from the research.

The teacher will then provide direct instruction to further strengthen the students’ understanding for perimeter and area.

Students will be given time to reflect on their learning utilizing Edmodo.

TPACK Activities

Differentiation

A chapter test will be given at the conclusion of the lessons using the research model.

Using collaborative group’s students will develop a reflection on their own problem solving progress by keeping a problem solving journal of their progress. A forum will be provided so students can keep track of and comment on other students’ post.

A graphic organizer using the program Inspiration will be used as the class collaborative part of the lesson.

Students will be paired up by ability levels and the teacher will check for understanding between the partnered students. The teacher will determine if any students need remediation during this phase and will instruct on a small group basis.

Closure and Reflection Surface area and volume for solid objects are typically some of the most difficult subjects for my students to comprehend. By providing them the opportunity to build some background knowledge first, I hope they will obtain a deeper understanding and be able to improve their chances to perform well on the assessment at the end of this unit. So far this type of implementation has been successful as determine by the teacher.

Students are displaying higher levels of understanding when doing guided practice and the homework turn-in rate has been a high success.

Thank you to Nevada Pathway Project Teachers for their lesson contributions!

Website: http://cpdmoodle.ccsd.net/pathway