Tag Archive | "math"
Posted on 30 April 2012. Tags: circles, geometry, math, Short Pump Middle, Short Pump Middle School, Short Pump MS, SPMS
Submitted by: Carolyn Hennessy
School: SPMS
Summary
In order to help the students understand the 12 theorems presented in the circles chapter, we worked on a project every class for about 20 min. The students drew pictures, and created questions based on a specific theorem we have just covered. The students also selected a picture of a circle that they either found online or took with a camera. The students drew in chords, secants, and tangents to create their own problem. A student from my 1st block class collaborated on the project with a student from my 4th block class. They used googledocs to work on the presentation. At the end of the chapter, we used the presentations to help us review for the test.
TIPC Ratings
Research and Information Fluency was not an focus of this lesson
Approaching: The students had to work with students from a different block. They used google docs presentation and shared this document with each other and the teacher. The students created parts of the whole project. For example on the students from Block 1 may create the image dealing with line segments, arcs and degrees of the angle. The students in Block 4 would solve the problem and provide the written dialog for that slide. These roles varied per slide and the students were constantly review each others work and process.
Approaching: The groups created their own problems and images to support the problems. With the collaboration between block students had to justify their answers and images with the entire group. Adding in the images found online and or a picture they took allowed the student to move beyond just drawing and creating their own problems and some connection to real world problems and objects.
Approaching: The students created their own review guide that covered the 12 theorems covered in the circles chapter. The students had the opportunity to collaborate and apply critical thinking skills to solve this extensive project. Students were able to exercise their creativity in the problem creation even though they used google doc for the presentation.
Posted in Comm/Collab - App, Creativity - App, Critical Thinking - App, Geometry, Math, Middle School
Posted on 30 April 2012. Tags: Buggio, course 2, Elko, math, Middle School, Pallis, sales tax
Submitted by: Tara Pallis
School: Elko Middle
Summary
Like to go to fancy restaurants? Ever go out to eat with your parents and ask why they leave a “tip” for the server? How do they know how much to leave? It is time to see why more money is added or taken off of the bill. A new restaurant wants you to design their menu with appetizers, main courses, sides, desserts, and drinks. Once you have finished designing your menu, switch menus with another group in the classroom. Make sure you choose one that you will enjoy eating at. After choosing what you would like to order, find the tax, tip, and total of your meal with your partner. Once your calculations are complete, create a training video of the step by step process you used to determine your findings. The video will be shared with other students, to help them visualize how tax, tip, and discount are calculated.
TIPC Ratings
Students select the most appropriate digital tools and information sources to assemble and organize information to address an authentic task. The teacher models strategies to guide student investigation and supports students as they acquire, evaluate, and apply information.
Student work in self-selected teams and design their own restaurant menu to communicate and collaborate with their peers. Students design problems that promote collaboration within the classroom to address authentic tasks. Students collaborate purposefully without direct supervision.
Students justify decision-making and problem solving practices as they create training videos for their peers that explain the process step-by-step. Students select the most appropriate digital tools to think critically and solve open ended authentic tasks that require higher order thinking skills in calculating tax, tip, and total. The students also reflect on their roles as critical thinkers by discussing and showing how they calculated the answers. The teacher facilitates critical thinking problems solving strategies and supports students as they engage in meaningful questioning and problem solving within their menu choices and calculations.
Students researched, questioned, summarized, collaborated, and applied critical thinking skills that inspired new solutions to authentic tasks. Students created meaningful, original work within the assignment parameters.
Download Files
Contents:
- Student Created Menu
- Chosen Menu for Dinner Out & Calulations
- Student Training Video
- Photo Credit: by Infrogmation on Flickr
Posted in Comm/Collab - App, Course 2, Creativity - App, Critical Thinking - Target, Info Fluency - App, Math, Middle School
Posted on 19 April 2012. Tags: Google Docs, math, Short Pump Middle, Short Pump Middle School, Short Pump MS, SPMS
Submitted by: Karin Nguyen
School: Short Pump Middle School
Summary
Students created their own SOL review. Their product had to include 20 questions. Each question also had to include the answers and either a explanation or work shown. Students created their products in a variety of different applications. Creativity was encouraged and students were given time to brainstorm and collaborate within their group. Most of the groups used google docs to initially capture their brainstorming and research.
TIPC Ratings
Approaching – Students created a google doc and shared with their group and teacher. The group organized their information in tables outlining their questions, and any information they researched specific to their questions. Students documented their sites.
Approaching – Teacher challenged the students to create their own Algebra review problems. Some of the problems needed to be real world problems. Students established roles and responsibilities in their group. Initial research and problems were developed and share in google docs. These were also shared with the teachers.
Approaching – Students had to generate their own problems. The requirement of type and how many were outlined in the rubric. A number of the problems were real world problems. Students had to create, solve and demonstrate how to solve the problems. Some of the problems also included various images.
Approaching – Students created a SOL review project. They had free choice of the tools they used and how they presented it to the class. The students used the information they researched to create real world problems and displayed them in a meaningful creative way.
Posted in Algebra, Comm/Collab - App, Creativity - App, Critical Thinking - App, Info Fluency - App, Math, Middle School
Posted on 19 April 2012. Tags: communication, Elko, math, Math 8, Poprik, Skype, Stacy, surface area, technology
Submitted by: Kate Poprik & Jeremy Stacy
Collaborators: Mr. Barlage, Engineer
School: Elko Middle School
Summary
Your students have been hired to develop a flooring estimate for two rooms in the home of a new client, Mr. Barlage. They will collaborate to create a proposal that fits within Mr. Barlage’s budget. The students are grouped based on their specialties and not all group members work in the same “office”. In the math class they specialize in finding area and perimeter while in the technology class, students specialize in finding materials needed to complete the job. The two classes will work together using discussion boards or GoogleChat to complete the task. At the end of the class, the groups will present their proposals to the client.
TIPC Ratings
Students will respond to class assignments that prompt analysis of information.
While working in groups, students will use digital tools to collaborate with group members in another classroom to complete their project.
Students generate and respond to purposeful questions and justify decision-making and/or problem solving practices.
Work on class assignments that blend technology and limited aspects of personal choice to generate new ideas and products.
Student Artifact
Posted in Comm/Collab - App, Creativity - Dev, Critical Thinking - App, Grade Level, Info Fluency - Dev, Math, Middle School, Subject
Posted on 19 April 2012. Tags: elementary, lkes, math
Submitted by: Kat Anderson
School: Lakeside Elementary School
Summary
Over the course of three class sessions, students choose to complete up to 9 different math activities from an addition menu board.
The task were as follows:
• On-line flashcards/timed speed drill
• Knowledge Box #1 – basic addition review video tutorial/related game/worksheet
• Addition Webquest (websites for basic fact practice)
• Addition Puzzle Solving at Promethean Board
• Number Balance with calculators to create balanced equations
• Knowledge Box #2 – addition with regrouping video tutorial/game/worksheet
• Illustrating addition equations (using Pixie, Keynote, ActivInspire)
• Creating and sharing an addition test
• Writing a math story containing addition problems.
After completing each task, students were instructed to also complete corresponding reflection questions about the activity as part of the over-all evaluation/assessment.
TIPC Ratings
This was not the focus area for this lesson.
This was not the focus area for this lesson.
In this differentiated lesson, students were allowed to make a variety of choices in order to critically think and problem solve around the concepts of addition, fact families, and equations. During the first day, they selected sites and or programs, with a partner or with a team in order to answer review and solve mathematical problems. By the second and third class periods, students then utilized those facts to solve puzzles and generate their own problems and stories. Students were required to complete reflection questions after completing each of the activities. Students were asked to think about why they choose the activities they did, which tools they used, and how they solved problems. By day three activities, students were selecting the digital tools (Pixie, Keynote, Pages, etc.) and selecting the tasks in order to create mathematical problems in their own formats.
Assignments from the menu board allow students to take their understanding of basic addition facts and apply that information to different challenges and creative scenarios (like creating a test, writing a story, or illustrating a fact). Students were given the baseline parameters, but were encouraged to take the activities where they wanted them to go. All students, on their own individual learning levels, were able to select starting task at their own comfort level and were able to scaffold to more complicated and complex task of their choosing. By the third day, all students were taking risks and thinking about the addition tasks in creative ways. As mentioned above, students were asked to answer reflective questions and give personal feedback on the learning process after completing each activity. Even when completing review activities, the students were asked to think about ways they would make an addition video game, etc. and encouraged to discuss these ideas with partners, teammates, and the class.
Student Artifact
Download Files
Contents:
- Lesson Plan
- Addition Menu Board
- Addition Menu Board Instructions
- Student Artifacts
- Student Reflection Form
Posted in Comm/Collab - Dev, Creativity - App, Critical Thinking - App, Elementary School, Grade Level, Math, Subject, TIP Chart
Posted on 02 April 2012. Tags: critical thinking, math, Middle School
Submitted by: Carrie Fields
School: Brookland Middle School
Subject: Course 2/Math 7
Summary
In this 90 minute lesson, students will work in teams to re-design a bedroom within a budget. Each group will be given different room dimensions and budget amounts. Based on this information students will develop a plan for the re-design of their bedroom. This lesson incorporates several seventh grade math concepts including calculating area, calculating sales tax, and working within a budget.
TIPC Ratings
Students and teacher are at developing level for this category. Websites will be provided and students are responsible for navigating through them. The teacher states the topic and questions to be answered.
Teacher is at developing level for this due to instructing the use of approved communication methods. Students are at approaching level if they have decided to work with a partner. Based on the individual needs of students in a self-contained classroom, group work is not always ideal. For those working with a partner, they will need to delegate roles and use appropriate digital tools to facilitate collaboration
Teacher will be at approaching for this category. Modeling of strategies is used, the challenge is an authentic task, and supports are given. Students are at a developing level because they are applying techniques demonstrated by the teacher and using information sources with a provided checklist.
Teacher and student fall in the developing range for this particular category. Direct instruction is used and there are connections made between the subject and new ideas. Students will be able to choose certain items for this lesson, but they must be within certain perimeters.
Student Artifact
Download Files
Contents:
- Lesson Plan
- Flip Chart
- Student Worksheet
Posted in Comm/Collab - Dev, Course 2, Creativity - Dev, Critical Thinking - App, Grade Level, Info Fluency - Dev, Math, Middle School, Subject
Posted on 08 March 2012. Tags: ActivEngage, ActivInspire, area, buildings, estimation, exemplar, Fairfield, math, measurement, perimeter, sketchup
Submitted by: Garry Marshall
School: Fairfield Middle School
Summary
In this lesson, students review area and perimeter. Students utilize technology and hands-on manipulatives to apply mathematical formulas.
TIPC Ratings
This lesson is designed to be implemented in a math class during a short time frame and does not allow for research. Students are for the most part reviewing prior content. They apply knowledge to new situations (higher-level).
Students are allowed to work within groups with assigned roles for a portion of the assignment. Communication is provided through a student response system at one point in the lesson.
This is an activity designed to engage students with the topic as they apply knowledge. The tasks provided in the lesson are a realistic application of math skills. Students are given freedom in expressing their understanding of the content and will justify their use of formulas.
In this lesson, the teacher is pushing into several different uses of technology and modeling strategic risk taking. The teacher is tying math into real world applications. However, the amount of research done is limited as well as communication and collaboration opportunities. Students blend technology and choice in the assignment.
Student Artifact
Artifacts coming soon – this video will help with navigating SketchUp.
Download Files
Contents:
- Lesson Plan
- Warmup FlipChart
- Picture of manipulatives and formula sheet
- Shape City Model
- Shapes in Everyday Objects Exemplar
- Review Cube
Posted in Comm/Collab - Dev, Course 2, Course I, Creativity - Dev, Critical Thinking - App, Math, Middle School
Posted on 05 March 2012. Tags: ActivEngage, area, Fairfield, math, perimeter, sketchup
Submitted by: Sarah Catlett
Collaborators: Garry Marshall
School: Fairfield Middle School
Summary
This lesson is designed as a re-introduction to perimeter and area for students in Course 1 or 2 classes. Students measure a provided model of a school and then create their own models of a school. The original idea for this lesson came from the students reading Three Cups of Tea, where the author created schools internationally.
TIPC Ratings
This lesson is designed to be implemented in a math class during a short time frame and does not allow for research. However, the possibility of conducting research is definitely feasible with cross-curricular connections to reading (Three Cups of Tea). The teacher provides resources as necessary and states the topics and questions to be answered.
Students work within groups with minimal supervision on day 2 while completing the project. The teacher utilizes ActivEngage as well as file sharing. This lesson helps scaffold students toward more structured and independent group work. Students will begin to see the benefit of distributing work within the group.
Students are asked to analyze a model that is already constructed, strengthening knowledge of measurement and estimation. The teacher poses open-ended challenges with many different solutions. Students must justify that their model fits the criteria listed and will be checked by classmates. The task is authentic because students must design a realistic model. This is a skill that can be applied easily to daily life in a variety of subjects. Students are also asked to reflect upon the process. The teacher is directing students toward specific tools in this case or the lesson would be ideal/target.
In this project, students are bringing a novel that they read into math. They are utilizing technology to generate a new school. Students are learning that creativity still must fall within some bounds (measurements) at times. For this lesson to fall into approaching, research would have to be included. Students could research floor plans for various schools, analyze trends, and then create their model.
Download Files
Contents:
- Lesson Plan
- School Model
- Student Measurement Sheet
Posted in Comm/Collab - Dev, Course 2, Course I, Creativity - Dev, Critical Thinking - App, Math, Middle School
Posted on 21 January 2012. Tags: Holman, M12S, math, sketchup
Submitted by: Jenny Smyth
School: Holman Middle School
Summary
In this real-world assignment, the students are given the opportunity to take on the role of an architect to create their dream house. Students will work with a partner to collaborate, research and create models using Google SketchUp. They will use internet resources to research building materials, average pricing, and mathematical formulas. They will utilize tutorials for constructing Google SketchUp scenarios on their computer. They will solve practical problems related to the surface area and volume of a swimming pool, garage, and kitchen while constructing models of each. They will determine materials needed for construction and discuss how measurements impact budget decisions. They will adjust building models accordingly to reflect measurement changes. The students will have the freedom to add aesthetic components to their constructed scenarios. They will work as a team to brainstorm creative and mathematical ideas. Upon completion they will submit completed Google SketchUp scenarios and geometric calculations and be assessed on their final product as a team.
TIPC Ratings
Developing: The students apply search techniques on building materials and budget as demonstrated by the teacher. The students are prompted to analyze building scenarios and use prior gained information to solve mathematical calculations for surface area and volume. The teacher instructs the students on how to determine accuracy of their calculations.
Approaching: Throughout the completion of the lesson students had to communicate and collaborate effectively with their chosen project partner. They had to work together to research, brainstorm, create models and solve practical problems with a common end goal in mind. They took on roles which placed them in a position of leadership and responsibility for various aspects of the assigned project. Group norms were established to help facilitate their collaboration. They made use of the internet, Google SketchUp and School Space to help facilitate their collaboration. They were able to work together to use technology and determine the most efficient plan for completing their assignment.
Target: The main goal throughout the course of this lesson was to engage in critical thinking and solving of practical problems related to geometry and real-life uses of geometric formulas. The students used multiple resources to gain background information, research materials and budgets ideas and use critical thinking to determine the most efficient way to construct parts of a home. They used critical thinking and problem solving to solve surface area and volume problems. They had to use critical thinking to describe how changing measurements of a prism or cylinder impacts its volume and surface area. They had to relate these changes to real-life scenarios and use problem solving to determine impacts to budget and quantities of materials. The teacher engaged in formative assessment of critical thinking and problem solving skills through the means of observation and questioning. Summative assessment was completed based on submission of completed products.
Developing: The students used technology and prior knowledge to create assigned models of parts of a home. The students had to question, summarize and solve problems related to prior knowledge of surface area and volume of three dimensional shapes.
Student Artifact
Download Files
Contents:
- Lesson Plan
- Project Outline
- Student Artifacts: SketchUp files and math calculations
Posted in Comm/Collab - App, Course 2, Creativity - Dev, Critical Thinking - Target, Finalist '11-'12, Info Fluency - Dev, Math, Middle School, Winners
Posted on 20 January 2012. Tags: Collaboration, communication, critical thinking, E12S, elementary, math, Short Pump ES
Submitted by: Deborah Stroop
Collaborators: Whitney deBordenave, Elementary ITRT
School: Short Pump Elementary
Summary
This lesson was designed to develop and enhance students Number Sense and was adapted from a lesson in Math Solutions Online Newsletter entitled “Twenty Questions: A Lesson Using the Hundreds Chart.” This lesson targets students lack of vocabulary when describing properties of numbers. Students generate questions, use logical thinking to eliminate possible answers, and apply deductive reasoning while using the hundreds chart.
TIPC Ratings
Research was not a focus of this lesson, so it was not observed. Research could be added to this lesson by having students research examples of math vocabulary in everyday life as part of homework, as not to add to additional time in class to the lesson. Or additional time could be added to the lesson and students could devise questions to research and uses various resources to find these answers.
This lesson is Approaching in Communication and Collaboration as students worked together to generate questions using an online collaborative tool called willyou.typewith.me. This lesson could be Ideal/Target if students collaborated with another class using this web 2.0 tool in real time.
This lesson is Ideal/Target in Critical Thinking and Problem Solving as students must use logical thinking to eliminate as many possible answers they can with one question as well as apply deductive reasoning to solve a problem. Many students were very strategic in their questioning when putting it in the chat box. Students were encouraged to use mathematical vocabulary to describe properties of numbers. Some were waiting to see what others asked before they posted their question because they only had a limited number of questions they could ask. Student videos demonstrate students thinking about their learning.
This lesson is Entry in Creativity as students were not given a chose of digital tools and creativity was not a focus of this lesson. Students we creative in their questioning, but limited to what tools they could use.
Posted in Comm/Collab - App, Critical Thinking - Target, Elementary School, Grade Level, Math, TIP Chart
