iPads in the Classroom

These are my resources from an iPad training.

Resources:

• Algebra Touch *****
• Khan Academy *****
  
• TI-Nspire ******
• Educreations Interactive Whiteboard ****
• Youtube ****
• Solarwalk 3D Solar System Model ****
• Splashtop 2 - Remote Desktop *****
• Remind 101 ***
• Notability *
• iTunes U ***
• TeacherKit *
• Flashcards*
• ShowMe Interactive Whiteboard ***
• Minds of Modern Mathematics ****
• Elevated Math ***
• Math Ref ***
• Mathinnation ***
• Video Calculus *
• Math Stripes **
• Touch Physics *
• Math *
• Motion Math: Hungry Fish *
• Pre-Calculus & Calculus by WAGmob *
• Google Earth **
• How to Make Origami *
• Free Graphing Calculator **
• Skitch *
• iMathematics! *
• Kno Textbooks *
• inClass *
• Sketchpad Explorer
• Geometry Pad
• Geometry Constructions Tutor (Lite)
• iSpy - X
• Algebra Champ
• Doceri **
• MathBoard ***

Pending: (Apps I have not used, but shared by other teachers.)

• Quizzlet
• Easy bib (English)
• Books app (English personal)
• Guided Access on the iPad
• qr codes
• class dojo
• prezi (scroll all the way down to education)
• today's meet
• CamDraw
• MathAcademy
• BrainPop
• MeasureLength
• ButterflyMath
• MathOpen
• MathZombie
• MathPentagon
• Farmer'sMath

Resource:

• TCEA
• http://www.ck12.org/student/

Apple TV: Used to project your iPad activities.

 

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How to make a Geoboard!

I was going through my workshop journal from a journaling workshop several years ago and I ran across the Geoboard page. This is a great idea, but I haven't used Geoboards in my classroom. This is very easy and the idea can be used elsewhere.

Materials needed:

• print a grid of desired measure onto cardstock (I was given 1 in. squares)
• push brads
• string

Decide first if you want this to be a removable tool from the journal or not. If you decide on removable, I would suggest making a pocket to store the Geoboard in.

Next, push the brads through each point of intersection or your desired scaling on the grid paper. Then glue a second piece of cardstock to the back to secure the brads.

I made a separate small pocket for the string.

My Geoboard in the picture is just a sample from a workshop. I have no experiences to reference for it, but I think it is a great idea.

 

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A Theory to the Success of Algebra 1

Mathematics is a language all its own, right? So why aren't we teaching it as such? You know summertime; it's the time we teachers spend in workshops soaking in the theoretical views of the 'experienced'. I actually really enjoy workshops, specifically when I'm at that table that just explodes with ideas!

Back to the THEORY: If math is a unique language, then I should be teaching students to listen, write, read, and speak its language.

I realize that I spend so much time focusing on one component-writing the math. I need to teach fluency in math that focuses on all four of these areas.

I have observed several foreign language teachers come and go. The great teachers have their students fluent in these four areas. Students read, write, listen, and speak the language.

As I think back to high school, I was an excellent memorizer. I didn't really know how to read the notation or why solutions were written a specific way, but I could tell you what I needed to put where based on context clues. Then when I got to college, I had one of those professors. He spoke, read, wrote, and listened for the language of mathematics. He expected the same from us. I struggled like you wouldn't believe; however, after I graduated and entered the world of education for mathematics, I noticed the difference in my math language and others. Now, I am not an expert or near perfect, but I notice that my students have a higher level of math skills because I hold myself to high standards when using the language of mathematics.

GOAL: Even though I can read, write, listen, and speak the language of mathematics, I need to expect that from my students.

CONCLUSION: This is all just a theory based on self reflection and observation. We'll see how it unfolds over this next year.

 

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Box and Whiskers Plot

So, today I had the opportunity to do something different. I got to work with 8th grade students on Box and Whiskers Plot. Now, I know I am not an expert and I know I missed identifying an outlier, but our goal for this tutorial session was to teach a basic understanding of Box and Whiskers Plot. Their teacher liked my lesson and the kids loved it, so I thought I would share.

My principal asked me if i knew much about Box and Whiskers Plots? I said that I knew a little bit and I have an idea to make it slightly more hands on.

I pulled some data from a textbook and put it on individual pieces of paper creating eight sets.

Here's what I did...

Each table received a sheet of poster paper and a stack of cards with numbers written on them.

My example was taped to a write board with the cards taped in a scattered unorganized manner. I worked through the first data set with them.

Teacher: "What do you call a set of values randomly given?"

I was looking for the word "data". After I guided them there...

Teacher: "What should be the first thing we do with data?"

Students: "Put the data in order from least to greatest."

Teacher: "What are the four measures of central tendency or variability?"

Students: "Mean, Median, Mode, and Range."

I then proceeded to ask the students to define and explain the process used to determine each.

Teacher: "Median is the essential tool in creating a Box and Whiskers Plot."

I then had them find the median of the data.

Teacher: "What is the minimum and maximum value of the data?"

Student: "28 and 67."

Teacher: "Understanding the information in a Box and Whisker Plot is determined by a number line placed below indicating the values used. What would be an appropriate range and scaling for a number line here? ... Another words, what would be a pretty minimum and maximum value that we could use?"

Students: "From 20 to 70 and go by fives."

Each table constructed a number line with the appropriate values and scaling.

Teacher: "Now, let's go back to our data. We need to determine the lower and upper quartile."

I explained the process (similar to median) and why it's called upper, lower, and quartile.

Teacher: "How many significant values have we identified?"

Students: "Five."

Teacher: "Using a short vertical line, let's identify the location of each value along our number line. You then connect the lower quartile to the upper quartile using two parallel lines. What did this create?"

Students: "Two boxes."

Teacher: "Then you connect the minimum to the lower quartile and the upper quartile to the maximum using a single horizontal line. What do you think we call these?"

Students: "Whiskers!"

Teacher: "What do you think is the significance of this type of graph?"

We spent several minutes discussing this before I gave them a new set cards.

I wanted to share this because it was well received. I don't know if it was because I'm not their usual teacher or they were really into it, but this lesson was refreshingly engaging and fun. It was one of those lessons that just worked, flowed, and the kids really connected. If you're a teacher, I'm sure you know what I mean.

Thank you.

 

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