COMBO NCSM PP - Mr. Lewis` Math Page

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Transcript COMBO NCSM PP - Mr. Lewis` Math Page

InTech
“Students and teachers collaborating to
learn mathematics using the tools of our
time”
InTech:
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How should we think about integrating
technology in mathematics teaching?
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Create a graphic organizer for your thoughts.
http://oquirrh-hills-middle-school.wikispaces.com/
InTech Goals
1.
2.
3.
Improve student academic achievement in
secondary mathematics.
Provide opportunities for teachers to
improve their practice through ongoing
collaboration and rural/urban team
partnerships.
Effectively integrate technology to teach
and learn mathematics.
Darren’s movie
Technology
Hardware
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Computers
Printers
Calculators
CBL / CBR
Probes
TI-Navigator
TI-Nspire
IPODs
Mimio / Smartboard
Technology
Software
 TI-Interactive
 TI-Connect
 TI-Smartview
 Geometer’s Sketchpad
 Cabri Geometry
 HandyGraph
 MathType
 Microsoft Office
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PowerPoint
Word
Publisher
Excel
Inspirations
Technology
Internet
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Email
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Websites
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http://teachertube.com
E-portfolios
UTIPS
E-desk
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http://nlvm.usu.edu/en/nav/vlibrary.html
http://nsdl.org
http://ia.usu.edu
http://www.pbs.org/teachers
http://illuminations.nctm.org
www.shodor.org/interactive/activities
www.amathsdictionaryforkids.com
Activities that engage students outside
of school.
Professional Development
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The practice of
training teachers
on skills rather than
on how to use
technology to
enhance student
learning handicaps
the potential to
promote higherorder thinking.
InTech Teacher Summer Collaboration in Price and Riverton Utah
CollaborationTimeline
Day 1
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Getting to know you.
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Select the big idea focuses for teacher pairs.
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Intro sample units and assessments.
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Examine the possible technologies.
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Set up teacher wikispaces.
Day 2
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Develop unit criteria.
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Select and learn the technology for the big idea focus.
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Plan the lesson activities, connections with other resources, and sequence.
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Beginning project and assessment preparation.
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Update wikispaces.
Day 3
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Continue lesson/assessment preparation.
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Evaluate and revise.
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Update wikispaces.
Day 4
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Project and assessment preparation.
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Trial run with students and teachers.
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Evaluate and revise as a group.
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Upload to SEUTIPS InTech Website.
InTech Web Page
InTech
1.
Units
2.
Unit Overviews and Lesson Plan
3.
Student Testing
4.
Other Resources
5.
Student Zone
http://www.seutips.org/~intech/
Individual Teacher
http://lewisinmath.wikispaces.com/
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Assignments
Student Links
InTech
Lesson Plans
Textbook Links
District,
School, and
Teacher Links
We continue our collaboration each month through video conferences.
Price is on screen and Riverton is sitting in the room.
Students Working and Student Work
Carnegie Learning’s computerized math program was used with students
that traditionally struggled with learning mathematics.
Each school purchased a mobile lab, using computers for instruction,
review, math games and explorations, and assessments.
Unit One-The Real Number System
By: Natalie H.
Samantha T.
Tessa T.
Mayans
 North of Peru, centered on Yucatan Peninsula in
Central and South America
 Mayans had as many as twenty states
 The Mayan civilization existed 3,000 years
 It had written language, architecture, a wellordered social class system, agriculture, art, the
development of a calendar, trade and a welldeveloped religious system.
 They had 30 different languages.
Mayan Number System
 Had 3 symbols
instead of our 10
 Shell represents 0
 Dot represents 1
 Bar represents 5
 Ex. 3 bars and 1
dot would be 16
 Digits are stacked
with the higher
significant digit at
the top
 Ex. Look at 24, the
dot at the top of 24
would equal 20 plus
the 4 underneath
(Remember they counted
by 20)
 Mayan numbers existed as far back as the early classic
period (400 A.D.)
 The Mayans had the first zero
 The Mayans used a base twenty system
 Numbers can be illustrated by face type glyphs but
were hardly used.
For Unit One-The Real Number System students used
graphing calculators to support their learning about numbers.
Unit 2-Solving Equations and Inequalities
National Library of Virtual Manipulatives
NLVM
As a culminating activity for Unit 2-Solving Equations and Inequalities, students
were asked to develop a Windows Movie Maker file as the medium for presenting a
story problem that required them to solve, at least, a two step equation. Here is an
example:
Christian’s
Movie
Unit 3 Proportional and Linear Relationships CBRs are used as a tool to
help student develop understanding about linear graphs.
Unit 4-Analyzing real world linear data
Oquirrh Hills Middle School-InTech Algebra Unit 3 Assessment-Create Your Own Constellation
Name ________________________________ Date __________________Period ____ Due Date_____________
Student Directions:
Create a picture on a coordinate grid that represents something about you.
Choose at least seven dominant points. Points must be in each of the four quadrants.
Connect those points with straight lines to create a constellation. At least four lines must not be horizontal or vertical.
Write the equation for each line, at least six equations – use the attached worksheet. Equations must be written in red ink. After
you have your equations complete, have your teacher’s initial your work.
You will then open the Geometer’s Sketchpad (GSP) and draw your constellation in it. Save your work on the desktop. You will
use GSP to check your constellation equations. You must write the correct equation from the GSP in blue ink below your
red inked answer.
Write a paragraph (at least five sentences) that explains the constellation and your story behind it.
You will be graded on neatness and accuracy of your picture (20 points), linear equations (60 points), and paragraph (20 points).
The entire project is worth 50 points.
Project Title: ____________________________________________________________________
______________________________________________________________________________________________________
Number
1
2
Slope, Point, or Points used to determine the Equation
Show Work
Equation/Equation Check
Sample constellation:
The constellation below represents the bull which was a significant figure in a town that I lived
for many years. The bull was honored for its courage and strength. It was celebrated each
weekend in Mexicali, a Mexican city across the border from where I lived. The bullring was
festive with excitement at each of the bullfights. The courage of the bullfighter and the bull were
both tested.
12
Slope AB = -1.01
Slope AB = -1.01
CB: y = 1.01x+5.05
10
CD: y = -0.99x-4.97
DA: y = 0.99x-4.97
BA: y = -1.01x+5.05
8
EF: y = 1.00x+4.00
GH: y = 1.00x-4.00
EG: y = -1.00x+4.00
6
FH: y = -1.00x-4.00
B
IJ: y = 0.99x+0.01
4
KL: y = -1.01x+0.01
E
2
K
-15
-10
-5
C
J
F
G
-2
I
L
-4
H
-6
-8
-10
5
A
10
15
Unit 5 Solve Systems of Equations and Inequalities-Students used graphing
calculators, GSP, and a SmartBoard to find solutions using systems of equations and
inequalities.
Changes: John DeSandre in Price, shortly before school began, had his
assignment changed to teaching science and geometry. He adapted his plans
quickly to continue integrating technology as a tool for instruction, Here are
student works on GSP on constructing Parallel lines and parallelograms.
F
mFCD = 128.10
mFCE = 51.90
E
C
D
mACD = 51.90
mACE = 128.10
mCAG = 128.10
mCAB = 51.90
A
mGAH = 51.90
B
mHAB = 128.10
mCAB+mACE = 180.00
H
B
CD = 11.89 cm
D
C
mACD = 112.84
mCDB = 67.16
ED = 7.23 cm
CA = 4.82 cm
CE = 5.48 cm
E
mDBA = 112.84
EB = 5.48 cm
B
mCAB = 67.16
A
BD = 4.82 cm
EA = 7.23 cm
AB = 11.89 cm
30-60-90 triangles and polygon interiors
m AE = 3.02 cm
m AB = 1.51 cm
H
m EB = 2.61 cm
m AB 3 = 2.61 cm
E
F
A
B
G
D
C
I
Area HIAE = 9.10 cm2
Area EFGB = 6.82 cm2
Area ABCD = 2.27 cm2
 Area ABCD+  Area EFGB = 9.10 cm2
E
G
Area DEGF = 30.51 cm2
D
H
m EH = 2.75 cm
F
Area DEF = 15.25 cm2
2
m DFm EH = 30.51 cm
m DF = 11.09 cm
1918 Spanish flu
By Sarah
Some Facts about the flu
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The Spanish flu occurred in
1918- 1919 about 25 million
people died including about
800,000 Americans!
In India the rate was extremely
high at around 50 deaths from
influenza per 1,000 people!
Science reveals another US
team has successfully
recreated the 1918 virus in
mice.
How Many People died
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It Started just as 40 to 50
million people
Then 50 to 100 million
people world wide
The infection rate was
50%
Student e portfolios
January 19, 2008
Dear Parent(s)/Guardian(s),
The Internet provides a unique opportunity for students to display, share, and communicate about their school
work with their family and other students.
As part of an ongoing collaboration with the Carbon School District through Project InTech, my Algebra I classes
at OHMS will be creating an individual web page for each student. Project InTech is a pilot for future teacher
professional development as established by the Utah Office of Education. This project focuses on helping teachers use
technological tools to enhance mathematics instruction. Student e-portfolios is one part of this project.
For more information on InTech please access InTech’s web page at http://www.seutips.org/~intech/. My web
page may also be accessed at www.lewisinmath.wikispaces.com.
Student web pages will allow students to create electronic web portfolios to display student work for viewing by
other students and their parents. These web pages will be set up through the Southeastern Utah Test Item Pool
Service (SEUTIPS) and are free for students to use as part of Project InTech. SEUTIPS is part of a statewide network
that teachers use for testing and for teacher web pages. Important information to know about SEUTIPS includes:
The site is secure and password protected;
Students will use their intials to protect their name;
All student work may be viewed by parents and students using a password to access the portfolio;
Students may publish specific projects that will be viewable on the open web or keep their site viewable only through a password;
Each math teacher will be able to access each site to score student work and review the site for proper;
Each student will own the copyright on all materials they create and then post to their portfolio or publish on the Internet;
Students may not post photos of themselves without the approval of parents indicated on the goldenrod permission slip;
Student web sites will be the property of each student and their parents with parents deciding on the continuation of the
web page after June 10, 2008. All guidelines of the Jordan School District Student Information Network Acceptable
Use Policy must be adhered to. Each student is not required to create a web portfolio. They must have the goldenrod
Jordan School District permission slip signed by students and parents to have their own web portfolio. Students that do
not create a web portfolio will create a portfolio saved on a CD.
Plans for upcoming year
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New partnerships
Ongoing partnership
Simplify the process
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5-8 units
Develop thoroughly one or more technology
based focus for each unit.
Plan a curriculum map which incorporates the
technology focuses and allows for adequate
time for implementation.
Enlvm
Instructional Architect
Grants and Technology Sources
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See Walter’s wikispace
http://oquirrh-hills-middle-school.wikispaces.com/Intech
What are your questions? Suggestions?
Access to resources
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InTech handbook
seUTIPS
Contact Information
Walter Lewis (Oquirrh Hills Middle—Jordan):
[email protected]
Robyn Hussey (Mont Harmon JH—Price):
[email protected]
Camille Baker (Jordan District):
[email protected]
Heather Riddle (Granite District):
[email protected]
Diana Suddreth (USOE):
[email protected]
Quick Intro of the Players