Group Presentation Final Math
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Transcript of Group Presentation Final Math
Innovative Use of Technology in the Math Classroom
Great Websites
Software Devices TEKS
K-3• Skill Builde
rs
• I Play Math
4-6• Math Live
• Number Nut
• Math Games
7-9• Magna Hig
h
• Live Geometry
10-12• Wolfram| A
lpha
• Geometry Lessons
Outstanding Websites
Additional Sites Mentioned During Presentation
Mathway.comSolve -3y+3x=-7(x+3)
Wolfram|Alpha Right Angle ExampleAnti-derivative example
FlockDrawCollaborative online drawing (Geometry)
Using Google SketchUp
More SketchUp Lesson Ideas
Visualizing Fractions
Numerator 4 4
Denominator 5 1
By: Eric Curts
Instructions:
This spreadsheet allows you to see a visual representation of a fraction.
Simply enter values for the numerator and denominator in the box provided (and press your "Enter" key after each). Then a circle graph will be generated that shows a picture of that fraction.
Here are some things to try:
Leave the denominator the same, but change the numerator. What happens when you do this? Why? From what you have seen, what does the numerator represent?
Next leave the numerator the same, but change the denominator. What happens when you do this? Why? From what you have seen, what does the denominator represent?
Using Excel:More Templates
Visualizing Fractions
Numerator 3Denominator 8
Instructions:
This spreadsheet allows you to see a visual representation of a fraction.
Simply enter values for the numerator and denominator in the box provided (and press your "Enter" key after each). Then a circle graph will be generated that shows a picture of that fraction.
Here are some things to try:
Leave the denominator the same, but change the numerator. What happens when you do this? Why? From what you have seen, what does the numerator represent?
Next leave the numerator the same, but change the denominator.
Using Excel:More Templates
Using Google Docs: Statistical Data
http://docs.google.com/Doc?id=dcnvtjct_93dtkxn5dc
Using Their Technology
Using Their Technology
Using the iPod touch to Teach Math
Cinch Podcasting1.Virtual Portfolios2.Assessment3.Class Record
polleverywhere.com•Class participation•Assessment•Questions
Ways to Respond1. SMS to 99503 + code2. Twitter: @poll tweet code (Ex: @poll 5555)3. Smart Phone: poll4.com4. Web: Vote!
Classroom Usage
• Visual “work backwards” method
• Solve pencil & paper impractical problems
• See the unimaginable
Using Smart Boards in a Mathematics Classroom
Introducing Family Facts (precursor to algebra)
More movies @ Mr. Teacher
Using Smart Boards in a Mathematics Classroom
Introducing Perimeter/Area Facts
(2.11) Probability and statistics. The student organizes data to make it useful for interpreting information. The student is expected to:
(A)construct picture graphs and bar-type graphs;
(B)draw conclusions and answer questions based on picture graphs and bar-type graphs; and
(C)use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons.
(4.9) Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expected to: (A) demonstrate translations, reflections, and rotations using concrete models; (B) use translations, reflections, and rotations to verify that two shapes are congruent; (C) use reflections to verify that a shape has symmetry.
(7.4)Patterns, relationships, and algebraic thinking. The student represents a relationship in numerical, geometric, verbal, and symbolic form. The student is expected to: (A)generate formulas involving conversions,
perimeter, area, circumference, volume, and scaling;
(B) graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling; and
(C) describe the relationship between the terms in a sequence and their positions in the sequence.
Algebra II (10th or 11th): The student uses tools including matrices, factoring, and properties of exponents to simplify expressions and transform and solve equations.
Pre-Cal (12th): The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, radical, exponential, logarithmic, trigonometric, and piecewise-defined functions.