I thoroughly enjoyed the presentation today. I think both groups did a good job and set high standards for the acts to follow!
I liked how the blogging team dealt with the fact that all of us were very familiar with using blogs (because of our class). Instead of focusing on introducing the idea of blogs to us, they went in to depth on the various ways we can incorporate blogs in our classrooms. I think they did an excellent job of presenting the pros and cons of having a class blog that is accessible to all students. I also liked how they introduced the edublogs.org and taught us how to set up an account.
I also really enjoyed the presentation on manipulatives. I wasn't 100 percent sure what a manipulative was but after seeing what Seth, Stephanie and Heidi presented I think that using a manipulative in a lesson would really help intrigue students. I also like the convenience that they provide (as opposed to pencil/paper). I think I am going to record a lot of the resources they offered for future reference!
Wednesday, April 4, 2007
Tuesday, April 3, 2007
Presentation/Podcast Plan
Some Ideas:
Start out with the defn. of a search engine.
Scavenger Hunt
What major links did you use?
Strategies for using search engines
other resources that we found:
Angela will share this one with the class:
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/SearchEngines.html
This website is useful becuase it offers a table that compares three different popular search engines. The features offered by Google, Yahoo, and Ask.com are listed in a convenient table form so that the advantages of each can be easily viewed. This helps people to decide which search engine is best for them to use in a specific situation, based on certain criteria.
Karen plans to share this one with the class:
http://what-is-what.com/what_is/wikipedia.html
This website describes what wikipedia is. It starts off by showing where the word "wikipedia" originated. What-is-what.com also goes into what the purpose of wikipedia is and how it exists. It discusses the pros and cons of wikipedia. I think that this website provides the reader with a good perspective of what goes on "behind the scenes" with wikipedia. I also think that it does a good job of posing both the good and bad of using wikipedia for a source of information.
Technology Standards: Social, Ethical, And Human Issues
Brian is going to share this website with the class:
http://www.ask.com/#subject:askpg:1
This is an interesting site because it gives students the ability to ask a question and receive several sites that can have the answer. It is highly accurate with the results and they can be really helpful.
Start out with the defn. of a search engine.
Scavenger Hunt
What major links did you use?
Strategies for using search engines
other resources that we found:
Angela will share this one with the class:
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/SearchEngines.html
This website is useful becuase it offers a table that compares three different popular search engines. The features offered by Google, Yahoo, and Ask.com are listed in a convenient table form so that the advantages of each can be easily viewed. This helps people to decide which search engine is best for them to use in a specific situation, based on certain criteria.
Karen plans to share this one with the class:
http://what-is-what.com/what_is/wikipedia.html
This website describes what wikipedia is. It starts off by showing where the word "wikipedia" originated. What-is-what.com also goes into what the purpose of wikipedia is and how it exists. It discusses the pros and cons of wikipedia. I think that this website provides the reader with a good perspective of what goes on "behind the scenes" with wikipedia. I also think that it does a good job of posing both the good and bad of using wikipedia for a source of information.
Technology Standards: Social, Ethical, And Human Issues
Brian is going to share this website with the class:
http://www.ask.com/#subject:askpg:1
This is an interesting site because it gives students the ability to ask a question and receive several sites that can have the answer. It is highly accurate with the results and they can be really helpful.
Wednesday, March 21, 2007
Our map builder map
This is where we live! We think that Google map could be used a lot in math class. Some ideas include learning longitude and latitude. You can use it in a geometry class to calculate distances, Pythagorean theorem, and possibly perimeters of polygons (if the route used makes a polygon). We also thought that Google map does a good job of making math more realistic. For example it is a concrete example of conversions being used in real life (one inch equals one mile etc). Also, Google map can relate to the students' lives if they use destinations/places that relate to their lives. This will get the students more engaged in the lesson.
Tuesday, February 27, 2007
Brian, Lesson Plan
Target Audience: Geometry Class grades 8-12 mainly 9-10
Big Idea: Using sketchpad to show relationship between geometric drawing and construction
Goal: Using sketchpad, have the students go up to it and draw a geometric figure without the use of a ruler or compass and have each of them compare the drawing. Teach the students the different between drawing a geometric figure and constructing a geometric figure. This will help them learn that precise geometric construction is important when calculating parts of geometric figures like circumference.
Standards addressed:
G.1.2 Construct congruent segments and angles, angle bisectors, and parallel and perpendicular lines using a straight edge and compass, explaining and justifying the process used.
G.4.3 Construct triangles congruent to given triangles,
G.6.4 Construct tangents to circles and circumscribe and inscribe circles
G.8.9 Perform basic constructions, describing and justifying the procedures used. Distinguish between constructing and drawing geometric figures.
Resources
www.indianastandards.org/
Target Audience: Algebra 2 Class Grades 10-12
Big Idea: Using Microsoft excel to construct graph of cost/profit margins involving CDs
Goals: This is a lesson to get students to build graphs using Microsoft excel using cost and profit to determine the optimal price to sell a CD at for the highest profit. The students will hopefully get a better grasp on several concepts including Modeling, Function Graphing, Quadratic and Linear Relations, Data Collect and Analysis, Best-fit Lines, Analysis and Interpretation of Graphs, and Optimization
Standards:
A2.2.4 Find a linear equation that models a data set using the median fit method and use the model to make predictions
Resources
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Mathematics/Functions/FUN0001.html
www.indianastandards.org/
Target Audience: Pre-Calculus class Grades 11-12
Big Idea: Having students learn about probability and chance by constructing graphs on Microsoft excel to show the outcome of various experiments
Goals: Have students learn more about factorials and other mathematical processes to determine a correlation to chance and the increase of variables involved in a situation
Standards: PC.9.1 Use a variety of problem-solving strategies, such as drawing a diagram, guess-and-check, solving a simpler problem, examining simpler problems, and working backwards
Resources:
http://illuminations.nctm.org/LessonDetail.aspx?ID=L290
www.indianastandards.org/
Big Idea: Using sketchpad to show relationship between geometric drawing and construction
Goal: Using sketchpad, have the students go up to it and draw a geometric figure without the use of a ruler or compass and have each of them compare the drawing. Teach the students the different between drawing a geometric figure and constructing a geometric figure. This will help them learn that precise geometric construction is important when calculating parts of geometric figures like circumference.
Standards addressed:
G.1.2 Construct congruent segments and angles, angle bisectors, and parallel and perpendicular lines using a straight edge and compass, explaining and justifying the process used.
G.4.3 Construct triangles congruent to given triangles,
G.6.4 Construct tangents to circles and circumscribe and inscribe circles
G.8.9 Perform basic constructions, describing and justifying the procedures used. Distinguish between constructing and drawing geometric figures.
Resources
www.indianastandards.org/
Target Audience: Algebra 2 Class Grades 10-12
Big Idea: Using Microsoft excel to construct graph of cost/profit margins involving CDs
Goals: This is a lesson to get students to build graphs using Microsoft excel using cost and profit to determine the optimal price to sell a CD at for the highest profit. The students will hopefully get a better grasp on several concepts including Modeling, Function Graphing, Quadratic and Linear Relations, Data Collect and Analysis, Best-fit Lines, Analysis and Interpretation of Graphs, and Optimization
Standards:
A2.2.4 Find a linear equation that models a data set using the median fit method and use the model to make predictions
Resources
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Mathematics/Functions/FUN0001.html
www.indianastandards.org/
Target Audience: Pre-Calculus class Grades 11-12
Big Idea: Having students learn about probability and chance by constructing graphs on Microsoft excel to show the outcome of various experiments
Goals: Have students learn more about factorials and other mathematical processes to determine a correlation to chance and the increase of variables involved in a situation
Standards: PC.9.1 Use a variety of problem-solving strategies, such as drawing a diagram, guess-and-check, solving a simpler problem, examining simpler problems, and working backwards
Resources:
http://illuminations.nctm.org/LessonDetail.aspx?ID=L290
www.indianastandards.org/
Monday, February 26, 2007
Karen, Lesson Plans
Lesson One:
Target Audience: Geometry class grades 8-12. (In my case, 8th grade)
Goal: The students will use Geometer’s Sketchpad to manipulate shapes in order to make sense of the Pythagorean Theorem. The ultimate goal will be for them to make their own conjectures and judge the validity of their conjectures. Also, once they have sufficiently covered the Pythagorean Theorem, they will investigate the converse.
Standards:
G.4.1 Identify and describe triangles that are right, acute, obtuse, scalene, isosceles, equilateral, and equiangular.
G.5.1 Prove and use the Pythagorean Theorem.
G.8.2 Decide whether a solution is reasonable in the context of the original situation.
G.8.5 State, use, and examine the validity of the converse, inverse, and contrapositive of “if – then” statements.
G.8.7 Construct logical arguments, judge their validity, and give counterexamples to disprove statements.
Resources:
www.indianastandards.org
http://www.wpunj.edu/icip/itm/Lessonpl/sketch/pythag.html
Lesson Two:
Target Audience: 7th Grade Algebra I class
Big Idea: the students will use graphing calculators to investigate special types of linear systems
Goal: The students will break up into groups and choose one of the linear systems and discover the differences between the systems. Also, what it looks like when the systems have a solution, do not have a solution, have multiple solutions and make the visual connections with the slopes of the equations.
Standards:
A1.4.1 Graph a linear equation.
A1.4.3 Write the equation of a line in slope-intercept form. Understand how the slope and y-intercept of the graph are related to the equation.
A1.9.5 Use the properties of the real number system and the order of operations to justify the steps of simplifying functions and solving equations.
Resource:
Larson, Boswell, Kanold, and Stiff. Algebra 1.Evanston, IL. McDougal Littell, 2004.
Lesson Three:
Target Audience: Algebra I students (7th -8th grades)
Big Idea: Students will put in various values in a scatter plot and find the best fit line.
Goal: The students will learn the skills it takes to make the best fit line using a graphing calculator. They will also take this knowledge to help further their investigation and understanding of what a “best fit line” is. They will also investigate what happens to the best fit line when the plot information is altered.
Standards:
A1.3.1 Sketch a reasonable graph for a given relationship.
A1.4.5 Write the equation of a line that models a data set and use the equation (or the graph of the equation) to make predictions. Describe the slope of the line in terms of the data, recognizing that the slope is the rate of change.
Resource:
Larson, Boswell, Kanold, and Stiff. Algebra 1.Evanston, IL. McDougal Littell, 2004.
Angela, Lesson Plans
Lesson 1:
Target audience: high school geometry students (grades 10-12)
Big Idea: teaching triangle properties by use of Geometer’s Sketchpad
Goal: Explain the difference between different triangle properties through the use of geometer’s sketchpad, and have the students explore by creating the triangles and exploring the shapes and their properties themselves.
Standards:
G.4.1 Identify and describe triangles that are right, acute, obtuse, scalene, isosceles, equilateral,
and equiangular.
· G.4.2 Define, identify, and construct altitudes, medians, angle bisectors, and perpendicular bisectors.
· G.4.7 Find and use measures of sides, perimeters, and areas of triangles. Relate these measures
to each other using formulas.
Resources:
www.indianastandards.org
http://www.dynamicgeometry.com/general_resources/classroom_activities/index.php
Lesson 2:
Target audience: High school Algebra I students (grades 9-11)
Big idea: Graphing algebraic equations
Goal: Teaching the students, through use of graphing calculators, what equations look like, what their parts mean (zeros, coordinates, x and y intercepts, etc.).
Standards:
A1.6.8 Understand and describe the relationships among the solutions of an equation, the zeros of a function,
the x-intercepts of a graph, and the factors of a polynomial expression.
A1.8.9 Use graphing technology to find approximate solutions of quadratic and cubic equations.
Resources:
www.indianastandards.org
http://www.coolmath.com/graphit/index.html
Lesson 3:
Target audience: High school Probability and Statistics students (9-12)
Big Idea: Gathering information and using it to make charts and make connections
Goal: Students will use information they gather on their own from classmates to create charts of their own through the use of graphing calculators or a spreadsheet computer program.
Standards:
PS.1.1 Create, compare, and evaluate different graphic displays of the same data, using histograms, frequency
polygons, cumulative frequency distribution functions, pie charts, scatterplots, stem-and-leaf plots, and
box-and-whisker plots. Draw these by hand or use a computer spreadsheet program.
PS.1.2 Compute and use mean, median, mode, weighted mean, geometric mean, harmonic mean, range,
quartiles, variance, and standard deviation.
PS.3.3 Use the principle of least squares to find the curve of best fit for a set of data.
PS.3.4 Calculate and interpret the correlation coefficient of a set of data.
Resources:
www.indianastandards.com
Target audience: high school geometry students (grades 10-12)
Big Idea: teaching triangle properties by use of Geometer’s Sketchpad
Goal: Explain the difference between different triangle properties through the use of geometer’s sketchpad, and have the students explore by creating the triangles and exploring the shapes and their properties themselves.
Standards:
G.4.1 Identify and describe triangles that are right, acute, obtuse, scalene, isosceles, equilateral,
and equiangular.
· G.4.2 Define, identify, and construct altitudes, medians, angle bisectors, and perpendicular bisectors.
· G.4.7 Find and use measures of sides, perimeters, and areas of triangles. Relate these measures
to each other using formulas.
Resources:
www.indianastandards.org
http://www.dynamicgeometry.com/general_resources/classroom_activities/index.php
Lesson 2:
Target audience: High school Algebra I students (grades 9-11)
Big idea: Graphing algebraic equations
Goal: Teaching the students, through use of graphing calculators, what equations look like, what their parts mean (zeros, coordinates, x and y intercepts, etc.).
Standards:
A1.6.8 Understand and describe the relationships among the solutions of an equation, the zeros of a function,
the x-intercepts of a graph, and the factors of a polynomial expression.
A1.8.9 Use graphing technology to find approximate solutions of quadratic and cubic equations.
Resources:
www.indianastandards.org
http://www.coolmath.com/graphit/index.html
Lesson 3:
Target audience: High school Probability and Statistics students (9-12)
Big Idea: Gathering information and using it to make charts and make connections
Goal: Students will use information they gather on their own from classmates to create charts of their own through the use of graphing calculators or a spreadsheet computer program.
Standards:
PS.1.1 Create, compare, and evaluate different graphic displays of the same data, using histograms, frequency
polygons, cumulative frequency distribution functions, pie charts, scatterplots, stem-and-leaf plots, and
box-and-whisker plots. Draw these by hand or use a computer spreadsheet program.
PS.1.2 Compute and use mean, median, mode, weighted mean, geometric mean, harmonic mean, range,
quartiles, variance, and standard deviation.
PS.3.3 Use the principle of least squares to find the curve of best fit for a set of data.
PS.3.4 Calculate and interpret the correlation coefficient of a set of data.
Resources:
www.indianastandards.com
Thursday, February 15, 2007
Angela, Resources
http://en.wikipedia.org/wiki/Blogging
This website gives a description of what a blog is and what it can be used for. The history of the blog is also described. There are multiple types of blogs, and each one is explained at this site, along with the legal issues that surround them. This site is useful, because it gives a great amount of information about a variety of issues dealing with blogs. This site can be used to teach about blogs before utilizing them in your class. Therefore students will be more informed about them before they become involved in using them.
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/SearchEngines.html
This website is useful becuase it offers a table that compares three different popular search engines. The features offered by Google, Yahoo, and Ask.com are listed in a convenient table form so that the advantages of each can be easily viewed. This helps people to decide which search engine is best for them to use in a specific situation, based on certain criteria.
http://www.searchengineshowdown.com/
This site is like the one mentioned above, but it offers more resources. It compares more than just 3 search engines, and includes more information about search engines in general. It has a section for news and reviews as well. This page is helpful because it also helps users decide which search engine is best for their web searching needs. This site and the above site can be used in an educational setting becuase when students are asked to use search engines to find something specific, they can refer to this site in order to decide which one will work best for what they need to find. This will make the search process easier for them, because they will be able to find the information they need faster.
This website gives a description of what a blog is and what it can be used for. The history of the blog is also described. There are multiple types of blogs, and each one is explained at this site, along with the legal issues that surround them. This site is useful, because it gives a great amount of information about a variety of issues dealing with blogs. This site can be used to teach about blogs before utilizing them in your class. Therefore students will be more informed about them before they become involved in using them.
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/SearchEngines.html
This website is useful becuase it offers a table that compares three different popular search engines. The features offered by Google, Yahoo, and Ask.com are listed in a convenient table form so that the advantages of each can be easily viewed. This helps people to decide which search engine is best for them to use in a specific situation, based on certain criteria.
http://www.searchengineshowdown.com/
This site is like the one mentioned above, but it offers more resources. It compares more than just 3 search engines, and includes more information about search engines in general. It has a section for news and reviews as well. This page is helpful because it also helps users decide which search engine is best for their web searching needs. This site and the above site can be used in an educational setting becuase when students are asked to use search engines to find something specific, they can refer to this site in order to decide which one will work best for what they need to find. This will make the search process easier for them, because they will be able to find the information they need faster.
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