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.