2011+Math

**Scenario #1 - Mrs. Cook - Highland Oaks** **Geometry and Measurement - Inspiration** __**TN Standards**__ 0706.4.1 Understand the application of proportionality with similiar triangles and understand and use ratios and indirect measurements. 0706.4.2 Apply proportionality to converting among different units of measurements to solve problems. 0706.4.3 Describe the relationship between length, area, and volume.

To introduce our unit on Geometry – students were given a “Scavenger Hunt” to explore Geometry resources that are available on the internet as well as some hands-on activities to apply prior knowledge of skills. Students were given instructions to use various search engines to find at least ten items on the scavenger hunt list (attached). Students were allowed to use laptops to begin gathering the needed information to complete the requirements of the scavenger hunt. Students were taught to diplay their gathered information using “Inspiration” and were encouraged to be very creative with their final presentation of their Inspiration Maps (students will print out completed maps to be turned in). The students used prior knowledge to copy and paste needed photos and to save their research on flashdrives daily. Peer tutoring was made available for any student unfamiliar with these technology concepts. Finally, students worked independently to “scavenge” the internet for all needed information and worked daily on applying the information they gathered on their Inspiration Maps.

__Scavenger Hunt__ __Student Examples__

**Scenario #2 - Mrs. Cook - Highland Oaks** **March Madness - iPods** __**TN Standards**__ 0706.2.6 Express the ratio between two quantities as a percent, and a percent as a ratio or fraction. 0706.2.7 Use ratios and proportions to solve problems. 0706.2.8 Apply ratios, rates, proportions and percents.

Basketball is not only a sport filled with excitement, slam dunks, and unbelievable athletes; it also is full of mathematical concepts. Using the 2010 March Madness /NCAA Tournament Bracket, the students will use researched statistics to decide the probability of teams winning each round. The students will then check and see how accurate/helpful their research was by comparing their choices to the actual winners. The students will record all information on bracket outside the name of each school. Round 1: Students are assigned a region (southeast, east, midwest, and west). The students will find the winning percentage of each team in their region and record data. The students will use **IPOD Touch** for research. Then the student will choose which team they think will win according to the winning pwrcentage from the season. Round 2: Student will research the coach’s winning percentage while coaching at that particular school. Using this data – the students will again choose the probable winner. Round 3: For the 16 teams still in the tournament – the students will find the offensive winning percentage, defensive winning percentage, and greatest spread (during tournament). Round 4: For the 8 teams still in the tournament – the students will find the mean, median and range – using data from tournament games only.

__Blank Spreadsheet__ __Student Examples__

**Scenario #3 - Hughes - Riverdale** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Math In The Real World - Keynote** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__**TN Standards**__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0806.1.1 Solve problems involving rate/time/distance. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0806.35 Determine the slope of a line from an equation, two given points, a table of a graph. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">08064.1 Understand and use the Pythagorean Theorem to solve contextual problems. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0806.4.2 Apply the Pythagorean theorem to find distances between points in the coordinate plane to measure and analyze polygons.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Technology in Math Topics: <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Math in Sports, Math in Medicine, Math in Art, Math in Dance/Cheer, Math in Movies/Computer Games, Math in Nature/Climate or any topic which I approved. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">My eight grade Math students used Keynote to create a Powerpoint presentation of their knowledge of Math in the real world. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were assigned to small groups and selected a topic of interest <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were given two days to research topic on the internet and take notes. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were to find pictures and/or graphs to support their topic. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were to create their Keynote presentation after receiving directions from the teacher on how to make a Keynote presentation. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The students shared their presentation with the class.

__Student Handout__

__Student Examples__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Scenario #4 - Hughes - Riverdale** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Math In The Real World - Keynote** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__**TN Standards**__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI- 0806.5.2- Use a variety of methods to compute probabilities for compound events. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI- 0806.5.4- Recognize misrepresentations of published data in the media. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI- 0806.4.5- Identify the intersection of two or more geometric figures in the plane.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Math: Probability of Compound Events- Recognize the misconceptions associated with dependent and independent events. Compare probabilities of two or more events and recognize when certain events are equally likely. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Math: Recognize misrepresentations of published data in the media. Consider the source, design, analysis, and display of data to evaluate statistics reported in the media. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Math: Build, draw, and work with 2 and 3 dimensional figures by means of orthogonal views, projective views, and/or nets. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">My Math students used Keynote to create a Powerpoint presentation of their knowledge of Math in the real world. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were assigned to small groups and selected a topic of interest. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were given two days to research their topic on the internet and take notes. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were to find pictures and/or graphs to support their topic. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were to create their Keynote presentation after receiving direction from the teacher on how to make a Keynote presentation. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">After all presentations were completed, the students were able to share these with the class to reinforce learning.

__Student Examples__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Scenario #5 - Loyd - Riverdale** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**A Good Decision - Excel** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__**TN Standards**__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0706.2.8 Apply ratios, rates, proportions and percents (such as discounts, interest, taxes, tips, distance/rate/time, and percent increase or decrease) <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> 0606.3.1 Write and solve two-step linear equations corresponding to given situations (non-negative numbers only). <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0706.3.3 (0606.3.1) Identify a function from a written description, table, graph, rule, set of ordered pairs, and/or mapping.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The students worked in small groups to research on the internet costs of cell phones, the family plan rates, and rates for additional costs for using the phones. After gathering their data, the students wrote equations(2 step) to find final costs for buying the phone and operating the phone over a period of time. The students were told to find scenarios in which they would use more minutes or make more texts than the plan allowed. After all information and data was gathered, the students were asked to create a spreadsheet using Excel. They had to enter a function, clean up cells, copy information from one cell to another, and create a title for the spreadsheet. After all students had completed the spreadsheets, we used the interactive white board to share the information with the class. Students evaluated the data to determine which plan would be the best value based on the individual needs of the family.

__Handouts__ __Student Examples__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Scenario #6 - Loyd - Riverdale** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Volume and Surface Area of Cubes - Excel** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__**TN Standards**__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0606.4.15 Find lengths and given areas or volumes, and vice versa. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0606.4.16 Solve contextual problems involving surface area and volumes of cubes/prisms. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">0606.4.5 Determine the surface area and volume of prisms.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The students will work in pairs to create a spreadsheet of volumes and surface areas of cubes when given specific side lengths. Students will also enter a function into the Spreadsheet to calculate surface area and volume. They will make a formula for the surface area and volume given side length “s”. Students will insert a text box into the spreadsheet. They will answer questions based on their results and enter that information in the text box.

__Handouts__ __Student Examples__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Scenario #7 - Speight - Shadowlawn** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Coin Toss - Excel** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__**TN Standards**__ GLE 0706.5.1 Collect, organize, and analyze both single- and two-variable data. GLE 0706.5.2 Select, create, and use appropriate graphical representations of data.
 * SPI 0706.5.4** Use theoretical probability to make predictions.

Students used Microsoft Excel to display information from a coin toss experiment. Many of my students did not have experience with Microsoft Excel, so we completed the lesson together. The students were instructed to set up a spreadsheet to display the data that was collected. They used the AutoSum feature to tally the information as the experiment progressed. They were also instructed on how to create a pie graph which displayed the data they collected. As a class, we conducted our probability experiment using the coin toss feature on Interwrite Workspace. We completed 10 coin tosses, due to time. Each time we tossed the two coins, the students recorded the data in the spreadsheet. The students were able to see the change in the tallies and the pie graph as each piece of data was added.

Before the lesson, the students solved the theoretical probability for landing on two heads, heads/tails or tails/head, and two tails. The students then were able to compare the experimental to the theoretical probability.

__Student Handout__ __Student Examples__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Scenario #8 - Speight - Shadowlawn** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Probability - Inspiration** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__**TN Standards**__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">GLE 0706.5.1 Collect, organize, and analyze both single- and two-variable data. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">GLE 0706.5.2 Select, create, and use appropriate graphical representations of data. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">**SPI 0706.5.4** Use theoretical probability to make predictions.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were given an three probability activities to complete: coin toss, adjustable spinner, and rock, paper, scissors (RPS). With my guidance, the students completed the first two activities individually. The third, RPS, was completed with a partner. Each student was given a handout with instructions (see attached). The students conducted the activity and recorded the information on the handouts. The students then gathered the information and created a concept map using Inspiration. All of my students had used Inspiration before, so they needed little guidance. They were given a sheet with instructions (see attached). Using Inspiration, the students defined what probability, theoretical probability, and experimental probability was. Then, they explained what the theoretical and experimental probability was for each activity. The students showed their creativity by adding pictures and changing fonts to the concept map.

__Student Handouts__ __Student Examples__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Scenario #9 - Carter - Arlington MS** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Mathematical Properties - Pages** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__**TN Standards**__ SPI 0606.3.4 Rewrite Expressions to represent quantities in different ways.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students commonly confuse mathematical properties. To reinforce these properties, students will create a project using the Internet to display real life examples of each mathematical property. Each property will need to list the SPI, term, definition, mathematical example, and picture example.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The CTT came in and showed each student how to use the pages program with a template. The students chose the pamphlet template. Each student was assigned a laptop computer and used their textbook to define the terms. Then students searched the Internet or their computer for pictures to display each property.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were encouraged to bring in a flash drive to save their work since the laptops are shared throughout the school building.

__Student Examples__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Scenario #10 - Carter - Arlington MS** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Thinklink and Clickers - Discovery Ed/ActivExpressions (Clickers)**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">I designed a series of probes from Discovery Learning Education using Think Link Probes based on most frequently non-mastered 6th grade Math skills.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> After gathering the needed information from TCAP data, I designed a series of probes that would give students the practice they needed to master these skills. My first step was to have the CTT come in to train me and the class on using the Promethean Clickers.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">Students were able to use their calculators and prior knowledge to solve the Think Link Probe problems. The students were able to remotely answer the problems allowing them an immediate feedback on the correctness of their response. Student responses were anonymous they were a clicker number not a name which game students more continence in answering a questing they were unsure of. We could check our answers after all student replied discussing each problem in detail as to why A was the correct answer and B was not.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The students really enjoyed this method of learning. They were more attentive and involved as we addressed these needed skills. Students were able to answer more questions because of the speed of using the clickers. Immediate feedback as to who answered what was available for me and I was able to review immediately with students on various skills. The clickers enhanced our learning process and speed allowing us more time to cover more practice problems preparing for the TCAP test in April.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Scenario #11 - Fite - Schilling Farms MS**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Create a Survey, Collect Data, and Construct a Circle Graph - Numbers**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__**TN Standards**__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">SPI 0706.2.6 Express the ratio between two quantities as a percent, and a percent as a ratio or fraction.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">The students developed a survey question and provided 5 choices to that question. For example, “ What is your favorite sport?”. The 5 choices could be soccer, football, baseball, basketball, and lacrosse. They collected data from the survey and filled in the information as a tally, ratio(fraction), decimal, percent, and central angle. They constructed a circle graph the “old-fashioned” way---paper, pencil, and protractor. We then used the application Numbers to set up a spread sheet with formulas that will automatically calculate ratio(fraction), decimal, percent, and central angle when they input the tally.

__Student Handout__ __Student Example__

<span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**Scenario #12 - Fite - Schilling Farms MS** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">**TCAP Review - PowerPoint** <span style="font-family: 'Comic Sans MS',cursive; font-size: 18px;">__**TN Standards**__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">This can be used with any SPI:--- I use it to create a TCAP review powerpoint. The students use materials they have completed to choose questions to make a powerpoint with those questions. <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;"> <span style="font-family: 'Comic Sans MS',cursive; font-size: 14px;">I gave the students a “cheat sheet” for working with PowerPoint. TCAP review materials were passed around to the class. The TCAP review materials were “Practice and Sample Test Workbooks”, ThinkLink tests, Countdown to TCAP(front of text), among others. The students made PowerPoints of 2 questions that they chose. To make sure that several students did not choose the same question, I gave them different sections in the TCAP review materials.

__Student Example__