2010+Math


 * Business Challenge**

In this project, students will demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology to research and create a business plan in which they will present to the class.

How would you like to run your own business? On this adventure, you'll be creating your own company. Along the way you'll come up with a company name, slogan, and product to sell to your peers at school. You'll research the cost of materials, create advertisements, and calculate potential profits from the sales of your product. You'll also survey your peers to find out what they would be willing to pay for your product, analyze the data, and adjust your projected profit model. It's going to require hard work and your algebra tool kit to make this company work, so let's get down to business!

Business Challenge 1: First, research, define, and be able to use some specific business terminology. Business Challenge 2: Next, work cooperatively within a small group to create a company that can produce a good or service that students at your school would be interested in buying. Business Challenge #3: Last, analyze and properly display the data you gathered about your company and create a presentation you can share with your peers. [|Full Lesson Plan] [|Student Sample #1] Student Sample #2

In this project students will understand the basics of working within a budget, and the value of using a spreadsheet to help in financial decision-making. Students will be creating a spreadsheet that they will use to plan a small party or outing. The spreadsheet will be used to calculate expenses and help them stay within a set budget amount for their party. Students will be creating a list of items needed. They will estimate how much each item will cost, find actual totals, and then enter the data into their spreadsheet. They will also be entering formulas to calculate totals for each set of data. Finally, students will create a pie chart to better see which items are demanding the largest part of their budget. Students will have the opportunity to change the data in the spreadsheet to see the results of various "What If" scenarios. Use the included example data to complete the project as demonstrated in the tutorial movies, or do your own research for your own party! Full Lesson Plan [|Student Sample #1] [|Student Sample #2]
 * Scenario #2**
 * Party Budget**

Students will use the "Stin Mart" catalog provided by the teacher and choose items that fall within their $1,000 budget. Some items are discounted in the catalog and students must figure out the discounted amount. Students must also determine the tax amount for each item in order to stay within budget. Data will be displayed and analyzed using Excel or any spreadsheet program. [|Full Lesson Plan] [|Student Sample]
 * Scenario #3**
 * Shopping, Sales, Budgets, and Tax**

Students will log into superteachertools.com and select jeopardy game. Their categories will be Math Process, Number Operation, Algebra, Geometry, and Data Analysis. The students will then review the question bank provided to them to select question for each category. The class will play the jeopardy games for testing review. [|Full Lesson Plan] Website
 * Scenario #4**
 * Jeopardy**

Students complete a survey, "What is your favorite (fill in the blank)" polling a minimum of forty people and offering a minimum of six choices. This data will be used to create a chart in Excel, then translate the data into a graph. Lastly, students will describe their learning outcome utilizing Comic Life. [|Full Lesson Plan] [|Comic Sample] [|Excel Sample]
 * Scenario #5 **
 * Polling with Excel**

This lesson allows the students to create a spreadsheet in Microsoft excel, which will convert U.S. currency to a foreign equivalent. In the student’s Social Studies classes each student was assigned a country to do research on. Those students brought that assignment to Math where they were given an assignment to convert U.S. money into their countries equal using the conversion rate and auto sum in excel. Each student was given 12 different U.S. dollar amounts on a spreadsheet. The next step was for them to research on the Internet the conversion rate for their country. Once they had found their rate they returned to excel to enter the rate in the cells next to the given amounts. The final step was to set up auto sum next to the conversion rate of each figure. This step allowed excel to automatically convert each of those figures into their countries equivalent. [|Full Lesson Plan] [|Student Sample]
 * Scenario #6**
 * Currency Conversion**

Each student, using their previously assigned country from Social Studies, had to research travel prices using a couple of given websites. They had to discover the costs of traveling to their assigned country and different expenses this trip would entail. Once these prices were located each student then created a word document displaying that information.  [|Full Lesson Plan] [|Student Sample]
 * Scenario #7**
 * Pricing a trip to a selected country**



**Scenario #8** **Geometry Crossword** This lesson follows a study of geometry. The mastery of vocabulary is crucial to understanding and applying the skills. Students benefit from creating their own puzzle as review of the geometry terms and definitions and also by completing puzzles created by their classmates. The one drawback to this lesson was the amount of time it takes for the students to plan and create the puzzle and template. It was more detailed and took more time than I expected. This scenario allows students to:

[|Student Sample] **Scenario #9****Reflections** Each student will create his/her own powerpoint presentation that explains geometric figures. The only requirements are that the figures involved in the presentation are circle, triangle, trapezoid, and parallelogram. [|PDF Presentation] [|Quiz]
 * Review the specific math skills from the text.
 * Demonstrate understanding of math skills in a fun and entertaining way while also effectively using technology skills.
 * Student knowledge is further enhanced through the working of other students’ puzzles.

**Scenario #10** **Pearl Harbor vs. 9/11** As a math teacher who loves history, I chose to combine the two subjects by having the students complete a project comparing the events of September 11, 2001 and December 7, 1941. Students worked with the application Numbers (iWork) to create a document that teaches them how to enter data in a spreadsheet, create graphs, insert text boxes, graphics, and print their final document. My seventh grade math students did research on 9/11 and Pearl Harbor using the Internet. They gathered data on the number of deaths, number of planes used, cost of both events, and number of people who were injured. The class brainstormed to decide what information would be important to include in their spreadsheet. After gathering their data, the students watched a short video on Numbers under the help menu to make sure they were aware of what they would be doing in class. They entered their data into the data chart and made graphs from what they entered. They resized the data chart and added pictures from Pearl Harbor and 9/11 and inserted them on their document. They added text boxes and put a title and their name on it. Graphics were added to enhance their documents. <span style="font-family: Arial,Helvetica,sans-serif;">This project was completed during the anniversary of 9-11. We revisited it on the anniversary of Pearl Harbor Day. Relating math to real-life events is always a goal in my class and helps to make math more relevant to the students. <span style="background-position: 100% 50%; cursor: pointer; font-family: Arial,Helvetica,sans-serif; padding-right: 10px;">[|Full Lesson Plan][|Student Sample 1] [|Student Sample 2][|Student Sample 3]

**Scenario #11** **Spreadsheets and Graphing** Students worked with the application Numbers (iWork 09) to create a document that taught the students how to enter data in a spreadsheet, create graphs, insert text boxes, graphics, and determine which form best represents their gathered data. Seventh grade Special Education Resource students researched their two favorite sports players. During the research process, they were to answer ten questions to help generate factual data. After gathering their data, they were to compare and contrast the information in a spreadsheet. They learned how to do simple calculations using a spreadsheet and how to make and interpret different kinds of graphs. The students then watched an informational video on Numbers. Next, the students entered their data into a data chart and chose the correct type of graph for each sports player. The students enhanced their document with text boxes, graphics, pictures, etc. Lastly, the students then printed their final copy. [|Full Lesson Plan] [|Handout 1] [|Handout 2] [|Student Sample 1] [|Student Sample 2] [|Student Sample 3]

**Scenario #12** **Mini-Folded Booklet** Using the application AppleWorks, Resource Math (7th grade) students learned to enter data of their review terms, use correct measurements (ruler), text boxes, clip art, landscaping, rotation of texts, and print. The scenario began with my Resource Math students defining twelve key concepts from the chapter, Ratio & Proportions. As a review, they were to define the word and give an example. Next, the class watched an informational video on AppleWorks. After receiving directives on how to compose a mini-folded booklet, they began their projects. Each student added their own personal touch by inserting clip art and color. The final products were then displayed, discussed, and used as a study guide for the test. [|Full Lesson Plan] <span style="background-position: 100% 50%; cursor: pointer; display: block; margin: 0px; padding: 0px 10px 0px 0px; text-align: left;">[|Student Sample]

**<span style="background-position: 100% 50%; cursor: pointer; display: block; margin: 0px; padding: 0px 10px 0px 0px; text-align: left;">Scenario #13 ****Population Changes - Spreadsheets** <span style="background-position: 100% 50%; cursor: pointer; display: block; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 10px; padding-top: 0px; text-align: left; text-indent: 0in;"> Using Numbers, my seventh grade math students created a table that listed the 5 Largest Cities in Tennessee. The students created columns that showed the population in Tennessee for 2 different years. The students then compared the increase/decrease in change of the population. They were taught to create formulas that would automatically populate this information. The students then formatted the data into a percent. The students were also to use to show their creative side by changing the colors and using different fonts. [|Full Lesson Plan] [|Student Sample 1] [|Student Sample 2]

**<span style="background-position: 100% 50%; cursor: pointer; display: block; margin: 0px; padding: 0px 10px 0px 0px; text-align: left; text-indent: 0in;">Scenario #14 ****<span style="background-position: 100% 50%; cursor: pointer; display: block; margin: 0px; padding: 0px 10px 0px 0px; text-align: left;">Time Use During a School Day ** <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> Students examined a typical school day, and using Excel, and created a pie chart to illustrate the allocation of time. The students calculated the minutes associated with each block and activity. <span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> Prior to going to the computer lab, students estimated the percent of their time that was spent on each activity. The students completed a planning sheet and used a calculator, pencil, and paper to determine the percentage of time spent on each activity.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> When going to the computer lab, we talked about the difference between Microsoft Word and Excel. Few students had experience with Excel, but many had experience using Word. It was interesting to see them draw comparisons and similarities between the two programs. We specifically referenced how Word names the file a “document” and Excel names it a “worksheet.” We examined the toolbars and strategies for setting/extending column widths. Once the students were in the computer lab, they opened an Excel sheet and transferred the data from planning sheet.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> Students explored the different types of graphs and charts. We discussed which was the most appropriate to display percentages and required them to choose circle graphs. We explored the different ways of labeling the sections of the graph.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> For early finishers, I posed the scenario that the President wanted to extend the day. I asked the students to extend the day and create a new pie chart for how they would allocate the activities in a typical school day.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; text-align: left;"> This scenario allows students to:

[|Full Lesson Plan] [|Student Sample #1] [|Student Sample #2]
 * <span style="font-family: Arial,Helvetica,sans-serif;">Apply percentages to make and interpret histograms and circle graphs.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Write number sentences to solve contextual problems involving ratio and percent.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Express the ratio between two quantities as a percent, and a percent as a ratio or fraction.

**Scenario #15** **Graph of Funds Raised for Haiti Relief Effort** F**<span style="display: inline ! important; font-weight: normal;">ollowing the tragic earthquake in Haiti, many organizations began relief efforts across the country. Our school was no different. Students collected funds to provide assistance to earthquake victims in Haiti. Following the fundraising project, our class examined the amounts of money that were collected from students in each grade level, from teachers, and as a whole school. **

** Students worked in the classroom to prepare hand-drawn graphs displaying the funds that were raised in the classroom. They were given no guidelines as to how to represent the data. They were asked to draw a visual representation in the form of a graph that helped explain if the Haiti fundraiser was successful or unsuccessful. Some students produced bar graphs, line graphs, and circle graphs; additionally, the students prepared a written summary of the data to explain the level of success of the fundraiser. **

** [|Full Lesson Plan] ** ** [|Student Sample] **

**<span style="font-family: Arial,Helvetica,sans-serif;">﻿ ** **<span style="font-family: Arial,Helvetica,sans-serif;">Scenario #16 ** **<span style="font-family: Arial,Helvetica,sans-serif;">Geometry Vocabulary ** <span style="font-family: Arial,Helvetica,sans-serif;">My Sixth Grade Math students used Garage Band to create a Podcast presentation of their knowledge of Geometry Vocabulary. The students were assigned to groups of three or four students, and each group randomly selected a Geometry vocabulary term to present. As a group, the students determined the manner in which the term was to be presented. Many chose to create news broadcasts, songs, and stories, etc. The students created a script to be recorded on their podcast. The scripts needed to be a creative representation of the assigned Vocabulary term. The podcast had to be at least 45 seconds in length. Once the scripts were created, the groups began to practice and then record their presentation. After the recording was completed, the students began to research the Internet for pictures to illustrate their topic. As they began to collect their pictures, they were instructed to save all of their pictures to iPhoto. This was done by clicking Control and the picture and saving the image to iPhoto. After the pictures were collected, the students clicked on the scissors icon and drug the pictures from the iPhoto to the Garage Band artwork sections. They placed the pictures within their presentation accordingly after receiving directions from the teachers on how to place the pictures in a particular spot. Some students also took pictures using Photo Booth. This allowed them to put pictures of their group into the presentation. The final component of the presentation was the inclusion of Jingles. The students used a variety of tunes and sound effects to add emphasis to certain aspects of their presentation and to provide an introduction to the presentation. After all of the presentations were completed, the students were allowed to view these as a review of the material that was being reinforced. [|Student Sample]

**Scenario #17** **Using Podcasts for Algebra Concept**s <span style="font-family: Arial,Helvetica,sans-serif;">In this podcast project for my classes, my Sixth Grade Math students used Garage Band to create a Podcast presentation of their knowledge of Algebra Concepts. This time, the students were allowed to pick their own group to work with, and they were given the freedom to present any topic form within Algebra. As a group, the students determined the manner in which the term was to be presented. Many chose to create news broadcasts, songs, and stories, etc. One group chose to use a Game Show format. The students created a script to be recorded on their podcast. [|Student Sample]

Scenario #18School Activity Pie Chart

Students examined a typical school day, and using Excel, and created a pie chart to illustrate the allocation of time. The students calculated the minutes associated with each block and activity. Prior to going to the computer lab, students estimated the percent of their time that was spent on each activity. The students completed a planning sheet and used a calculator, pencil, and paper to determine the percentage of time spent on each activity. [|Full Lesson Plan] [|Student Sample 1] [|Student Sample 2]


 * Scenario # 19 and # 20**

===Students will plan a road trip to the Grand Canyon using at least two of the following programs: Inspiration, Excel, and Word. After being trained on using these programs, they will have the option of using other programs at home as long as they are compatible with the three mentioned above. The first part of the project involves using Inspiration to make a web of a trip to The Grand Canyon. Students will research a route and calculate distances between stops on the way to The Grand Canyon and back. They must include all points of interest and distance between all stops. Once the route is chosen, they will research things to do along the way. They must research prices for hotels, rental cars, gas, food, and sight seeing, and then add that information to their webs. Once they have completed the Inspiration, they may start making a journal of their trip using Word. There must be at least one entry for each day. Students are encouraged to be creative and pretend they actually went on the trip. They may write journal entries in paragraph form, or you may use a template. If they choose a template that cannot be edited, they must print a page for each day of their trip and write the entries by hand. Students who choose this method must use both Inspiration and Excel for their two programs.===

===The second part of the project involves students transferring their research from Inspiration to Excel. They will make a spreadsheet to keep track of miles traveled each day, and another to keep track of spending. Students will have a budget of $3,000 to cover all expenses including, but not limited to, rental car, hotel, gas, food, sightseeing, and miscellaneous. They will then turn each spreadsheet into a graph. A pie chart will be used show how much money they spent in each category. A bar graph will show the number of miles traveled each day.===

[|Full Lesson Plan] [|Student Sample 1] [|Student Sample 2] [|Student Sample 3]

This lesson was developed to help reteach and reinforce a lesson taught in class. This project is based on a brand new objective in the 7th grade and the students have never been introduced to this high level geometry concept in earlier grades. There are two objectives in this lesson. The students are to differentiate between similar and congruent polygons. The students are to use SSS, ASA, and SAS theories to prove the congruence of triangles. The students are to use a Word document to draw, label, and answer questions about similar and congruent triangles. The students have to use the formatting palatte to drag triangles to the document and use the tools to draw congruence symbols on those triangles. Then the students will use textboxes to label the triangles angles and sides. The students will also add text to explain each of these concepts in words.
 * Scenario # 21**
 * Similar and congruent polygons **

<span style="font-family: Helvetica; font-size: 12px; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">﻿[|Full Lesson Plan]

<span style="font-family: Helvetica; font-size: 12px; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">[|Student Sample]

<span style="font-family: Helvetica; font-size: 12px; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">[|Student Sample 2]

<span style="font-family: Helvetica; font-size: 12px; line-height: 0px; overflow-x: hidden; overflow-y: hidden;">**Scenario # 22** Graphing Project

<span style="font-family: Arial,Helvetica,sans-serif;">The students created surveys with 4 to 6 choices. Then the team surveyed the math class. The students entered the results and made graphs. Using a word document, the students displayed the information in a frequency table, circle graph, and bar graph. I used this project as an enrichment activity. The students have mastered reading graphs and making them with pencil and paper. I wanted to show them that it is much easier to create bars and graphs using technology.

<span style="font-family: Arial,Helvetica,sans-serif;">[|Lesson Plan Part 1] <span style="font-family: Arial,Helvetica,sans-serif;">[|Lesson Plan Part 2] <span style="font-family: Arial,Helvetica,sans-serif;">[|Student Sample]

<span style="font-family: Arial,Helvetica,sans-serif;">Scenario #23 <span style="font-family: Arial,Helvetica,sans-serif;">
 * 7th grade Math **
 * Numbers Program **


 * ISTE standards: **
 * Creativity and Innovation: **Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
 * Critical Thinking, Problem Solving, and Decision Making: ** Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.
 * Digital Citizenship: ** Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
 * Technology Operations and Concepts: ** Students demonstrate a sound understanding of technology concepts, systems, and operations.


 * SPIs: **
 * 0706.5.2 **Interpret and solve problems using information presented in various visual forms.
 * 0706.5.6 **Apply percentages to make and interpret histograms and circle graphs.
 * 0706.2.6 express ** the ratio between row quantities as a percent, and a percent as a ratio or fraction.

Using the Numbers program, my students created a circle graph to represent real world data. Before using the numbers program, our class spent several days practicing and creating circle graphs by hand. The first day of the project, I spent introducing the program to the students. We took one problem from our lesson and entered the information into the program, together, step by step. The second day, students conducted a survey on favorite color of M&M’s. This information was recorded on a teacher created handout. Students then created a circle graph, on paper, using the information collected. The information was then entered into the Numbers program. Students learned to setup a spreadsheet, by naming the columns and entering in the data. They also learned that they could format the cell as a whole number, currency, percent, and check mark. Once all the information had been entered, the students selected the circle graph from the charts section. Students then “customized” their graphs by changing fonts and colors of each piece of the circle graph. The students did a wonderful job on this project. Students learned through the program that they could take basic data and create a visually appealing product to display the information.

[|Scenario 2 example 1.numbers]