mathematicalnews-blog

[mathematicalnews-blog]

“We’re watching a movie in math class?!”

      Some of my favorite days in the math classroom are when students walk in to see the screen ready for a video on the board. Of course, they assume we are watching a movie, and while I tell them, yes, indeed, we are watching something, I use the term “movie” loosely. (Let’s be honest here. Exactly how many movies can we really tie to the math standards?)  I have experimented regularly with incorporating clips from a variety of sources into my math classes, and for the most part, these attempts have been successful.

       They not be full-length feature films, but videos in math can have many benefits. Image source: http://lessonplanspage.com/engaging-strategies-for-showing-films-in-class/

          It wasn’t long into my first year of teaching that I realized video clips without follow-up are useless. Playing a Khan Academy video, for example, without some task for students to complete was an excellent chance for them to zone out or take a brief nap. It was then that I started to get creative. After all, I am a big fan of Khan Academy and other math-instructional videos, and I wanted students to see the benefit of using these good examples to help them with their work.

Check out a video on alternative ways to use Khan Academy and its promotion of individualization in the classroom here: Khan Academy Video 

        My first method, and one that I  now use regularly, is to divide the video clip into segments and randomly provide students with structured notes (fill-in-the-blank style) for the various segments. Students don’t know if the handout they receive is for the beginning, middle, or end of the video they are about to watch. However, it is their job to pay attention to the clip and fill in the notes when the appropriate time arises. After the video (normally 5-10 minutes in length) ends, they must find the others in the class who had the same handout they did and compare their notes to make sure they are accurate. Students are then given a complete structured note handout for the entire movie. By asking others in the class who had different sections, they are to complete all of the notes so they have a summary of the video they watched. This idea works nicely with a variety of video clips and also promotes collaboration, group work, and attention to detail.

          Another method I use to integrate videos with learning is “Find the Mistakes” worksheets. After previewing the video clip, I construct short worksheets that have the example(s) from the video, but solved incorrectly. I then distribute these worksheets to the students, who know they must watch the video in order to determine the errors. Mistakes must be circled, corrected, and briefly explained in order to receive full credit. Normally, I use these worksheets at the beginning of the unit and focus on common errors I see students make. At the end of the activity, I provide them with a handout of the problems solved correctly. 

           Videos and animations have become even more important to my instruction this year with my new AP Statistics class. Using MathXL, the online practice component of Pearson, I can assign media resources for students to examine outside of class. These resources include videos that demonstrate additional examples. Additionally, the Against All Odds website has been a go-to page for my Statistics instruction. In order to help students see Statistics as more than just a static field of numbers, I often find videos that relate our concepts to the real-world. When possible, I try to select videos that mention jobs and fields of interest of my class. The website provides student and teacher guides that can be printed and used in class. 

             As an instructor using a Pearson product, I also have access to their MyMathLab for School website. A key resource I found on this site is the Covering 10 Points in 10 Minutes podcasts. These excellent audio clips play through iTunes and are meant to provide students with a brief summary of the content in the chapter. During my after-school study sessions with students, I often play these as a way to help students remember the key concepts from the text.

Image source: media.pearsoncmg.com

Check out this Youtube overview of Statistics from Against All Odds. 

    In a field of study so dominated by correct answers, drill and practice, and repetition, why is it important to incorporate audio and video components in the classroom? While figures may vary depending on the source, it is estimated that up to 65% of the population  learns visually while 30% learns information from hearing it (sources: Lake Superior State University and Pearson). That means teachers must search for the best ways to present information to students with different learning preferences. Not all students, and certainly not most students, will learn information from a basic lecture. As educators look to make the content and the classroom meaningful and engaging to their students, they should consider video and audio sources to address the large percentage of learners who retain information through those means. With the growing amount of digital resources available, the quality of audio and video media is greatly improving. So, yes. We are watching a ‘movie’ in math class!

Feb 13th, 2017 2:03:22pm

[mathematicalnews-blog]

Boosting the Classroom with BrainPop

       Oh, inequalities. From the one-step inequalities to the absolute value compound inequalities, it seems that this topic is one that confuses my students – from seventh grade to second year Algebra.  As I familiarized myself with the seventh grade standards this year, I was actually pleased to see that I will be covering inequalities. Yes! I have the opportunity to lay the foundation for a concept that will be important throughout the rest of their secondary mathematics career.

           Our current class unit was my introduction to BrainPop. I never heard of it before this section. Once I started to explore the website, I knew without a doubt that this is a great resource to use with my Math 7 students. In the back of my mind, as I plan my inequalities unit with my students, I want it to stand out. Even more than other units, I want Inequalities to be a topic that students retain and can remember learning. By using such an engaging and fun online program as BrainPop, I can support students as they practice the content using the traditional in-class Carnegie approach.

           Before beginning their Inequalities studies, Math 7 students will first learn about solving one-step, two-step, and multi-step equations. Since many of these concepts crossover to inequalities, equation proficiency is essential before expecting students to translate their skills to inequalities. Students’ online Carnegie accounts will be their primary source of digital practice, as well as a multitude of in-class activities and tasks.

           However, when students move to Inequalities, their regularly scheduled Carnegie lab periods can be used to access BrainPop. By searching BrainPop’s available lesson plans ideas, I found their content on Graphing and Solving Inequalities. This Unit includes a movie, quiz, Make-A-Map, FYI, and Activities. I will use the Movie, Quiz, and Make-A-Map features.

            Source: Brainpop.com

      The Inequalities Unit will include several weeks of instruction and many unique lesson plans. The lesson plan described below covers two days at the beginning of the unit.  In this class of Math 7, I have two students with IEPs and three students with 504 Plans. The students with a 504 Plan have been diagnosed with ADHD, and the two students with an IEP have a specific learning disability. Accommodations for these students have been included in the lesson plan below. I also think that the engaging nature of BrainPop will help to address these students’ needs.

         It’s time to use BrainPop to help students tackle a tricky topic!

P.S. Not familiar with BrainPop? Check out the BrainPop Channel on Youtube 

  Lesson Plan

 Topic/Content: Inequalities (Part I) – Solving and Graphing One-Step Inequalities (Math 7)

 Assessment Anchors/Standards/Eligible Content:

            A1.1.1: Operations with Real Numbers and Expressions

            M07.B-E.2.2: Use variables to represent quantities in a real-world or mathematical problem and construct simple equations and inequalities to solve problems.

            M07.B-E.2.2.2: Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers, and graph the solution set of the inequality.

           NETS-T: Facilitate and inspire student learning and creativity.

                  c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes

                  d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments

Learning/Student Objective:

Students will be able to-

           …identify inequality symbols and read them correctly

           …identify when a quantity is less than or greater than another quantity

           …identify how inequalities are affected by addition, subtraction, multiplication, and division

            …solve one-step inequalities

             …graph the solution to an inequality

 Instructional Strategies/Methods/Procedures:

           Day One:

Class will begin with the daily PSSA Warm-Up completed on individual tickets and reviewed on the Promethean Board, before students’ tickets are entered into our class bucket for the weekly drawing. These warm-ups are completed to further prepare students for the Math 7 PSSA. 

 source: education.pa.gov

Students will then use their Carnegie books to follow the lesson. ActivInspire on the Promethean Board will be used, in conjunction with the Carnegie Learning software, so that students see the same content as is in their books and can write their notes in the appropriate locations. This Carnegie lesson will include time for individual practice, partner practice, and whole-class review, as detailed throughout the Carnegie text.

 With about ten minutes remaining in the class, students will complete the BrainPop quiz with the teacher as a large-class effort. The quiz will be used in Review Mode, so that students need to respond with the correct answer before they move on to the next question. A class vote will be used for the first response for each question, with the answer with the most votes getting the selection. The teacher will provide guided help throughout the quiz. This will serve as a wrap-up activity for the class.

            Day Two:

 The second day will be a Carnegie Lab day. Students will travel to the adjoining lab and log into their BrainPop accounts. They will first be required to watch the Movie on BrainPop from the Graphing and Solving Inequalities Unit. They will each work at their own machines and watch the movies at their own pace, using headphones.

 After finishing the movie, students will then complete a Make-A-Map activity, where they will highlight the most important parts of the content in the movie. Once all students have finished these maps (they will be given 5-10 minutes to do so), they will switch seats with a neighbor, watching their videos, and discussing differences and similarities in the content they chose.

 Once the Make-A-Map activity has been completed, students will be assigned the Quiz. Unlike the quiz completed as a class on the previous day, this quiz will be completed individually and in Class Mode (students will not know their score until the end). Also, they will utilize the ‘Submit to the Teacher’ feature, which allows them to send their scores to my account.

Adaptations:

         Structured Carnegie notes provided with blanks for students to complete.

         Provide a graphic organizer of key concepts for students to use during the individual quiz.

          Allow up to 3 retakes of the individual online quiz before final grade is submitted. The highest score will be used.

          Allow students to take the full-length quiz in an alternative small-group setting, if requested.

          Allow students to take the individual quiz in PDF format with guided examples, if requested.

          Arrange partner(s) so students are experiencing beneficial learning opportunities with the Make-A-Map activity.

 Resources/Materials/Technology:

           Textbook: Carnegie Learning Common Core Algebra I

           Computer Lab

           ActivStudio

           Notebook

           Structured Notes

           PDF Version of Quiz, with Guide

           BrainPop access

 Closure:

           First Day: Students will participate in a class-wide completion of the BrainPop quiz. Applicable and appropriate discussion will follow.  

           Second Day: If students finish their individual quiz, they will then transition to Carnegie to practice the content at the end of class. Access to a predetermined unit will be facilitated.

 Assessment:

           Student warm-ups will be checked during the weekly drawing. 

           Student work from the BrainPop quiz will be graded.

           Students will also have their homework checked on following days for a completion grade.

           A No-Hands-Up/Popsicle Stick Formative Assessment method will be used for student questioning and participation.

           Thumbs up/Thumbs down to assess students understanding will be used at the end of the first day following the class quiz.

           Student progress on the online Carnegie practice will be monitored and graded.

           A quiz and test covering this material will eventually be administered.

Feb 12th, 2017 8:54:41pm

[mathematicalnews-blog]

The Ratio Is Not 1-to-1: Bullying in the Classroom

‘Do you hear what I hear?’ 

I couldn’t stop this thought from entering my mind as I sat across the table from the team of teachers and administrators discussing the concerns about a particular seventh grade student. As a teacher with only one class of seventh grade, I know only a small fraction of the students in this age group. However, of the fifteen students I see in that class, serious bullying concerns had emerged between two of them. 

I listened to the conversation about how Student A had intentionally sought out and targeted Student B multiple times, in multiple locations. Most recently, though, the actions of Student A had not been as obvious. Student B reported that he instead made quiet remarks to her throughout the class periods, removed items from her desk, or wrote on her papers. And as their fourth period Math teacher, I was tasked with keeping accurate reports regarding the things I saw and - even more difficult to isolate - things I heard. 

According to the 2015/2016 Rankings and Estimates Report by the National Education Association , the student-to-teacher ratio was 15.8 : 1 in 2014-2015. While this might seem like a manageable and low number, it’s a figure that is intimidating when seen from the perspective of bullying prevention. Every day, teachers must be aware of the actions between their students, always alert for potential bullying concerns. With the busyness and hustle of most classes, where 20+ students sit in seats ready for action, tuning in to the most subtle actions can be difficult. 

So what can teachers do to prevent bullying?

I recently attended an online webinar offered through the Center for Safe Schools. These Third-Thursday webinars are focused on bullying prevention. 

Source: http://www.safeschools.info/bullying-prevention/thirdthursday

The particular webinar that I attended was entitled “Teach Me to Think: Fostering Children’s Social Emotional Learning Development.”  Its goal of helping students develop positive problem-solving strategies and interact productively with others is a key step toward preventing bullying. I think this is a critical first step for educators. Bullying prevention is the core to solving the issue and eradicating it from our schools. Using the I Can Problem Solve (ICPS) Ladder illustrates the positive social skills students need to work effectively with one another and foster an inclusive community of learning. 

Source: http://www.safeschools.info/images/stories/TeachMeToThink.pdf

Sadly, not all bullying can be prevented. According to StopBullying.gov, teachers, administrators, and other school staff should educate themselves on what bullying is, and what it is not. A safe school climate is also essential, as well as parent and youth engagement. When bullying does occur, stopping it immediately, assessing what happened, and supporting those involved are key steps to responding appropriately. (https://www.stopbullying.gov/what-you-can-do/educators/)

Day-to-day, classroom teachers need to be vigilant, always watching and always listening. As responsible adults, students need to know they can always come to them when they hear something otherwise unheard. Though the ratio may not be 1-to-1, well-informed and well-equipped teachers are positive role models for all of their students, and role models who display a firm stance against bullying. 

P.S. Make sure to check the links throughout this post for valuable resources!

Jan 29th, 2017 8:32:48pm

[mathematicalnews-blog]

Giving Socrative a Chance

The first time I heard about Socrative was last year in the faculty room during lunch. One of the other teachers was using Socrative frequently in her classroom and explained its functioning and why she liked it. However, since the majority of the teachers in the room were mathematics teachers, she did specifically say that she didn’t know how helpful it would be in the math classroom. Since her content area – social studies – was largely text-based, she found it easier to use Socrative.

 Every teacher knows how time is a precious commodity. With the normal day-to-day rush of regular school events, I decided that I was not going to investigate Socrative since it did not seem to be a good fit for my math room. With that decision, I forgot about Socrative until this class.

Source: https://clipartfest.com/download/3c2e2fa6e2acd4594bffd91fe2ac9c8369644137.html 

After creating a Socrative account and exploring the many ways the website can be implemented as well as the vast amount of feedback it provides, I now know that I rejected Socrative too quickly.

For this lesson plan, I am focusing on my Algebra B class. This class is a group of sophomores who began their Algebra I education last year with me in Algebra A. In May, they will finally be ready to take the Algebra I Keystone Exam. These students are hard workers and success-driven, and I will truly miss them next year when they move on to Geometry. We officially finished the entire Algebra I curriculum a few weeks ago and are now reviewing key topics in preparation for the May exam.

One of these review topics is Exponent Rules. For Algebra B students, this will be (at least) the third time they will be covering this material, so I do not plan on spending a large amount of class time on the sections. However, I do want to ensure that I receive quick and reliable feedback. Socrative seems like a good way to do this. This two-day lesson plan will take place in the computer lab so students will have access to their own devices and/or a computer.

 Even though I developed quizzes that I will implement in my Algebra B class, I did continually think back to what the other teacher mentioned last year. At times I was frustrated because I could not type in the answers in the correct math form. Also, my options for typing the questions were limited. As long as I am selective in the content included in the quizzes, Socrative can serve its purpose in my classroom.

 Here’s my lesson! Delivered soon to local classroom!

 Lesson Plan

 Topic/Content: Review Section 8.2 – Zero and Negative Exponents

 Assessment Anchors/Standards/Eligible Content:

           A1.1.1.3 Use exponents, roots, and/or absolute values to solve problems.

          A1.1.1.3.1 Simplify/evaluate expressions involving properties/laws of exponents, roots, and/or absolute values to solve problems. Note: Exponents should be integers from -10 to 10.

          NETS-T Standard 2d: Teachers provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

 Learning/Student Objective:

Students will be able to-

                       …simplify expressions with zero and negative exponents

                       …evaluation exponential expressions

 Instructional Strategies/Methods/Procedures:

           Class will begin with the daily Keystone Warm-Up, completed as a large group.

           Using ActivStudio and a self-created PowerPoint presentation, students will begin the lesson by copying the first Exponent Rule – Zero Exponents – into their notebooks as well as onto their Exponent Rule table, which they will be able to use on upcoming quizzes and tests.

          Students will complete several teacher-guided basic Zero Exponent review questions.

          Since this is a quick rule that will soon be part of more complex problems, I will then lead students through the Socrative Check-Up quiz that I created. This 3-question quiz, made to be used as a check point, will be completed in only a few minutes. It will be student-paced, and the class will receive feedback as they progress. I will check results, review the answers, and address any questions before continuing.

        Students will then copy the second rule – Negative Exponents Rule – into their notebooks as well as onto their tables. As a class, we will practice numerous exercises that use both rules.

         Finally, students will practice how to evaluate exponential expressions when substituting values in for the variables. They will complete practice problems from their textbooks and review in small groups and as a class.

        The next day, students will travel to the computer lab once again. Before working on their normally assigned Carnegie work, students will first complete the full-length (ten question) Socrative quiz I have prepared using the material and rules learned on the previous day. This quiz will be student-paced, but students will not receive feedback until the end. This quiz will count as a classwork grade (a small percentage of their overall average). Once students are finished with the quiz, I will review results as they work on Carnegie. Since they are in the lab, this allows me to work individually or in a small-group setting with those students who need some extra assistance.

 Adaptations:

Reduce the amount of problems required for homework.

Provide structured notes (fill-in-the-blank) for students to use during the PowerPoint presentation.

Provide individual guided assistance during class quizzes (both the Check Point quiz and the full-length quiz).

Provide a handout of steps and examples for students to reference during the quiz.

Allow students to take the full-length quiz in an alternative small-group setting.

Resources/Materials/Technology:

           Textbook: Prentice Hall Algebra I

                  Since this is a review Unit, traditional Carnegie texts will not be used.

           Computer Lab

           ActivStudio

           Notebook

           Exponent Rule Tables

 Closure:

           First Day: Students will compare answers to their final practice problems with each other, volunteering to put them on the board. Thumbs-up/Thumbs-down will be used to determine overall student performance.

Assessment:

           Student work from the second Socrative quiz will be graded.

           Students will also have their homework checked on following days for a completion grade.

           A No-Hands-Up/Popsicle Stick Formative Assessment method will be used for student questioning and participation.

           Student progress on the online Carnegie practice will be monitored and graded.

           A quiz and test covering this material will eventually be administered.

Interested in the topic of the lesson plan? Here is a video to show you exactly what the students will be learning! 

Jan 27th, 2017 9:14:20pm

[mathematicalnews-blog]

Technology Utilization with Digital Devices

Technology in the classroom! Nothing could seem more natural or commonplace. It is no secret that as students continue to be fed and engaged digitally, our educational practices must also continue to adapt to meet the profiles of the learners. Technology certainly plays a big role in modern instructional practices, and the ways that teachers can use technology within (and outside of) the classroom continue to expand and evolve.

My school district is current discussing the option of going 1-1 beginning next year with the incoming 9th grade class.  At this time, there are several computer labs available around the school as well as a few laptop carts.  However, using either the laptop carts or the labs often requires planning in advance. For this reason, most of the technology I use within the classroom are programs and simulations that I can show students on the Promethean Board or that they can access on their phones.

For my Algebra I students, we often use Desmos.com. This online graphing website allows students to input equations and examine the nature of the graphs. It can be downloaded as an app, which is especially helpful since my district does not have graphing calculators for Algebra I students.  A resource I have found very helpful has been the Against All Odds website, with numerous Statistics-related videos that capture the most important parts of a topic. Furthermore, a teacher can access student guides for the videos.

Another form of technology used regularly within my classroom is the TI-Nspire CX CAS calculators that were purchased by the district for the Advanced Placement Statistics class. Students were impressed to use these advanced calculators for the first time. As the instructor, I have teacher software that displays on the Promethean Board so I can lead students through the steps and lessons. I was originally surprised at how timid students were to get used to these devices. However, by now, most students are comfortable with their features and formatting.

As mentioned previously, my school district uses Carnegie Learning for all mathematics classes from grade 6 to Algebra II. With this program, students practice the content online though their accounts. Overall, teacher opinions of this program are divided.  One drawback is that, at this time, Carnegie is not very user friendly. Students cannot access their accounts on their phones and complete problems from a mobile device.  

However, my Advanced Placement Statistics class uses MathXL, offered through Pearson. I am more than pleased with how this website helps students complete practice problems and learn the material, providing hints and extra help when needed. Furthermore, MathXL is accessible from a mobile device – a convenient feature for both students and the teacher! MathXL also links to StatCrunch, a useful and vital program for Statistics students.

Of all the technology available, I utilize our class Edmodo websites most frequently. This is especially true for my Advanced Placement class, where I post resources, guides, and questions on almost a daily basis. Edmodo is also available through an app, which is a great feature for students.  At times, I will assign mandatory discussion postings, and students can easily keep track with the conversation from their phones, posting when needed. Edmodo has become a key tool that I use to reach out to students and provide them with the extra support they may need.

Technology utilization and digital devices have very large roles in my classroom. As much as possible, I use technological resources to engage students and expand the content. The opportunities truly are endless.

Check out this overview of the TI-Nspire CX CAS!

source: https://www.youtube.com/watch?v=ilL9FoTUQqw

Jan 12th, 2017 9:29:05pm

[mathematicalnews-blog]

My First Ted-Ed Lesson

    This lesson was my introduction to TED-Ed and the opportunities it presents for the usage of videos and customization of the content for my classes.  I currently teach five different math classes, but three of them are focused on Algebra I.  For this reason, I spend a lot of time talking about the Algebra I Keystone exam. Last year was my first year teaching Algebra I, and the unit on Data and Statistics seemed out of place to me. However, this year, as the new Advanced Placement Statistics teacher, I have a newfound appreciation and interest in the content. Even more importantly, I now see how dynamic the field of statistics can be and how it relates to the world around us. Because of this, I constantly try to find ways to bring the energy of Data and Statistics into the Algebra I classroom. 

source: http://vadlo.com/cartoons.php?id=407

     Prior to this lesson, students have completed an entire chapter on quantitative data. They practiced skills such as calculating mean, median, mode, range, and creating box-and-whisker plots, stem-and-leaf plots, and dot plots, among others. My students will soon begin a new chapter, Chapter 10, focused on categorical variables and data. After they complete the first section on frequency distributions, they will then explore relative frequency and relative frequency distribution tables, the topics of this lesson. My school district uses the Carnegie Learning curriculum for all mathematics classes, grades 6 through Algebra II.  Students have workbooks that follow the teacher text and also practice the material through their online Cognitive Tutor Carnegie accounts.  Our lessons align pretty closely with what is in the Carnegie text, but the TED-Ed video I found fits nicely with my current plans.

 Lesson Plan

Topic/Content: 10.2 – Relative Frequency Distribution

Assessment Anchors/Standards/Eligible Content:

A1.2.3.2 Use data displays in problem-solving settings and/or to make predictions

 CC.2.4.HS.B.1 Summarize, represent, and interpret data on a single count or measurement variable.

 A1.2.3.2.2 Analyze data, make predictions, and/or answer questions based on displayed data (box-and-whisker plots, stem-and-leaf plots, scatter plots, measures of central tendency, or other representations).

 NETS-T Standard: 1c – Facilitate and Inspire Student Learning and Creativity. To promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.

 Learning/Student Objective:

Students will be able to...

…Construct and interpret relative frequency distribution and relative frequency marginal distributions displayed in two-way tables for categorical data

 …Analyze and use relative frequency marginal distributions to make decisions for a problem situation

 Instructional Strategies/Methods/Procedures:

           Class will begin with the daily Keystone Warm-Up, completed as a large group. Using ActivStudio and Carnegie resources, students will begin the lesson with the provided section introduction. Students will be guided through a brief discussion covering the most important topics from the previous section and relating them to the upcoming content. The provided Carnegie introduction will also be used, which encourages students to think about human body temperature – a topic that will be utilized in upcoming practice problems.

           The 10.2 lesson will be delivered using ActivStudio and the Carnegie Learning materials. Class examples, collaborative practice, and individual practice will all be employed as students and teacher work throughout the text.

           Upon the conclusion of the lesson, students will then travel to the nearby computer lab where they will log onto the computers and access the TED-Ed video link, as posted on the class Edmodo website. They will use their class notebooks to write notes throughout the video and also record their answers to the questions asked after the clip.

           Students will then return to the classroom where they will work together in predetermined groups to discuss and compare their answers to the questions from the TED-Ed video. Groups will be heterogeneous based on student ability. Written answers will be collected and graded as a classwork grade (20% of their overall average).

           Students will be given the 10.2 Carnegie Skills Practice packets, with no more than five problems assigned as homework.

 Adaptations:

            Reduce the amount of problems required for homework.

           Provide structured notes (fill-in-the-blank) for students to use during the TED-Ed video.

Provide individual guided assistance during class work.

Allow student(s) to work with a partner when completing the problems from the TED-Ed video.

 Resources/Materials/Technology:

           Textbook: Common Core Carnegie Algebra I

           Computer Lab

           ActivStudio

           Notebook

           Skills Practice Packets

 Closure:

           A large group discussion in response to the open-ended question from the TED-Ed video will be held. Students will also begin to work on their homework assignment with teacher assistance.

 Assessment:

           Student work from the TED-Ed video will be graded.

           Students will also have their homework checked the following day for a completion grade.

           A No-Hands-Up/Popsicle Stick Formative Assessment method will be used for randomized student questioning and participation.

           Student progress on the online Carnegie practice will be monitored and graded.

           A quiz and test covering this material will eventually be administered.

  Link to TED-Ed Video: http://ed.ted.com/on/KPgAA4L3

Jan 12th, 2017 7:17:34pm