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Enhancing Math Instruction with Online Applets and Simulations

Enhancing Math Instruction with Online Applets and Simulations. Professional Development Training December 4, 2007 Mitchell Middle School Maureen Tucker, Presenter. Mathematics Goals. Improve math instruction. Make high level math content accessible to all students.

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Enhancing Math Instruction with Online Applets and Simulations

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  1. Enhancing Math Instruction with Online Applets and Simulations Professional Development Training December 4, 2007 Mitchell Middle School Maureen Tucker, Presenter

  2. Mathematics Goals • Improve math instruction. • Make high level math content accessible to all students. • Provide multiple pathways for students to learn and demonstrate understanding. • Increase the math proficiency of all students.

  3. The selected resources are: • aligned to national standards • sponsored by organizations such as NCTM, NSF, Shodor Education Foundation • organized by strand and grade span • supported with high-quality teacher materials • advertisement free • regularly updated • no cost

  4. http://matti.usu.edu/nlvm/nav/vlibrary.html http://www.shodor.org/interactivate/ http://illuminations.nctm.org/

  5. How does the technology enhance instruction and learning?Consider • Curriculum Standards • Diversity of Learners • Instructional Strategies • Technology Skills

  6. Standard 8. G. 7 Identify three dimensional figures by their physical appearance, distinguishing attributes, and spatial relationships. • MCAS Question • Mei Ling gave the following description of a three-dimensional figure. • The solid has 6 faces. • The solid has 8 vertices. • The solid has 12 edges. • Which of the following figures matches Mei Ling’s description?

  7. Standard 8. G. 4 Demonstrate an understanding of the Pythagorean Theorem. Apply the theorem to the solution of problems. MCAS Question

  8. Standard 6. P. 4 Represent real situations and mathematical relationships with concrete models, tables, graphs and rules in words and with symbols, e.g., input-output tables. MCAS Question In the input output table below, what will be the value of y when x=5?

  9. Standard 8. D. 3 Find, describe, and interpret appropriate measures of central tendency (mean, median and mode) and spread (range) that represent a set of data. MCAS Question The line plot below represents the number of raisins that Janika’s class counted in each of 20 boxes of cereal. What was the medium number of raisins in a box? A. 27 B. 29 C. 30 D. 31

  10. Standard 6. P. 5 Solve linear equations using concrete models, tables, graphs, and paper-pencil methods. MCAS Open Response Question The pictures below show two scales that are balanced. a. Using Scale A, how many pyramids balance one cube? Show or explain your work. b. Using your answer in part a and using Scale B, how many pyramids balance 1 sphere? Show or explain your work. c. Using your answer in parts a and b, which weighs more? 3 spheres or 5 cubes? Show or explain your work.

  11. Standard 6. M. 6 Find volumes and surface areas of rectangular prisms. MCAS Question Mattias has a rectangular prism with the dimensions shown below a. What is the area, in square centimeters, of the shaded face of the rectangular prism? Show or explain how you got your answer. b. What is the volume, in cubic centimeters, of the rectangular prism? Show or explain how you got your answer. c. What is the total surface area, in square centimeters, of the rectangular prism? Show or explain how you got your answer.

  12. Standard 8.D.3 Find, describe, and interpret appropriate measures of central tendency (mean, median, and mode) and spread (range) that represent a set of data. Use these notions to compare different sets of data. MCAS Question

  13. ImpressionsFeedback Questions

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