Innovative Use of Technology in the Math Classroom<br />
Great Websites<br />Software<br />Devices<br />TEKS<br />
Outstanding Websites<br />
Additional Sites Mentioned During Presentation<br />Mathway.com<br />Solve -3y+3x=-7(x+3) <br />Wolfram|Alpha<br />Right A...
Using Google SketchUp<br />More SketchUp Lesson Ideas<br />
Using Excel:<br />More Templates<br />
Using Excel:<br />More Templates<br />
Using Google Docs: Statistical Data<br />http://docs.google.com/Doc?id=dcnvtjct_93dtkxn5dc<br />
Using Their Technology<br />
Using Their Technology<br />Using the iPod touch to Teach Math<br />
Cinch Podcasting<br />Virtual Portfolios<br />Assessment<br />Class Record<br />
polleverywhere.com<br /><ul><li>Class participation
Assessment
Questions</li></ul>Ways to Respond<br />SMS to 99503 + code<br />Twitter: @poll tweet code (Ex: @poll 5555)<br />Smart Pho...
Classroom Usage<br />Visual “work backwards” method<br />Solve pencil & paper impractical problems<br />See the unimaginab...
Using Smart Boards in a Mathematics Classroom<br />Introducing Family Facts (precursor to algebra)<br />More movies @ Mr. ...
Using Smart Boards in a Mathematics Classroom<br />Introducing Perimeter/Area Facts<br />
(2.11)  Probability and statistics. The student  organizes data to make it useful for interpreting information. The studen...
(4.9) Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expe...
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Group Presentation Final Math

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Presentation on math websites, technology tools, and software that teachers can use to assist them in teaching mathematics.

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  • Group Presentation Final Math

    1. 1. Innovative Use of Technology in the Math Classroom<br />
    2. 2. Great Websites<br />Software<br />Devices<br />TEKS<br />
    3. 3. Outstanding Websites<br />
    4. 4. Additional Sites Mentioned During Presentation<br />Mathway.com<br />Solve -3y+3x=-7(x+3) <br />Wolfram|Alpha<br />Right Angle Example<br />Anti-derivative example<br />FlockDraw<br />Collaborative online drawing (Geometry)<br />
    5. 5. Using Google SketchUp<br />More SketchUp Lesson Ideas<br />
    6. 6. Using Excel:<br />More Templates<br />
    7. 7. Using Excel:<br />More Templates<br />
    8. 8. Using Google Docs: Statistical Data<br />http://docs.google.com/Doc?id=dcnvtjct_93dtkxn5dc<br />
    9. 9. Using Their Technology<br />
    10. 10. Using Their Technology<br />Using the iPod touch to Teach Math<br />
    11. 11. Cinch Podcasting<br />Virtual Portfolios<br />Assessment<br />Class Record<br />
    12. 12. polleverywhere.com<br /><ul><li>Class participation
    13. 13. Assessment
    14. 14. Questions</li></ul>Ways to Respond<br />SMS to 99503 + code<br />Twitter: @poll tweet code (Ex: @poll 5555)<br />Smart Phone: poll4.com<br />Web: Vote!<br />
    15. 15.
    16. 16. Classroom Usage<br />Visual “work backwards” method<br />Solve pencil & paper impractical problems<br />See the unimaginable<br />
    17. 17. Using Smart Boards in a Mathematics Classroom<br />Introducing Family Facts (precursor to algebra)<br />More movies @ Mr. Teacher<br />
    18. 18. Using Smart Boards in a Mathematics Classroom<br />Introducing Perimeter/Area Facts<br />
    19. 19. (2.11) Probability and statistics. The student organizes data to make it useful for interpreting information. The student is expected to: <br />construct picture graphs and bar-type graphs;<br />draw conclusions and answer questions based on picture graphs and bar-type graphs; and <br />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.  <br />
    20. 20. (4.9) Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expected to:<br />(A) demonstrate translations, reflections, and rotations using concrete models;<br />(B) use translations, reflections, and rotations to verify that two shapes are congruent; <br />(C) use reflections to verify that a shape has symmetry.<br />
    21. 21. (7.4)Patterns, relationships, and algebraic thinking. The student represents a relationship in numerical, geometric, verbal, and symbolic form. The student is expected to: <br />generate formulas involving conversions, perimeter, area, circumference, volume, and scaling; <br />graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling; and<br />describe the relationship between the terms in a sequence and their positions in the sequence.<br />
    22. 22. Algebra II (10th or 11th): The student uses tools including matrices, factoring, and properties of exponents to simplify expressions and transform and solve equations. <br />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.<br />
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