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Using technology in mathematics instruction.

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1. 1. Using Virtual Manipulatives 5 Math Grade
2. 2. No SMARTboard .. no problem Use a LCD Projector in your classroom No Pods .. no problem Use LAN School in the computer lab to monitor and broadcast!
3. 3. Resources Web Resources: ·Go To : http://gssd.ca ·Curriculum - K-8 Resources ·Virtual Math Wiki : This presentation can be found @Virtual Math Manipulative Wiki ·Mike Fulton`s Math Videos - Michelle & Mike worked on grade 5 videos in Feb. and they will be online within the next few weeks (Show Sample)
4. 4. Assessment Connections How can you assess students using VManips? Open with... ? ·Describe ??? further with... Probe • How did you decide ???? • What other ways could you do this ???? Evaluate ·Listen for ... ·Look for ....
5. 5. Represent and Describe whole numbers to 1 000 000: Online Resource All Online resources from this presentation can be found on the Grade 5 Virtual Math Wiki- if you have any vmanips to share please email Michelle Morley the weblink.
6. 6. Using Notebook Did you know ... You and your students can use smartboard software even if you don't have a smartboard. The software is available to everyone.
7. 7. N5.1 Represent, compare and describe whole numbers to 1 000 000 within the contexts of place value and base ten system. Pose and solve problems that explore quantity of whole numbers to 1 000 000 Technology can connect students to real life data: Give this assignment to students in SMART notebook and attach an excel spreadsheet. [Insert- Link - File on this computer]
8. 8. Use websites such as Create a Graph to organize and share the data you collect This graphing tool can expose students to different types of graphs. Let the students explore the different graphs and decide which graph suits the data.
9. 9. N5.2 Analyze models of, develop strategies for, and carry out multiplication of whole numbers Use a Vmanip to Model multiplying two 2-digit using an array
10. 10. Present a problem that involves 2 digit by 2 digit multiplication similar to the following one: quot;How many weeks old are you?quot; Ask them to represent the problem with a number sentence. Assuming that most students in grade 5 are 11 years old, expect ‘11 x 52 = ?’. Ask them to use a rectangle to represent the array for 11 x 52. Ask them how we might split the rectangle along place value lines for the number of rows (11) and the number of columns (52). Ask them what a short cut method might look like for figuring out the answer to 11 x 52. Assist as required. Ensure that they understand how each part of the method relates to the rectangle. See below for the method and the corresponding diagram. Ask students to write the work horizontally as well. Lead them to the method: 11 x 52 = (10 + 1) x (50 + 2). = 10 x 50 + 10 x 2 + 1 x 50 + 1 x 2 = 500 + 20 + 50 + 2. Ensure they realize where each part comes from in relation to the rectangle model. Repeat for two other 2-digit x 2-digit multiplication questions. Or use SMART notebook to capture your lesson - save and use as a review ....
11. 11. N5.2 Analyze models of, develop strategies for, and carry out multiplication of whole numbers Describe mental mathematics strategies used to determine multiplication facts to 81 (skip counting from a known fact, doubling, halving, Resource Online 9s pattern, repeating doubles or repeating halves)
12. 12. Use Gallery Items such as the hundred to chart to explore number patterns. Did you know that if you pick up a green pen and touch a number the box is green ... pick up a blue pen and touch a number it will be blue. You can also use the highlighter tool on the number chart too! Search the Gallery
13. 13. N5.3 Demonstrate, with and without concrete materials, an understanding of division and interpret remainders to solve problems Divisio n Model the division process as equal sharing or equal grouping various models and record the resulting process symbolically Ask Participants to try the Vmanip ... How could this tool be useful?
14. 14. N5.5 Demonstrate an understanding of fractions by using concrete and pictorial representation to: ·Create sets of equivalent fraction ·Compare fractions with like and unlike denominators Fractions Use SMART notebook to keep your Create concrete, pictorial, or physical models of equivalent fractions and explain lesson ideas/resources organized why fractions are equivalent. http://nlvm.usu.edu/en/applets/controller/query/query.htm?qt=fractions&la ng=en Embed weblinks into notebook either: ·the URL or ·into an object
15. 15. N5.5 Demonstrate an understanding of fractions by using concrete and pictorial representation to: ·Create sets of equivalent fraction ·Compare fractions with like and unlike denominators Fractions Position a set of fractions, with like and unlike denominators, on a number line and explain strategies used to determine the order
16. 16. Watch how easy it is to demonstrate an array to the whole class. This instruction can it Give yourself a space on the can lead to great wall instead of having all the class discussions. students crowd around a desk.
17. 17. N5.5 ·Demonstrate an understanding of decimal to thousandths by relating to fractions Fractions Make and test conjectures about the relationship of equality of quantities written in decimal and fractional form Virtual Manipulatives can be used as a whole group demo - in partners - on the computer - in small group on the Sboard or as show and share ... can you think of any other ways?
18. 18. SS5.1 Design and construct different rectangles given either perimeter or area, or both (whole numbers), and draw conclusions Construct (concretely or pictorially) and record the dimensions of as many rectangles as possible with a specific area and select, with justification, the rectangle that would be most appropriate in a particular situation. Work as a whole group with students using concrete geoboards and using the vManips to share.
19. 19. SS5.3 Demonstrate an understanding of volume Determine the volume of a 3-D object using manipulatives, describe the strategy used, and explain whether the volume is exact or an estimate Have all the students use Vmanip in a computer lab setting .. let them explore and see what they discover on their own!
20. 20. SS5.7 Identify Create and Shape Tool analyze single transformations of 2-D shapes Have students use this Vmanip in a computer lab or Pods and use LAN School to give you a thumbnail screen shot of each student to see if they understand the concept .....
21. 21. SS5.5 Describe and provide examples of edges and faces of 3-D objects, and sides of 2-D shapes that are: ·Parallel ·Intersecting ·Perpendicular ·Vertical ·Horizontal Hold the shift key and click on the face and edges to change the color. Use this Vmanip as a whole group Demo - No sboard required only a projector! Sometimes it is easier to manipulate a Vmanip with a mouse :)
22. 22. SP5.3 Describe, compare, predict, and test the likelihood of outcomes in probability situations Task: Show students a simple spinner that has four equal regions, containing 1, 2, 3, and 4 respectively (see example). * Ask them whether it is impossible or certain that, when the spinner is spun, it will stop at one of the numbers from 1 through 4. Discuss their answers. * Ask them whether it is impossible or certain that, when the spinner is spun, it will stop at the number 5. Discuss their answers. * Ask them whether it is possible that, when the spinner is spun, it will stop at either 1, 2, 3, or 4. Discuss their answers. Whole group Instruction: Predict and Test -
23. 23. P5.1 Represent, analyze, and apply patterns using mathematical language and notions The same Vmanip may be used to represent different outcomes Describe, using mathematics language (eg. one more, seven less) and symbolically (r +7, p - 7), a pattern represented concretely or pictorially that is found in a chart.
24. 24. Learn Alberta: can be used a whole group or individual. Interactive Mathematics Video:
25. 25. Roll the dice Taking Advantage of SMART Notebook to:
26. 26. Click on the page you want cloned, choose clone page. Each group of students can have a new template, plus you can save the work of all your students Extend learning to the whole class by cloning the page...
27. 27. Go to website copy URL Insert - Link Click on the Picture Paste the URL Check- Launch by clicking Object Embedding a weblink into your notebook Organize your lessons ....
28. 28. Use objects from the gallery - Use the Infinite Cloning tool - Turn concrete manips into virtual Make cumbersome jobs easy by cloning objects in your lesson.
29. 29. Use SMART Notebook as an Assessment Tool: Find the Sboard tool icon, select recorder, plug in mic, Hit Red button to record, Square to stop and save.
30. 30. Use your Digital Images Take picture of students using concrete manips then use the pictures as a Show & Share session in SMART notebook. To insert a picture: Save your pictures to your computer - open Smart Notebook - Go to Insert- Picture File- Browse for your picture - open
31. 31. Have students create a Math Trail Ask students to find fractions in the school - Take pictures and create problems based on the images they captured. Share problems with class. Complete the assignment in SMARTnotebook. To learn more about math trails go http://www.nationalmathtrail.org to: /
32. 32. Capture Video of your students talking through math problems - Use a Flip Video Recorder or a digital camera.
33. 33. Teacher Created Video Math Trail: This is from one of my Blog Posts: I Love this idea!
34. 34. Document Camera
35. 35. If you have a blog you can export your SMART notebook lesson into PowerPoint - Upload it to slideshare - and post the lesson on your blog! Great home - to school communication Tool!
36. 36. Please contact me (Michelle Morley) if you have any questions about using technology in mathematics instruction. Email: mmorley@mail.gssd.ca Or contact your ed. tech coordinator at your school for further support! John or Gary