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- 1. Innovative Use of Technology in the Math Classroom<br />
- 2. Great Websites<br />Software<br />Devices<br />TEKS<br />
- 3. Outstanding Websites<br />
- 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. Using Google SketchUp<br />More SketchUp Lesson Ideas<br />
- 6. Using Excel:<br />More Templates<br />
- 7. Using Excel:<br />More Templates<br />
- 8. Using Google Docs: Statistical Data<br />http://docs.google.com/Doc?id=dcnvtjct_93dtkxn5dc<br />
- 9. Using Their Technology<br />
- 10. Using Their Technology<br />Using the iPod touch to Teach Math<br />
- 11. Cinch Podcasting<br />Virtual Portfolios<br />Assessment<br />Class Record<br />
- 12. polleverywhere.com<br /><ul><li>Class participation
- 13. Assessment
- 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.
- 16. Classroom Usage<br />Visual “work backwards” method<br />Solve pencil & paper impractical problems<br />See the unimaginable<br />
- 17. Using Smart Boards in a Mathematics Classroom<br />Introducing Family Facts (precursor to algebra)<br />More movies @ Mr. Teacher<br />
- 18. Using Smart Boards in a Mathematics Classroom<br />Introducing Perimeter/Area Facts<br />
- 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. (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. (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. 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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