Group Presentation Final Math


Published on

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

Published in: Education, Technology
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • Press F5 or enter presentation mode to view the poll
  • 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 /><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 /><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.<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:<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 />