Integrating iPad in Math Class - Peel District School Board

Integrating iPad
in Mathematics
Kyle Pearce
tapintoteenminds.com/peel
kyle.pearce@outlook.com
www.tapintoteenminds.com
@MathletePearce

iTunes U Course
kylep.ca/peelpd
Web Resources:

ABOUT ME
Windsor, ON
Math Teacher / Math Coach
Apple Distinguished
Educator
Apple Authorized Trainer
Google Certified Teacher
www.tapintoteenminds.com @MathletePearce

WHERE

Morning
Unboxing / Intro to iPad
Go Digital With GoodNotes 4
4-Part Math Lesson
Stacking Paper [3 Act Math Task]
Deconstruction of Stacking Paper

Afternoon
Desmos Activity
Stacking Paper Sequel & Deconstruct
App Smashing
Thick Stacks & Deconstruction
Visible Thinking - Doceri/Explain Everything

Unboxing?

Theory of Action
Effective Teaching Practice
Transformational Technology Use
Increased Student Success

Students First, Not Stuff
“Putting technology first - simply adding a
layer of expensive tools on top of traditional
curriculum - does nothing to address the new
needs of modern learners”
(Richardson, W (2013). Students First, Not Stuff. Educational Leadership, 10-14.)

Redefining Mathematics Education
30 iPads
Projector
Apple TV
Project made possible by:

4 3
-Part Math Lesson

1.
4 -Part Math Lesson
Minds On

4 -Part Math Lesson
1. Minds On 2.
Inquiry

4 -Part Math Lesson
Minds On
1. Inquiry
2.
3. Connections

4 -Part Math Lesson
1. Minds On
Inquiry
Connections
Consolidate
2.
3. 4.

Workflow

Workflow
GoodNotes 4

GoodNotes 4

GoodNotes 4 - Annotate PDFs

Write With Ease
Zoom Tool
Zoom Box

Saving Content
iTunes
Email
Cloud

One-Way Sync
Auto-Magically!

Cloud Shared Folders

Accessible Anywhere
Smartphone
Computer
Tablet

Student Learning Need
Inability to demonstrate understanding of
algebra through multiple representations.

Inquiry Question
How will embedding real world problems
and animations of algebraic concepts
impact student ability to show
understanding in multiple ways?

Theory of Action

Theory of Action
Contextual Problems

Theory of Action
Contextual Problems
Promote Creation of Concrete
Representations Through Discovery

Theory of Action
Contextual Problems
Promote Creation of Concrete
Representations Through Discovery
Understanding of Algebraic Representations

Stacking Paper - Act 1

Stacking Paper
4.95 cm
How many packs of paper would
it take to reach the ceiling?
273 cm

How many packs
of paper would
it take to reach
the ceiling? Stacking Paper
273 cm
4.95 cm
kylep.ca/stackingtemplate

ORIGINAL QUESTION

ORIGINAL QUESTION
Mr. Pearce stacks reams of paper vertically
against a wall. If the height of 5 reams is
24.75 cm and the height of the room is
273 cm, how many reams of paper would
he need to reach the ceiling?

ORIGINAL QUESTION
FUN, RIGHT?
Answer Key: 55.15

ORIGINAL QUESTION
Answer Key: 55.15

ACT 1:

ACT 2:
Mr. Pearce stacks reams of paper
vertically against a wall. If the
height of 5 reams is 24.75 cm and
the height of the room is 273 cm,
how many reams of paper would he
need to reach the ceiling?

ACT 3:
Answer Key: 55.15

ACT 3:

Deconstructing the Task
4.95 cm

Deconstructing the Task
4.95 cm
4.95 cm
273 cm

Previous Day
How many packs of paper would it
take to reach the ceiling?
273 cm
4.95 cm

Previous Day
How many packs of
paper will it take to reach
a height of 273 cm?
273 cm
4.95 cm
= 55.15

of 273 cm? packs of paper
How many will it take to reach a
height

How many packs of paper will it take
to reach a height of 273 cm?
packs of paper height
Independent Dependent

0 0

0 0
1 4.95

0 0
1 4.95
2 9.9

0 0
1 4.95
2 9.9
… …

height : packs of paper

height 4.95 cm
packs of paper

How many
packs of paper will it take
4h.e9i5g hctm
1 pack
packs of paper
273 cm

4.95 cm
1 pack
= 273 cm
How many?
x

4.95 cm
1 pack
= 273 cm
How xmany?

4.95 cm
1 pack
x ?
= 273 cm
How xmany?

4.95 cm
1 pack
x 55.15
= 273 cm
How xmany?

4.95 cm
1 pack
x 55.15
= 273 cm
How xmany?
x ?

4.95 cm
1 pack
x 55.15
= 273 cm
How xmany?
x 55.15

4.95 cm
1 pack
x 55.15
= 273 cm
Ho5w5 m.1a5ny?
x 55.15
packs

4 -Part Math Lesson
1. Minds On

4 -Part Math Lesson
1. Minds On 2. Inquiry

4 -Part Math Lesson
3. Connections

4 -Part Math Lesson
3. Connections 4. Consolidate

1. Minds On

1. Minds On
How many ‘thick’ packs of paper
would it take to reach the ceiling?

1. Minds On
6 cm
How many ‘thick’ packs of paper
would it take to reach the ceiling?

1. Minds On
6 cm How many ‘thick’ packs of
paper would it take to reach
the ceiling?

2. Inquiry

2. Inquiry
How tall is the table?

2. Inquiry
kylep.ca/papersequel

3. Connections

3. Connections
130.75 cm

How tall is the table? 130.75 cm

5
packs
How tall is the table? 130.75
cm

5
packs
How tall is the table? 130.75
cm
5

5
packs
5 130.75

5
packs
5 130.75 ) x y (

5
packs
( 5 130.75 ) x y
Slope

4. Consolidate

The Next Day…

The Next Day…
How tall is
this table?

The Next Day…
How tall is
this table?
142.75 cm

The Next Day…
How tall is
this table?
142.75 cm
100.75 cm

The Next Day…
How tall is
this table?
142.75 cm
100.75 cm
kylep.ca/thickstackpeel

The Next Day…
How tall is
this table?
142.75 cm
100.75 cm
6 cm

142.75 cm
100.75 cm
Equations Given 2 Points

App Smashing

Workflow
Doceri

Doceri

Desmos

Bad Example? Maybe

7 Fundamental
Principles
To ensure that assessment, evaluation,
and reporting are valid and reliable, and
that they lead to the improvement of
learning for all students, teachers use
practices and procedures that:

7 Fundamental
Principles
“are carefully planned to relate to the
curriculum expectations and learning
goals…”

7 Fundamental
Principles
“are communicated clearly to students
and parents at the beginning of the
school year or course and at other
appropriate points throughout the
school year or course;”

7 Fundamental
Principles
“are ongoing, varied in nature, and
administered over a period of time to
provide multiple opportunities for
students to demonstrate the full range of
their learning;”

7 Fundamental
Principles
“provide ongoing descriptive feedback
that is clear, specific, meaningful, and
timely to support improved learning and
achievement;”

7 Fundamental
Principles
“develop students’ self-assessment skills
to enable them to assess their own
learning, set specific goals, and plan
next steps for their learning.”

kylep.ca/1kK7tKN @MathletePearce

Google Sheets

Standard Based Grading

Create Your Own!

Go to Google Drive

Google Sheets
Name File Add Headers
Add Sheet Rename Sheet

Cookie Cutter
@MathletePearce www.tapintoteenminds.com @JustinLevack

A = πr2
Why do we need π?
Discuss & Explore With A Partner

Why do we need π?
A = πr2
4.25 cm
8.5 cm
4.25 cm

Why do we need π?
A = πr2
Wonderings:
What percentage of
the square is green?
What percentage is
purple?
8.5 cm
8.5 cm

Why do we need π?
A = πr2
8.5 cm
DOES A
RELATIONSHIP
EXIST?
8.5 cm

Why do we need π?
A = πr2
21.5% 78.5%

Why do we need π?
A = πr2
4.25 cm
4.25 c8m.5 cm
What percentage of
the square is green?
What percentage is
purple?

Why do we need π?
A = πr2
How Does This
Proportion Relate to π?
21.5%4.25 cm
78.5%
4.25 cm
A = (4.25)2 (0.785)4
A = (4.25)2(3.14)
A = π(4.25)2

Why do we need π?
A = πr2
How Does This
Proportion Relate to π?
4.25 cm
78.5%
4.25 cm
4.25 cm
A = (4.25)2 (0.785)(1)
A = 14.17 cm2
14.17 cm2
14.17 cm2
(1)
A = 1 4 . 1 7 cm2
(2)
2)
28.36
14.17 cm2
4.25 cm
3)
3)
42.54
14.17 cm2
4)
4)
56.72

Resources & Feedback
Please complete the survey
to help me improve
Your feedback is appreciated!

Reach Out!
Kyle Pearce
kyle.pearce@outlook.com
www.tapintoteenminds.com
@MathletePearce

Integrating iPad in Math Class - Peel District School Board

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