The document provides instructions for creating an educational math video. Students are asked to choose a math topic, brainstorm video ideas, film and edit the video using software. The goal is to explain a difficult math concept in an entertaining, comical way to help students learn and remember the information better. Students will be evaluated on their understanding of the mathematical concepts, the clarity of their explanations, use of terminology, problem-solving strategies, organization, and overall video quality.
Here are the key steps:
1. Identify the operation and isolate the variable on one side of the equation.
2. Apply the inverse operation to both sides of the equation to solve for the variable.
3. Verify the solution by substituting back into the original equation.
The order of operations must be followed to correctly solve the equation. Do not divide by zero at any step. Communicate the steps clearly.
The document summarizes Ambjörn Naeve's presentation on improving mathematics education through interactive learning environments (ILEs). It discusses using ILEs to promote lifelong learning based on interest by visualizing concepts, interacting with formulas, and personalizing content. It also outlines several ongoing and past mathematical ILE projects, including the Virtual Mathematics Explainatorium, dynamic geometry with PDB, and the collaborative CyberMath environment.
This document discusses an experience-based approach to mathematics education called MEBATM. It focuses on both routine and nonroutine problem solving. Routine problems involve known procedures while nonroutine problems emphasize heuristics. The document also introduces the Mathematics Pentathlon® program which features strategic games to develop diverse mathematical thinking and active nonroutine problem solving skills.
This lesson plan is for a GCSE media studies class analyzing representations of social class in TV drama. Students will analyze how representations of the working class are constructed through micro-elements like camerawork, editing, and mise-en-scene in a TV drama extract. By the end of the lesson, students should be able to articulate points about representations of the working class with examples from micro-elements and analyze the effects created. Differentiation is provided through grouping students by ability and allowing peer support. Resources include pictures, music videos, a TV drama extract, and analysis materials.
This lesson teaches students about the relationship between visual fraction models and equations when dividing fractions. Students will formally connect fraction models to multiplication through the use of multiplicative inverses. They will use fraction strips and tape diagrams to model division problems involving fractions. Students will learn that dividing a fraction by another fraction is the same as multiplying by the inverse or reciprocal of the divisor fraction. The lesson provides examples showing how to set up and solve word problems involving division of fractions using visual models and equations.
This document outlines the requirements for a final project in Algebra I where students will work in groups to teach a 15-20 minute review lesson to the class. The project will serve as the final exam grade. Each lesson must include an objective, introduce terminology and procedures, include an assessment, and identify a real-world application. Students must submit their lesson plan, presentation, assessment, and peer evaluations. The rubric evaluates groups on collaboration, lesson organization, technical quality, assessment, and the presentation.
The document describes various literacy techniques that can be used in math content and instruction to engage students. Some of the techniques include interactive journals for students to summarize ideas and ask questions, a circle of life activity for students to reflect on their experiences with math over the years, and a nine square activity where students expand on a year from the circle of life. Other techniques involve word chains to illustrate relationships between math concepts, student-generated question activities, and predicting activities to activate prior knowledge before beginning new topics.
The document provides ratings for criteria on a project with scores ranging from poor to excellent. It rates criteria such as the picture, drawing, video, and website on a project on aspects like clarity, interpretation of topic, neatness, and use of data. Graphs are also rated on accurately displaying data and the title, quantity, and design of charts. The highest ratings are for elements that clearly relate to the topic, help interpretation, and use data from surveys on the lesson topic.
Here are the key steps:
1. Identify the operation and isolate the variable on one side of the equation.
2. Apply the inverse operation to both sides of the equation to solve for the variable.
3. Verify the solution by substituting back into the original equation.
The order of operations must be followed to correctly solve the equation. Do not divide by zero at any step. Communicate the steps clearly.
The document summarizes Ambjörn Naeve's presentation on improving mathematics education through interactive learning environments (ILEs). It discusses using ILEs to promote lifelong learning based on interest by visualizing concepts, interacting with formulas, and personalizing content. It also outlines several ongoing and past mathematical ILE projects, including the Virtual Mathematics Explainatorium, dynamic geometry with PDB, and the collaborative CyberMath environment.
This document discusses an experience-based approach to mathematics education called MEBATM. It focuses on both routine and nonroutine problem solving. Routine problems involve known procedures while nonroutine problems emphasize heuristics. The document also introduces the Mathematics Pentathlon® program which features strategic games to develop diverse mathematical thinking and active nonroutine problem solving skills.
This lesson plan is for a GCSE media studies class analyzing representations of social class in TV drama. Students will analyze how representations of the working class are constructed through micro-elements like camerawork, editing, and mise-en-scene in a TV drama extract. By the end of the lesson, students should be able to articulate points about representations of the working class with examples from micro-elements and analyze the effects created. Differentiation is provided through grouping students by ability and allowing peer support. Resources include pictures, music videos, a TV drama extract, and analysis materials.
This lesson teaches students about the relationship between visual fraction models and equations when dividing fractions. Students will formally connect fraction models to multiplication through the use of multiplicative inverses. They will use fraction strips and tape diagrams to model division problems involving fractions. Students will learn that dividing a fraction by another fraction is the same as multiplying by the inverse or reciprocal of the divisor fraction. The lesson provides examples showing how to set up and solve word problems involving division of fractions using visual models and equations.
This document outlines the requirements for a final project in Algebra I where students will work in groups to teach a 15-20 minute review lesson to the class. The project will serve as the final exam grade. Each lesson must include an objective, introduce terminology and procedures, include an assessment, and identify a real-world application. Students must submit their lesson plan, presentation, assessment, and peer evaluations. The rubric evaluates groups on collaboration, lesson organization, technical quality, assessment, and the presentation.
The document describes various literacy techniques that can be used in math content and instruction to engage students. Some of the techniques include interactive journals for students to summarize ideas and ask questions, a circle of life activity for students to reflect on their experiences with math over the years, and a nine square activity where students expand on a year from the circle of life. Other techniques involve word chains to illustrate relationships between math concepts, student-generated question activities, and predicting activities to activate prior knowledge before beginning new topics.
The document provides ratings for criteria on a project with scores ranging from poor to excellent. It rates criteria such as the picture, drawing, video, and website on a project on aspects like clarity, interpretation of topic, neatness, and use of data. Graphs are also rated on accurately displaying data and the title, quantity, and design of charts. The highest ratings are for elements that clearly relate to the topic, help interpretation, and use data from surveys on the lesson topic.
This document summarizes information about a primary and lower secondary school located in Prague, Czech Republic. The school opened in 1986, has approximately 700 students aged 6-15, teaches English as the primary foreign language with a second language starting in 6th grade, and has some specialized classes. It is involved in projects focused on multicultural education, bilingual education, CLIL education, and iPad education. The school also has classes for students with special needs.
This document discusses positive thinking versus negative thinking. It defines positive thinking as thinking good or affirmative thoughts. It identifies types of negative thinking such as filtering, personalizing, and catastrophizing information. The document provides tips for practicing positive thinking such as identifying areas to change negative thoughts, surrounding oneself with positive people, and maintaining a healthy lifestyle. It gives examples of transforming negative thoughts into positive thoughts and emphasizes that positive thinking can become a habit that shapes one's character.
This document provides resources for a blog aimed at third grade students aged 8-10 years old at Educational Institution Kennedy in Carolina. The blog is designed to motivate English learning through activities comparing domestic and wild animals, using images, readings, and audio recordings as well as games.
This blog post aims to motivate English learning in 8-9 year old third graders through activities about animals that allow interaction with the language. Students will compare domestic and wild animals using images, readings, audio, and games as resources to learn about different types of animals in English.
El documento proporciona una guía sobre las diferentes barras y áreas de trabajo en PowerPoint. Describe las barras de título, herramientas, menús, desplazamiento horizontal y estado que se encuentran en la parte superior de la aplicación, así como el bloque de tareas, área de trabajo y opciones para cerrar, minimizar y maximizar en la parte inferior. Además, menciona la clasificación de diapositivas en el lado izquierdo.
This document discusses man-machine interaction from a historical, present, and future perspective. It begins with examples of early automatons and robots from Chinese, Greek, and Italian history. The document then examines present areas of interaction like prosthetics, robotics, and human-computer interfaces. Several case studies are presented on developments like the Luke arm and Bionic Man Rex. The future sections speculate on developments in areas like self-driving cars, AI surgery, exoskeletons, cyborgs and augmented humans. The document closes by acknowledging both the blessings and potential pitfalls of increasing man-machine interaction and dependence.
The poem discusses expectations placed on men and calls on them to challenge misconceptions. It encourages men to be in touch with their emotions, acknowledge past wrongs against women, and work to establish equality. Men are asked to learn from the struggles of mothers and see women's contributions rather than assert dominance. Overall, it promotes developing integrity by understanding different perspectives.
Here are the key points about XHTML:
- XHTML is an XML (Extensible Markup Language) application. XML is a stricter, more structured version of HTML.
- XHTML documents must follow strict syntax rules. For example, all elements must be closed properly, elements must be nested correctly, and elements must be in lowercase.
- XHTML is designed to be displayed in web browsers the same way as HTML, but it can also be run through XML parsers. This makes XHTML documents both human- and machine-readable.
- XHTML documents are also stricter about following standards. For example, all elements must have a closing tag, empty elements must be closed with a slash, and elements cannot overlap.
This document provides instructions for a mathematics webquest on NBA statistics for 7th grade students. The task is for students to calculate the average points for three NBA players over their last three games and present this information. The process outlines steps for choosing players, finding their stats online, and creating a PowerPoint slideshow with each player's information. Evaluation criteria include correctly calculating averages, organization, and completion.
This document contains a portfolio analysis form for a high school mathematics student. The educational goal is for students to solve 5 problems involving rational numbers correctly using order of operations. The performance task assesses students' ability to add, subtract, multiply, and divide rational numbers, including problems with variables. Progress is evaluated using a rating scale rubric measuring comprehension, approach, explanation, understanding, and organization across 5 levels from beginner to mastery. The form is meant to illustrate student progress over time in solving rational number problems.
The document provides details for a 40-60 minute lesson plan on adding and subtracting for kindergarten/first grade students. The goals are for students to correctly perform addition and subtraction problems verbally and on paper at least 80% of the time, list turnaround facts 75% of the time, and create and solve their own math equations 80% of the time. Technologies to be used include iPads, Kidspiration, computers, and math game websites. The teacher will use visual examples on the board and have students do worksheets to assess learning.
This document provides guidance for teaching addition and subtraction to elementary school students. It recommends having students write math problems for peers to solve and incorporating math into other subjects like language arts. The document also lists technologies and apps that can be used, such as Kidspiration and coolmath-games.com. It provides tips for English language learners and students with disabilities. Teachers should assess student knowledge through board work, tests, and allowing students to teach addition and subtraction problems.
The document provides information about a lesson on linear equations in one variable, including:
- A list of 10 students assigned to Group 2
- The content and performance standards, essential questions, prior knowledge, and transfer goal for the lesson
- Details of various activities and interactions for students to apply their understanding of linear equations through solving real-world problems and examples
This document provides a math menu of activities for students to choose from to explore geometric concepts. The activities are organized in a table with four learning intentions addressed across columns and rows. Students must choose at least six activities, including one from each column and row, to engage with visual, auditory and kinesthetic learning modalities. The activities involve creating diagrams, recordings, and physical models to build understanding of key ideas like classifying shapes, calculating area and perimeter, and identifying transformations.
This project requires students to create a slideshow explaining how to factor different types of polynomials. Students must include examples of factoring binomials, differences of squares, and trinomials where a is and is not 1. For each example, students must show the factoring method used and explain each step. Students will upload their slideshows to a class blog and submit a hard copy for evaluation. The project aims to make math more engaging for students and develop their math and technology skills.
This project requires students to create a slideshow explaining how to factor different types of polynomials. Students must include examples of factoring binomials, differences of squares, and trinomials where a is and is not 1. For each example, students must show the factoring method used and explain each step. Students will upload their slideshows to a class blog and submit a hard copy for evaluation. The project aims to make math more engaging for students and develop their math and technology skills.
This project requires students to create a slideshow tutorial introducing trigonometry concepts. The goals are to make math more exciting and foster creativity. Students must explain trig definitions, angles, and signs in different quadrants. Presentations must be uploaded online and submitted on paper for evaluation based on attractiveness, explanation clarity, vocabulary use, neatness, and organization. The project aims to help students learn trigonometry while testing their research and selection skills.
This document provides an overview of computational thinking. It defines computational thinking as a process for solving problems by breaking them down into smaller pieces before programming. The four pillars of computational thinking are then explained as decomposition, pattern recognition, pattern abstraction, and algorithm design. Examples are given for each pillar and the importance of teaching computational thinking in schools is discussed.
This document summarizes information about a primary and lower secondary school located in Prague, Czech Republic. The school opened in 1986, has approximately 700 students aged 6-15, teaches English as the primary foreign language with a second language starting in 6th grade, and has some specialized classes. It is involved in projects focused on multicultural education, bilingual education, CLIL education, and iPad education. The school also has classes for students with special needs.
This document discusses positive thinking versus negative thinking. It defines positive thinking as thinking good or affirmative thoughts. It identifies types of negative thinking such as filtering, personalizing, and catastrophizing information. The document provides tips for practicing positive thinking such as identifying areas to change negative thoughts, surrounding oneself with positive people, and maintaining a healthy lifestyle. It gives examples of transforming negative thoughts into positive thoughts and emphasizes that positive thinking can become a habit that shapes one's character.
This document provides resources for a blog aimed at third grade students aged 8-10 years old at Educational Institution Kennedy in Carolina. The blog is designed to motivate English learning through activities comparing domestic and wild animals, using images, readings, and audio recordings as well as games.
This blog post aims to motivate English learning in 8-9 year old third graders through activities about animals that allow interaction with the language. Students will compare domestic and wild animals using images, readings, audio, and games as resources to learn about different types of animals in English.
El documento proporciona una guía sobre las diferentes barras y áreas de trabajo en PowerPoint. Describe las barras de título, herramientas, menús, desplazamiento horizontal y estado que se encuentran en la parte superior de la aplicación, así como el bloque de tareas, área de trabajo y opciones para cerrar, minimizar y maximizar en la parte inferior. Además, menciona la clasificación de diapositivas en el lado izquierdo.
This document discusses man-machine interaction from a historical, present, and future perspective. It begins with examples of early automatons and robots from Chinese, Greek, and Italian history. The document then examines present areas of interaction like prosthetics, robotics, and human-computer interfaces. Several case studies are presented on developments like the Luke arm and Bionic Man Rex. The future sections speculate on developments in areas like self-driving cars, AI surgery, exoskeletons, cyborgs and augmented humans. The document closes by acknowledging both the blessings and potential pitfalls of increasing man-machine interaction and dependence.
The poem discusses expectations placed on men and calls on them to challenge misconceptions. It encourages men to be in touch with their emotions, acknowledge past wrongs against women, and work to establish equality. Men are asked to learn from the struggles of mothers and see women's contributions rather than assert dominance. Overall, it promotes developing integrity by understanding different perspectives.
Here are the key points about XHTML:
- XHTML is an XML (Extensible Markup Language) application. XML is a stricter, more structured version of HTML.
- XHTML documents must follow strict syntax rules. For example, all elements must be closed properly, elements must be nested correctly, and elements must be in lowercase.
- XHTML is designed to be displayed in web browsers the same way as HTML, but it can also be run through XML parsers. This makes XHTML documents both human- and machine-readable.
- XHTML documents are also stricter about following standards. For example, all elements must have a closing tag, empty elements must be closed with a slash, and elements cannot overlap.
This document provides instructions for a mathematics webquest on NBA statistics for 7th grade students. The task is for students to calculate the average points for three NBA players over their last three games and present this information. The process outlines steps for choosing players, finding their stats online, and creating a PowerPoint slideshow with each player's information. Evaluation criteria include correctly calculating averages, organization, and completion.
This document contains a portfolio analysis form for a high school mathematics student. The educational goal is for students to solve 5 problems involving rational numbers correctly using order of operations. The performance task assesses students' ability to add, subtract, multiply, and divide rational numbers, including problems with variables. Progress is evaluated using a rating scale rubric measuring comprehension, approach, explanation, understanding, and organization across 5 levels from beginner to mastery. The form is meant to illustrate student progress over time in solving rational number problems.
The document provides details for a 40-60 minute lesson plan on adding and subtracting for kindergarten/first grade students. The goals are for students to correctly perform addition and subtraction problems verbally and on paper at least 80% of the time, list turnaround facts 75% of the time, and create and solve their own math equations 80% of the time. Technologies to be used include iPads, Kidspiration, computers, and math game websites. The teacher will use visual examples on the board and have students do worksheets to assess learning.
This document provides guidance for teaching addition and subtraction to elementary school students. It recommends having students write math problems for peers to solve and incorporating math into other subjects like language arts. The document also lists technologies and apps that can be used, such as Kidspiration and coolmath-games.com. It provides tips for English language learners and students with disabilities. Teachers should assess student knowledge through board work, tests, and allowing students to teach addition and subtraction problems.
The document provides information about a lesson on linear equations in one variable, including:
- A list of 10 students assigned to Group 2
- The content and performance standards, essential questions, prior knowledge, and transfer goal for the lesson
- Details of various activities and interactions for students to apply their understanding of linear equations through solving real-world problems and examples
This document provides a math menu of activities for students to choose from to explore geometric concepts. The activities are organized in a table with four learning intentions addressed across columns and rows. Students must choose at least six activities, including one from each column and row, to engage with visual, auditory and kinesthetic learning modalities. The activities involve creating diagrams, recordings, and physical models to build understanding of key ideas like classifying shapes, calculating area and perimeter, and identifying transformations.
This project requires students to create a slideshow explaining how to factor different types of polynomials. Students must include examples of factoring binomials, differences of squares, and trinomials where a is and is not 1. For each example, students must show the factoring method used and explain each step. Students will upload their slideshows to a class blog and submit a hard copy for evaluation. The project aims to make math more engaging for students and develop their math and technology skills.
This project requires students to create a slideshow explaining how to factor different types of polynomials. Students must include examples of factoring binomials, differences of squares, and trinomials where a is and is not 1. For each example, students must show the factoring method used and explain each step. Students will upload their slideshows to a class blog and submit a hard copy for evaluation. The project aims to make math more engaging for students and develop their math and technology skills.
This project requires students to create a slideshow tutorial introducing trigonometry concepts. The goals are to make math more exciting and foster creativity. Students must explain trig definitions, angles, and signs in different quadrants. Presentations must be uploaded online and submitted on paper for evaluation based on attractiveness, explanation clarity, vocabulary use, neatness, and organization. The project aims to help students learn trigonometry while testing their research and selection skills.
This document provides an overview of computational thinking. It defines computational thinking as a process for solving problems by breaking them down into smaller pieces before programming. The four pillars of computational thinking are then explained as decomposition, pattern recognition, pattern abstraction, and algorithm design. Examples are given for each pillar and the importance of teaching computational thinking in schools is discussed.
This document outlines a math project on simplifying and solving algebraic fractions. Students will explore resources on algebraic fractions, create a publication explaining how to simplify and solve them, and make a video demonstrating problems. The project addresses standards on rational exponents, operating with algebraic expressions, and using rational equations to model and solve problems. Students will learn to add, subtract, multiply and divide algebraic fractions and solve rational equations.
The document introduces the use of blogs in math classrooms. It explains that a blog is a type of website that functions like a personal diary and allows readers to leave comments. The document provides examples of how using a blog can help students in math by allowing them to track their progress over time, share their work and thoughts with others, and learn from others' mistakes. It outlines how the class will be using the Kidblog website to create and share blog posts about solving word problems. Students will present their blogs and the steps they took to solve a given word problem. The timeline and rubric for the blog project are also provided.
The document introduces the use of blogs in math classrooms. It explains that a blog is a type of website that functions like a personal diary and allows readers to leave comments. The document provides examples of how using a blog can help with math by allowing students to track their progress over time, share their work with others, and learn from peers' mistakes. It outlines how the class will be using the Kidblog website to create and share blog entries about solving word problems. Students will present their blogs and be evaluated on mathematical reasoning, time management, accurately explaining the steps to problems, and discussing what they learned.
The document provides instructions for a group project to prove the Pythagorean theorem. Students will travel back in time to ancient Greece to work under Pythagoras. They must complete several steps: learn the history of Pythagoras and the theorem, explain the theorem, provide picture proofs, solve real-world math problems using the theorem, and create an original real-world example. Finally, they will create a presentation to show they have convinced disbelievers of the truth of the Pythagorean theorem.
Instructional Strategies: Indirect Instruction in your lessonsCaryn Chang
As there are many categories of instructional strategies, this e-book focuses on indirect instruction. Indirect instruction is mainly student- centred and emphasizes on allowing students to get involved throughout a lesson by observing thus seeking their own meaning of the lesson.
In this e-book, the methods of indirect instruction that can be used in class will be discussed and explored.
This document provides guidelines for students on digital etiquette. It outlines the task of designing a poster and two-page summary on proper online communication etiquette. Students are directed to review resources on digital etiquette and netiquette rules. Their work will be evaluated based on inclusion of required elements, accuracy, attractiveness, original graphics, paragraph construction, mechanics, and use of suggested internet links. The conclusion emphasizes that digital etiquette and the 10 core rules should always be considered when communicating online.
The document discusses key aspects of the mathematical process. It defines mathematical process as thinking, reasoning, calculation, and problem solving using mathematical methods. The main components discussed are reasoning, logical thinking, problem solving, and making connections. Reasoning involves making conjectures, investigating findings, and justifying conclusions. Problem solving requires applying previously learned skills to new situations. Problem posing encourages students to write and solve their own problems to improve problem solving abilities.
The document provides strategies for teaching mathematics. It discusses strategies based on knowledge and skill goals as well as understanding goals. For knowledge and skill goals, repetition and practice are emphasized. For understanding goals, teacher-led discussion and discovery-based laboratory activities are recommended. Problem solving strategies include ensuring student understanding, asking questions, encouraging reflection on solutions, and presenting alternative problem solving approaches. Constructivist learning and cognitive tools like guided discovery are also discussed. The document outlines steps for problem solving and strategies like concept attainment. It concludes by evaluating mathematics learning through various individual and group tests as well as informal and standardized testing procedures.
This document provides answers to various questions received from students after exams. It notes that the wording of questions may not be exact as they come from student memory. It also notes that some questions may not make sense or be incorrect. The answers cover topics related to Microsoft Office applications like Word, Excel and PowerPoint as well as general computer questions. The document is intended to help students understand topics rather than memorize exact questions and answers. It directs students to a website for additional learning materials.
Presenting instructional content and reviewing guided readingEDIT3318
1) The document provides guidance for teachers on planning a lesson to apply and evaluate instruction, focusing on modeling effective teaching strategies. It discusses priorities for presenting instructional content, including modeling expectations and using visuals, as well as informal assessment.
2) Teachers are instructed to review descriptors for presenting instructional content, with examples of modeling problem-solving steps and creating semantic webs.
3) The purpose of the apply and evaluate assignment is to deepen student learning through reading, talking and writing in different instructional contexts.
Presenting instructional content and reviewing guided reading
Ashley moyer webquest
1. Student Page
[Teacher Page]
Title For Students
Introduction Designed by
Task Ashley Moyer
Process aem59@zips.uakron.edu
Evaluation
Conclusion
Credits
Based on a template from The WebQuest Page
2. Student Page
[Teacher Page]
Title
Introduction Have you ever thought about how much better learning would be if you
Task were able to learn by watching an informational and entertaining video,
rather than reading the information straight from a textbook? In my many
Process years as a student, I had to make a few math videos of my own. These
Evaluation videos were intended to teach you in a fun, exciting, and modern way!
Conclusion
Credits
3. Student Page
[Teacher Page]
Title A math video is an easier way to explain a concept that many people
find hard to understand. It contains information in an entertaining and
Introduction simple manner in order to keep the viewer engaged. Would you rather
Task have someone explain a concept to you, or read about it on your own?
Process
Imagine that you are a teacher and you need to create a video to
Evaluation explain a difficult topic to your students. In this WebQuest, you will
Conclusion create a video that is comical and theatrical which will help your
students remember the information better because it will serve as a
mnemonic device. The video will help them learn and retain the
information because it will be entertaining, and they will remember it.
Choose and understand a topic
Brainstorm video ideas
Film video
Edit video using Movie Maker
Add pictures, music, etc. using freeplaymusic.com
Credits
4. Student Page
[Teacher Page]
1.Your first step is to look up and view several math videos on the internet. This will give you ideas
for your own video. Use the following links to assist you.
• mrhiggins.net
Title • youtube.com
Introduction 2.Choose any topic from Chapters 4 through 8 in your book. Be sure that you fully understand all of
the concepts surrounding that topic.
Task • Davis, Mary Ellen., and C. H. Edwards. Elementary Mathematical Modeling: Functions and
Graphs. Upper Saddle River, NJ: Prentice Hall, 2001. Print.
Process Next you will choose a specific problem that you would like to work out in your
Evaluation video and explain to your viewers. (Your video could be over a difficult formula in
which you come up with an easy way for students to remember that formula, or it
Conclusion can be over the process and steps you would take to solve a problem)
3.Think outside the box! Try to come up with the simplest way to solve the problem. Figure out
how you will transform the steps of solving the problem into an entertaining and informative video.
Be creative, engaging, and clear with you explanations. Use ideas that other people can relate to.
Whether it be a popular song that you put math words to, a dance, or a funny saying to help them
remember a step in the problem solving process.
• freeplaymusic.com
3.Film your video using a digital camera or a video camera. This can be done in two ways. You can
record short clips and edit them together later, or you can film one continuous clip.
4.Edit your video. Add additional pictures, sounds, and special effects.
1. At the end of your video you should add credits. Feel free to add bloopers, deleted
scenes, etc. Also in the credits, be sure to have a works cited/reference section, stating
where you obtained your information, pictures, music, etc. If it is not yours and you fail
to cite it, that is plagiarism!
• Windows Movie Maker
• Photoshop
Credits Be creative, and have fun!
5. Student Page
[Teacher Page] Math Video Project
Teacher Name: Ashley Moyer
Student Name: __________________________
Category Beginning Developing Accomplished Exemplary Score
Title 1 2 3 4
Introduction Mathematic
al Concepts
Explanation shows
very limited
Explanation shows
some understanding
Explanation shows
substantial
Explanation shows
complete
understanding of the of the mathematical understanding of the understanding of the
Task underlying concepts
needed to solve the
concepts needed to
solve the problem(s).
mathematical
concepts used to
mathematical
concepts used to
problem(s) OR is not solve the problem(s). solve the problem(s).
Process written.
Explanation Explanation is difficult Explanation is a little Explanation is clear. Explanation is
Evaluation to understand and is
missing several
difficult to understand,
but includes critical
detailed and clear.
components OR was components.
Conclusion not included.
Mathematic There is little use, or a Correct terminology Correct terminology Correct terminology
al lot of inappropriate and notation are and notation are and notation are
Terminology use, of terminology used, but it is usually used, making it always used, making
and Notation and notation. sometimes not easy to fairly easy to it easy to understand
understand what was understand what was what was done.
done. done.
Strategy/ Rarely uses an Sometimes uses an Typically, uses an Typically, uses an
Procedures effective strategy to effective strategy to effective strategy to efficient and
solve problems. solve problems, but solve the problem(s). effective strategy to
does not do it solve the problem(s).
consistently.
Neatness The work appears The work is presented The work is presented The work is
and sloppy and in an organized in a neat and presented in a neat,
Organization unorganized. It is hard fashion but may be organized fashion that clear, organized
to know what hard to follow at is usually easy to fashion that is easy
information goes times. follow. to follow.
together.
Video Video is not done or is Video has some Video is relatively Video is complete
Quality so incomplete that it sketches, and notes complete with with sketches,
could not be used on titles, transitions, sketches, and notes detailed notes on
even as a general special effects, sound, on titles, transitions, titles, transitions,
Credits guide. etc. special effects, sound,
etc.
special effects,
sound, etc.
6. Student Page
[Teacher Page]
Title Congratulations! Your hard work, and creativity has paid off. You
Introduction successfully created, filmed, and put together an entertaining and
Task educational math video. Now your student are better able to
understand and remember difficult concepts from class. Students
Process will also be able to refer back to this video at any time.
Evaluation
Next time you are having a difficult time remembering information,
Conclusion try making up a song or skit to help you remember!
Credits
7. Student Page
[Teacher Page]
Title Clip Art
Davis, Mary Ellen., and C. H. Edwards. Elementary Mathematical
Introduction Modeling: Functions and Graphs. Upper Saddle River, NJ: Prentice
Task Hall, 2001. Print.
Free Play Music
Process
Mrhiggins.net
Evaluation Photoshop
Conclusion Rubistar
Tagxedo
Windows Movie Maker
Youtube
The WebQuest Page
Credits The WebQuest Slideshare Group