The document discusses innovative technology applications in math classrooms, highlighting resources like websites, software, and devices to enhance learning. It covers various mathematical concepts including algebra, geometry, and data interpretation, suggesting tools like smart boards, Google Docs, and Mathway for effective teaching. Additionally, it emphasizes students' expectations in terms of constructing graphs, understanding transformations, and utilizing algebraic thinking.

1. Innovative Use of Technology in the Math Classroom

2. Great WebsitesSoftwareDevicesTEKS

3. Outstanding Websites

4. Additional Sites Mentioned During PresentationMathway.comSolve -3y+3x=-7(x+3) Wolfram|AlphaRight Angle ExampleAnti-derivative exampleFlockDrawCollaborative online drawing (Geometry)

5. Using Google SketchUpMore SketchUp Lesson Ideas

6. Using Excel:More Templates

7. Using Excel:More Templates

8. Using Google Docs: Statistical Datahttp://docs.google.com/Doc?id=dcnvtjct_93dtkxn5dc

9. Using Their Technology

10. Using Their TechnologyUsing the iPod touch to Teach Math

11. Cinch PodcastingVirtual PortfoliosAssessmentClass Record

12. polleverywhere.comClass participation

13. Assessment

14. QuestionsWays to RespondSMS to 99503 + codeTwitter: @poll tweet code (Ex: @poll 5555)Smart Phone: poll4.comWeb: Vote!

16. Classroom UsageVisual “work backwards” methodSolve pencil & paper impractical problemsSee the unimaginable

17. Using Smart Boards in a Mathematics ClassroomIntroducing Family Facts (precursor to algebra)More movies @ Mr. Teacher

18. Using Smart Boards in a Mathematics ClassroomIntroducing Perimeter/Area Facts

19. (2.11) Probability and statistics. The student organizes data to make it useful for interpreting information. The student is expected to: construct picture graphs and bar-type graphs;draw conclusions and answer questions based on picture graphs and bar-type graphs; and 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.

20. (4.9) Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expected to:(A) demonstrate translations, reflections, and rotations using concrete models;(B) use translations, reflections, and rotations to verify that two shapes are congruent; (C) use reflections to verify that a shape has symmetry.