1. 1 IMPACT SAMR Cover Sheet Task OverviewLearning Objective(s)Suggested Technology Students will create a video to demonstrate how they came to a conclusion on a given task. The students will create a video to demonstrate their understanding on how to interpret data given from vector in a plane iMovie on iPads, Blackboard and Educreations Students will collaborate using an online app to complete another problem with vector analysis with different information to calculate a different outcome. Students will collaborate the results of vectors and analyze and assist each other in understanding how to read the outcome of a graph to answer specific questions. Blackboard assignment manager Stoodle http://stoodle.ck12org/ Use a math website to evaluate vector direction and magnitude Students will be able to use a math app to see and evaluate vectors in a real world application iPad ixl vector direction calculator and math is fun vector magnitude calculator Blackboard assignment manager Use the online textbook and MathXL online to complete an assignment. Students will be able to evaluate vectors in the plane and identify and magnitude to solve real world problems Online textbook Precalculus: Graphical, Numerical, Algebraic MathXL online software- http://www.mathxlforschool.com/ home_school.htm Louisiana Math Standard : CCSS Math Content VMA.1 Recognize vector quantities as having both magnitude and direction. CCSS Math Content VMA.2 Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point CCSS Math Content VMA.3 Solve problems involving velocity and other quantities that can be represented by vectors. Teacher: Wanda LeBert MODIFICATION Technology allows for significant task redesign.. REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable. AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. SUBSTITUTION Technology acts as a direct tool for substitution with no real change. transformation enhancement

2. MathXL 1. Login to www.mathxlforschool.com. 2. Click on Lesson 6.1 under homework. 3.Complete the problems listed in the assignment using the online textbook as a reference. 4.Show how you arrived at your answers on loose-leaf paper and be ready to discuss in class. Use the online textbook and MathXL online to complete an assignment. Learning Objective(s): Students will be able to evaluate two dimensional vectors, vector operations, unit vectors, direction angles, applications of vectors S SUBSTITUTION Technology acts a direct substitute, with no functional improvement -Online textbook Precalculus: Graphical, Numerical, Algebraic -MathXL online software- http://www.mathxlforschool.com/ home_school.htm This task uses:

3. 3 Vectors in the Plane 1.Open math is fun website on your ipad and go to vector calculator http://www.mathsisfun.com/algebra/vector- calculator.htmlhttp://www.mathsisfun.com/algebra/vector- calculator.html 2.Then use ixl website on your iPad to evaluate the direction of the vector https://www.ixl.com/math/precalculus/find-the- direction-angle-of-a-vector https://www.ixl.com/math/precalculus/find-the- direction-angle-of-a-vector 3.Using the data from chapter opener (pg 455) evaluate the salmon problem 4. Record this answer in the Blackboard assignment manager. 5. Take a screenshot of the graph and upload to the Blackboard assignment manager. This task uses: iPad search math is fun and ixl Blackboard assignment manager Learning Objective(s): Students will be able to use a math app to see and construct vector magnitude and angle of direction A AUGMENTATION Technology acts as a direct tool for substitution with some functional improvement. Use a math website to construct how vector Direction can be used to solve real world problem

4. 4 Stoodle and QR Codes 1.You will scan your QR code to enter into a group in the Stoodle app. 2.Enter your name to identify who you are in the group. 3.Using the online textbook, go to problem number 53 on page 465. 4.Using chat, divide the task in the problem. Each member should be responsible for a portion of the problem and use a different color to identify that you have completed your portion. 5.Once the entire problem is completed, one student should take a screen shot showing the solution to their problem. 6.Another student will upload their solution to the Blackboard assignment manager. Students will collaborate using an online app to complete another vector analysis with different information to calculate a different outcome. This task uses: Blackboard assignment manager http://stoodle.ck12org/ Learning Objective(s): Students will collaborate the results of sketching and analyze and assist each other in understanding how to read the outcome of the vectors to answer specific questions. M MODIFICATION Technology allows for significant task redesign.

5. 5 Making a Video 1.You will make a 3 minute video to show how you arrived at your answer from problem number 53. You can create a music video, act out or explain your solution. Save your video by sending it to the camera roll on the iPad. 2.You will use Educreations to create an example demonstrating how to work an exponential problem using a graph. This segment is to be no more than two minutes. 3.Combine your two segments in final video and save to the iPad camera roll. 4.Load your video into Blackboard into the discussion board. Students will create a video to demonstrate how they came to a conclusion on a given task. This task uses: iMovie on iPads, Blackboard and Educreations Learning Objective(s): The students will create a video to demonstrate their understanding on how to interpret data given on an exponential graph. R REDEFINITION Technology allows for the creation of new tasks that were previously not conceivable.