1. + EDD 585: Culminating Project By: Cheryl De Guzman Side note: I have not yet taught my own classroom, so I have listed potential instructional methods and assessment tools. Modified Instructional Methods to Meet the Needs of Middle School Students

2. + Implementing Technology into the Middle School Classroom - Intro Technology and Education: http://youtu.be/R7zo4EjNy6shttp://youtu.be/R7zo4EjNy6s “Technology has the power to reform education and propel those who have the motivation to succeed” Objective: You will be able to understand the benefits of an increase in funding for curricular modifications for technological implements within our Middle School. Standard: All students equally deserve the opportunities for academic and personal success.

3. + Eight Illinois Standards for Middle School Math Students 1. *State Goal 6.C.3a: Select computational procedures and solve problems with whole numbers, fractions, decimals, percents and proportions 2. *State Goal 6.D.3: Apply ratios and proportions to solve practical problems 3. State Goal 7.A.3a: Measure length, capacity, weight/mass and angles using sophisticated instruments (compass, protractor, trundle, wheel) 4. State Goal 7.A.3b: Apply the concepts and attributes of length, capacity, weight/mass, perimeter, area, volume, time, temperature and angle measurements in practical situations

4. + Eight Illinois Standards for Middle School Math Students (cont.) 5.*State Goal 7.C.3a: Construct a simple scale drawing for a given situation 6.*State Goal 8.B.3: Use graphing technology and algebraic methods to analyze and predict linear relationships and make generalizations from linear patterns 7.*State Goal 9.A.3c: Use concepts of symmetry, congruency, similarity, scale, perspective and angles to describe and analyze two- and three-dimensional shapes 8.*State Goal 10.A.3a: Construct, read and interpret tables, graphs (including circle graphs) and charts to organize and represent data

5. + *State Goal 6.C.3a: Select computational procedures and solve problems with whole numbers, fractions, decimals, percents and proportions Use a scientific calculator (TI-83, TI-84, etc.) to practice the input of different representations of whole numbers and/or fractions Whole numbers and fractions can be represented in different ways. Show students/have students practice options for converting: Decimals fractions Fractions whole numbers Using calculators on homework assignments for these operations may be helpful for more advanced mathematical problems Potential Instructional Methods: Ideal: each student have access to their own TI-83, TI-84 Calculator. Makes good practice for pre-high school mathematics classes.

6. + *State Goal 6.C.3a: Select computational procedures and solve problems with whole numbers, fractions, decimals, percents and proportions (Diagnostic) – Have a mad-minute worksheet for checking to see how much students know about whole numbers, fractions, decimals, percents & proportions and how they work in quick computations. (Formative) – The student & teacher can create visual posters for students to see the equivalencies of whole numbers = fractions = decimals = percents = proportions to have in classroom (Formative) – Ask students how these different representations of numbers can be applied to real life (money, time, sharing pies, scores on a test, etc.) (Summative) – Homework assignments & the review of assignments in class for better understanding (use word problems! Calculators allowed) Potential Assessments

7. + *State Goal 6.D.3: Apply ratios and proportions to solve practical problems Create a concept map (Smart Board activity?) with students to show what ratios and proportions are used for Demonstrate examples of ratios and proportions in mathematical concepts, then connect them to real life scenarios Floorplanner.com – (In lesson plan submitted in workshop 2) Students create their own floor plans using ratios/proportions (Diagnostic/Formative) – Creation of the concept map for brainstorming uses of ratios and proportions (Formative) – Students will work in small groups to create their floor plans on floorplanner.com using proportional measurements with a fixed ratio (Summative) – Students will present and submit their floor plans to the class/teacher Potential Instructional MethodsPotential Assessments

8. + Floorplanner (Web 2.0 Application) Ideal: Students will have access to computers with high speed Internet

9. + Potential Instructional Methods: Projecting different angles/shapes on the screen to have students use protractors for angle measurements (as shown in right picture), meter sticks for measuring perimeter of shapes, compasses to draw circles and other shapes, and etc. Creating drawings and using real-life objects to make connections between mathematical problems and practical life. (as shown in left picture) Potential Assessments: A lot of formative assessment can be done during instruction, mostly because these are hands-on activities (as you can see in the pictures above). Summative/formal assessment will be most relevant to State Testing/Chapter Exams (word problems) State Goal 7.A.3a: Measure length, capacity, weight/mass and angles using sophisticated instruments (compass, protractor, trundle, wheel) State Goal 7.A.3b: Apply the concepts and attributes of length, capacity, weight/mass, perimeter, area, volume, time, temperature and angle measurements in practical situations

10. + *State Goal 7.C.3a: Construct a simple scale drawing for a given situation Exhibit different examples of scales used in real-life situations: road maps, geographic maps, blue prints Using a SmartBoard, create “scales” using number lines (see picture to the right) Use different kinds of measurements (miles, feet, angles, etc.) Have students try it out too Potential Instructional Methods

11. + (Summative) Students will use rulers/meter sticks to create (group) scale drawings of the school on grid paper (Summative) Students will depict their scale drawings on a drawing software, such as Paint or (http://www.dabbleboard.com /) including their scale, and labeled dimensions Dabbleboard allows groups to collaborate on a white board and edit in real time Potential Assessments *State Goal 7.C.3a: Construct a simple scale drawing for a given situation

12. + *State Goal 8.B.3: Use graphing technology and algebraic methods to analyze and predict linear relationships and make generalizations from linear patterns Online Modules (some free, some may cost after trial sessions) to help students understand linear relationships/analyze patterns http://www.nctm.org/standar ds/content.aspx?id=26883 http://www.nctm.org/standar ds/content.aspx?id=26883 Again, the use of graphic calculators such as TI-83 and TI- 84, etc. for analyzing patterns (use graphs and table functions) Again, mostly formative assessments – working with students to understand concepts of “linear relationships” to guide them in the development of their own generalizations and inferences Creating data tables, followed by visual graphs on Microsoft Excel to demonstrate the concept of “linear relationships” A lot of assessment in this area will be found in State testing Potential Instructional ToolsPotential Assessments

13. + *State Goal 8.B.3: Use graphing technology and algebraic methods to analyze and predict linear relationships and make generalizations from linear patterns Helpful tools in fulfilling this State Goal—has a great deal to do with technology in the Math classroom  TI-84 Graphing Calculator Creating Linear Relationships on Excel 

14. + *State Goal 9.A.3c: Use concepts of symmetry, congruency, similarity, scale, perspective and angles to describe and analyze two- and three-dimensional shapes Potential Instructional Tool Apple iPad now offers a variety of instructional tools for mathematic concepts in geometry. To the right, is an image of the application, HMH Fuse Geometry, students will be able to work with several examples of symmetry, congruency, with both 2d and 3d shapes Side note: iPads also offer a variety of instructional tools for all academic subject areas. Free Online Resource: www.geogebra.com -- an experience with geometric and algebraic concepts, where students can be more engaged visually www.geogebra.com

15. + *State Goal 10.A.3a: Construct, read and interpret tables, graphs (including circle graphs) and charts to organize and represent data Again, the use of Microsoft Excel is very useful in achieving this state goal. Excel offers opportunities for students to create data tables, graphs and charts. Students can create tables and graphs, and interpret each other’s creations. Applying the use of data tables and graphs to situations in real life such as the balance in a checking account, the gender or racial demographic of students in the school Use mathematical vocabulary to help students develop a better understanding of what certain functions look like (linear relationship, inverse/converse, part-to-whole, increasing/decreasing, correlations, etc. Potential Instructional and Assessment Tools

16. + Think about it this way… Microsoft Office Software for one computer: $150 Apple iPad for one student: $500 Smart Board for one classroom: $3000 Laptops for a class of 20 students: $14,000 But our priority is to meet the needs of our students both academically and personally. In a growing digital world, it is necessary to reform our educational practices to further motivate and engage our students in learning tools and assessment techniques that will prepare them for the next steps: high school, a career path, and more. & this will take time, effort, and persistence from ALL of us.

17. + Thank You for your time!! Sources: http://youtu.be/R7zo4EjNy6s http://www.isbe.net/ils/math/standards.htm http://www.floorplanner.com http://www.nctm.org/standards/content.aspx?id=26883 http://www.dabbleboard.com http://www.geogebra.com http://www.hmheducation.com/fuse/educational-apps-overview.php