+

EDD 585: Culminating ProjectBy: 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

+Implementing Technology into the Middle School Classroom - Intro

Technology and Education: http://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.

+Eight Illinois Standards for Middle School Math Students1. *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

+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

+*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.

+*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

+*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 Methods Potential Assessments

+

Floorplanner (Web 2.0 Application)

Ideal: Students will have access to computers with high speed Internet

+

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

+*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

+

(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

+*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/standa

rds/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 Tools Potential Assessments

+

*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

+*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 ToolApple 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

+*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

+

Think about it this way…Microsoft Office Software for one computer: $150Apple iPad for one student: $500Smart Board for one classroom: $3000Laptops 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.

+

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=26883http://www.dabbleboard.com

http://www.geogebra.com

http://www.hmheducation.com/fuse/educational-apps-overview.php