Brianna

Briana June
 * Name • Email**

bjune1@students.towson.edu
 * Bio**





My name is Briana June and I am 22 years old. I am originally from Long Island, New York. I completed my undergraduate degree on the Finger Lakes (Keuka College) for Unified Childhood Education/Special Education with a concentration in American Sign Language and a minor in Mathematics. I have always loved math (freshman year of college I requested to add math classes because I missed it.... Hence, the addition of my minor).

In New York, I am certified to teach only elementary school, but in August I had received a call (after applying to hundreds of schools in NY, NC, VA, and MD) for a sign language teaching position at Thomas Johnson Middle School in Prince George's County, MD. I was shocked to see that my math minor transferred over as a certification for 7-12 math in Maryland! (Eventually that was my plan, hence the math master's degree....) I always wanted to attend Towson for graduate school (for math and speech pathology... yes two master's degrees because I am an overachiever if you couldn't tell) ever since sophomore year of undergrad.

During my free time in my ASL classes, my students ask me to help tutor them in math. They tell me that I make it so easy for them to learn, so it has made me realize my true passion is teaching math (whether it is at a Deaf school or anywhere 1-12). My student teaching placement had me doing math resource room and I loved it. After teaching four days a week, I tutor at Mathnasium tutoring center to continue my passion for math. I always struggled with it as a student and I found those are the best math teachers. I teach my students the tricks I used when learning math and they said it helps them a whole lot. My long term goal is to become a math teacher in Maryland (or New York, but Maryland has always had my heart).

In my spare time between graduate school and working two jobs, I like relaxing (who doesn't?) and exploring my new home since I have been here less than a year. I am always looking for new friends if anyone would like to show me around! I look forward to working with everyone during this course and hope to work with you again in the future!


 * Learning Task #1 (submitted through email)**


 * Learning Task #2**

//What is Web 2.0?//

Web 2.0 is the second-generation of the world wide web, as we know it. It is the change from normal, informative web pages to user-created (blogs, social media sites) web pages. Web 2.0 is a new way to allow internet users to collaborate more efficiently than they ever have been able to before.

[|Today's Meet] [|Miss June's Kid Blog]


 * Learning Task #3**

[|Order of Operations Glogster] Multiplication Prezi
 * Learning Task #4**


 * 1. [|Equivalent Fractions]** can be used for kids to visually see equivalent fractions. It allows them to virtually check (with immediate feedback) their understanding of equivalent fractions. This connects with standard 4. NF (Extend understanding of fraction equivalence and ordering).


 * 2.** [|Geometry Shape Practice] can be used for students to visually see the parts of a 3-D shape, such as a cube. They can play around to figure out the amount of faces, sides, and vertices as well as see the shape in 1-D to see where it is created from. This connects with standard 6G.


 * 3.** [|Base Ten Blocks] helps students visually see the numbers. Instead of using the hands-on blocks, it is virtual. I like that it also tells them the expanded, word, and standard forms for the numbers. This connects with standard 1.NBT.


 * 4.** [|Fraction Decimal Balance] allows students to manipulate the fractions and decimals to see the equivalency of each. This connects with standard 4. NF.


 * 5.** [|Pattern Blocks] allow students to create patterns using the shapes given on the virtual manipulative. This connects with standard 4.OA.


 * 6.** [|Color Tiles] can be used for a variety of things, such as perimeter, area, mean, multiples, and patterns. It can even be used to create bar graphs. This connects with standards 4. OA, 4. MD, 3. MD.


 * 7.** [|Adding/Subtracting Within 20] this allows students to pick two number that either add or subtract within twenty for standard 1. OA.


 * 8.** [|Zipper Arrays] allows students to break down bigger multiplication arrays into smaller ones to determine the final product. This connects with standard 4. OA.


 * 9.** [|Number Chart Addition] allows students to manipulate the 100s chart to help them solve an equation connecting with standard 2. OA.


 * 10.** [|Dragon Time] allows students to manipulate a clock to tell time connecting with standard 1. MD.

[|Parent/Guardian Survey]
 * Learning Task #5**
 * [|Student Survey]**


 * Learning Task #6**
 * [|Quadrilateral Text2MindMap]**
 * [|Padlet] password: math684**
 * [|Popplet]**


 * Learning Task #7**

// [|CCSS.MATH.CONTENT.6.SP.A.2] //

---> I would use all three videos to relate to this standard for 6th grade math. I would show all of the videos (to the whole class, or one to each group, with the class split into three groups). I would have students work in three different groups to create a data representation from the video, whether it be a bar graph, histogram, pie chart, box and whisker graph, etc. I would then have students present their findings by describing their center, spread, and overall shapes of their graphs.

// [|CCSS.MATH.CONTENT.6.SP.B.5], [|CCSS.MATH.CONTENT.6.SP.B.5.A] , [|CCSS.MATH.CONTENT.6.SP.B.5.B] , [|CCSS.MATH.CONTENT.6.SP.B.5.C] , [|CCSS.MATH.CONTENT.6.SP.B.5.D] // --> For these standards, I would pick one video for students to analyze the data for. Again, they can create a visual representation of the data themselves in their own charts to better analyze the data needed. I would have students present their findings as a wrap-up to the lesson. // [|CCSS.MATH.CONTENT.7.SP.B.3], [|CCSS.MATH.CONTENT.7.SP.B.4] // --> I would pick videos 1 and 2 and have students watch each video. Then, I would have students create a graph for the data (can be 2D or 3D) for each video. I would have them work together in groups to determine inferences they can make (especially if you continue the data on, just like in video 2) from the data given in the video. I would have students work together to determine how they could present their findings the best way possible.

//Other videos:// MythBusters Penny Drop [|Infinities]

//Learnzillion Videos:// //Best Fit Slope// //Variability to Persuade//

//Pros:// -Already connected to common core standards -Cross-curricular with ELA -Videos and lessons -Can "Assign" a video to a student to watch through an account -Slow pace for better understanding

//Cons:// -Only a select few videos for each topic/standard -Not all videos tie to a lesson plan on the website -Need an account to view multiple videos (may throw the students off since for students it's in small print)

//Khan Academy://

//Circles// //Quadrilaterals//

//Pros:// -Videos and quizzes to practice -Multiple subjects -So many videos and topics to choose from -Tracks student progress

//Cons:// -Videos to enhance lessons, rather than full lessons

I prefer Khan Academy so much more. I love it!

Percents
 * Learning Task #8**
 * Multiplying/Dividing Fractions**


 * Learning Task #9**

[|Poll Everywhere] Multiplying/Dividing Fractions Test Moz


 * Learning Task #10**

//Part 2: Mobile Apps Project//

//1. Math BINGO// This app has all four operations to complete the bingo board. It's just like any BINGO game, except with math practice. I like this app because you can select one operation to focus on or you can select mixed. (basic math facts)

//2. Mathemagics// This app teaches students multiple tricks on how to square numbers mentally, divide numbers evenly, multiply, etc. This app quizzes you as well as allows you to play games utilizing the tricks taught. I like this app because it teaches you tricks to do not only the simple facts mentally, but exponential facts as well. (number sense development)

//3. [|Pick-A-Path]// This app has you solving problems to get the octopus to the end of the maze. Each level it will specify what you are to reach (maximum, minimum, a specific number, etc). Although the game does the calculations for you, you still need to think of the calculations before you move onto that path to reach the target. I like this app because it incorporates all the operations. (puzzler/logic)

//4.Fractions// This app has students learn/practice fractions anywhere from simplifying them to forming fractions from a circle. It allows students to convert fractions, have fractions as mixed numbers, as well as comparing two fractions. I like this app because it also quizzes students to ensure they actually know the material. (beyond whole number ideas)

//5. Hands-On Math Geoboard// This app allows students to create geometric shapes to help them practice properties of the shapes, measurements, congruency, length, area, etc. I like this app because it allows students to visualize the shapes and see it easier (since not everyone can draw a perfect kite, parallelogram, or decagon) to complete the task at hand. (tool/manipulative)

Mobile Apps Prezi

//Part 3: Web 2.0 Project// Web 2.0 Project