Alison

Alison Mariano amaria1@students.towson.edu Alison_Mariano@hcpss.org
 * Name • Email**

I completed my undergraduate degree at Stevenson University in Middle School Education (Math and Science). This class completes the last 3 credits I need to complete my Masters in Math Education (from TU). I am currently finishing my first year of teaching at Patapsco Middle School in Howard County where I teach 8th grade Algebra and 8th grade Physical Science.
 * Bio**

[|UDL Prezi Task 1]
 * Learning Task #1 (submitted through email):**

[|My Todays Meet]
 * Learning Task #2**

[|My Kid Blog!]

Web 2.0 - Web 2.0 refers to second generation web based tools and applications. These tools and apps can be used for a variety of purposes including in the classroom. Web 2.0 tools typically do not just provide information but allow the user to interact with the technology and with others.

[|Standard Deviation Glogster]
 * Learning Task #3**

[|Completing the Square Prezi]


 * Learning Task #4**

__#1-5 Common Core Algebra 1__ __# 6-10 Common Core Math Grade 8__

1. [|Balncing equations (with negatives)] OR [|Balancing equations] (Very similar) A.REI.A.1 Explain each step in solving a linear equation as following from the equity of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

2. [|Algebra Tiles] A.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

3. [|Box Plot] S.ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different sets

4. [|(a+b)^2] A.SSE.B.3 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.

5. [|Histogram tool] S.ID.A.2 Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different sets

6. [|Function Machine] 8.F.A.1. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

7.[|Line Plotter] 8.EE.B.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.

8. [|Distance Time Graph Gizmo] 8.EE.B.5. Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways.

9. [|Line of Best Fit] 8.SP.A.2. Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

10. [|Squares on Triangle] 8.G.B.6. Explain a proof of the Pythagorean Theorem and its converse.

Student Google Form (This is a test I gave my Algebra students) [|Rabbit Problem]
 * Learning Task #5**

Parent Google Form [|Parent Survey]


 * Learning Task #6**

[|Padlet]

[|Popplet]

Lesson 1: 8.SP.A.2. Know that straight line are widely used to model relationships between two quantitative variables. For variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of data points to the line. > http://www.databaseolympics.com/sport/sportevent.htm?sp=SWI&enum=120
 * Learning Task #7**
 * Part 2:**
 * Watch the first 2 minutes of Video #2
 * Pose a Question: In which Olympic Games will the 45 second record be set in the Mens 100-Meter freestyle event?
 * Provide the students with data for the medalists in this event.
 * Allow students to work in groups to chart the data, create a graph, find a line of best fit, and predict the year. Be sure to have a class discussions about the real world limitations of this line (ex: Can we use this line to predict when someone will swim 100 meters in 10 seconds? Is it possible to swim 100 meters in 10 seconds?)
 * Watch the end of the video and compare their results (Compare suggested rate of change given in the video, and the predicted year for the 45 second record)

Lesson 2: S.ID.C.9 Distinguish between correlation and causation.
 * Watch the first 2 minutes and 16 seconds of Video #1.
 * Pose the question: Can we determine that their is a causal relationship between the Mens 100-Meter sprint times and the year of the Olympics in which the event took place?
 * Allow students to discuss what they know about causation versus correlation. Students should come up with a list of lurking variables that may be present.
 * Watch the last part of the video to see if any of the variables named are similar.

S.ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. b. Informally assess the fit of a linear function by plotting and analyzing residuals.
 * Watch video #1.
 * Pose a second question: How accurately can you determine the winning time for this even in the next Olympics?
 * Students should discuss ways to predict based on a pattern. Students may graph to find a line of best fit or find it by entering data into the calculator.
 * Students will need to discuss what makes a line of best fit have a stronger or weaker ability to predict. Students can choose to find the correlation coefficient or create a residual plot to support their explanation. Students should understand that an individual residual is the difference between the actual time of the runner and the time predicted by the line of best fit.


 * Other videos I found! -**
 * https://www.youtube.com/watch?v=XFkn37BDvTw&list=PLC3B5FA63331ACCCD**
 * https://www.youtube.com/watch?v=IC1JQu9xGHQ&list=UUrMePiHCWG4Vwqv3t7W9EFg**
 * https://www.youtube.com/watch?v=WXsNh7QV_4Y**

Part 3:
 * Kahn: I much preferred this resource. A lot more to pull from in order to construct a lesson of my own.**
 * 1. [|Solving Systems Graphically]**
 * 2. [|Cross Sections]**
 * 3. [|Multiplying Binomials]**


 * Pros:**
 * All of the components of a lesson are provided.**
 * Tons of problems and videos to choose from.**
 * I like the "show me how" feature on the problems.**


 * Cons:**
 * Overwhelming number of resources on a given page.**
 * Appears to be only components of lessons (video clips and problems), not really fully constructed lessons.**
 * There should be a symbol next to each link showing if it is a video or a problem. *Actually I just figured out how! I wish it were more clear at a glance***


 * Lernzillion:**
 * 1. [|Linear System (No Solution)]**
 * 2. [|Volume of a Cone]**
 * 3. [|Subtracting Polynomials]**


 * Pros:**
 * Some lessons are included. (Warm Ups, Teacher notes, Videos, and Practice problems)**
 * Lessons and videos are linked by Common Core standard.**
 * The site includes resources for ELA.**


 * Cons:**
 * Not easy to navigate.**
 * Not many resources for individual standards. Not as topics are covered.**
 * Lesson plans not as detailed as they could be.**
 * No full lesson plans for high school.**

Learning Task #8

[|Educreations Video #2]

Learning Task #9

[|My Poll]

[|My testmoz]

Learning Task #10** PART 2

Mobile Apps: 1. [|Algebraniac: Linear Equations] This app helps students practice solving simple linear equations. Students have the ability to choose between equations with only whole numbers, equations with fractions, and equations with decimals. Students can also choose between one or two step. These features are helpful for making sure the problems given are appropriate to the students current skill level. This app would breaks down the process of isolating a variable and gives the student continuous feedback. This simple skill practice app would be appropriate for any Algebra student who has continual struggles with this type of prerequisite skill.

2. [|Threes!] This is a puzzler game where the user combines addends and multiples of 3. This game is fun and engaging for kids and adults! It helps to develop ideas of repeated addition/multiplication as well as an understanding of patterns and structure. This game can require critical thinking and strategy to continue playing. This game could be a reward or incentive for students to play at the end of class or even used as a short brain break between activities.

3.[|Special Binomial Products] There is a specific lesson for each type of special binomial products. Problems include visual models that will give students a conceptual understanding of why these binomial products are special. This app allows you to practice factoring or expanding special binomial products. Students can check their mental calculation using this app. The app will keep track of the users progress in each of the categories.

4. [|Algebra Tiles] This app allows students to use algebra tiles the same way they would in the classroom. The app is set up as a white board where the user can write notes or problems on the tablet using different color "white board" markers. This app will help students who are having difficulty with certain conceptual understandings and need their additional practice to include manipulative. This app would also be helpful in motivating students to use the manipulatives who typically do not like to use them.

5. [|Quadratic Master] This app would allow students to practice with quadratic equations in what ever way they needed. This app provides quadratic problems that can be solved by multiple methods, graphing capabilities, review of all of the different forms of a quadratic function, and can helps identify key features. This would be an excellent app for any algebra 1 or 2 student.

[|Mobile Apps for Math - Prezi]

PART 3 Web 2.0 Project: [|2.0 Tool - Mathway (Glogster)]

Mathway is an online tool that allows students to type in any type of problem and receive an answer (typically modeled more than one way). The tool is free to use any of the functions however the free version does not include step by step information for a solution. There is an excellent graphing function that can graph multiple functions at a time. Students can choose the tabs at the top that indicate different options for different subjects. It seems to provide answers to a limitless number of problem types. Students can also access a glossary and create their own worksheet for practice. This would be a great tool to help students become independent in checking their answers while working in or out of class.

PART 4

This class has validated my feelings about web 2.0 and mobile apps for the classroom. They can be an excellent resource and can enhance student learning if used properly. They can help break down the barriers that many students face in the classroom.

There were many new things I enjoyed learning about during this course. This course gave me a much needed opportunity to try out new technologies that I had little or no experience with before. I appreciated that several of the learning tasks gave me the opportunity to go back and reuse some of the technologies from I learned about in previous learning tasks. I felt like this gave me an opportunity to further explore and strengthen my abilities with certain tools. This has allowed me to get comfortable enough with some of these new tools to try using them in the classroom. There are several mobile apps and web 2.0 tools I have already begun to use with my summer school students and plan to continue to use next school year.

If I could change anything about this class I would want this to be a collaborative experience in a classroom where I could discus ideas about how to use some of these new tools in the classroom with other teachers.