Genevieve+R


 * Genevieve Rawlings • genevieve_rawlings@hcpss.org**



I am a Math Instructional Support Teacher at Dunloggin Middle for Howard County Public Schools. I am completing my Master's Degree in Mathematics Education with a Middle School Focus. This page is a compilation of my work for the course, Math 684.251, WebTools 2.0.


 * Learning Task #1**
 * Click here on the link, [[file:Rawlings SAMR.pptx|SAMR]], to view my PowerPoint on SAMR, a model that explains the different stages of technology integration.**

>>
 * My Reflection: **
 * My thoughts about technology in the classroom:
 * Technology should enhance learning.
 * Technology engages students.
 * The teacher should be aware of the various stages in the SAMR model in order to decide which stage they may want to begin using a particular piece of technology.
 * My strengths and/or challenges with technology in life/in the classroom:
 * My strengths are that I am not afraid to try out a piece of technology with students. In fact, when technology fails, my students have been the first ones to figure out how to fix it! Like any good teacher, I always have a plan B, just in case.
 * My challenge with technology occurs when the latest technology is not readily available.
 * What are your goals for this course?
 * My goal is to learn about apps and programs that I don't have the time to find for myself at the moment. After looking at each week's task, I am excited to see some of the tools that I didn't know existed.
 * Learning Task #2**
 * Web 2.0 describes how we use technology in today's world. Technology is not just a way to access information anymore. Web 2.0 describes how we interact with the world through the use of technology.**
 * One Web 2.0 tool that I have researched, Today's Meet, is a discussion tool for the classroom. This tool allows students to interact with one another and reference each other's comments. I created my own room.** **Click [|here] to visit! Also, I created a class on KidBlog. Click [|here] to visit my KidBlog!**


 * Learning Task #3**
 * [[file:Biteslide - Multiplying Fractions_5NS.png|Click here to see a BiteSlide on 5.NS, Multiplying Fractions]] or [|click here] to see a Prezi on the same topic.**

__**Top Ten Virtual Manipulatives:**__
 * Learning Task #4**
 * 1) [|Volt Meter]– electronic charge(s) from batteries combine make zero 6.NS.C.5. Also, the volt meter leads into addition of integers 7.NS.A.1.a-d.
 * 2) [|Color Chips Addition] – students conceptually add integers 7.NS.A.1.
 * 3) [|Color Chips Subtraction] – students conceptually subtract integers 7.NS.A.1.
 * 4) [|E-Lab Order of Ops] - students fill in one missing operation to complete the problem to practice solving fairly easy order of operations problems 7.NS.A.3.
 * 5) [|Primary Krypto] – students choose numbers and operations to make the target number in order to practice order of operations problems 7.NS.A.3.
 * 6) [|Area of a Parallelogram] - Find the area of a trapezoid by composing or decomposing the trapezoid into a rectangle (6.G.A.1)
 * 7) [|Geometric Solids]- change from net to solid and see all of the properties for the solid & create your own net, print, and fold to create the geometric solid 6.G.A.4.
 * 8) [|Cube Nets] – Use to introduce 6.G.A.2- pack right rectangular prism with cutes to prove l x w x h=V (lead to solving when lengths are fractions)
 * 9) [|Random Drawing Tool]- Simulate drawing tickets 7.SP.C.8c.
 * 10) [|Data Grapher] and [|Advanced Data Grapher]- Basic graphs and more advanced graphs allow students to choose the graph to model their data during the modeling cycle (sub-claim D) Grades 6-12.

For this learning task, I explored Google Forms as a way to survey students and colleagues. See the links to see examples. [|Link to student survey] [|Link to colleague survey]
 * Learning Task #5**

> __Lesson Briefs from Given Videos:__
 * Learning Task #6**
 * [[file:Types of Triangles.kid|Click to see the mindmap I created using Kidspiration 3]].
 * [|Click to see my padlet]!
 * [|Click to see my Popplet!]
 * Learning Task #7**
 * 1) [|Watch this video] and think about what factors might influence the speed of a swimmer. Have students visit [|this website] to discuss if they think physical characteristics might play a role in speed. Then, have students use the same website to see if there is a correlation between speed and arm span of Olympic swimmers. Discuss if a proportional relationship exists.
 * 2) Watch these three videos: [|Men's Long Jump], [|Men's 100-Meter Freestyle], [|London Olympics 2012] to have students discuss what they think will happen in 500 years. Is it possible for swimmers to continue improving by 1 second faster every 8 years? Right now, the fastest swimmer has a record around 47 seconds. What will happen in 376 years? Why did I choose that number? Then, have students create their own questions surrounding the videos to promote class discussion.
 * 3) Watch these three videos: [|Men's Long Jump], [|Men's 100-Meter Freestyle], [|London Olympics 2012] to promote a discussion surrounding data collection. Why is data collection important? How was the data displayed? Then, have students collect data of their own class and display using Show Me, a graph, a table, or any other media they can think of that accurately displays the data.

__Lesson Briefs from Videos:__ > > __ Kahn Academy vs. Lesson Planet: __ 8.F.B.4 [|Slope of a line on Khan Academy] versus [|Interpreting linear relationships on LearnZillion]. LearnZillion presents similar information using real-world examples while Khan Academy simply uses data on a graph. In the LearnZillion videos following, the videos explore the properties of slope in real-world context. See an example: [|interpret and analyze graphs].
 * 1) Watch[| Honey I Shrunk the Kids trailor] with the class. Read the description of the movie for students that have not seen the movie: "Rick Moranis stars as a preoccupied inventor who just can't seem to get his electro-magnetic shrinking machine to work. Then, when he accidentally shrinks his kids down to one-quarter-inch tall and tosses them out in the trash, the real adventure begins! Now the kids face incredible dangers as they try to make their way home through the jungle of their own backyard! Hurricane sprinklers!..." If the kids were originally 4 feet 8 inches tall, how big did the broom have to be to make the kids look one-quarter-inch tall? Then, have the students go around the classroom, collect heights of various items, and then figure out how to "shrink" them down to have the same proportional relationship as the items in the movie.
 * 1) Watch the [|Double Stuffed Oreo] commercial. Pose the question, "Do double stuffed oreos really have twice as much creme in the middle?" Give students calculators, rulers, graduated cylinders, regular and double stuffed oreos, graph paper, and pencils. Allow students to work together to answer the question.
 * 2) Watch the video on [|Making a Scale Model Matchbox Car] to promote discussion about scale factor and what it means. Then, give students materials to construct a 2-D version in teams of their matchbox car.

S-ID.C.7 Interpret slope and intercept of a linear function in context on [|LearnZillion] versus [|KhanAcademy] both are in-context or real-world because that is what the standard specifies. However, when searching for the standard on KhanAcademy, I had to search by using key words instead of being able to search by the Common Core standard.

In addition, LearnZillion gives "lesson plans" that prompt the student to attempt the math on their own. [|Here's an example.]

Overall, I prefer LearnZillion. The site is easy for teachers to navigate because the website is organized by standard. However, I feel that KhanAcademy is a little more user-friendly to parents and students who might not know which standard to search. As a teacher, I would and have used LearnZillion in my classroom (usually just snipits or ideas) and then I direct students to KhanAcademy at home so that they can see a different format of the same information.

This week, I taught myself to use educreations to create an educational video. If you choose to use this tool, do yourself some favors: FIRST: create a script. SECOND: before you begin filming/recording your voice, take a screenshot of each page if you already created the pages. THIRD: USE THE PAUSE BUTTON EVERY ONCE IN A WHILE. You cannot edit. /sorry/ I had to vent a bit. I scraped my entire creation multiple times... 4 hours later... [|Click here to see my final educreation!]
 * Learning Task #8**

Beforehand, I used a combination of a document camera, pre-made props, and a script to film. It honestly took about the same amount of time, but was a little less frustrating.

Click [|here] to participate in my Pi Day poll on Poll Everywhere! Or, text [|GENEVIEVERAW515]  to [|37607]  to join the session.  Then, text a response.
 * Learning Task #9**

To try my Pi Day Quiz on Kahoot! click [|here]! Or, go to [|kahoot.it] and enter the game pin 325864

Click to see the rubric I made using RubiStar!

Mobile Apps (available on iPads and most are available on an iPhone, too):
 * Learning Task #10**
 * 1) Chicken Coop Fraction Games- add, simplify, estimate, compare, and find equivalent fractions. This app has a nice balance between conceptual (number lines, painting a fraction of a wall, and so on) and procedural strategies. The procedural strategies are well explained and have a visual to accompany.
 * 2) Golden Beauty Meter- Da Vinci used the Golden Ratio to paint the Mona Lisa. This a really fun way to tie art into math when introducing ratios. It would be neat to use this app on a few willing teachers, and yourself (as students might be self-conscious) to show students how it works and then launch into an art project using ratios and proportional reasoning.
 * 3) Probability Tools- This app is great to use during a probability and statistics unit as an option for students to use when choosing how to simulate an event.
 * 4) Free Graphing Calculator- This app is self-explanatory and useful for students (and teachers, too) who have an iPhone and do not want to purchase and/or lug around a clunky graphing calculator. On android phones, there's a free TI Scientific Calculator, too... who needs an expensive graphing calculator anymore?!
 * 5) Math Tappers- Numberline: Students are able to place whole numbers, integers, and real numbers on a number line with or without tick marks. I really like the ability to take away the tick marks to make using a number line a little more of a challenge... and it helps students with proportional reasoning and approximation!

Click the link below to take a look at a Weebly I created to use with parents and my math team! I have found it very useful to use with parents when they are not sure what resources to use and where to find them. I added a blog portion to the website because I am hoping that it will allow for even better/easier communication! http://dunlogginmath.weebly.com