area 1

12 7M3 2

absolute value 3

10 7N4 4

12 7N4 5

bar graph 6

08 8D2 7

coordinate plane 8

12 7P4 9

10 7G4 The coordinates are 10

congruent 11

10 7G2 The side of GHEF congruent to AB is 12

decimal 13

12 7N1 14

expression 15

11 7.N6 16

11 7P2 17

08 7P2 18

11 7P3 19

edge 20

11 7G7 21

equation 22

12 7P4 23

08 7P6 24

exponent 25

10 7N5 26

fraction 27

11 7.N.9 fractions The total number of cupcakes Alice are was 28

graph 29

09 7d1 30

Interior angles 31

11 7G1 Interior Angle Measures 32

mean 33

12 7D2 34

median 35

12 7D2 The median number of bottle of juice sold for the 8 days was 36

06 8D3 37

mode 38

10 8D3 mode 39

08 8D3 40

11 7d2 41 You can use the next slide if you need room

numerator 42

order of operations 43

09 8N7 44

09 8N5 45

probability 46

09 7D3 47

pattern 48

10 7P1 49

quadrilateral 50

range 51

08 7D2 The range of the heights of the herons is 52

09 7D2 53

Right angle 54

08 7G1 55 The value of x is

stem-and-leaf plot 56

11 7D1 57

08 7D1 58

Scientific Notation 59

08 7N3 60

transformation 61

11 7.G.6 62

unit price 63

08 7N2 64

venn diagram 65

11 7D1 66

variable 67

08 7P2 68

09 8P6 69

volume 70

12 7M3 The volume of the rectangular prism is 71

whole number 72

x-axis 73

12 7g4 The coordinates of point T are: 74

yards (measurement) to inches 75

10 7m1 76

zero 77

extra credit 78

extra credit 79

Work Cited 80

Extra slide to put pictures on if needed 81

how to group 82 Draw angle with line tool Acute Angle >0 º< 90º Draw angle with line tool With your mouse draw a rectangle around it all Draw--group Obtuse Angle >90 º< 180 º Right Angle 90º 82

Demo with transitions 83 Acute Angle >0 º< 90º Right Angle 90º Obtuse Angle >90 º< 180 º 83

84

Rubric 85

4 86

4 87

3 88

2 89

1 90

91

92

Rubric 93

4 94

4 95

3 96

2 97

1 98

99

Directions 100 Math Vocabulary Links Add Video LEARN Look up the definition (at least 2 different websites/book and write your own definition and type it into the text box. Make sure YOU understand the meaning of the word. Find/create a visual for the word, that demonstrates your understanding of the math vocabulary word. Use Custom Animation/Action buttons…be original! PRACTICE/TEACH Use Word Art and Auto Shapes to illustrate the MCAS question. Add custom animation. Optional: add a hyperlink to practice examples or to a video. http://www.amathsdictionaryforkids.com/ http://www.hbschool.com/glossary/math2/index6.html http://www.glencoe.com/apps/eGlossary612/index.php http://users.erols.com/bram/dictionary2.html http://www.math.com/school/glossary/glossindex.html http://home.blarg.net/~math/deflist.html http://www.coolmath.com/reference/online-math-dictionary.html http://www.didax.com/mathdictionary/index.cfm/Category/X.cfm http://www.mathwords.com/ http://www.mathpropress.com/glossary/glossary.html http://mathcentral.uregina.ca/RR/glossary/middle/glossaryab.html http://intermath.coe.uga.edu/dictnary/results.asp?letter=A Math Vocabulary Links Add Video 100

Created by: Name Multimedia Math Vocabulary 101

Learn...Practice...Teach Getting Ready for... 102

ABC Multimedia Math Project Goals and Objectives: Create a Math Multimedia Slideshow using PowerPoint—complete with digital images, borders, clip art, word art and animations to make the presentation exciting! Guide students through the “design “ phase of their PowerPoint creations. Learn about Design Strategies and practice applying them to their slides . Use critical thinking skills to design a slide for each vocabulary math word. Learn how to use the drawing toolbar and custom animations. Use search engines effectively to find information to enhance slides. Learn how to use Action Buttons to hyperlink to internet sites and hyperlink to other slides. To build math vocabulary by having students research the special meaning of words in math. To help to review for Math MCAS test in May by having students demonstrate their understanding of math vocabulary and by working out actual mcas test questions 2006-2012. This will provide review and remediation to all students. Create a polished slideshow with a clear focus, adequate detail that highlights their math vocabulary. Present the “best” slides to Grades 4, 5and or 6. 103

MCAS Dept. of Sec. Ed. 104

How to add an Action Button click video game Go to the website you want to link to Copy the URL Go back to your PowerPoint slide Go to Auto Shapes—select action buttons—draw the first one onto your PowerPoint slide Action Setting box appears---Hyperlink to--down arrow to URL CTRL V to paste the URL You can color in the box and write on it too! You must be in slideshow to test it out! Be sure to link video, more information, or games/activities Be Creative! Happy Surfing! 105

Rubric Grade/Group__________Date__________________ Mrs. Beck/Computers 90-100 80-89 60-79 0-59 4 3 2 1 Excellent Advanced Good Proficient Fair Needs Improvement Poor Displays knowledge of Math vocabulary. Student demonstrates full knowledge (more than required) with explanations and elaboration. Student presents information in logical, interesting sequence—slide has originality and great design that shows inventiveness. Student used drawing toolbar and visuals/action buttons along with custom animation/sound to reinforce screen text and presentation. Displays knowledge of Math vocabulary. Student is at ease with content, but fails to elaborate. Student presents information in logical, interesting sequence—The slide shows a little bit of originality of originality but based on other people’s ideas, images. Good visual and drawing toolbar was used to enhance visual. Visuals related to text and presentation. Custom animation was added. Displays knowledge of Math vocabulary. Student is uncomfortable with information and is able to answer only basic questions. Student presents information in logical, sequence—The slide has little originality is very basic and there is no evidence of new thought or inventiveness. Student used visuals mostly copy/pasted—didn’t use drawing toolbar and didn’t add animation. Displays just a little knowledge of Math vocabulary. Student does not have grasp of information; student cannot answer questions about subject. The slide is a minimal collection or rehash of other people’s ideas, and images (copy and paste). There is no evidence of new thought. Student used very little/part of or no visuals. 106

1 Needs Improvement 0-59 Displays just a little knowledge of Math vocabulary. Student does not have grasp of information; student cannot answer questions about subject. The slide is a minimal collection or rehash of other people’s ideas, and images have been copy/pasted. There is no evidence of new thought. Student used very little/part of or no visuals. 107

Area Number of square units needed to cover a surface enclosed by a geometric figure Demo 1 108

2 Fair Needs Improvement 60-79 Displays knowledge of math vocabulary. Student is uncomfortable with information and is able to answer only basic questions. Student presents information in logical, sequence—The slide has little originality is very basic and there is no evidence of new thought or inventiveness. Student used visuals mostly copy/pasted didn’t use drawing toolbar and didn’t add animation. 109

AREA The number of square units that covers a shape or figure. The size a surface takes up measured in square units. 5 x 4 Demo 2 110

3 Good Proficient 80-89 Displays knowledge of math vocabulary. Student is at ease with content, but fails to elaborate. Student presents information in logical, interesting sequence—The slide shows a little bit of originality but based on other people’s ideas, images. Good visual and drawing toolbar was used to enhance visual. Visuals related to text and presentation. Custom animation was added. 111

a e r a 7 x area=49 squared in. 7 Demo 3 112 The size of a surface. The amount of space inside the boundary of a flat object (two dimensional) object such as a triangle or circle. area=49 squared in. 7 Demo 3 To find the area of a square or rectangle, multiply the length by the width. 112

4 Excellent Advanced 90-100 Displays knowledge of Math vocabulary. Student demonstrates full knowledge (more than required) with explanations and elaboration. Student presents information in logical, interesting sequence—slide has originality and great design that shows inventiveness. Student used drawing toolbar and visuals/action buttons along with custom animation to reinforce screen text and presentation. 113

Count the little one-inch squares and find the total area. See Area Formulas Count the little one-inch squares and find the total area. The number of square units that cover a shape or figure. 4 3 4 x 3 12 2 in Is it the same as multiplying the width of the rectangle by the height? Demo 4 114

Angle Scoring: What a 0 looks like Teacher Demo 115

The figure formed by lines Displays just a little knowledge of Math vocabulary. Student does not have grasp of information; student cannot answer questions about subject The slide is a minimal collection or rehash of other people’s ideas, and images (copy and paste). There is no evidence of new thought. Student used very little/no visuals. Student didn’t use animation or action buttons. The figure formed by lines Angle Scoring: What a 1 looks like Teacher Demo 116

Angle Scoring: What a 2 looks like Teacher Demo 117 Displays knowledge of Math vocabulary. Student is uncomfortable with information and is able to answer only basic questions. Student presents information in logical, sequence—The slide has little originality and there is no evidence of new thought or inventiveness. Student occasional used visuals that did support text and presentation. Students used little animation, no action buttons. The figure formed by rays (two line segments) that extend from a given point. Scoring: What a 2 looks like Teacher Demo 117

Click on the word rays to learn more…. Displays knowledge of Math vocabulary. Student demonstrates full knowledge with explanations. Student presents information in logical, interesting sequence—slide has originality and great design. Student used visuals to reinforce screen text and presentation. Student understands action buttons and custom animation. Click on the word rays to learn more…. The figure formed by rays (two line segments) that extend from a given point. Angle Investigate More about angles Play a game Scoring: What a 3 looks like Teacher Demo end 118

What are some angle names? Displays knowledge of Math vocabulary. Student demonstrates full knowledge (more than required) with explanations and elaboration. Student presents information in logical, interesting sequence—slide has originality and great design that shows inventiveness. Student used visuals to reinforce screen text and presentation. Student understands action buttons and custom animation and used animation in a unique way. Teacher Demo Obtuse Angle >90 º<180 º Right Angle 90º Right Angle Acute Angle >0 º<90º Acute Angle Obtuse Angle Angles So many different angles! Investigate More about angles This is Easy! What are some angle names? What do they measure? This can be confusing Test it out! Angle Games! YES! It equals 180° Is a straight line an angle? Click to find out… Scoring: What a 4 looks like end 119 All these are angles!