InTech “Students and teachers collaborating to learn mathematics using the tools of our time”

InTech: How should we think about integrating technology in mathematics teaching? Create a graphic organizer for your thoughts.

InTech Goals 1. Improve student academic achievement in secondary mathematics. 2. Provide opportunities for teachers to improve their practice through ongoing collaboration and rural/urban team partnerships. 3. Effectively integrate technology to teach and learn mathematics.

Darren’s movie

Technology Hardware  Computers  Printers  Calculators  CBL / CBR  Probes  TI-Navigator  TI-Nspire  IPODs  Mimio / Smartboard

Technology Software  TI-Interactive  TI-Connect  TI-Smartview  Geometer’s Sketchpad  Cabri Geometry  HandyGraph  MathType  Microsoft Office PowerPoint Word Publisher Excel  Inspirations

Technology Internet   Websites  E-portfolios  UTIPS  E-desk

Activities that engage students outside of school.

Professional Development The practice of training teachers on skills rather than on how to use technology to enhance student learning handicaps the potential to promote higher- order thinking.

InTech Teacher Summer Collaboration in Price and Riverton Utah CollaborationTimeline Day 1 Getting to know you. Select the big idea focuses for teacher pairs. Intro sample units and assessments. Examine the possible technologies. Set up teacher wikispaces. Day 2 Develop unit criteria. Select and learn the technology for the big idea focus. Plan the lesson activities, connections with other resources, and sequence. Beginning project and assessment preparation. Update wikispaces. Day 3 Continue lesson/assessment preparation. Evaluate and revise. Update wikispaces. Day 4 Project and assessment preparation. Trial run with students and teachers. Evaluate and revise as a group. Upload to SEUTIPS InTech Website.

InTech Web Page InTech 1. Units 2. Unit Overviews and Lesson Plan 3. Student Testing 4. Other Resources 5. Student Zone

Individual Teacher Assignments Student Links InTech Lesson Plans Textbook Links District, School, and Teacher Links

We continue our collaboration each month through video conferences. Price is on screen and Riverton is sitting in the room.

Students Working and Student Work

Carnegie Learning’s computerized math program was used with students that traditionally struggled with learning mathematics.

Each school purchased a mobile lab, using computers for instruction, review, math games and explorations, and assessments.

Unit One-The Real Number System

By: Natalie H. Samantha T. Tessa T.

Mayans North of Peru, centered on Yucatan Peninsula in Central and South America Mayans had as many as twenty states The Mayan civilization existed 3,000 years It had written language, architecture, a well- ordered social class system, agriculture, art, the development of a calendar, trade and a well- developed religious system. They had 30 different languages.

Mayan Number System Had 3 symbols instead of our 10 Shell represents 0 Dot represents 1 Bar represents 5 Ex. 3 bars and 1 dot would be 16

Digits are stacked with the higher significant digit at the top Ex. Look at 24, the dot at the top of 24 would equal 20 plus the 4 underneath (Remember they counted by 20)

Mayan numbers existed as far back as the early classic period (400 A.D.) The Mayans had the first zero The Mayans used a base twenty system Numbers can be illustrated by face type glyphs but were hardly used.

For Unit One-The Real Number System students used graphing calculators to support their learning about numbers.

Unit 2-Solving Equations and Inequalities National Library of Virtual Manipulatives

NLVM

As a culminating activity for Unit 2-Solving Equations and Inequalities, students were asked to develop a Windows Movie Maker file as the medium for presenting a story problem that required them to solve, at least, a two step equation. Here is an example: Christian’s Movie

Unit 3 Proportional and Linear Relationships CBRs are used as a tool to help student develop understanding about linear graphs.

Unit 4-Analyzing real world linear data Oquirrh Hills Middle School-InTech Algebra Unit 3 Assessment-Create Your Own Constellation Name ________________________________ Date __________________Period ____ Due Date_____________ Student Directions: Create a picture on a coordinate grid that represents something about you. Choose at least seven dominant points. Points must be in each of the four quadrants. Connect those points with straight lines to create a constellation. At least four lines must not be horizontal or vertical. Write the equation for each line, at least six equations – use the attached worksheet. Equations must be written in red ink. After you have your equations complete, have your teacher’s initial your work. You will then open the Geometer’s Sketchpad (GSP) and draw your constellation in it. Save your work on the desktop. You will use GSP to check your constellation equations. You must write the correct equation from the GSP in blue ink below your red inked answer. Write a paragraph (at least five sentences) that explains the constellation and your story behind it. You will be graded on neatness and accuracy of your picture (20 points), linear equations (60 points), and paragraph (20 points). The entire project is worth 50 points. Project Title: ____________________________________________________________________ ______________________________________________________________________________________________________ NumberSlope, Point, or Points used to determine the EquationShow WorkEquation/Equation Check 1 2

Sample constellation: The constellation below represents the bull which was a significant figure in a town that I lived for many years. The bull was honored for its courage and strength. It was celebrated each weekend in Mexicali, a Mexican city across the border from where I lived. The bullring was festive with excitement at each of the bullfights. The courage of the bullfighter and the bull were both tested.

Unit 5 Solve Systems of Equations and Inequalities-Students used graphing calculators, GSP, and a SmartBoard to find solutions using systems of equations and inequalities.

Changes: John DeSandre in Price, shortly before school began, had his assignment changed to teaching science and geometry. He adapted his plans quickly to continue integrating technology as a tool for instruction, Here are student works on GSP on constructing Parallel lines and parallelograms.

triangles and polygon interiors

1918 Spanish flu By Sarah

Some Facts about the flu The Spanish flu occurred in about 25 million people died including about 800,000 Americans! In India the rate was extremely high at around 50 deaths from influenza per 1,000 people! Science reveals another US team has successfully recreated the 1918 virus in mice.

How Many People died It Started just as 40 to 50 million people Then 50 to 100 million people world wide The infection rate was 50%

Student e portfolios January 19, 2008 Dear Parent(s)/Guardian(s), The Internet provides a unique opportunity for students to display, share, and communicate about their school work with their family and other students. As part of an ongoing collaboration with the Carbon School District through Project InTech, my Algebra I classes at OHMS will be creating an individual web page for each student. Project InTech is a pilot for future teacher professional development as established by the Utah Office of Education. This project focuses on helping teachers use technological tools to enhance mathematics instruction. Student e-portfolios is one part of this project. For more information on InTech please access InTech’s web page at My webhttp:// page may also be accessed at Student web pages will allow students to create electronic web portfolios to display student work for viewing by other students and their parents. These web pages will be set up through the Southeastern Utah Test Item Pool Service (SEUTIPS) and are free for students to use as part of Project InTech. SEUTIPS is part of a statewide network that teachers use for testing and for teacher web pages. Important information to know about SEUTIPS includes: The site is secure and password protected; Students will use their intials to protect their name; All student work may be viewed by parents and students using a password to access the portfolio; Students may publish specific projects that will be viewable on the open web or keep their site viewable only through a password; Each math teacher will be able to access each site to score student work and review the site for proper; Each student will own the copyright on all materials they create and then post to their portfolio or publish on the Internet; Students may not post photos of themselves without the approval of parents indicated on the goldenrod permission slip; Student web sites will be the property of each student and their parents with parents deciding on the continuation of the web page after June 10, All guidelines of the Jordan School District Student Information Network Acceptable Use Policy must be adhered to. Each student is not required to create a web portfolio. They must have the goldenrod Jordan School District permission slip signed by students and parents to have their own web portfolio. Students that do not create a web portfolio will create a portfolio saved on a CD.

Plans for upcoming year New partnerships Ongoing partnership

Simplify the process 5-8 units Develop thoroughly one or more technology based focus for each unit. Plan a curriculum map which incorporates the technology focuses and allows for adequate time for implementation. Enlvm Instructional Architect

Grants and Technology Sources See Walter’s wikispace

What are your questions? Suggestions?

Access to resources InTech handbook seUTIPS

Contact Information Walter Lewis (Oquirrh Hills Middle—Jordan): Robyn Hussey (Mont Harmon JH—Price): Camille Baker (Jordan District): Heather Riddle (Granite District): Diana Suddreth (USOE):

Quick Intro of the Players