1. Enhancing Depth of Knowledge through Technology
Presented by:
Ismael Miranda
On-Site Instructional Coordinator
Victor Elementary SD

2. Introduction:
The New Common Core State Standards are predicated on the idea that we must teach our students how to think abstractly and critically.
This is reflected in the CAASPP testing and how different it is from the previous testing that our students had to take.
We must teach our Students how to think abstractly and critically.
Difference between CAASPP and previous test.

3. Depth of Knowledge (DOK)
One of the key differences in the standards and expectations is that we now require our students to think and function within the differing and identified Depth of Knowledge levels.

4. DOKs

5. Technology in Facilitation
Because we are immersed in technology and our students are quite literally the technology generation, then we can create classroom engagement and insure the complex thinking that is required from the new standards through the use of said technology.

6. Per Unit, Week, or as Needed
3 Act Math Lessons
Per Unit, Week, or as Needed

7. Created by: Ismael Miranda
Gold
Created by: Ismael Miranda

8. ACT 1 – What kind of math can you do with gold?
List as many possibilities as you can.

9. The World’s Largest Gold Bar

10. What do you think I am going to ask you to do?
What do you notice?
What do you wonder?
What do you think I am going to ask you to do?

11. How much money would this gold bar be worth?
Our Question:
How much money would this gold bar be worth?
Estimate

12. Act 2 - Information
What information do you need in order to solve this problem?
What math operation(s) and knowledge do you have to have?

13. Requested Information:
The Mitsubishi Materials Corporation of Japan poured the World’s largest Gold bar. The bar is 17.9 inches by 8.9 inches and 6.7 inches high. Although it takes up the same amount of space as a large shoe box, you would not be able to lift it as It weighs 551 pounds. At the time it was poured it was worth $3.7 million.

14. Gold’s Price
As of 1/17/17

15. Conversion

16. Act 3 - Reveal
$8,053,416.00

17. Extension – Figure of Speech
Have you ever heard the figure of speech, “You are worth your weight in Gold!” This means that your are valued by someone. However, if it were true, answer the following:
For each of you, how much money would that be?
How can you find out?

18. Long Term Extension
Track the price of Gold and graph its worth daily for thirty days. Find the average price of gold for this time period. Based on your analysis, is gold a good investment? Why or why not? Reference the data collected to substantiate your point of view.

19. 8 MATHEMATICAL PRACTICES
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

20. Deleting your Textbook
Less is More

21. Numberless Word Problem
What is going on?
Numberless Word Problem
Brian Bushart

22. One number story using a graph.
If thing 1 and thing 2 were combined and thing 3 and thing 4 were combined, what would be the difference? Which two things would be the greatest?

24. What do you notice? What do you wonder?
(Assuming someone says it looks like a bar graph) What do you think this bar graph could represent?

25. What new information was added? How does it change your thinking?
(Assuming someone commented on the previous screen or on this one that there is a bar missing) What might the missing label be? Why do you say that?

27. What new information was added? How does it change your thinking?
(Assuming someone commented on the previous screen or on this one that there is a bar missing) How tall do you think the bar for Snickers might be? Why do you say that?

29. What new information was added? How does it change your thinking?
Look at the height of the bar for Snickers. How does it compare with your prediction?
Considering everything we know now, what do you think this bar could be about?
What do you think the vertical axis is going to represent?

31. What new information was added? How does it change your thinking?
What does the label on the y-axis mean? Why does it say “In Millions”?
What numbers do you think belong on the scale along the y-axis?

33. What new information was added? How does it change your thinking?
What does the label on the y-axis mean? Why does it say “In Millions”?
What numbers do you think belong on the scale along the y-axis?

35. What new information was added? How does it change your thinking?
Using the information you know now, how many dollars in sales do you think each bar represents?

37. What new information was added? How does it change your thinking?
What math questions could you answer using the information in this graph?

39. If M&M’s and Hershey’s were combined and Reese’s and Kit Kat’s were combined, what would be the difference in sales? Which two brands would have the greater sales?
What is the question asking? How can we use the information in the graph to help us answer the question?

40. 8 MATHEMATICAL PRACTICES
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

41. Number Talks
Math

42. 5 How many blue shapes do you see? Splat!
How many shapes are under the splat? How do you know?
How else could you know?
Let’s look under the splat to see how many shapes are there.
What can we learn from this picture?
Steve Wyborney

43. 23
Steve Wyborney

44. 21
Steve Wyborney

45. ? 26
Steve Wyborney

46. 29 3 3 3 3 4 3 4 3 3
Steve Wyborney

47. 8 MATHEMATICAL PRACTICES
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

48. Deduction, Critical Thinking, Reasoning
Math Mysteries
Deduction, Critical Thinking, Reasoning

49. Compiled by: Ismael Miranda
The Great Pizza Caper
Compiled by:
Ismael Miranda

50. The Problem:
Hi there, math detectives. I have an unusual case for you. This evening I was invited to join the McCauley family for their Friday night ritual of pizza and a movie. I was looking forward to an evening off, but before I knew it, there was a new mystery to solve. Now there's one thing you must know about the McCauley family, Ollie, Holly, Wally, and Polly: They LOVE pizza, but they're very picky about their toppings. They can always agree on a movie, but figuring out pizza toppings is almost impossible!

51. Pizza!
After an hour of debating, we finally ordered two large cheese pizzas, with 6 slices each. One pizza had mushrooms on the whole thing and onions on half. The second pizza had green peppers and onion on half and sausage on the other half. As soon as the pizza was delivered, we eagerly crowded around the kitchen table. All this talk about pizza had made us hungry!

52. Ollie
"I'd like two mushroom and onion slices, please," said Ollie, thrusting his plate forward. "And keep away those slimy green peppers!"

53. Holly
"I want two slices with just mushrooms," said Holly, poking her head under Ollie's elbow. "I'm allergic to everything else."

54. Polly:
"Two slices of onions and green pepper for me," cried Polly, her eyes glowing in anticipation. "Now that's the way to do pizza!" As she opened the second box, the aroma of sausage filled the room. "Eeewwww! Sausage is the WORST!"

55. Wally:
"No way – onions and mushrooms are the worst!" said Wally, grabbing two slices of sausage. "Hey, Detective, what do you like on your pizza?"

56. Me, the Detective:
"I'll take anything that doesn't have onions," I said, scooping up two of the remaining slices.

57. There is a Thief:
When we went to the living room to watch the movie, Aliens From Beyond, there were two slices of pizza left on the kitchen table. At the first commercial, Ollie asked, "Who's ready for seconds?" "Me!" we all yelled. After a minute, we heard a shout from Ollie in the kitchen. "Hey! Who took the rest of the pizza?"

58. Who Did It?
"Not me!" said Polly. "I'm not finished yet!" "I didn't take it!" said Holly. "I'm waiting for the sci-fi convention commercial." "It wasn't me, honest!" protested Wally with a mouthful of cheese.

59. The Pizza Thief is:

60. The Pizza Thief is:

61. The Pizza Thief is:
Polly

62. 8 MATHEMATICAL PRACTICES
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

63. Resources
m/maven/pizza/index.htm

64. English Language Arts Classrooms Benefits: Critical thinking
Engagement
Technology across the assignment
Collaboration

66. By Hazel Marie Heater & Ashley Navarrete
The Circus!
By Hazel Marie Heater & Ashley Navarrete

67. Ladies and Gentlemen!
Ladies and Gentlemen! Welcome to the amazing Circus by Ashley Navarrete and Hazel Heater! We will be showing you amazing tricks and telling you all about the circus! This way to The Heater Circus!!---->

68. Welcome!

69. The Heater
Here is a video of the amazing circus! Here is a tightrope walker that goes from building to building!!
Circus!

71. Ladies and
Gentlemen...

72. Acrobats!

73. A Note from the Creators!
We hope that you are enjoying the circus! There is a lot more to see, so please don’t leave now! Next, you will see animals at the circus! H & N brings you a lot to see, and we make sure you get the best of it! Let’s continue!

74. Animals at
The Circus!

78. Break-out EDU
Across the Subjects

79. Resources https://gfletchy.com/ http://robertkaplinsky.com/
Google Classroom

80. Contact Information:
Ismael Miranda On-Site Instructional Coordinator Access will be given to all my presentations and any help needed will be rendered.

81. Session Survey

82. Consulting/In-Services
I am available for Consulting/In-Service for your district.