1. area 1

2. 12 7M3 2

3. absolute value 3

4. 10 7N4 4

5. 12 7N4 5

6. bar graph 6

7. 08 8D2 7

8. coordinate plane 8

9. 12 7P4 9

10. 10 7G4
The coordinates are 10

11. congruent 11

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

13. decimal 13

14. 12 7N1 14

15. expression 15

16. 11 7.N6 16

17. 11 7P2 17

18. 08 7P2 18

19. 11 7P3 19

20. edge 20

21. 11 7G7 21

22. equation 22

23. 12 7P4 23

24. 08 7P6 24

25. exponent 25

26. 10 7N5 26

27. fraction 27

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

29. graph 29

30. 09 7d1 30

31. Interior angles 31

32. 11 7G1
Interior
Angle
Measures 32

33. mean 33

34. 12 7D2 34

35. median 35

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

37. 06 8D3 37

38. mode 38

39. 10 8D3
mode 39

40. 08 8D3 40

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

42. numerator 42

43. order of operations 43

44. 09 8N7 44

45. 09 8N5 45

46. probability 46

47. 09 7D3 47

48. pattern 48

49. 10 7P1 49

50. quadrilateral 50

51. range 51

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

53. 09 7D2 53

54. Right angle 54

55. 08 7G1 55
The value of x is

56. stem-and-leaf plot 56

57. 11 7D1 57

58. 08 7D1 58

59. Scientific Notation 59

60. 08 7N3 60

61. transformation 61

62. 11 7.G.6 62

63. unit price 63

64. 08 7N2 64

65. venn diagram 65

66. 11 7D1 66

67. variable 67

68. 08 7P2 68

69. 09 8P6 69

70. volume 70

71. 12 7M3
The volume of the rectangular prism is 71

72. whole number 72

73. x-axis 73

74. 12 7g4
The coordinates of point T are: 74

75. yards (measurement) to inches75

76. 10 7m1 76

77. zero 77

78. extra credit 78

79. extra credit 79

80. Work Cited 80

81. Extra slide to put pictures on if needed81

82. 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

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

84. 84

85. Rubric 85

86. 4 86

87. 4 87

88. 3 88

89. 2 89

90. 1 90

91. 91

92. 92

93. Rubric 93

94. 4 94

95. 4 95

96. 3 96

97. 2 97

98. 1 98

99. 99

100. 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.
Math
Vocabulary Links
Add Video
100

101. Created by:
Name
Multimedia
Math Vocabulary
101

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

103. 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 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

104. MCAS
Dept. of Sec. Ed.
104

105. 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

106. 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

107. 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

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

109. 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

110. 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

111. 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

112. 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

113. 4 Excellent Advanced
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

114. 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

115. Angle
Scoring:
What a 0 looks like
Teacher Demo
115

116. 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

117. 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

118. 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

119. 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!