Best Standards-Based
Technology Integration Practices
for 21st Century Classrooms
in Harrison County Schools
Janet Benincosa,
Team Members: Kathy Cox, Renee Johnson, Roberta Sinsel, Pamela
Hotsinpiller
21st
CENTURY
CONCEPTUAL
MATH
CONTENT
STANDARDS AND
The West Virginia Standards
for 21st Century Learning include the following components:
21st Century Content Standards and
Objectives and 21st Century Learning Skills and Technology Tools.
All
Conceptual Math
|
M.O.CM.2.1 |
use a
variety of problem solving strategies (e.g., draw a diagram, look for a
pattern, work backwards) to solve real-world problems. |
“Solve it With Logic" A web
quest to solve a crime scene investigation using logic. www.msu.edu/%7Ereethskr/myweb/gwq/cover_page.htm “Buying Your First Home” This Web
Quest assignment will help you in finding the percentage of numbers,
determining what operation to use in real-life problems, creating graphs and
estimations. http://questgarden.com/45/79/1/070120175316/ |
|
M.O.CM.2.2 |
interpret
graphs of functions including linear, quadratic, and exponential. |
“Can You Hear Me Now” A web quest
to determine the best cell phone plan using graphs of functions. http://eprentice.sdsu.edu/S04x/scase/wq/index.htm “Barbie Bungee” In this lesson, students model a bungee jump using a Barbie®
doll and rubber bands. The distance to which the doll will fall is directly
proportional to the number of rubber bands, so this context is used to
examine linear functions. http://illuminations.nctm.org/LessonDetail.aspx?ID=L646 |
|
M.O.CM.2.3 |
solve
application problems using linear, quadratic and exponential functions with
emphasis on data collection and analysis. |
“Matchstick Math” A lesson
plan in which students will collect data from matchstick shape patterns,
create scatter plots and use the TI-83 to find linear functions. http://www.nsa.gov/teachers/hs/alg85.pdf
|
|
M.O.CM.2.4 |
choose
the appropriate formulas to solve workplace problems and judge the
reasonableness of the solutions. |
“Proposal for Your Senior Trip” In this Web Quest a group of students is asked to design a
proposal for their senior trip. The proposal will be presented to the school
board for approval. The proposal for the trip must include a detailed
itinerary and budget. This budget will include expenses related to travel,
hotel, meals, and activities. http://questgarden.com/47/15/3/070224105812/ |
|
M.O.CM.2.5 |
describe
and illustrate how calculating costs, simple and compound interest, finance
charge, loan payment and tax functions are used to solve real-world problems. |
“Considering Credit Options” A lesson
plan that uses some internet sites in which students determine when using a
credit card or buying a major purchase if a lower interest rate is better
than a rebate. http://www.math.dartmouth.edu/~mqed/UNR/Credit/Credit_xm2.pdf “In Debt or Not In Debt” In this unit the students will be able to use the TI-83 finance
application – TVM (Time-Value-Money) solver. The students will be able to see
the effects of varying interest rates of credit cards. http://www.nsa.gov/teachers/hs/alg77.pdf “Loan Calculator" You must
first register and log in to this free site. It is an activity under grades
9-12 under “data analysis and probability.
Explore how to pay off a loan,
and how interest affects payment. http://www.enlvm.usu.edu/ma/nav/activity.jsp?sid=nlvm&cid=4_5&lid=321 “Independence Day” A Web
quest in which students must prove to their parents that they are financially
responsible enough to move out on their own.
A typed report is part of the final grade. http://www.geocities.com/diamondlance2/ |
|
M.O.CM.2.6 |
compare various methods of investing money. |
“Savings calculator” You must first register and log
in to this free site. It is an activity under grades 9-12 under “data
analysis and probability. Explore how savings, with or
without regular deposits, grow over time. http://www.enlvm.usu.edu/ma/nav/activity.jsp?sid=nlvm&cid=4_5&lid=320 “Investment” This web quest explores the profit and loss
possibilities in the stock market as well as a 401K. http://www.amaisd.org/nheights/zennadi_&_james_project.htm “Who
Wants to Be a Millionaire” This web
quest will allow you to explore the possibility of becoming a millionaire by
investing different sums of money in two types of investments; certificates
of deposit (CDs) and mutual funds. http://www.personal.psu.edu/faculty/j/x/jxz8/Student_Webquests/Neu_Sel_Yar/Questts/Ourquest |
|
M.O.CM.3.1 |
apply concepts of geometry including the
Pythagorean Theorem, similar triangles, and right triangle trigonometry. |
“Using
Right Triangles” The students will be able to apply
the use of the Pythagorean Theorem and special right triangles to answer
questions based on data collected from the Internet. http://www.nsa.gov/teachers/hs/inet06.pdf “Understanding the Pythagorean
Relationship Using Interactive Figures” The
interactive figure in this activity can help students understand the
Pythagorean relationship and gives them experience with transformations that
preserve area but not shape. http://standards.nctm.org/document/eexamples/chap6/6.5/index.htm |
|
M.O.CM.3.2 |
compute measures to solve real-world problems,
using relationships involving perimeter, area, surface area and volume of
geometric figures. |
“Digging
Dirt” You must
first register and log in to this free site.
You can find this lesson in Algebra I grades 9-12. This eModule asks students to calculate
what an excavation company should charge for digging a hole. Students must
find the volume of an irregular shaped prism, convert units, calculate the
cost based on a linear formula, and write an explanation. http://www.enlvm.usu.edu/ma/nav/toc.jsp?side=__shared&cid=emready@application_volume “Landscape
Design” A web quest in which a new neighbor has just completed
construction of their home. The yard
is a pile of dirt. You’ve been hired
to transform their property into a beautifully landscaped yard. You will be their Landscape Designer. Your team will be in charge of choosing
materials and design elements. http://www.geocities.com/mathemup/LandscapedesignWebquest.doc |
|
M.O.CM.3.3 |
analyze the connections of various geometric
shapes and patterns to art, architecture, and nature. |
“Geometry
in Art, Architecture, and Nature” A web quest in which students search the world
around them for examples of geometry and then use pictures or pictures on the
internet to present 10 specific geometry properties in a PowerPoint. http://questgarden.com/42/72/6/061129172233/ |
|
M.O.CM.5.1 |
relate mathematical content to its historical
development. |
“Math Quest of Mathmeticians”—Web
Lesson Develop a PowerPoint presentation as a
group involving the history of mathematics and its creators. www.webquest.org/questgarden/lessons/25454-060515192120/index.htm “The History of Mathematics: an
Internet Approach—Web Lesson This unit
is designed to be an enrichment project in Pre-Calculus, but could apply at
almost any secondary level. Students will use school-provided Internet access
to browse World Wide Web sites pertaining to the history of mathematics. The
project is subdivided into two parts: 1. Learning to Explore, and 2.
Surveying the People and Topics. http://www.nsa.gov/teachers/hs/inet09.pdf |
|
M.O.CM.5.2 |
integrate other disciplines into the study of
mathematics through simulations, research, and projects. |
“When Am I Ever Going To Use
This”—Web Lesson Designed to
get students interested in math by relating real world data to algebra by
using the current technology and hopefully answer their question of, “When
will I ever use algebra?” http://www.nsa.gov/teachers/hs/alg72.pdf “When Am I Ever Going To Use
This-Part 2”—Web Lesson Designed to
get students interested in math by relating real world data to algebra by
using the current technology and hopefully answer their question of, “When
will I ever use algebra?-Part 2” http://www.nsa.gov/teachers/hs/alg73.pdf |
|
M.O.CM.5.3 |
determine possible outcomes using tree diagrams
and the counting principles of permutations and combinations, develop
conclusions and offer solutions for new situations, using real-world data. |
SAS- Classroom Activity 1031 – N x N Non-taking Rooks Determine a
formula to find the number of ways to solve the problem. Find all ways of placing n rooks on an n x n
board so that no rook can capture another rook. SAS- Project 299- Decisions, Decisions Gather data about everyday activities listed. Use
combinatorics to count the number of choices involved in everyday activities.
Use permutations and combinations to count the number of choices Thinkfiniity--Stick
or Switch? This lesson, from
Illuminations, presents a version of a classic game-show scenario. You pick
one of three doors in hopes of winning the prize. The host opens one of the
two remaining doors, which reveals no prize, and then asks if you wish to
"stick or switch." Which choice gives you the best chance to win?
Students explore different approaches to this problem including guesses,
experiments, computer simulations, and theoretical models. Thinkfinity--Explorations
with Chance In this lesson, from Illuminations,
students analyze the fairness of certain games by examining the probabilities
of the outcomes. The explorations provide opportunities for the learning
phases of predicting results, playing the games, and calculating probability
ratios. |
|
M.O.CM.5.4 |
design and conduct probability investigations and
then determine, analyze, and communicate the results. |
SAS- Classroom Activity 1055- Probability
Distribution of Throwing Two Dice SAS- Project 323- Animal Crackers Determine the number of each animal in a
bag of animal crackers. Create a probability distribution of the results Thinkfinity—Web
Activity--Plinko! Probability
from a TV Game This resource from Georgia Southern University
Department of Mathematics, reviewed for grades 9-12 by Illuminations,
features a collection of activities that use the game Plinko! to investigate
experimental probability. Objectives, prerequisites, instructor's
notes, and more are included. Read the full review on the Illuminations site,
where you can access this resource directly. Thinkfinity—Web
Activity--The Problem of Points This Math Forum resource, reviewed for
grades 9-12 by Illuminations, investigates probability and
games of chance using the "problem of points." The problem can be
stated this way: Two equally skilled players are interrupted while playing a
game of chance for a certain amount of money. Given the score of the game at
that point, how should the stakes be divided? Students are walked through an investigation
of this problem and then presented with the solution and several practice
problems. Read the full review on the Illuminations site, where you can
access this resource directly. |
|
M.O.CM.5.5 |
collect and
interpret data using various methods of displaying numerical data, including
frequency distributions, graphs, histograms, stem-and-leaf plots, and
box-and-whiskers plots, using technology when appropriate. |
SAS- Web Inquiry 121- Why is the five-number summary important in the analysis
of box-and-whisker plots? Learn
the five values that must be derived from a data set and how to calculate
them in order to construct a box-and-whisker plot. Then, study the steps
necessary to organize this information into a box-and-whisker plot. Finally,
learn how to recognize outliers in a data set. SAS- Web lesson 528- Line Graphs with Real-World Data Locate
useable data on web sites listed in lesson. Accurately represent data in a
line graph with appropriate labeling. Then, defend the line graph as an
appropriate representation of data Thinkfinity—Classroom
Activity--Rock On In this lesson, reviewed for 9-12 by
Illuminations, students analyze trends in the Grammy Award winners this year
and create graphs displaying their findings. This lesson helps students
to learn about the 2001 Grammy Awards by reading and discussing the article
"Eminem and U2 Among Multiple Grammy Winners." The students
generate as many graphs as they can that compare the winners in each category
based on different criteria. They also conduct surveys on their peers
Grammy Award picks and graph this information. Using the information
that they find, the students create graphs comparing these results to the
actual 2001 winners. This lesson makes connections between mathematics
and fine arts. Thinkfinity—Web
Lesson--Histogram This
resource from National Library of Virtual Manipulatives, reviewed for grades
9-12 by Illuminations, is an interactive applet that allows students to enter
and manipulate data in a graph and convert the results from a histogram
to a boxplot. Students can interact with the graph in a variety of ways,
including editing the data, ordering the data set, and changing the cell
width. Read the full review on the Illuminations site, where you can access
this resource directly. |
|
M.O.CM.5.6 |
relate the measures of central tendency and the
measures of dispersion to a normal distribution. |
SAS- Classroom Activity 1054 Choosing the "Best" Statistic Create three data sets representing a normal distribution,
a negative skew, and a positive skew. Conduct measures of variability on
each. Determine if there is a "best" statistic to use for each SAS- Web Lesson 530- Changing Data: Effects on Variability
Analyze and
manipulate data to demonstrate an understanding of measures of variability.
Also, organize and describe statistical analyses. Thinkfinity—Classroom
Activity--Data Collecting in the Classroom In this
unit, students collect data from class members as an in-class activity.
Classmates conduct a survey and, using the results, the class finds the mean,
median and mode, constructs histograms and produces graphs. This unit is part
of the Math Forum, an online math education community center. |
|
M.O.CM.5.7 |
apply the measures of central tendency and the
measures of dispersion to workplace situations. |
SAS- Project 323- Variability of World Leaders Compute the central tendencies and measures of variability
on the two sets of data in the lesson. Write the numerical results. Then,
present conclusions/interpretations of the data SAS- Web lesson 529- Central Tendencies from Web Data Compute the mean of the data and locate the
median and mode. Create a bar graph of the data and add the measures of
central tendency. Also, show different representations of the data using
different charts. Thinkfinity—Classroom
Activity--Data Collecting in the Classroom In this
lesson from the Math Forum, reviewed for grades 9-12 by Illuminations,
students work in cooperative groups to conduct class surveys. Students
collect data on a set of three questions then decide the best way to display
and present their results. Read the full review on the Illuminations site,
where you can access this resource directly. Thinkfinity—Classroom
Activity--The Bell Curve The goal of
this Shodor Education Foundation, Inc., lesson is to introduce the concepts
of the normal curve, skewness, and the standard deviation. The controversy
over the 1994 book "The Bell Curve" is also examined. Use this link
to access the Bell Curve Web site through the Illuminations resource review
for grades 9-12. |
|
M.O.CM.5.8 |
use statistical tools for workplace applications
such as quality control, marketing and predicting trends. |
SAS- Classroom activity 1052- Using Data to Make Good Decisions Graph data on a coordinate grid.
Calculate and analyze differences and percentage changes. Use data analysis
for predictive purposes. Explain strategies used for estimating and
predicting. Compare exponential versus logistic growth Thinkfinity—Web
Lesson--Weather and Agriculture In this Xpeditions lesson, students
research, discuss, and write reports on the relationship between climate and
agriculture. They pretend that they've just purchased farms in specific parts
of the Thinkfinity—Web
Lesson--Book Industry Trends This Webcast, from the Library of
Congress, features a lecture by author and marketing professor Albert Greco
and professor Robert Wharton, who discuss recent and predicted book
industry trends. They focus on projected changes in publishing
revenues, numbers of books published and book prices. This resource can be
used for content-area reading and interdisciplinary projects. |