tag:blogger.com,1999:blog-2164056492808233470Fri, 20 Oct 2017 14:25:22 +0000MathTechnologyweb 2.0Brain-Based LearningBrain-Based TeachingProblem Solvingmiddle school mathstudent engagement21st Century ToolsStudent DiscoursedifferentiationNoveltyQuestioning Strategiesinfographicsmultimediareal world math21st Century LearnersMotivationdifferentiation strategiesinstructional videosmath videosmathematics and multimediarelevantCircumferenceEngagementFavorite Tweets of the DayMathtrain.TVRelevanceTED talkcollaborationdeeper understandingdifferentiated instructionmeasures of central tendencymemoryneurosciencepercentsproportionsratiosskills practicesocial bookmarkingthe CloudAttentionAvatarDeliciousDr. Nick MorganELLEmotionsGlogsterGoogle AppsGraphingInteractive Graphing ToolKathy SchrockLatexPicasso MathPoll EverywherePosterousRoyal WeddingScoop.it TopicsStorifyThe Price is RightTweetsTwitterU.S. Census MapVisual.lyVoice ThreadWorld Trade CenterYouTubearea of circlesattentional limitationsbeyond the obviousblog carnivalblog partnerbloggingbook recommendationsbookmarkingbrainstormingchoiceclosed questionscommon experiencescommunicationcritical thinkingequation editorequationsexperience before labelformative assessmentfractionsgraphic organizergraphsinfogrpahicskids teaching kidslocationmath curriculummath dictionariesmath fictionmath illustrationsmath reformmath tricksmath websitesmathematical thinkersmathematical thinkingmirror neuronsmovementmultilink cubesnumber senseon-taskopen questionspodcastingpodcastsreflectionsocial mediasocratic methodstationsstatisticsstudent generated questionsstudent response systemsthink-pair-shareunit ratesLove of Learning BlogBringing Curiosity, Relevance, and Enjoyment to the Math Classroomhttp://loledservices.blogspot.com/noreply@blogger.com (Kristi Grande)Blogger87125blogspot/KAQWthttps://feedburner.google.comtag:blogger.com,1999:blog-2164056492808233470.post-4977004040403744187Mon, 23 Apr 2012 18:56:00 +00002012-04-23T10:56:26.080-08:00Increasing Rigor with Multimedia<div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;">Multimedia makes is so easy to create more rigorous math problems. The example below shows how you can use and edit computer screenshots to add rigor to a typical math problem. </div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><br /></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;">Rigor is increased using two different methods in the examples below. In Example 1, rigor is increased by changing the constraints of the scenario. In Example 2, rigor is increased by changing both the constraints of the scenario and the question.</div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><br /></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;">The screenshot of the interactive spinner was taken from <a href="http://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html" style="color: blue;" target="_blank">Glencoe's Virtual Manipulative website</a><span style="color: blue;">. </span>The problems are correlated to the 6th Grade <a href="http://www.corestandards.org/the-standards/mathematics/grade-6/ratios-and-proportional-relationships/" style="color: blue;" target="_blank">Common Core State Standards</a>.</div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"></div><blockquote class="tr_bq"><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><a href="" name="6-rp-3">6.RP.3.</a> Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. </div></blockquote><blockquote class="tr_bq" style="font-family: Arial,Helvetica,sans-serif;"><ul><li> Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.</li></ul></blockquote><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><br /></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><span style="font-size: large;"><b>Typical Question (Routine Procedural Problem):</b></span></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><br /></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><br /></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: center;"><a href="http://3.bp.blogspot.com/-twMfYGAa8Fo/T5StxDgk_MI/AAAAAAAAATM/P_JbGcmDTQw/s1600/Typical+Question+Spinner+Percents.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="260" src="http://3.bp.blogspot.com/-twMfYGAa8Fo/T5StxDgk_MI/AAAAAAAAATM/P_JbGcmDTQw/s400/Typical+Question+Spinner+Percents.png" width="400" /></a></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><span style="font-size: large;"><br /></span></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><span style="font-size: large;"><b>Typical Question with Computer Screenshot (Routine Procedural Problem):</b></span></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><br /></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: center;"><a href="http://4.bp.blogspot.com/-Qb390Q6TiQs/T5SwXCYQdkI/AAAAAAAAATU/RmtCTkjXn7g/s1600/Typical+Question+Spinner+Percents+2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="260" src="http://4.bp.blogspot.com/-Qb390Q6TiQs/T5SwXCYQdkI/AAAAAAAAATU/RmtCTkjXn7g/s400/Typical+Question+Spinner+Percents+2.png" width="400" /></a></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><br /></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;">In this example, the problem comes to life because this a screenshot of an interactive manipulative. The spinner has been spun 8 times with the percent of each color shown in the right column of the table. The number of times each color was spun has been blacked out and the question is still the same. <b>The rigor of this problem has NOT be altered because the given information and the question remain the same.</b></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><br /></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><b><span style="font-size: large;">Ex. 1 Typical Question Altered to Increase Rigor by Changing the Constraints (Non-procedural Problem):</span></b></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"> </div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: center;"><a href="http://2.bp.blogspot.com/-1QT_jVzdVpw/T5S0tBwlpEI/AAAAAAAAATc/BjapWl4nq3A/s1600/Increased+Rigor+Spinner.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: center;"><a href="http://4.bp.blogspot.com/-36zNwMsSh9A/T5S1kvn1_PI/AAAAAAAAATs/UPcgz0zR8E8/s1600/Increased+Rigor+Spinner.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="280" src="http://4.bp.blogspot.com/-36zNwMsSh9A/T5S1kvn1_PI/AAAAAAAAATs/UPcgz0zR8E8/s400/Increased+Rigor+Spinner.png" width="400" /></a></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><br /></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;">The screenshot above is the same as the 2nd example, but this time the total spins and the number of hits for red, yellow, and purple were blacked out. The question is still basically the same. You're still asking how many times the spinner landed on certain colors. However, the rigor has been increased because the total # of spins has been blacked out. </div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><br /></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;">By making this simple change, the problem goes from being a routine procedural question to one which involves problem solving. Students now have to think about a plan for solving the problem based on the information given. This problem also involves multiple steps with 2 different types of percent scenarios since students have to first determine how many times the spinner was spun before calculating the number of times each color was spun. </div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><br /></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><b>Caution:</b> When making this type of change to a problem, it's only non-procedural the first few times. If all practice problems are structured this way, they become procedural. That's not always a bad thing if the goal is to practice the procedure. Just realize that the rigor dissipates after the initial problem solving opportunity.</div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><br /></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><b><span style="font-size: large;">Ex. 2 Typical Question Altered to Increase Rigor by Changing the Constraints and the Question (Non-procedural Problem):</span></b></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><br /></div><div class="separator" style="clear: both; font-family: Arial,Helvetica,sans-serif; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-uQnBvyvs2AU/T5S7JhWiXZI/AAAAAAAAAT0/g4NL7mjtcSM/s1600/Increased+Rigor+Spinner+2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="280" src="http://1.bp.blogspot.com/-uQnBvyvs2AU/T5S7JhWiXZI/AAAAAAAAAT0/g4NL7mjtcSM/s400/Increased+Rigor+Spinner+2.png" width="400" /></a></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Arial,Helvetica,sans-serif;">This time the same screenshot is used, but the total spins has been covered up and the question has been changed. The rigor is now much higher and more problem solving is involved. Students have to decide on a problem solving method(s) which would work for solving this problem. They'll also have to think about the percents given in order to determine what type of answer might make sense (a lot of spins or a small number of spins). </span></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Arial,Helvetica,sans-serif;">Notice that the type of practice has not changed, but the level of rigor has dramatically increased. In addition, if the goal is for students to practice finding percent of a number, this type of problem can provide a lot of practice for this skill as students guess and check possible answers. The practice of the skill within the context of the problem is still procedural, but finding a solution to the problem requires students to think and make decisions which makes the process of solving the problem non-procedural.</span></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Arial,Helvetica,sans-serif;"><b>Note:</b> When the level of rigor increased to this degree, the problem became much more interesting and compelling. This is a problem students might actually want to solve. This problem might be interesting enough to give students the motivation to persevere through the problem solving process.</span></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="separator" style="clear: both; text-align: left;"></div><div class="separator" style="clear: both; text-align: left;"><b><span style="font-family: Arial,Helvetica,sans-serif;">What ideas do you have for increasing rigor? Leave a comment and share your thoughts.</span></b></div><div class="separator" style="clear: both; text-align: left;"><br /></div><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/rS-x_ZTjMO0" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/rS-x_ZTjMO0/increasing-rigor-with-multimedia.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2012/04/increasing-rigor-with-multimedia.htmltag:blogger.com,1999:blog-2164056492808233470.post-5361617668951509159Mon, 19 Dec 2011 19:53:00 +00002011-12-19T13:04:14.055-09:00blog carnivalmathematics and multimediaMathematics and Multimedia Blog Carnival 18<div style="text-align: center;"><strong><span style="font-family: Arial, Helvetica, sans-serif;">Welcome to Mathematics and Multimedia Blog Carnival 18!</span></strong></div><div style="text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-3ARaTu8riZA/Tu-LJacUC-I/AAAAAAAAASc/-bz42cxQUW8/s1600/eighteen1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/-3ARaTu8riZA/Tu-LJacUC-I/AAAAAAAAASc/-bz42cxQUW8/s200/eighteen1.jpg" width="133" /></a></div><div style="text-align: left;"><br /></div><div style="text-align: left;"><span style="font-family: Arial, Helvetica, sans-serif;">Before jumping into the blog posts, here are some Fun Facts about the number 18:</span></div><ul><li><span style="font-family: Arial, Helvetica, sans-serif;">the only positive number that is double the sum of its digits</span></li><li><div style="text-align: left;"><span style="font-family: Arial, Helvetica, sans-serif;">the third </span><a href="http://en.wikipedia.org/wiki/Heptagonal_number" target="_blank"><span style="color: blue; font-family: Arial, Helvetica, sans-serif;">heptagonal number</span></a><span style="font-family: Arial, Helvetica, sans-serif;"> </span></div></li><li><div style="text-align: left;"><span style="font-family: Arial, Helvetica, sans-serif;">a </span><a href="http://en.wikipedia.org/wiki/Semiperfect_number" target="_blank"><span style="color: blue; font-family: Arial, Helvetica, sans-serif;">semiperfect number</span></a><span style="font-family: Arial, Helvetica, sans-serif;"> because 3 of its factors (3, 6, and 9) add up to 18...All multiples of semiperfect numbers are also semiperfect numbers.</span></div></li><li><div style="text-align: left;"><span style="font-family: Arial, Helvetica, sans-serif;">the atomic number of Argon</span></div></li><li><div style="text-align: left;"><span style="font-family: Arial, Helvetica, sans-serif;">the legal age for voting for most countries</span></div></li><li><div style="text-align: left;"><span style="font-family: Arial, Helvetica, sans-serif;">Bobby Labonte's car number in the NASCAR Winston Cup Series when he won the 2000 Championship.</span></div></li><li><div style="text-align: left;"><span style="font-family: Arial, Helvetica, sans-serif;">the number of chapters Ulysses, James Joyce's epic novel, was divided</span></div></li><li><div style="text-align: left;"><span style="font-family: Arial, Helvetica, sans-serif;">18:00 corresponds with 6:00 pm in military time</span></div></li></ul><div style="text-align: left;"></div><span style="font-family: Arial;">Now that we've enjoyed some trivia about the number 18, let's move on to some excellent blog posts related to mathematics teaching and learning.</span><br /><br /><span style="font-family: Arial;"><strong>Just for Fun:</strong></span><br /><br /><span style="font-family: Arial;">Guillermo Bautista (founder of Mathematics and Multimedia Blog Carnival) recently wrote a fun post titled <a href="http://mathandmultimedia.com/2011/12/05/25-signs-you-are-a-future-mathematician/" target="_blank"><span style="color: blue;">25 Signs You are a Future Mathematician</span></a>. You can check out more of Guillermo's posts at <a href="http://mathandmultimedia.com/" target="_blank"><span style="color: blue;">Mathematics and Multimedia</span></a>.</span><br /><br /><span style="font-family: Arial;"><a href="http://reflectivemathsteacher.posterous.com/15-items-or-less" target="_blank"><span style="color: blue;">15 Items or Less</span></a>, an image posted by Dave Gale, is sure to get a laugh. Dave's blog is <a href="http://reflectivemathsteacher.posterous.com/" target="_blank"><span style="color: blue;">Reflective Maths Teacher</span></a> on Posterous.</span><br /><br /><span style="font-family: Arial;"><a href="http://wildaboutmath.com/" target="_blank"><span style="color: blue;">Wild About Math</span></a> sometimes reviews math related books. <a href="http://wildaboutmath.com/2011/12/10/review-magical-mathematics/" target="_blank"><span style="color: blue;">Review: Magical Mathematics</span></a> was a recent post featuring the book Magical Mathematics.</span><br /><br /><br /><div style="text-align: left;"></div><span style="font-family: Arial;"><strong>Articles Related to Teaching Mathematics:</strong></span><br /><br /><span style="font-family: Arial;">In his post, <a href="http://realteachingmeansreallearning.blogspot.com/2011/12/calculus-and-kobe-bryant.html" target="_blank"><span style="color: blue;">Calculus and Kobe Bryant</span></a>, Dave Martin uses a video clip with Kobe Bryant to engage students in problem solving. Dave blog is <a href="http://mathandmultimedia.com/" target="_blank"><span style="color: blue;">Real Teaching Means Real Learning</span></a>.</span><br /><br /><div style="text-align: left;"></div><br /><span style="font-family: Arial;"><a href="http://reflectivemathsteacher.posterous.com/back-to-back-shape-describing-game" target="_blank"><span style="color: blue;">Back to Back Shape Describing Game</span></a>, another post from Dave Gale at <a href="http://reflectivemathsteacher.posterous.com/" target="_blank"><span style="color: blue;">Reflective Maths Teacher</span></a>, requires students to know and use math vocabulary in order to draw geometric figures.</span><br /><br /><span style="font-family: Arial;">Patrick Honner presents <a href="http://mrhonner.com/2011/12/13/a-quadrilateral-challenge/" target="_blank"><span style="color: blue;">A Quadrilateral Challenge</span></a> at <a href="http://mrhonner.com/" target="_blank"><span style="color: blue;">Mr.Honner Math Appreciation</span></a>. He recently posted a creative <a href="http://mrhonner.com/2011/12/16/quadrilateral-challenge-a-solution/" target="_blank"><span style="color: blue;">solution</span></a> to his original challenge.</span><br /><br /><span style="font-family: Arial;"><a href="http://deltascape.blogspot.com/2011/12/whats-your-problem-part-iii.html" target="_blank"><span style="color: blue;">What's your problem Part III</span></a>, is the 3rd in a series of posts by David Coffey. In this series, David explores assessment and evaluation. David's blog is <a href="http://deltascape.blogspot.com/" target="_blank"><span style="color: blue;">Delta Scape</span></a>.</span><br /><br /><span style="font-family: Arial;">In <a href="http://coxmath.blogspot.com/2011/11/mixed-up-mixture-problems.html" target="_blank"><span style="color: blue;">Mixed Up Mixture Problems</span></a>, David Cox uses Geogebra created graphics to demonstrate how proportional reasoning can be used to solve these traditional algebra problems. You can find more of David's posts at <a href="http://coxmath.blogspot.com/" target="_blank"><span style="color: blue;">Questions? Trying to Make it Matter</span></a>.</span><br /><br /><br /><span style="font-family: Arial;"><strong>Technology Integration:</strong></span><br /><br /><span style="font-family: Arial;">Colleen Young shares some of her favorite online resources for teaching mathematics in <a href="http://colleenyoung.wordpress.com/2011/11/05/top-100-tools-for-learning-2011/" target="_blank"><span style="color: blue;">Top 100 Tools for Learning 2011</span></a>. You can find more resources from Colleen at <a href="http://colleenyoung.wordpress.com/" target="_blank"><span style="color: blue;">Mathematics, Learning and Web 2.0</span></a>.</span><br /><br /><span style="font-family: Arial;"><a href="http://loledservices.blogspot.com/2011/04/using-popplet-in-math-classroom.html" target="_blank"><span style="color: blue;">Using Popplet in the Math Classroom</span></a> is one of the most popular posts from <a href="http://loledservices.blogspot.com/" target="_blank"><span style="color: blue;">this blog</span></a>.</span><br /><br /><span style="font-family: Arial;"><strong>For Students:</strong></span><br /><br /><span style="font-family: Arial;">Colleen Young recently started the blog, <a href="http://mathematicsforstudents.wordpress.com/" target="_blank"><span style="color: blue;">Mathematics/Learning Mathematics - Resources for Students</span></a>. <a href="http://mathematicsforstudents.wordpress.com/2011/12/11/a-variety-of-online-resources/" target="_blank"><span style="color: blue;">A Variety of Online Resources</span></a> is one of her latest posts in which she shares some useful applications for students.</span><br /><br /><span style="font-family: Arial;">Sanjay Gulati shares many ready to use Geogebra applets at <a href="http://www.mathematicsbhilai.blogspot.com/" target="_blank"><span style="color: blue;">Mathematics Academy</span></a>. His latest applet demonstrates <a href="http://www.mathematicsbhilai.blogspot.com/2011/12/adjacent-complementary-angles_8168.html" target="_blank"><span style="color: blue;">Adjacent Complementary Angles</span></a>.</span><br /><br /><span style="font-family: Arial;"><a href="http://www.tripbase.com/blog/6-superb-universities-around-the-world-to-study-math/" target="_blank"><span style="color: blue;">6 Supurb Universities Around the World to Study Math</span></a> was recently posted on the <a href="http://www.tripbase.com/blog/" target="_blank"><span style="color: blue;">Tripbaseblog</span></a>. </span><br /><br /><span style="font-family: Arial;">Well, that's it for Mathematics and Multimedia Blog Carnival 18. I hope you enjoy these articles as much as I enjoyed putting this Carnival together! </span><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/v7jy2uFVJSs" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/v7jy2uFVJSs/mathematics-and-multimedia-blog.htmlnoreply@blogger.com (Kristi Grande)1http://loledservices.blogspot.com/2011/12/mathematics-and-multimedia-blog.htmltag:blogger.com,1999:blog-2164056492808233470.post-4044209084525535951Thu, 01 Dec 2011 20:24:00 +00002011-12-01T12:25:13.217-09:00collaborationsocial bookmarkingZootool: A Visual Social Bookmarking Tool<div style="text-align: left;"><blockquote class="tr_bq"><blockquote class="tr_bq" style="font-family: Arial,Helvetica,sans-serif;"><blockquote class="tr_bq"></blockquote></blockquote></blockquote></div><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-_kPuSyPXfpk/TtfqDjeL0JI/AAAAAAAAASA/_Y3evzD0i9Q/s1600/Zootool+Screenshot+1.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="195" src="http://1.bp.blogspot.com/-_kPuSyPXfpk/TtfqDjeL0JI/AAAAAAAAASA/_Y3evzD0i9Q/s400/Zootool+Screenshot+1.png" style="cursor: move;" width="400" /></a></div><br /><span style="font-family: Arial,Helvetica,sans-serif;">Oct. 23 was a sad day for me because my favorite bookmarking tool, <a href="http://simplybox.com/" style="color: blue;" target="_blank">SimplyBox</a>, closed to the public. I liked SimplyBox because of it's ease of use, organization and functionality. But, most of all, I liked that it was visual. You could collect screen shots of the sites you wanted to bookmark. So instead of just seeing the name of the site, you would also see the screenshot. <a href="http://simplybox.com/" style="color: blue;" target="_blank">SimplyBox</a> was such a excellent tool, that I wasn't surprised with their decision to focus on Enterprise and close to the public.</span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">So, that sent me on my quest to find another <b>visual bookmarking tool </b>that also had the ease of use, organization and functionality that I wanted. I came across several candidates in my search, but <a href="http://zootool.com/" style="color: blue;" target="_blank">Zootool</a> was by far the best for meeting my criteria. When you save a bookmark in <a href="http://zootool.com/" style="color: blue;" target="_blank">Zootool</a>, it takes a screenshot of the website. You can organize your bookmarks into categories, which <a href="http://zootool.com/" target="_blank"><span style="color: blue;">Zootool</span> </a>refers to as Packs. You can also organize your bookmarks with tags. The only real drawback I've found with Zootool is that the application doesn't allow you share an entire Pack. You can only share a single bookmark or Profile Page link, which gives someone access to your entire collection of bookmarks. </span><br /><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-14fBePyt9q8/TtfqFM_o9kI/AAAAAAAAASI/gitRPf6BKeg/s1600/Zootool+Screenshot.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="213" src="http://1.bp.blogspot.com/-14fBePyt9q8/TtfqFM_o9kI/AAAAAAAAASI/gitRPf6BKeg/s320/Zootool+Screenshot.png" width="320" /></a></div><br /><span style="font-family: Arial,Helvetica,sans-serif;">You can </span><span style="font-family: Arial,Helvetica,sans-serif;">share your bookmarks and follow other users with</span><span style="font-family: Arial,Helvetica,sans-serif;"><a href="http://zootool.com/" style="color: blue;" target="_blank"> Zootool</a> . If you find a Zootool user you want to follow, you can follow them through the application and/or through RSS. The RSS option for following a user is located at the bottom of the users Profile Page. You can find my Zootool Profile Page <b><a href="http://zootool.com/user/kristigrande/" style="color: blue;" target="_blank">here</a></b> if you'd like to follow my bookmarks. You can follow and add your comments to my bookmarks.</span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;"><a href="http://zootool.com/" style="color: blue;" target="_blank">Zootool</a> also offers an iPhone app. I put the app on my iPad too! There was a small fee for the iPhone app, but it's well worth it! The <a href="http://zootool.com/" style="color: blue;" target="_blank">Zootool</a> app ranks very high among my favorite apps.</span><br /><span style="font-family: Arial,Helvetica,sans-serif;"> </span><br /><span style="font-family: Arial,Helvetica,sans-serif;">Another feature of Note is that you can place bookmarks into multiple Packs. The iPad app allows you to select multiple Packs at the time of bookmarking. If you're bookmarking on a desktop or laptop, you can select one Pack at the time of bookmarking. Once the site is bookmarked, you can simply drag it into as many Packs as you want.</span><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/jTHZFYKbMCU" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/jTHZFYKbMCU/zootool-visual-social-bookmarking-tool.htmlnoreply@blogger.com (Kristi Grande)1http://loledservices.blogspot.com/2011/12/zootool-visual-social-bookmarking-tool.htmltag:blogger.com,1999:blog-2164056492808233470.post-6539725723015776052Thu, 01 Dec 2011 16:56:00 +00002011-12-02T21:13:00.011-09:00Calling All Math Bloggers Round 2<div style="font-family: Arial,Helvetica,sans-serif;">I'm pleased to announce that the Mathematics and Multimedia Blog Carnival is on its eighteenth edition and will be hosted here. This is the second time I've had the privilege of hosting the Mathematics and Multimedia Blog Carnival, and I'm looking forward to making it one to remember! The Carnival will be posted on Monday, December 19, 2011. The deadline of submission is Wednesday, December 14, 2011. You may submit your articles <a href="http://blogcarnival.com/bc/submit_10335.html" style="color: blue;">here</a>.<br /><br /></div><div style="font-family: Arial,Helvetica,sans-serif;"></div><div style="font-family: Arial,Helvetica,sans-serif;">To increase the chance of your article of being published, read the Mathematics and Multimedia Carnival’s <a href="http://mathandmultimedia.com/2010/07/21/call-for-blog-submission/" style="color: blue;">Criteria for Selection of Article</a><a href="http://mathandmultimedia.com/2010/07/21/call-for-blog-submission/" style="color: blue;">s</a>. To view the list of previous carnivals click <a href="http://mathandmultimedia.com/view-posts-by-topics/" style="color: blue;">here</a>.<br /><br /><b>Note: As of now the Blog Carnival Submission System is down. In the meantime, you may submit your articles directly to me at <a href="mailto:kristi.grande@gmail.com">kristi.grande@gmail.com</a>. </b><br /><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">I look forward to receiving your submissions!<br /><br />If haven't seen it yet, the <b style="color: blue;"><a href="http://math4teaching.com/2011/11/29/math-and-multimedia-blog-carnival-17/" target="_blank">Math and Multimedia Carnival 17</a></b> is now live at <a href="http://math4teaching.com/" style="color: blue;" target="_blank">Mathematics for Teaching</a><span style="color: blue;">. </span></div><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/SzUDoqDQ6kc" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/SzUDoqDQ6kc/calling-all-math-bloggers-round-2.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/12/calling-all-math-bloggers-round-2.htmltag:blogger.com,1999:blog-2164056492808233470.post-3871924392242774525Tue, 29 Nov 2011 18:13:00 +00002011-11-29T09:40:14.200-09:00math tricksmath videosYouTubeFun Math Trick Video: I Can Guess Your Phone Number<div style="font-family: Arial,Helvetica,sans-serif;">Here's a fun math trick video that your students might enjoy. It's a trick where the calculations will result in your phone number, excluding the area code. Students may find it interesting that you have to enter your entire phone number as part of the trick, but a series of calculations are performed with the digits.<br /> <br /><div style="font-family: Arial,Helvetica,sans-serif;">I'm sharing this just as a fun thing to use with students. It would be perfect for a time when students need a short "brain break". You'll probably have at least one or two students who are interested in trying to figure out how the trick works.<br /><br /><iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/H8z-0UgmoO4" width="420"></iframe><b style="color: #990000;"> </b><br /><br /><b style="color: #990000;">Viewing Tip:</b> You can use <a href="http://safeshare.tv/">SafeShare.TV</a> to safely share YouTube videos with students. <a href="http://safeshare.tv/">SafeShare.TV</a> takes all of the ads and comments off the videos. I've already uploaded this video. You can view it in SafeShare.TV by following <a href="http://www.safeshare.tv/v/H8z-0UgmoO4" style="color: blue;" target="_blank">this link</a>.</div><div style="font-family: Arial,Helvetica,sans-serif;"></div></div><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/VtDQNRp8vy0" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/VtDQNRp8vy0/fun-math-trick-video-i-can-guess-your.htmlnoreply@blogger.com (Kristi Grande)1http://loledservices.blogspot.com/2011/11/fun-math-trick-video-i-can-guess-your.htmltag:blogger.com,1999:blog-2164056492808233470.post-4187994944579899632Tue, 15 Nov 2011 07:00:00 +00002011-11-29T08:04:23.655-09:00deeper understandingpercentsProblem Solvingproportionsstudent generated questionsInspiration Can Come From the Strangest Places!<span style="font-family: Arial,Helvetica,sans-serif;">Gotta love it when great math content just comes to your inbox! The image below was part of a <a href="http://godaddy.com/" style="color: blue;">GoDaddy.com</a> ad I received recently. When I saw the ad, I was immediately inspired to write this post. Guess you never know where you might get inspiration for math content or teaching strategies!!! </span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">The subject line of the email was "Choose your savings, all the way up to 30%". Here's a screenshot of the <a href="http://godaddy.com/" style="color: blue;">GoDaddy.com</a> ad:</span><br /><span style="font-family: Arial,Helvetica,sans-serif;"> </span><br /><div class="separator" style="clear: both; text-align: center;"></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-ZZueEfzNRiY/TsIODz1CKYI/AAAAAAAAARg/HvFXj_4cwlU/s1600/Go+Daddy+How+much+do+you+want+to+save.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="327" src="http://2.bp.blogspot.com/-ZZueEfzNRiY/TsIODz1CKYI/AAAAAAAAARg/HvFXj_4cwlU/s400/Go+Daddy+How+much+do+you+want+to+save.png" width="400" /></a></div><br /><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"><b>Why I like this graphic:</b></span><br /><br /><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;">Often times in math, we concentrate our efforts on the topic we're teaching to the exclusion of other questions or topics that could arise from the same problem or situation. By doing this we unwittingly lead our students to become locked in to one way of thinking about the situation. This causes problems for students when they later (usually on standardized tests) experience problems/situations that are a variation of or the counter to the problems they're used to solving. Or, if the question that accompanies a familiar picture is different than the typical question. For example, when students see a picture of an aquarium, they automatically think that they're going find the volume. But, the question could ask how much sand is needed to cover the bottom of the aquarium. If students have only found volume when given pictures of rectangular prisms, they won't even consider that the question could be asking for the area of the base. <b> If we don't give students experience in generating questions from given situations, they'll continue to jump to the wrong conclusions even if they do read the problem! </b> That's the big problem with formulaic teaching rather than teaching students to think and problem solve.</span><br /><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;">The graphic above is a prime example of this type of formulaic teaching. Most students would look at the graphic and automatically think they need to find 10% of 50, 20% of 100, and/or 30% of 130 in order to answer the question. Did you notice that there really isn't a question?...At least not one posed by a math teacher! "How much do you want to save?" was part of the graphic in the email, so I'm not counting that as the question right now. But, students may think this is the question. If so, they'd probably still jump right to the calculations mentioned above.</span><br /><br /><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;">The beauty of this graphic is that there are many questions that can asked about this sale offer. And, some of them lead to some interesting mathematics and considerations.</span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;"><b>Generate Possible Questions: </b></span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">Have students brainstorm questions that could be asked about this image. There are many possible questions. It will be interesting to see what students come up with. You may learn a bit about what student's know, or don't know, about percents and interpreting information by the questions they generate. You might want to check out the <a href="http://loledservices.blogspot.com/2011/10/five-benefits-of-brainstorming-in-math.html" style="color: blue;" target="_blank">first post</a> of my Brainstorming series to see some benefits of brainstorming. Here are a few possible questions that came to mind: </span><br /><ul><li style="font-family: Arial,Helvetica,sans-serif;">How much will you save if you choose the 30% option and only spend $130?</li><li style="font-family: Arial,Helvetica,sans-serif;">How much more will someone save if they choose the 20% option over the 10% option?</li><li style="font-family: Arial,Helvetica,sans-serif;">Why would Go Daddy make this offer? What's in it for them? Which offer do you think Go Daddy wants people to choose? Why?</li><li style="font-family: Arial,Helvetica,sans-serif;">What's the most I can save if I choose the 20% option? What's the least I can save if I choose the 20% option? </li><li><span style="font-family: Arial,Helvetica,sans-serif;"> Which one is the best deal? </span></li><li><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;">Are the offers proportional? Why would this matter?</span></li><li><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;">If I choose the 30% option, am I saving 3 times what I would if I choose the 10% option? </span></li><li><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;">If I'm planning to spend $115, should I just go ahead and spend $130 to get the 30% discount?...At what $ amount, would it make sense for someone jump to the next level of savings?</span></li></ul><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"></span><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;">Some of the questions above have a correct answer and some are great for discussion because they don't have one correct answer. </span><br /><br /><b><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;">Added Benefits:</span></b><br /><br /><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;">There are also some added benefits of having students generate multiple questions for a given situation. These are a just a few of extra benefits:</span><br /><ul><li><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"><b>Natural Differentiation</b> --- As you can see from the questions listed above, there are questions at various levels. Once you've created the list, you can assign students questions based on their level of readiness. </span></li><li><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"><b>Built-in Choices</b> --- This is a great way to provide students with choices. Students can choose which question or questions they find most interesting and really want to answer. Providing choices is a key component in effective teaching because it gives students a sense of control. It's also a way to differentiate by interest.</span></li><li><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"><b>Teachers Gain Insight About Students Level of Understanding</b> --- When you have students generate questions, you get see where they are with their understanding of concepts and problem solving skills. In the beginning, some students will only be able to come up with surface level questions. As they gain more experience with problem solving and generating their own questions, you'll be able see and document their growth. </span></li><li><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"><b>Student Attitudes Improve</b> --- When students become more involved in their learning experience, their attitudes generally improve. If you combine this with differentiation and giving choices, you're likely to see an even greater impact on student attitudes about math and learning.</span></li><li><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"><b>Opportunities For Problem Solving Arise</b> --- From the questions above, you can see that some of them would involve problem solving as opposed to rote computation. And, I would venture to say that many students would much rather answer some of these problem solving questions than the more basic questions. The best part is that the skill practice we want students to have is automatically built-in to the problem solving experience!</span></li></ul><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;">Whether or not you use this particular scenario with your students, you may want to begin having students generate their own questions with other content. Give it a try and you might just see some unexpected growth in your students.</span><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"> </span><br /><br /><b><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;">Hopefully, you've found this post useful. If so, please pass it on to someone else who may find it helpful.</span></b><br /><b><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"><br /><b><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;">If you enjoyed this post, you might also like:</span></b><br /><br /><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"><a href="http://loledservices.blogspot.com/2011/10/five-benefits-of-brainstorming-in-math.html" style="color: blue;" target="_blank">Five Benefits of Brainstorming in the Math Classroom</a> </span></span></b><br /><b><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"><a href="http://loledservices.blogspot.com/2011/11/questions-that-cultivate-mathematical.html" style="color: blue;" target="_blank"><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;">Questions That Cultivate Mathematical Thinking</span></a><br /><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"><a href="http://loledservices.blogspot.com/2011/10/seven-ways-to-go-from-on-task-to.html" style="color: blue;" target="_blank">Seven Ways to Go from On-task to Engaged </a></span><br /><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"><a href="http://loledservices.blogspot.com/2011/10/come-on-down-problem-solving-on-price.html" style="color: blue;" target="_blank">Come On Down! Problem Solving on The Price is Right</a></span><br /><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"><a href="http://loledservices.blogspot.com/2011/09/looking-beyond-obvious-to-deepen.html" style="color: blue;" target="_blank">Looking Beyond the Obvious to Deepen Understanding </a></span><br /></span></b><br /><ul><b><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"></span></b></ul><b><span class="Apple-style-span" style="font-family: Arial,Helvetica,sans-serif;"></span></b><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/68q8jT1p6jo" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/68q8jT1p6jo/inspiration-can-come-from-strangest.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/11/inspiration-can-come-from-strangest.htmltag:blogger.com,1999:blog-2164056492808233470.post-2916405105315792475Wed, 09 Nov 2011 20:09:00 +00002011-11-10T12:54:44.911-09:00mathematical thinkersmathematical thinkingmiddle school mathQuestioning StrategiesQuestions That Cultivate Mathematical Thinking<br /><span style="font-family: Arial,Helvetica,sans-serif;">I just had the privilege of presenting at two of the 2011 NCTM Regional Conferences. While attending both conferences, I noticed that a common theme in many presentations related to creating/developing mathematical thinkers. This got me thinking about how the questions we ask, or more importantly, don't ask students on a daily basis can cultivate, hinder, or even prevent mathematical thinking. So, I've started a list of questions/question prompts that can/should be used regularly to help cultivate mathematical thinking and reasoning. </span><br /><span style="font-family: Arial,Helvetica,sans-serif;"> </span><br /><span style="font-family: Arial,Helvetica,sans-serif;"> <span style="font-size: small;"><b>Questions That Cultivate Mathematical Thinking (this list in no particular order):</b></span></span><br /><ul><li><span style="font-family: Arial,Helvetica,sans-serif;"><b>Why?...Why did you do that?...Why do you think...?...Explain your thinking.</b> --- In my opinion, asking "why" is one of the most overlooked, undervalued, and important questions a math teacher can ask. This question helps teachers by giving them a better understanding of where the student is coming from and how much they really do understand about a given topic, concept, or problem solving situation. Asking "why?" requires students to think about and verbalize their thought processes. When you ask students "why?", you gather information to help you ask other questions that address misconceptions and further mathematical thinking. </span></li></ul><ul><li><span style="font-family: Arial,Helvetica,sans-serif;"><b>What if...?</b> ---- "What if" questions allow teachers to change constraints on problems/situations. This furthers mathematical thinking by having students see patterns and relationships beyond the initial problem. "What if" questions also help students to see that their initial thoughts about the answer to the question or their problem solving strategy may no longer apply to the new situation. This understanding helps students learn to focus on the context of a problem rather than what they perceive as "set guidelines" for solving a particular type of problem.</span></li></ul><blockquote class="tr_bq"><blockquote class="tr_bq"><i><b><span style="font-family: Arial,Helvetica,sans-serif;">Example of "What if" questioning:</span> </b> <span style="font-family: Arial,Helvetica,sans-serif;">The two tables below represent the sales from Fu Do Chinese restaurant in Anchorage, Alaska. The premise of the problem is that Fu Do, a family owned and operated restaurant, had to close four days during the week of 10/9 - 10/15 due to a death in the family. </span></i></blockquote></blockquote><blockquote class="tr_bq"><blockquote class="tr_bq"><i><span style="font-family: Arial,Helvetica,sans-serif;"><b>The questions: </b> </span></i></blockquote></blockquote><blockquote class="tr_bq"><blockquote class="tr_bq"><i><span style="font-family: Arial,Helvetica,sans-serif;"><b>First Question: </b> Which measure of center (mean, median, or mode) best represents the sales of Fu Do on Oct. 2 - 8 (a typical week)? </span></i></blockquote></blockquote><blockquote class="tr_bq"><blockquote class="tr_bq"><i><span style="font-family: Arial,Helvetica,sans-serif;"> <b>"What if"Question:</b> What if Fu Do had to close 4 days for a funeral? Which measure of center best represents the sales from the week of Oct. 9 - 15?</span></i></blockquote></blockquote><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="http://3.bp.blogspot.com/-rtJWzqdntJY/TrwrOqOka4I/AAAAAAAAARQ/giGC8w0UU_s/s1600/Fu+Do+Sales+Table++4.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="203" src="http://3.bp.blogspot.com/-rtJWzqdntJY/TrwrOqOka4I/AAAAAAAAARQ/giGC8w0UU_s/s400/Fu+Do+Sales+Table++4.png" width="400" /></a></div><blockquote class="tr_bq"><blockquote class="tr_bq"><span style="font-family: Arial,Helvetica,sans-serif;"><i>In Table 2, the constraints of the problem were changed resulting in the possibility of a different answer to the question. This type of problem and questioning provides a basis for rich, interesting discussions about which measure of center is the best representation and what factors impact this decision (range, the context of the situation, etc.). Students begin to see that they need to consider many factors when answering a question like this.</i></span></blockquote></blockquote><blockquote class="tr_bq"><blockquote class="tr_bq"><i><span style="font-family: Arial,Helvetica,sans-serif;">This problem/discussion/question can be taken even further by asking another "What if" question that again changes the constraints of the problem. </span></i> </blockquote></blockquote><blockquote class="tr_bq"><blockquote class="tr_bq"><i><span style="font-family: Arial,Helvetica,sans-serif;"><b>Another "What if" Question</b>: What if Fu Do only had to close 3 days during the week of Oct. 9 - 15? Which measure of center would best represent the sales from Oct. 9 - 15?</span></i></blockquote></blockquote><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-Z3VjJVw5dQw/TrwzI4uNzqI/AAAAAAAAARY/R2GfKxhwBn8/s1600/Fu+Do+Sales+Table++3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="http://4.bp.blogspot.com/-Z3VjJVw5dQw/TrwzI4uNzqI/AAAAAAAAARY/R2GfKxhwBn8/s200/Fu+Do+Sales+Table++3.png" width="187" /></a></div><blockquote class="tr_bq"><blockquote class="tr_bq"><i style="font-family: Arial,Helvetica,sans-serif;">Now the mathematical thinking and discussion can really get interesting! By changing this one constraint on the problem (only 3 days closed), you've opened up new questions and factors that need to be considered when answering the question.</i><i><span style="font-family: Arial,Helvetica,sans-serif;"> You can cultivate mathematical thinking even more by opening up the discussion to include comparisons between the 3 different scenarios. This may lead to asking other questions like "Under what conditions would mean be the best representation?</span><span style="font-family: Arial,Helvetica,sans-serif;">...median?...mode?"</span></i></blockquote></blockquote><ul><li><b><span style="font-family: Arial,Helvetica,sans-serif;">What patterns or relationships do you notice?...How can you use this pattern to solve the problem?...How do these patterns/relationships help us to think about the problem? </span></b><span style="font-family: Arial,Helvetica,sans-serif;">---</span><span style="font-family: Arial,Helvetica,sans-serif;"> Mathematics is all about recognizing and using patterns to answer questions and/or learn more about a situation. <span style="font-family: Arial,Helvetica,sans-serif;">As students get better at recognizing and understanding patterns</span></span><span style="font-family: Arial,Helvetica,sans-serif;"> they begin to develop number sense, see connections between mathematical concepts, and become better problem solvers.</span></li></ul><b><span style="font-family: Arial,Helvetica,sans-serif;"></span></b><br /><ul></ul><ul><li><span style="font-family: Arial,Helvetica,sans-serif;"><b>Is this the most efficient way to solve this problem?...What's the most efficient way to solve this problem?</b> --- It's important to have students explore various ways for solving a problem. But then it becomes important to have students evaluate strategies for efficiency. Some methods will always be inefficient and should be discarded as such. With other methods, efficiency may depend on the individual. The method that's most efficient for you may not be the method I find most efficient for solving the same problem. The key to this questioning is to get students to recognize that there are various methods for solving problems, that it's important to consider efficiency when choosing a strategy, that some methods are valid but inefficient, and that efficiency can depend on individual understandings and preferences. </span></li></ul><span style="font-family: Arial,Helvetica,sans-serif;">In an effort to keep this post from getting too long, I'll stop elaborating on each question. </span><span style="font-family: Arial,Helvetica,sans-serif;">Below are a few more questions/question prompts that help cultivate mathematical thinkers.</span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;"><b>Questions that Cultivate Mathematical Thinking Continued: </b></span><br /><ul><li><span style="font-family: Arial,Helvetica,sans-serif;">What other ways can this problem be solved? </span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">How could you represent this visually?...differently? In what other ways can this problem be represented? (tables, graphs, equations, pictures, etc.)</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Compare and contrast these two problems...How are these two problems different?...How do these differences affect how you would solve each problem?</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">How could you define or explain this without using numbers?</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Based on ________, how would you approach this problem differently now? </span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">How has your thinking about this problem changed? </span></li></ul><span style="font-family: Arial,Helvetica,sans-serif;"> </span><span style="font-family: Arial,Helvetica,sans-serif;"><b>Tip:</b> If you're just beginning to incorporate these types of questions into your daily practice, write some of the question prompts on posters and place around the room. They'll serve as a reminder if you draw a blank. And, students will think you posted the questions to prompt their thinking.</span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">By no means is this an exhaustive list! It's just a work in progress. Let's continue to build this list together. <b>Leave a comment with your favorite questions that help cultivate mathematical thinking. </b></span><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/K1pTQDXtByo" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/K1pTQDXtByo/questions-that-cultivate-mathematical.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/11/questions-that-cultivate-mathematical.htmltag:blogger.com,1999:blog-2164056492808233470.post-4144464679181662053Tue, 08 Nov 2011 20:33:00 +00002011-11-08T11:36:40.941-09:00Poll Everywherestudent engagementstudent response systemsweb 2.0No Clickers, No Problem! Try Poll Everywhere<span style="font-family: Arial,Helvetica,sans-serif;">Want to create class surveys and get instant student feedback about math problems, but you don't have access to clickers? No clickers, no problem! <a href="http://www.polleverywhere.com/" style="color: blue;" target="_blank">Poll Everywhere</a> allows you to create multiple choice and free response questions for your students. You'll get instant results that can be shared with the class. </span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;"><a href="http://www.polleverywhere.com/" style="color: blue;" target="_blank">Poll Everywhere</a> is committed to education and has many features that make it ideal for classroom use. Below is a list of some of these features: </span><br /><ul><li><span style="font-family: Arial,Helvetica,sans-serif;"><b>Create as many surveys as you want with a Free teacher account</b>...With a <a href="http://www.polleverywhere.com/plans/classroom_response_system_k12" style="color: blue;" target="_blank">free K-12 account</a>, you can have up to 40 students respond to each poll. Just create a new poll or If you have a single class with more than 40 students, you can email them and they will adjust your plan.</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;"><b>Polls are quick and easy to create</b>...You literally could have a poll created and ready to use in a couple of minutes.</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;"><b>Multiple ways for students to vote</b>...Students can text their responses in or they can vote online if they have access to an iPad or computer. </span></li><li><span style="font-family: Arial,Helvetica,sans-serif;"><b>As responses come in, they automatically appear on the results chart</b>...You don't have to refresh in order to see newest results.</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;"><b>Results charts can be embedded into blogs, websites, Power Points, etc.</b>..This is a nice feature which would allow for comments about the poll or survey. You could also use this as means to address student misconceptions if they were responding to a math problem.</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;"><b>No spam or advertisements! </b></span></li></ul><span style="font-family: Arial,Helvetica,sans-serif;">The features listed above are all available with the <a href="http://www.polleverywhere.com/plans/classroom_response_system_k12" style="color: blue;" target="_blank">Free teacher account</a>. If you'd like to be able to get reports, moderate responses, and create response segmentation for contests or comparisons, you can get an <a href="http://www.polleverywhere.com/plans/classroom_response_system_k12" style="color: blue;" target="_blank">individual teacher plan for $50 per year</a>. School and district plans also make these extra features available.</span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">In a future post, I'll give some specific suggestions/ideas for using <a href="http://www.polleverywhere.com/" style="color: blue;" target="_blank">Poll Everywhere</a> in the math classroom.</span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">I've added Poll Everywhere to <a href="http://loledservices.blogspot.com/2011/10/best-technology-tools-for-teaching-math.html" style="color: blue;" target="_blank">The Best Technology Tools for Teaching Math</a> list.</span><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/_D_CUu7dBn4" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/_D_CUu7dBn4/no-clickers-no-problem-try-poll.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/11/no-clickers-no-problem-try-poll.htmltag:blogger.com,1999:blog-2164056492808233470.post-3401786092975999296Wed, 12 Oct 2011 20:06:00 +00002011-10-12T12:07:21.020-08:00math dictionariesMathematics Glossary<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-BbzCXfR6b1E/TpXxAXbOaGI/AAAAAAAAAMI/LaiL-wVL7vQ/s1600/Math+Dictionary+Screen+Shot+2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="302" src="http://2.bp.blogspot.com/-BbzCXfR6b1E/TpXxAXbOaGI/AAAAAAAAAMI/LaiL-wVL7vQ/s320/Math+Dictionary+Screen+Shot+2.png" width="320" /></a></div><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">This is one of the best <a href="http://www.learnalberta.ca/content/memg/index.html" style="color: blue;">math dictionaries</a> I've ever come across (thanks to <a href="http://www.linkedin.com/groups?viewMemberFeed=&gid=84637&memberID=96081638" style="color: blue;">Glen Holmes</a>!). The glossary is hosted by Alberta Learning (Alberta, Canada). </span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">The beauty of this glossary of math terms is that the terms are often accompanied by "real-world" visuals and applets that students can manipulate to reinforce the point/term. </span><br /><br /><div class="separator" style="clear: both; text-align: center;"></div><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-I9TZAOXZAu4/TpXxGU4TF4I/AAAAAAAAAMQ/w8JkNmNLXyo/s1600/Math+Dictionary+Screen+Shot.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="259" src="http://4.bp.blogspot.com/-I9TZAOXZAu4/TpXxGU4TF4I/AAAAAAAAAMQ/w8JkNmNLXyo/s320/Math+Dictionary+Screen+Shot.png" width="320" /> </a></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: center;"><br /></div><div class="separator" style="clear: both; text-align: left;"><span style="font-family: Arial,Helvetica,sans-serif;">I'm adding <a href="http://www.learnalberta.ca/content/memg/index.html" style="color: blue;">this Math Glossary</a> to <a href="http://loledservices.blogspot.com/2011/10/best-technology-tools-for-teaching-math.html" style="color: blue;">The Best Technology Tools for Teaching Math</a> list.</span></div><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/fk53CnWX_Pg" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/fk53CnWX_Pg/mathematics-glossary.htmlnoreply@blogger.com (Kristi Grande)1http://loledservices.blogspot.com/2011/10/mathematics-glossary.htmltag:blogger.com,1999:blog-2164056492808233470.post-9181133818711744431Tue, 11 Oct 2011 21:37:00 +00002011-11-08T09:02:51.464-09:00Scoop.it Topicsstudent engagementTechnologyweb 2.0The Best Technology Tools for Teaching Math<div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">There are many excellent technology tools available today, but a lot of them are not really applicable to the math classroom. That's why I started <a href="http://www.scoop.it/t/the-best-technology-tools-for-teaching-math" style="color: blue;">The Best Technology Tools for Teaching Math</a> on <a href="http://scoop.it/">Scoop.it</a>. This site is dedicated to the best technology resources for math teachers and students. </span></div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Click on tags to see a list of topics. When you choose a tag, you'll see everything related to that topic. Some topics that will be included are:</span></div><ul><li><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">YouTube --- sites that help teachers incorporate YouTube videos in the classroom</span></span></li><li><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Multimedia </span></span></li><li><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Reflection Tools --- applications that help students reflect on their learning</span></span></li><li><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;"> Student Engagement --- applications that help students become engaged in the learning process</span></span></li><li><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Video Editing --- applications that make video editing quick and easy</span></span></li></ul><div style="font-family: Arial,Helvetica,sans-serif;"><b><span style="font-size: small;">If you know of resources that should be added to this list, please feel free to use the Suggest tab at the top of the page to make your recommendation. Or, leave a comment on this page with your recommendation. </span></b></div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">I'll also keep a list of these sites on this blog, but you'll find more detailed information about the applications and their possible uses on the Scoop.it site. Here's a list of what's on The Best Technology Tools for Teaching and Learning so far:</span></div><ul style="font-family: Arial,Helvetica,sans-serif;"><li><span style="font-size: small;"><a href="http://www.glogster.com/" style="color: blue;">Glogster</a> --- make interactive posters </span></li><li><span style="font-size: small;"><a href="http://voicethread.com/" style="color: blue;">Voice Thread</a><span style="color: blue;"> </span>--- create conversations around multimedia </span></li><li><span style="font-size: small;"><a href="http://www.splicd.com/" style="color: blue;">Spliced </a>--- this site allows you to get clips of YouTube videos</span></li><li><span style="font-size: small;"><a href="http://charts.hohli.com/#cht=p3&chs=320x240&chd=s:&chco=5131C9&chf=bg,s,FFFFFF%7Cc,s,FFFFFF&max=100&agent=hohli.com" style="color: blue;">Hofli Online Charts Builder</a> --- site for creating different types of graphs</span></li><li><span style="font-size: small;"><a href="http://www.learnalberta.ca/content/memg/index.html" style="color: blue;">Math Dictionary</a> --- this glossary of math terms hosted by Alberta Learning uses visuals and interactive applets to explain/demonstrate math vocabulary </span></li><li><span style="font-size: small;"><a href="http://www.polleverywhere.com/" style="color: blue;" target="_blank">Poll Everywhere</a> --- free student response system...create multiple choice or free response questions for your students and see resultants in real time </span></li></ul><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">This is a new list so it's not very big right now. I'll continue to add things regularly and it will continue to grow. </span></div><span style="font-size: small;"><br /></span><b><span style="font-family: Arial,Helvetica,sans-serif;">If you use any of these tools, let us know how they work for you.</span><span style="font-family: Arial,Helvetica,sans-serif;"> </span></b><br /><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;"><br /></span></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">You may also want to follow my other Scoop.it topics:</span></div><ul><li><a href="http://www.scoop.it/t/ignite-student-engagement-in-math" style="color: blue; font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">IGNITE Student Engagement in Math!</span></a></li><li><a href="http://www.scoop.it/t/powerful-technology-tools-for-teaching-and-learning" style="color: blue; font-family: Arial,Helvetica,sans-serif;"><span style="font-size: small;">Powerful Technology Tools for Teaching and Learning</span></a></li></ul><span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">Stay tuned! I'll be creating and sharing more math related Scoop.it topics soon.</span></span><br /><span style="font-size: small;"><br /></span><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/9XhwTxU30BI" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/9XhwTxU30BI/best-technology-tools-for-teaching-math.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/10/best-technology-tools-for-teaching-math.htmltag:blogger.com,1999:blog-2164056492808233470.post-2899449704311362517Tue, 11 Oct 2011 04:10:00 +00002011-10-11T13:47:27.531-08:00area of circlesinstructional videosProblem Solvingproportionsratiosskills practiceHands-on Lesson for Area of Circles<div style="font-family: Arial,Helvetica,sans-serif;">This video was created by <a href="http://kidnexions.com/blog/" style="color: blue;">Karyn Hodgens</a> of <a href="http://kidnexions.com/" style="color: blue;">Kidnexions</a>. Karyn gives step by step instructions for having students make targets in order to practice finding area of circles. I really like the way she incorporates problem solving into the lesson. She also has some good ideas for demonstrating the concept of subtracting the areas to find the area of the outer rings of the target.<br /><br /></div><div style="font-family: Arial,Helvetica,sans-serif;"><object height="197" width="350"><param name="movie" value="http://www.youtube.com/v/SYJsrUby6Zg&hl=en_US&feature=player_embedded&version=3"> </param><param name="allowFullScreen" value="true"> </param><param name="allowScriptAccess" value="always"> </param><embed src="http://www.youtube.com/v/SYJsrUby6Zg&hl=en_US&feature=player_embedded&version=3" type="application/x-shockwave-flash" allowfullscreen="true" allowScriptAccess="always" width="350" height="197"></embed></object></div><div style="font-family: Arial,Helvetica,sans-serif;"><br />In order to extend this lesson and tie area and circumference into other math standards, you can have students create graphs for the area and circumference of each circle in the target.<br /><br /><br /><div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-jsTQEmizTBc/TpO9rr2QYEI/AAAAAAAAALw/NpRIGU-45s8/s1600/Area+graph.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="176" src="http://4.bp.blogspot.com/-jsTQEmizTBc/TpO9rr2QYEI/AAAAAAAAALw/NpRIGU-45s8/s200/Area+graph.png" width="200" /></a><a href="http://3.bp.blogspot.com/-tZqZt-HHyBE/TpO95cLokaI/AAAAAAAAAL4/9bBKvdyJ8J4/s1600/Circumference+graph.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="177" src="http://3.bp.blogspot.com/-tZqZt-HHyBE/TpO95cLokaI/AAAAAAAAAL4/9bBKvdyJ8J4/s200/Circumference+graph.png" width="200" /></a></div></div><div style="font-family: Arial,Helvetica,sans-serif;"> <br />Have students: </div><div style="font-family: Arial,Helvetica,sans-serif;"><ul><li>compare and contrast the 2 graphs</li><li>describe what types of patterns they see on each graph</li><li>determine which of the 2 graphs shows a proportional relationship and describe what makes it proportional (Proportional relationships are linear and they goes through the origin. They always go through the origin because there is no constant.)</li><li>use the graphs to make predictions about data points that are not on the graph</li><li>relate the graphs to the formulas (equations) for area and circumference</li><li>describe how the equation (formula) and graphs for Circumference are different when you use radius instead of diameter as the independent variable </li></ul><br />If you like this lesson, you might also like <a href="http://loledservices.blogspot.com/2011/04/circumference-evolution-of-lesson.html" style="color: blue;">Circumference: The Evolution of a Lesson</a>.<br /><ul></ul> <b><br />What else could you do to extend this lesson for middle school? Leave a comment and share your ideas.</b><span style="font-family: Arial,Helvetica,sans-serif;"> </span></div><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/_WBrFuyDK58" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/_WBrFuyDK58/hands-on-lesson-for-area-of-circles.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/10/hands-on-lesson-for-area-of-circles.htmltag:blogger.com,1999:blog-2164056492808233470.post-389930580086976267Mon, 10 Oct 2011 13:16:00 +00002011-10-10T05:16:47.457-08:00Amazing Illusion! Magnet-Like Slopes<span style="font-family: Arial,Helvetica,sans-serif;">This is a really cool illusion to share with your students. This was the winner in the 2010 Best Illusion of the Year Competition. Check out the other finalist <a href="http://illusioncontest.neuralcorrelate.com/cat/2010/" style="color: blue;">here</a>.</span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">It would be interesting to see if any of your students could duplicate this. Trying to figure out how this was created could lead to some interesting mathematical discussions.</span><br /><span style="font-family: Arial,Helvetica,sans-serif;"> </span><br /><br /><object height="252" width="450"><param name="movie" value="http://www.youtube.com/v/hAXm0dIuyug&rel=0&hl=en_US&feature=player_embedded&version=3"> </param><param name="allowFullScreen" value="true"> </param><param name="allowScriptAccess" value="always"> </param><embed src="http://www.youtube.com/v/hAXm0dIuyug&rel=0&hl=en_US&feature=player_embedded&version=3" type="application/x-shockwave-flash" allowfullscreen="true" allowScriptAccess="always" width="450" height="252"></embed></object><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/SxJgyo3y__E" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/SxJgyo3y__E/amazing-illusion-magnet-like-slopes.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/10/amazing-illusion-magnet-like-slopes.htmltag:blogger.com,1999:blog-2164056492808233470.post-5923742609524065247Mon, 10 Oct 2011 02:51:00 +00002011-10-10T00:02:54.401-08:00bloggingPosterousPosterous Spaces - Excellent Tool for Beginning Bloggers<span style="font-family: Arial,Helvetica,sans-serif;">If you've never blogged or had your students blog, <a href="http://posterous.com/" style="color: blue;">Posterous Spaces</a> is a great beginners tool. It's the quickest and easiest way to start a blog (that I know of anyway!). With Posterous Spaces, anyone can easily create an account and write your first blog post in 15 minutes. It may take a little longer to set up your profile and pages, but even that doesn't take too long with Posterous Spaces.</span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;"><a href="http://posterous.com/"><span style="color: blue;">Posterous Spaces</span> </a>has some features that help to make it a nice blogging tool. </span><br /><ul><li><span style="font-family: Arial,Helvetica,sans-serif;">Posterous Spaces formats your posts for you. Just write the post and attach any videos and images you want to go with the post. Posterous Spaces does all of the formatting for you. </span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">You can write new posts on the site or in an email. Not at your computer, but you want to write a blog post. No problem with Posterous Spaces! Just compose an email, attach images and/or videos and send to your Posterous Spaces email address. They will format everything for you. </span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Posterous Spaces has an auto-posting feature. After you write a post, you can have it automatically auto-posted to Facebook, Twitter, Linkedin, Blogger, any many others. </span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Posterous Spaces has privacy settings that make it an ideal tool for student bloggs. </span></li></ul><div style="font-family: Arial,Helvetica,sans-serif;">Today on <a href="http://www.freetech4teachers.com/2011/10/how-to-get-started-using-posterous.html" style="color: blue;">Free Technology for Teachers</a>, Richard Byrne, posted the following<span style="color: blue;"> </span><a href="http://www.freetech4teachers.com/2011/10/how-to-get-started-using-posterous.html" style="color: blue;">slide show</a>. He goes through all of the steps necessary for starting a Posterous blog. </div><br /><br /><iframe frameborder="0" height="342" src="https://docs.google.com/present/embed?id=df6bwk2v_947f7p8s8c8" width="410">&amp;amp;lt;p&amp;amp;gt;&amp;amp;amp;amp;amp;amp;lt;p&amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;br&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;br&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;br&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;br&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;br&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;br&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;br&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;br&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;br&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;br&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;asdfasdfkk&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;lt;/p&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;gt;&amp;amp;amp;amp;amp;amp;lt;/p&amp;amp;amp;amp;amp;amp;gt;&amp;amp;lt;/p&amp;amp;gt;</iframe><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/9_ryj33-D6M" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/9_ryj33-D6M/posterous-excellent-tool-for-beginning.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/10/posterous-excellent-tool-for-beginning.htmltag:blogger.com,1999:blog-2164056492808233470.post-6435080053028953523Sun, 09 Oct 2011 23:51:00 +00002011-10-09T15:54:38.748-08:00Brain-Based LearningBrain-Based Teachingbrainstormingdifferentiationdifferentiation strategiesFive Benefits of Brainstorming in the Math Classroom<div style="font-family: Arial,Helvetica,sans-serif;">Brainstorming is an excellent teaching strategy that many math teachers neglect to incorporate into their regular classroom practices. Some teachers don't think they have time, some teachers don't recognize the value of it, and some teachers have never even thought about having students brainstorm. </div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">Brainstorming can be done at various times throughout a unit of study or lesson. It serves a slightly different purpose and has different benefits depending on when you use it in the course of a lesson or unit. In this post we'll examine some benefits of brainstorming before a lesson or unit of study. </div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><b><span style="font-family: Arial,Helvetica,sans-serif;">Brainstorming before a lesson:</span></b><br /><ul style="font-family: Arial,Helvetica,sans-serif;"><li><b>Activates schema </b>--- Our brains love to make associations. We learn and recall information best when we're able to connect it other things we already know. Having students brainstorm before you begin a lesson or unit allows their brains to activate things they already know about the topic. So when students begin to acquire new learning on the topic, they are able to associate it with their prior knowledge. By creating these associations, the connections in the brain will be stronger making it easier to recall the information later.</li></ul><ul><li><b><span style="font-family: Arial,Helvetica,sans-serif;">Helps set a baseline for learning</span></b> --- <span style="font-family: Arial,Helvetica,sans-serif;">Brainstorming prior to a lesson or unit of study allows both teachers (and students) to get an idea of how much a student knows about the topic. As you move through the unit of study, have students revisit their brainstorming tools (where they recorded their ideas) and either add new ideas to the list or correct misconceptions. Doing this gives students a sense of what they know. It's also a motivator because it allows students to see progress in their understanding.</span></li></ul><ul><li><span style="font-family: Arial,Helvetica,sans-serif;"><b>Helps identify misconceptions that students already have about a topic</b> --- Students bring misconceptions to the classroom everyday. Misconceptions are a part of learning. Brainstorming before a lesson shines a light on any misconceptions that students bring to the discussion. Identifying misconceptions before you begin the lesson allows you to address ideas that will get in the way of new learning. For example, if students begin a unit on integers believing that you can only subtract a smaller number from a larger number, they will have trouble grasping the concept of subtracting integers. If you know that students have this belief, you can make sure you approach subtracting integers in a way that will correct this misconception. When we don't know about these types of misconceptions before teaching a new topic, we often add to student's confusion rather than helping them learn what we intend.</span><span style="font-family: Arial,Helvetica,sans-serif;"></span></li></ul><span style="font-family: Arial,Helvetica,sans-serif;"></span><span style="font-family: Arial,Helvetica,sans-serif;"></span><br /><ul><li><span style="font-family: Arial,Helvetica,sans-serif;"><b>Helps guide teaching and differentiation</b> --- Brainstorming lets you see who has no prior knowledge or understanding, who has a little prior knowledge, and who already knows a lot about the topic. For example, if you have students brainstorm the topic Volume, you can see exactly what ideas students already have about volume. Do they know that volume relates to capacity? Do they know that volume relates to 3-dimensional shapes? Do they know that we can use a formula to calculate volume?</span> <span style="font-family: Arial,Helvetica,sans-serif;">This type of information helps you decide where to start the lesson, how to group students, which students need remediation, which students are already beyond the lesson you had planned, etc. </span></li></ul><span style="font-family: Arial,Helvetica,sans-serif;"></span><span style="font-family: Arial,Helvetica,sans-serif;"></span><br /><ul><li><b style="font-family: Arial,Helvetica,sans-serif;">Improve student's perception about their level of mathematical understanding </b><span style="font-family: Arial,Helvetica,sans-serif;">---</span> <span style="font-family: Arial,Helvetica,sans-serif;">Many students have a very low perception of their math abilities because they associate math with computation. Most students don't realize that they know much more about math than they think. If you ask 6th grade students what they know about adding fractions,</span> <span style="font-family: Arial,Helvetica,sans-serif;">many would tell you they don't know how to add fractions. This is usually because they have trouble remembering and applying the algorithm for adding fractions. But if you delve deeper, students might discover that they actually know a lot about adding fractions. They might know situations where you would need to add fractions, how to estimate an answer, that the steps for adding and subtracting fractions are similar, how to represent adding fractions visually, that you need to find a common denominator when adding fractions, etc. Once you see what students do know about a topic, you can point out exactly what and how much they already know. Recognizing what they know about math helps students build confidence and changes perceptions about their abilities. </span></li></ul><span style="font-family: Arial,Helvetica,sans-serif;">There are also other benefits for brainstorming during and after a lesson. We'll explore these reasons for brainstorming in Parts 2 and 3 of this series. In part 4 of the series, I'll share some ideas and resources for brainstorming in the math classroom.</span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">Do you incorporate brainstorming? If so, how? How has brainstorming benefited your students? </span><br /><b><span style="font-family: Arial,Helvetica,sans-serif;"></span></b><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/d1mbIminYro" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/d1mbIminYro/five-benefits-of-brainstorming-in-math.htmlnoreply@blogger.com (Kristi Grande)3http://loledservices.blogspot.com/2011/10/five-benefits-of-brainstorming-in-math.htmltag:blogger.com,1999:blog-2164056492808233470.post-5784938390764706731Sun, 09 Oct 2011 20:08:00 +00002011-10-09T12:21:59.803-08:00book recommendationsBrain-Based LearningBrain-Based Teachingnumber senseThe Number Sense: How the Mind Creates Mathematics<div style="font-family: Arial,Helvetica,sans-serif;">I just discovered this book from +Liz Krane on Google+. It is going to the top of my reading list!<br /><br /></div><div style="font-family: Arial,Helvetica,sans-serif;"></div><object classid="clsid:D27CDB6E-AE6D-11cf-96B8-444553540000" codebase="http://fpdownload.macromedia.com/get/flashplayer/current/swflash.cab" height="250px" id="Player_b681e2d7-1cb9-4934-95f1-e1cf60879cf0" width="300px"> <param NAME="movie" VALUE="http://ws.amazon.com/widgets/q?rt=ss_ssw&ServiceVersion=20070822&MarketPlace=US&ID=V20070822%2FUS%2Floveoflearedu-20%2F8003%2Fb681e2d7-1cb9-4934-95f1-e1cf60879cf0&Operation=GetDisplayTemplate"> <param NAME="quality" VALUE="high"> <param NAME="bgcolor" VALUE="#FFFFFF"> <param NAME="allowscriptaccess" VALUE="always"> <embed src="http://ws.amazon.com/widgets/q?rt=ss_ssw&ServiceVersion=20070822&MarketPlace=US&ID=V20070822%2FUS%2Floveoflearedu-20%2F8003%2Fb681e2d7-1cb9-4934-95f1-e1cf60879cf0&Operation=GetDisplayTemplate" id="Player_b681e2d7-1cb9-4934-95f1-e1cf60879cf0" quality="high" bgcolor="#ffffff" name="Player_b681e2d7-1cb9-4934-95f1-e1cf60879cf0" allowscriptaccess="always" type="application/x-shockwave-flash" align="middle" height="250px" width="300px"></embed></OBJECT> <noscript></noscript> <noscript></noscript><br /><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;"></div><div style="font-family: Arial,Helvetica,sans-serif;">Here's what Liz had to say about the <b><i>The Number Sense: How the Mind Creates Mathematics</i>:</b></div><blockquote style="font-family: Arial,Helvetica,sans-serif;">I'm just blazing through this book, The Number Sense by Stanislas Dehaene. It's fascinating!<br /><br />Here's a tidbit I just picked up:<br /><br />Have you heard that people can generally only remember up to 7 digits? Well, throw that out the window.<br /><br />This "magical number seven" is derived from the population "on which more than 90% of psychological studies happen to be focused, the American undergraduate!" (p. 103)<br /><br />Because Chinese uses single-syllable words for numbers, Chinese speakers can easily remember 9 digits, whereas English speakers can only remember 7.<br /><br />The oral numeral system in Chinese is also much simpler than ours; instead of memorizing separate words for 0 all the way to 19 and then special words for 20, 30, etc., Chinese speakers simply have to say, for example, "one ten two" for twelve or "three ten five" for 35. An experiment found that at age four, American children can count up to about 15, whereas Chinese children can already count up to 40.<br /><br />I don't need to remind you that China is WAY ahead of the U.S. in math. So, that's one of the main reasons: their spoken numeral system perfectly matches the written system, making counting easier and making the concept of base-10 much easier to grasp.<br /><br />So, maybe a simple solution to improving U.S. math education is to teach kids to count the way the Chinese do, at least at first. They can memorize the words for 11 to 19 and 20, 30, and so on when they're older, AFTER they've mastered the decimal system. Or, y'know, we could just change the English language. =P It sucks anyway, am I right?</blockquote><div style="font-family: Arial,Helvetica,sans-serif;">I'm not sure that I agree with the assessment about the Chinese language and math instruction in the US. But, I'm anxious to read the book and develop a more informed opinion on the matter. Regardless, it sounds like this book will be worth reading.</div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">If you've read the book, tell us your opinion of it. What insights did you take away from this book? Did it change the way you approach math instruction? </div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">If you decide to read the book after reading this post, come back and comment as you make your way through the book. Let us know if this book will impact your teaching in any way. I'll do the same.</div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><span style="font-family: Arial,Helvetica,sans-serif;">Happy Reading!</span><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/o-WK-6GOCLo" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/o-WK-6GOCLo/number-sense-how-mind-creates.htmlnoreply@blogger.com (Kristi Grande)2http://loledservices.blogspot.com/2011/10/number-sense-how-mind-creates.htmltag:blogger.com,1999:blog-2164056492808233470.post-8734294066642674258Fri, 07 Oct 2011 19:00:00 +00002011-11-07T15:00:10.508-09:0021st Century ToolsTechnologyweb 2.0View and Share Websites Without Ads<div style="font-family: Arial,Helvetica,sans-serif;">I send out a periodic newsletter titled <a href="http://eepurl.com/fxwN-/" style="color: blue;">Web 2.0 Resources for Teachers</a>. In a recent edition of this newsletter, I shared information about <b style="font-weight: normal;"><a href="http://www.pageflip-flap.com/" style="color: blue;">PageFlip-Flap</a>. PageFlip-Flap allows you to turn documents, images, and videos into an interactive flipbook. Soon after the newsletter was sent, a reader emailed and asked me if I knew other applications that did the same thing without ads. With <a href="http://www.pageflip-flap.com/" style="color: blue;">PageFlip-Flap</a>, your flipbook has ads along the side. I recommended that he try <a href="http://www.flipsnack.com/" style="color: blue;">FlipSnak</a>, a similar application.</b></div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><b style="font-weight: normal;"><span style="font-family: Arial,Helvetica,sans-serif;">Recently, I found out about <a href="http://nomoreads.adout.org/" style="color: blue;" target="_blank">AdOut.org</a>. This is an application that takes the ads off websites. You get a link that you can share with others. With <a href="http://nomoreads.adout.org/" style="color: blue;" target="_blank">AdOut.org</a>, you can share sites with your students that you may not have used before because of unwanted ads.</span></b><br /><br /><b style="font-family: Arial,Helvetica,sans-serif; font-weight: normal;">You can subscribe to my </b><a href="http://eepurl.com/fxwN-/" style="color: blue; font-family: Arial,Helvetica,sans-serif;">Web 2.0 Resources for Teachers</a><b style="font-weight: normal;"><span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;"> Newsletter by clicking on the link. </span></span></b><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/yqUeQUG-Gwo" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/yqUeQUG-Gwo/view-and-share-websites-without-ads.htmlnoreply@blogger.com (Kristi Grande)2http://loledservices.blogspot.com/2011/10/view-and-share-websites-without-ads.htmltag:blogger.com,1999:blog-2164056492808233470.post-4045837926738607127Fri, 07 Oct 2011 13:40:00 +00002011-10-18T18:46:53.776-08:00<description><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/reYKSLatZQw" height="1" width="1" alt=""/></description><link>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/reYKSLatZQw/blog-post.html</link><author>noreply@blogger.com (Kristi Grande)</author><thr:total>0</thr:total><feedburner:origLink>http://loledservices.blogspot.com/2011/10/blog-post.html</feedburner:origLink></item><item><guid isPermaLink="false">tag:blogger.com,1999:blog-2164056492808233470.post-8400281195542983543</guid><pubDate>Thu, 06 Oct 2011 17:04:00 +0000</pubDate><atom:updated>2011-10-06T09:04:23.158-08:00</atom:updated><category domain="http://www.blogger.com/atom/ns#">Brain-Based Learning</category><category domain="http://www.blogger.com/atom/ns#">Brain-Based Teaching</category><category domain="http://www.blogger.com/atom/ns#">on-task</category><category domain="http://www.blogger.com/atom/ns#">student engagement</category><title>Seven Ways to Go from On-Task to Engaged<div style="font-family: Arial,Helvetica,sans-serif;"><div class="separator" style="clear: both; text-align: center;"></div><div class="separator" style="clear: both; text-align: center;"><a href="http://www.eyeoneducation.com/bookstore/productdetails.cfm?sku=7166-9&title=battling-boredom" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/-BCegZDNsNio/To3c3V2MACI/AAAAAAAAADQ/3mPHjrddL84/s200/Battling+Boredom+Book+Cover+2.gif" width="156" /></a></div><div style="font-family: Arial,Helvetica,sans-serif;"><b>Guest Post by Bryan Harris:</b> This post was written by a friend and colleague of mine. It was originally posted on the <a href="http://ascd.typepad.com/blog/2011/06/on-task-doesnt-mean-engaged.html" style="color: blue;">ASCD blog</a>. Bryan Harris is the Director of Professional Development for the Casa Grande Elementary School District in Arizona. He's also the author of <a href="http://battling-boredom.com/" style="color: blue;">Battling Boredom</a>, published by <a href="http://www.eyeoneducation.com/" style="color: blue;">Eye On Education</a>. </div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><span style="font-family: Arial,Helvetica,sans-serif;">His new book,</span><span style="color: #1f497d; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"><i> <span style="color: black;">75 Quick and Easy Solutions to Common Classroom Disruptions, </span></i><span style="color: black;">will also be published by</span><i><span style="color: black;"> </span></i></span><a href="http://www.eyeoneducation.com/" style="color: blue; font-family: Arial,Helvetica,sans-serif;">Eye On Education</a><span style="font-family: Arial,Helvetica,sans-serif;"> and </span><span style="color: #1f497d; font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"><span style="color: black;">is scheduled to be released January 2012.</span></span><span style="font-family: Arial,Helvetica,sans-serif;"> You can learn more about Bryan and his work at </span><a href="http://www.bryan-harris.com/" style="color: blue; font-family: Arial,Helvetica,sans-serif;">http://www.bryan-harris.com/</a><span style="font-family: Arial,Helvetica,sans-serif;">.</span><i> </i></div><div style="font-family: Arial,Helvetica,sans-serif;"><b> </b><br /><b>Bryan's Post:</b><i><br /><i></i><i><br /></i></i></div><div style="font-family: Arial,Helvetica,sans-serif;"><i>We know that engagement is the key to learning, but we also know that many of our students are bored with the curriculum and activities being offered in classrooms. To battle this problem, much focus and attention has been placed on getting students to be "on-task." Indeed, the link between on-task behavior and student achievement is strong. However, just as a worker at a company can be busy without being productive, a student can be on-task without actually being engaged in the learning. True, long-lasting learning comes not merely as a result of being on-task, but being deeply engaged in meaningful, relevant, and important tasks. </i></div><div style="font-family: Arial,Helvetica,sans-serif;"><i>We see examples of on-task but disengaged behavior every day: students mindlessly copying notes from a screen, listening to a lecture but daydreaming about what to do after school, robotically completing a worksheet. Some students, particularly older ones, have become masters at what Bishop and Pflaum (2005) refer to as "pretend-attend." They've mastered the ability to look busy, focused, and on-task, but in reality they are disengaged in the actual learning.</i></div><div style="font-family: Arial,Helvetica,sans-serif;"><i><br /></i></div><div style="font-family: Arial,Helvetica,sans-serif;"><i>So, how do we ramp up both on-task behavior and real, meaningful engagement for our students? Here are seven easy ways to increase the likelihood that students are both engaged and on-task:<br /></i></div><ol style="font-family: Arial,Helvetica,sans-serif;"><li><i>Teach students about the process of focus, attention, and engagement. Tell them about how the brain works and help them to recognize the characteristics of real engagement.</i></li><i><br /></i><li><i>When designing objectives, lessons, and activities, consider the task students are being asked to complete. Is the task, behavior, or activity one that is relevant, interactive, and meaningful, or is it primarily designed to keep kids busy and quiet?</i></li><i><br /></i><li><i>Ask your students about their perspectives, ideas, and experiences. What do they find engaging, real, and meaningful? </i></li><i><br /></i><li><i>Create authentic reasons for learning activities. Connect the objectives, activities, and tasks to those things that are interesting and related to student experiences.</i></li><i><br /></i><li><i>Provide choice in the way students learn information and express their knowledge.</i></li><li><i>Incorporate positive emotions including curiosity, humor, age-appropriate controversy, and inconsequential competition. (Inconsequential competition is described by Marzano [2007] as competition in the spirit of fun with no rewards, punishments or anything of "consequence" attached.)</i></li><i><br /></i><li><i>Allow for creativity and multisensory stimulation (think art, drama, role play, and movement).</i></li></ol><div style="font-family: Arial,Helvetica,sans-serif;"><i><b>Have you noticed that on-task does not always mean engaged? How do you achieve both?</b></i></div><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/9YiS4YtuP2M" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/9YiS4YtuP2M/seven-ways-to-go-from-on-task-to.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/10/seven-ways-to-go-from-on-task-to.htmltag:blogger.com,1999:blog-2164056492808233470.post-3415241795824360618Thu, 06 Oct 2011 01:08:00 +00002011-10-05T17:08:08.425-08:00TechnologyHow would our world be different without Steve Jobs?<div style="font-family: Arial,Helvetica,sans-serif;">I was out running errands when I heard on the radio that Steve Jobs has passed away. I couldn't help but stop and think about how our lives might be different if it weren't for his forward thinking and creativity. He exemplified the characteristics most of us would like to see in our math students. He was a problem solver, innovator and creative thinker.</div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">Many middle school students may not know who Steve Jobs is and what he's offered to the world, but they certainly use his products and benefit from his ingenuity. Yesterday, I wrote a post titled <a href="http://loledservices.blogspot.com/2011/10/math-curriculum-how-and-why-it-needs-to.html" style="color: blue;">Math Curriculum: How and Why it Needs to Change</a>. This post is about the role of technology in mathematics curriculum reform. If it weren't for Steve Jobs and others like him, there may not be a need for this type of discussion.</div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">It may be worth taking a few minutes of valuable class time to discuss his accomplishments and contributions with students. And, to ponder how our world would be different without his contributions.</div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">You might also want to share Steve Jobs' 2005 Standford Commencement Address with your students. (via:<span style="color: blue;"> </span><a href="http://www.freetech4teachers.com/2011/10/steve-jobs-2005-stanford-commencement.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+freetech4teachers%2FcGEY+%28Free+Technology+for+Teachers%29" style="color: blue;">Richard Byrne</a>)</div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><iframe allowfullscreen="" frameborder="0" height="315" src="http://www.youtube.com/embed/Hd_ptbiPoXM" width="420"></iframe><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/I4koU4CfRn8" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/I4koU4CfRn8/how-would-our-world-be-different.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/10/how-would-our-world-be-different.htmltag:blogger.com,1999:blog-2164056492808233470.post-1036376502680617572Tue, 04 Oct 2011 21:23:00 +00002011-10-04T13:23:24.148-08:00math curriculummath reformTechnologyTED talkMath Curriculum: How and Why It Needs To Change<div class="separator" style="clear: both; text-align: center;"><a href="http://1.bp.blogspot.com/-VMxwgO2l7cI/Tot4cs6-d1I/AAAAAAAAACc/q4mMlvnjnE4/s1600/Math+Does+Not+Equal+Calculating.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="156" src="http://1.bp.blogspot.com/-VMxwgO2l7cI/Tot4cs6-d1I/AAAAAAAAACc/q4mMlvnjnE4/s400/Math+Does+Not+Equal+Calculating.png" width="400" /></a></div><span style="font-family: Arial,Helvetica,sans-serif;">It seems that everyone is talking about math reform these days. But, what does that really mean? What does it or should it look like? The truth is there are many facets of what should make up math reform including things like assessment, understanding how students learn, metacognition, technology and math curriculum. This post will focus on the need to rethink math curriculum and the role of technology in transforming math curriculum. </span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">You've probably noticed that over the last few decades, our world has been changing rapidly. Technology has changed the way we operate our daily lives. And, technology has certainly changed the way businesses and industries operate. But, surprisingly (or not), technology has not really impacted math curriculum as a whole. </span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;">Traditionally, math curriculum has been all about computation with little, if any, emphasis on understanding or context. Until the last few decades, math curriculum needed to focus on arithmetic and computation because we didn't have technology that could do the computation for us. </span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">Today, we don't need as much emphasis on computation and arithmetic because we have technology that can support this. Let me be clear, I'm not suggesting that we don't need to teach any computation. I'm saying that computation should not be the primary focus in our math classes. For students to be successful in our ever changing world, they need to be able to demonstrate mathematical reasoning, think critically, apply math to real situations, interpret and analyze data, and problem solve. The beauty of technology is that it allows us to spend more time focusing on higher order thinking, making real world connections to math and problem solving skills with less time spent on teaching arithmetic.</span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><br /></span><span style="font-family: Arial,Helvetica,sans-serif;">There are two TED talks that describe what today's math curriculum should look like. The first one titled <a href="http://www.ted.com/talks/lang/eng/conrad_wolfram_teaching_kids_real_math_with_computers.html" style="color: blue;">Teaching Kids Real Math with Computers</a> is from <a href="http://www.conradwolfram.com/" style="color: blue;">Conrad Wolfram</a>. The second one titled<a href="http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html"> <span style="color: blue;">Math Class Needs a Makeover</span></a> is from <a href="http://blog.mrmeyer.com/" style="color: blue;">Dan Meyer</a>. Both of these TED Talks do a great job describing why we need to rethink math curriculum and how technology can help make math more relevant, interesting, and practical. They also show how technology allows students to gain deeper mathematical understanding and become better problem solvers.</span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">Some key points form these videos are:</span><br /><ul><li><span style="font-family: Arial,Helvetica,sans-serif;">Math looks different in the real world than it does in a typical math classroom</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Math helps everyone make sense of the world </span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Math is NOT computation</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Math is about posing the right questions </span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Computation should arise from a need to answer a mathematical question</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Calculating no longer has to be the limiting step in answering mathematical questions</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Math in the real world is popular </span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Math is used regularly by many professions</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Math in the real world is difficult and often doesn't look like a bunch of calculations</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Sometimes math doesn't look like math</span> </li><li><span style="font-family: Arial,Helvetica,sans-serif;">Estimation is a necessary and valuable skill</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Technology allows students to see a need for computation</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Technology allows for deeper more meaningful mathematical dialogue</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Technology allows students to experience and understand difficult math concepts like Calculus much earlier </span></li></ul><span style="font-family: Arial,Helvetica,sans-serif;"></span><br /><span style="font-family: Arial,Helvetica,sans-serif;"><a href="http://www.ted.com/talks/lang/eng/conrad_wolfram_teaching_kids_real_math_with_computers.html" style="color: blue;">Teaching Kids Real Math With Computers</a> by <a href="http://www.conradwolfram.com/" style="color: blue;">Conrad Wolfram</a></span><br /><div style="color: blue;"></div><br /><object height="374" width="526"> <param name="movie" value="http://video.ted.com/assets/player/swf/EmbedPlayer.swf"> </param><param name="allowFullScreen" value="true" /> <param name="allowScriptAccess" value="always"/> <param name="wmode" value="transparent"> </param><param name="bgColor" value="#ffffff"> </param><param name="flashvars" value="vu=http://video.ted.com/talk/stream/2010G/Blank/ConradWolfram_2010G-320k.mp4&su=http://images.ted.com/images/ted/tedindex/embed-posters/ConradWolfram-2010G.embed_thumbnail.jpg&vw=512&vh=288&ap=0&ti=1007&lang=eng&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=conrad_wolfram_teaching_kids_real_math_with_computers;year=2010;theme=unconventional_explanations;theme=design_like_you_give_a_damn;theme=how_we_learn;theme=what_s_next_in_tech;event=TEDGlobal+2010;tag=Technology;tag=computers;tag=education;tag=math;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;" /> <embed src="http://video.ted.com/assets/player/swf/EmbedPlayer.swf" pluginspace="http://www.macromedia.com/go/getflashplayer" type="application/x-shockwave-flash" wmode="transparent" bgColor="#ffffff" width="526" height="374" allowFullScreen="true" allowScriptAccess="always" flashvars="vu=http://video.ted.com/talk/stream/2010G/Blank/ConradWolfram_2010G-320k.mp4&su=http://images.ted.com/images/ted/tedindex/embed-posters/ConradWolfram-2010G.embed_thumbnail.jpg&vw=512&vh=288&ap=0&ti=1007&lang=eng&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=conrad_wolfram_teaching_kids_real_math_with_computers;year=2010;theme=unconventional_explanations;theme=design_like_you_give_a_damn;theme=how_we_learn;theme=what_s_next_in_tech;event=TEDGlobal+2010;tag=Technology;tag=computers;tag=education;tag=math;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;"></embed> </object><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;"><a href="http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html" style="color: blue;">Math Class Needs a Makeover</a> by <a href="http://blog.mrmeyer.com/" style="color: blue;">Dan Meyer</a></span><br /><br /><object height="374" width="526"> <param name="movie" 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type="application/x-shockwave-flash" wmode="transparent" bgColor="#ffffff" width="526" height="374" allowFullScreen="true" allowScriptAccess="always" flashvars="vu=http://video.ted.com/talk/stream/2010X/Blank/DanMeyer_2010X-320k.mp4&su=http://images.ted.com/images/ted/tedindex/embed-posters/DanMeyer-2010X.embed_thumbnail.jpg&vw=512&vh=288&ap=0&ti=855&lang=eng&introDuration=15330&adDuration=4000&postAdDuration=830&adKeys=talk=dan_meyer_math_curriculum_makeover;year=2010;theme=a_taste_of_tedx;theme=design_like_you_give_a_damn;theme=unconventional_explanations;theme=how_we_learn;theme=media_that_matters;event=TEDxNYED;tag=children;tag=education;tag=math;tag=student;&preAdTag=tconf.ted/embed;tile=1;sz=512x288;"></embed> </object><br /><div style="font-family: Arial,Helvetica,sans-serif;"></div><div style="font-family: Arial,Helvetica,sans-serif;">If you're interested in more resources from Dan Meyer and Conrad Wolfram, check out these sites.</div><ul><li><span style="font-family: Arial,Helvetica,sans-serif;"><a href="http://blog.mrmeyer.com/" style="color: blue;">Less Helpful</a> - Dan Meyer's blog...It's full of math curriculum based on interesting real world questions. </span></li><li><span style="font-family: Arial,Helvetica,sans-serif;"><a href="http://www.conradwolfram.com/" style="color: blue;">Conrad Wolfram</a> and <a href="http://computerbasedmath.org/" style="color: blue;">Math Does Not Equal Calculating</a> and - Conrad Wolfram's websites </span><span style="font-family: Arial,Helvetica,sans-serif;"> </span></li></ul><span style="font-family: Arial,Helvetica,sans-serif;">The purpose of this post is get you thinking about how you approach math instruction. What changes can you make that will help your students become more equipped to function in today's world and in their world of tomorrow?</span> <div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/1sGhg5U1slI" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/1sGhg5U1slI/math-curriculum-how-and-why-it-needs-to.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/10/math-curriculum-how-and-why-it-needs-to.htmltag:blogger.com,1999:blog-2164056492808233470.post-3335872348639282203Mon, 03 Oct 2011 20:07:00 +00002011-10-03T12:07:03.211-08:00Problem SolvingThe Price is RightCome on Down! Problem Solving on the Price is Right<div style="font-family: Arial,Helvetica,sans-serif;"> </div><div style="font-family: Arial,Helvetica,sans-serif;">If you're looking for an interesting activity that requires students to practice problem solving, look to <a href="http://www.cbs.com/daytime/the_price_is_right/" style="color: blue;">The Price is Right</a>! Surprising right?!</div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">For the 39th season of the show (aired in 2010), The Price is Right introduced a new game called Pay the Rent. This game is interesting because, unlike most of the games on the show, it requires the contestant to use some problem solving skills. I guess that should be expected since it's a $100,000 game!</div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;"><b>Using this with Students: </b><span style="font-family: Arial,Helvetica,sans-serif;"> </span></div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">Begin by showing the following video clip.</span> This is a clip of the day Pay the Rent was introduced on the show. </div><br /><object height="344" width="425"><param name="movie" value="http://www.youtube.com/v/084_U2kYRRc&start=186&end=540"> </param><param name="allowFullScreen" value="true"> </param><embed src="http://www.youtube.com/v/084_U2kYRRc&start=186&end=540" type="application/x-shockwave-flash" allowfullscreen="true" width="425" height="344"></embed></object><br /><a href="http://splicd.com/" style="color: #555555; font-family: Helvetica,sans-serif; font-size: 13px; text-decoration: none;">powered by <span style="color: #c85b00;">Splicd.com</span></a><br /><br /><div style="font-family: Arial,Helvetica,sans-serif;">After showing the video clip, ask students to think about what question comes to mind about the game. There is an obvious question that most students should be able to figure out.</div><div style="color: #990000; font-family: Arial,Helvetica,sans-serif;"> </div><div style="color: #990000; font-family: Arial,Helvetica,sans-serif;">The Question(s):</div><div style="color: #990000; font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">Is it possible to win this game? If so, how?...The answer to this question should lead to another question.</div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">If you can win this game, are there multiple ways to win? </div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">Students might also wonder if this game is fair. The question of fairness could be a good question for debate after students figure out if it's possible to win the $100,000 prize.</div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;"><span style="color: #990000;">Next Step:</span></div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">After students come up with the question, have them use the prices from the game to see if they can find a way to win the game. </div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">Once a student or groups figures out one way to win a new question should arise. Is this the only way to win the game? </div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">Have students continue to see if they can find multiple ways to win the game.</div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="color: #990000; font-family: Arial,Helvetica,sans-serif;">Class Discussion:</div><div style="font-family: Arial,Helvetica,sans-serif;"> </div><ul><li style="font-family: Arial,Helvetica,sans-serif;">Have students share their answers with the class and discuss the possible ways to win. </li><li style="font-family: Arial,Helvetica,sans-serif;">Discuss the problem solving methods used by students. </li><li style="font-family: Arial,Helvetica,sans-serif;">Ask students if answering this question was easier or harder than they thought. Why? </li><li><span style="font-family: Arial,Helvetica,sans-serif;">Ask students students if they would go about solving this problem the same way again, or if they think there is an easier way to solve it.</span></li><li><span style="font-family: Arial,Helvetica,sans-serif;">Ask students if they would want to play this game if they were on The Price is Right. Why or why not? Ask if they think it would be easier now that they know the key to the game. </span></li></ul><div style="color: #990000; font-family: Arial,Helvetica,sans-serif;">The Answer:</div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">After students have had time to try to figure out if the game can be won, show the following video clip.</div><div style="font-family: Arial,Helvetica,sans-serif;"> </div> <br /><object height="344" width="425"><param name="movie" value="http://www.youtube.com/v/JMSI4arfJCo&start=201&end=507"></param><param name="allowFullScreen" value="true"></param><embed src="http://www.youtube.com/v/JMSI4arfJCo&start=201&end=507" type="application/x-shockwave-flash" allowfullscreen="true" width="425" height="344"></embed></object><br /><a href="http://splicd.com/" style="color: #555555; font-family: Helvetica,sans-serif; font-size: 13px; text-decoration: none;">powered by <span style="color: #c85b00;">Splicd.com</span></a><br /><br /><span style="color: #c85b00;"><span style="color: black; font-family: Arial,Helvetica,sans-serif;">This clip proves that the game can be won and demonstrates how. If you want students to continue problem solving, have them use the values in this video clip to see if there were other possible to win.</span></span><br /><br /><span style="color: #c85b00;"><span style="color: black; font-family: Arial,Helvetica,sans-serif;">Possible Extensions on this lesson:</span></span><br /><ul><li><span style="color: #c85b00;"><span style="color: black; font-family: Arial,Helvetica,sans-serif;">Have students journal about the methods they used to solve this problem.</span></span></li><li><span style="color: #c85b00;"><span style="color: black; font-family: Arial,Helvetica,sans-serif;">Have students create a <a href="http://www.glogster.com/" style="color: blue;">Glog</a> (interactive poster) that illustrates the question and their solution.</span></span></li><li><span style="color: #c85b00;"><span style="color: black; font-family: Arial,Helvetica,sans-serif;">Have students create a new Price is Right game that involves problem solving. </span></span></li></ul><span style="color: #c85b00;"><span style="color: black; font-family: Arial,Helvetica,sans-serif;"><br /></span></span><span style="color: #c85b00;"><span style="color: black; font-family: Arial,Helvetica,sans-serif;">Would you use this activity with students? How would you extend this activity? Leave a comment and let us know your thoughts.</span> </span><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/v5CBdjQ7oiQ" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/v5CBdjQ7oiQ/come-on-down-problem-solving-on-price.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/10/come-on-down-problem-solving-on-price.htmltag:blogger.com,1999:blog-2164056492808233470.post-5177318597037223342Sat, 01 Oct 2011 00:10:00 +00002015-02-09T11:49:19.503-09:00infographicsmeasures of central tendencyRelevancerelevantVisual.lyMeasures of Central Tendency in an Infographic<div style="font-family: Arial,Helvetica,sans-serif;">I just came across this awesome infographic on the <a href="http://visual.ly/" style="color: blue;">Visual.ly site</a>. The <a href="http://visual.ly/things-consider-when-buying-home" style="color: blue;">Things to Consider When Buying a Home infographic</a> is a great resource to use when teaching Measures of Central Tendency. I especially like the various types of graphics (including graphs), as well as, the use of Average and Median home prices. </div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">Not only is this infographic an excellent tool for demonstrating math in the "Real World", it's also timely, relevant and a nice way to incorporate the importance of financial responsibility into a math lesson. <br /><div class="visually_embed"><img class="visually_embed_infographic" src="http://visually.visually.netdna-cdn.com/ThingstoConsiderWhenBuyingaHome_4e8300b470d1f_w540.jpg" rel="http://visually.visually.netdna-cdn.com/ThingstoConsiderWhenBuyingaHome_4e8300b470d1f.jpg" /><br /><div class="visually_embed_bar">via <a class="logo" href="http://visual.ly/" target="_blank"><img alt="visually" border="0" src="http://visual.ly/embeder/logo.png" /></a><br /><a href="http://bit.ly/18Jrhzv">http://bit.ly/18Jrhzv</a> original source of info graphic</div><a href="http://visual.ly/things-consider-when-buying-home" id="visually_embed_view_more" target="_blank"></a><link href="http://visual.ly/embeder/style.css" rel="stylesheet" type="text/css"></link> <script src="http://visual.ly/embeder/embed.js" type="text/javascript"> </script></div></div><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/xdfh9kF2bP4" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/xdfh9kF2bP4/measures-of-central-tendency-in.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/09/measures-of-central-tendency-in.htmltag:blogger.com,1999:blog-2164056492808233470.post-1355543311693682556Thu, 29 Sep 2011 07:34:00 +00002011-09-29T09:50:12.791-08:00beyond the obviousdeeper understandinginstructional videosmath videosMathtrain.TVLooking Beyond the Obvious to Deepen Understanding<div style="font-family: Arial,Helvetica,sans-serif;">Earlier today, I posted about <a href="http://loledservices.blogspot.com/2011/09/kids-teaching-kids-with-mathtraintv.html" style="color: blue;">kids teaching kids with the Mathtrain.TV</a> site. The obvious use for this site is to have students use the video tutorials as models for solving similar problems. Unfortunately if this is the only way these videos are used, it's likely that only surface, rote learning is taking place. The same is true about most of the math resources that are readily available. It's up to us as math educators to look beyond the obvious, intended uses for these resources in order to ensure that deep, long lasting learning is taking place. So that go me thinking about how the <a href="http://mathtrain.tv/" style="color: blue; font-family: Arial,Helvetica,sans-serif;">Mathtrain.TV</a> videos could be used more effectively with students. </div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">Below are some ideas for using these videos in less obvious ways that can actually deepen student understanding of the math concepts/skills:</div><ul style="font-family: Arial,Helvetica,sans-serif;"><li>have students describe what they like most about the video and what they learned from watching the video...Did watching the video change how they will work similar problems in the future? If so, how?</li></ul><ul style="font-family: Arial,Helvetica,sans-serif;"><li>have students describe how the video explanation could be improved...Would visuals be helpful? Should number sense be involved in solving the problem?</li></ul><ul style="font-family: Arial,Helvetica,sans-serif;"></ul><ul><li><span style="font-family: Arial,Helvetica,sans-serif;">have students explain how to estimate the answer to the problem...Would it have made more sense to estimate rather than solve for an exact answer? Why or why not? How would estimating the answer be helpful? </span></li></ul><ul style="font-family: Arial,Helvetica,sans-serif;"><li>have students explain how the problem could be solved using a different method</li></ul><ul style="font-family: Arial,Helvetica,sans-serif;"><li>have students draw visuals that illustrate the problem being solved in the video</li></ul><ul style="font-family: Arial,Helvetica,sans-serif;"><li> have students debate whether or not this is the most efficient way (fastest and easiest) to solve the problem..then have them write a letter to the student who made the video explaining why this is or is not the most efficient method for solving the problem</li></ul><ul style="font-family: Arial,Helvetica,sans-serif;"><li>have students view two videos that use different methods for solving the same type of problem, then have them compare and contrast the videos including which method they would choose (if either) and which method is most efficient for solving similar problem</li></ul><span style="font-family: Arial,Helvetica,sans-serif;">Leave a comment and share your "beyond the obvious" ideas for using the <a href="http://mathtrain.tv/" style="color: blue;">Mathtrain.TV</a> videos or other similar math resources.</span><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/K9HlLoLRqJw" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/K9HlLoLRqJw/looking-beyond-obvious-to-deepen.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/09/looking-beyond-obvious-to-deepen.htmltag:blogger.com,1999:blog-2164056492808233470.post-4416587976790207389Wed, 28 Sep 2011 23:32:00 +00002011-09-28T15:37:13.937-08:00instructional videoskids teaching kidsmath videosMathtrain.TVKids Teaching Kids with Mathtrain.TV<span style="font-family: Arial,Helvetica,sans-serif;">I've recently discovered<span style="color: blue;"> </span><a href="http://mathtrain.tv/" style="color: blue;">Mathtrain.TV</a>. It's a website full of videos that kids have created to teach math skills/concepts to other kids. Several years ago middle school teacher, Eric Marcos, started this site after some of his students asked if they could make videos to help their peers. The video below tells the story of how this site developed naturally following the request for help from one of his students.</span><br /><br /><iframe allowfullscreen="" frameborder="0" height="294" src="http://www.youtube.com/embed/_8OAfHg0CP4" width="520"></iframe><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">After reviewing several videos on the site, I've been impressed by the level confidence and understanding that some of the kids demonstrate. I feel very strongly that students need to understand the math they're learning rather than just being able to perform steps that lead to a "correct answer". One of the things I like most about this site is that some of the students really do demonstrate number sense and understanding in their videos. The problems I've viewed have all been rote and skill-based, but the way some of the students explain their thinking makes them worthwhile for helping students learn skills.</span><br /><br /><span style="font-family: Arial,Helvetica,sans-serif;">Check out <a href="http://www.mathtrain.tv/play.php?vid=307" style="color: blue;">this video</a> by papatom on finding percents. In <a href="http://www.mathtrain.tv/play.php?vid=307" style="color: blue;">this video</a>, Papatom (the students use fake names) does a nice job of solving the problem using number sense. His explanation is also very easy to follow.</span><br /><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">In addition to having hundreds of videos ready for viewing on the site, you and your students can also create and upload your own videos. You can view any of the videos without signing up, but uploading videos requires that you register for the site. </div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><div style="font-family: Arial,Helvetica,sans-serif;">I hope that you and your students will check out <a href="http://mathtrain.tv/" style="color: blue;">Mathtrain.TV</a> and get some inspiration!</div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><span style="font-family: Arial,Helvetica,sans-serif;">Leave a comment telling us what you think about <a href="http://mathtrain.tv/" style="color: blue;">Mathtrain.TV</a>.</span><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/1ep09LjECn0" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/1ep09LjECn0/kids-teaching-kids-with-mathtraintv.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/09/kids-teaching-kids-with-mathtraintv.htmltag:blogger.com,1999:blog-2164056492808233470.post-4009906387454506380Tue, 27 Sep 2011 19:45:00 +00002011-09-27T11:45:23.562-08:00bookmarkingDelicioussocial bookmarkingThe New Delicious<span style="font-family: Arial,Helvetica,sans-serif;">Today </span><a href="http://www.freetech4teachers.com/p/about-richard-byrne-and-free-technology.html" style="color: blue; font-family: Arial,Helvetica,sans-serif;">Richard Byrne</a><span style="font-family: Arial,Helvetica,sans-serif;"> posted about the new </span><a href="http://www.delicious.com/" style="color: blue; font-family: Arial,Helvetica,sans-serif;">Delicious</a><span style="font-family: Arial,Helvetica,sans-serif;"> launch on his </span><a href="http://www.freetech4teachers.com/2011/09/whats-delicious-doing-now-making-stacks.html?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+freetech4teachers%2FcGEY+%28Free+Technology+for+Teachers%29#" style="color: blue; font-family: Arial,Helvetica,sans-serif;">Free Technology for Teachers Blog</a><span style="font-family: Arial,Helvetica,sans-serif;">. </span><a href="http://www.delicious.com/" style="color: blue; font-family: Arial,Helvetica,sans-serif;">Delicious</a><span style="font-family: Arial,Helvetica,sans-serif;"> is a popular social bookmarking site. They've just relaunched with a new feature called Delicious Stacks. With the new stacks feature, you can group your content based on tags. The video below gives an overview of the new </span><a href="http://www.delicious.com/" style="color: blue; font-family: Arial,Helvetica,sans-serif;">Delicious Stacks</a><span style="font-family: Arial,Helvetica,sans-serif;"> feature. </span><br /><br /><iframe allowfullscreen="" frameborder="0" height="294" src="http://www.youtube.com/embed/HcgtFUN8bgE" width="500"></iframe><br /><div style="font-family: Arial,Helvetica,sans-serif;"><br />This new feature has many possible classroom uses. You and your students can create groups of websites based on specific math topics. For example, you could create a stack of websites that pertain to adding fractions. Or, you could have your students search the web for sites, videos, and images that relate to adding fractions. Then have students create a Stack of the multimedia they collected and share it with classmates. If your students create their own videos, images or other online projects, they can tag their work and save on Delicious. This could serve as a digital portfolio. This would allow students to easily share their work with classmates, parents, etc.</div><div style="font-family: Arial,Helvetica,sans-serif;"><br /></div><span style="font-family: Arial,Helvetica,sans-serif;">If you haven't already began to use Social Bookmarking sites like <a href="http://www.delicious.com/" style="color: blue;">Delicious</a>, you should really consider using one. They make it so easy to save and share content. </span><br /><br /><div style="font-family: Arial,Helvetica,sans-serif;">A couple of other excellent bookmarking options are:</div><ul style="font-family: Arial,Helvetica,sans-serif;"><li><a href="http://livebinders.com/" style="color: blue;">LiveBinders</a></li></ul><ul style="color: blue; font-family: Arial,Helvetica,sans-serif;"> </ul><ul><li><a href="http://www.diigo.com/" style="color: blue; font-family: Arial,Helvetica,sans-serif;">Diigo</a> </li></ul><ul></ul><div class="blogger-post-footer">Visit our website, www.loledservices.com, to get math tips and lesson ideas.</div><img src="http://feeds.feedburner.com/~r/blogspot/KAQWt/~4/ldcrXsUtML8" height="1" width="1" alt=""/>http://feedproxy.google.com/~r/blogspot/KAQWt/~3/ldcrXsUtML8/new-delicious.htmlnoreply@blogger.com (Kristi Grande)0http://loledservices.blogspot.com/2011/09/new-delicious.html