# Real World Math - ideas for using Google Earth in math class

Real World Math is a site with lessons and ideas for using Google Earth in the math classroom. There are lesson ideas, examples, and downloads for math that are based on active learning and project based learning, including analysis and creativity. The Lessons page has lessons grouped into five categories: Concept Lessons, Project-Based Learning, Exploratory, Measurement and Space. There is a Community page for teachers to collaborate and share lesson ideas. There is also a Resource page with links to other sites, blogs, or materials that users of Real World Math should find helpful. This is a fun and interesting way to teach, and learn, math. Related: Yummy Math - making math relevant to the world

MathsNet and NRich Maths 3D shape resource heaven MathsNet have a wonderful collection of 3D shape resources at this webpage. There are a variety of interactive applets that cover 3D shape topics including nets and 2D views of 3D shapes. My particular favourite is ‘Building Houses 2′ where pupils have to build the 3D shape by using the 2D views given. They score maximum points by using the minimum number of blocks possible. By clicking and dragging on the 3D view pupils can spin their construction around in real time to help them with the task. Building Houses 2 Interactive Applet NRich Maths have a superb and challenging activity based on 2D views of 3D shapes called The Perforated Cube. UPDATE: MathsNet seems to be history, but the same links are available from this site:

Students Learning From Their Blogging Buddies Posted by Mrs Kathleen Morris on Tuesday, March 27th 2012 I seem to be continually uncovering more and more benefits to educational blogging. Aside from the advantages that I’ve shared here and here, having your class involved in the educational blogging community allows students to learn from and with their peers from all around the world. In my class we often use our blogging buddies’ posts as inspiration for classroom activities, and as role models for high standards of work. One such example was the readers’ theatre activities that we were doing last week as part of our CAFE reading program. Throughout the week, we read a range of readers’ theatre scripts and used the posts on Mr Salsich’s Classroom Blog and 4T’s Classroom Blog as inspiring models. We published one of our own performances on our class blog here which hopefully continues the cycle of sharing. There have been many other instances when my students have learnt from their blogging buddies.

Using Writing In Mathematic Using Writing In Mathematics This strand provides a developmental model for incorporating writing into a math class. The strand includes specific suggestions for managing journals, developing prompts for writing, and providing students with feedback on their writing. In addition, the site includes two sample lessons for introducing students to important ideas related to writing about their mathematical thinking. Teaching Strategies For Incorporating Writing Into Math Class: Moving From Open-Ended Questions To Math Concepts Starting Out Gently with Affective, Open-Ended Prompts Writing about thinking is challenging. Begin with affective, open-ended questions about students' feelings. Have students write a "mathography"-a paragraph or so in which they describe their feelings about and experiences in math, both in and out of school. Encourage students to keep their pencils moving. Try requiring 20 words per answer, even if they have to copy the same words again to reach 20. 1. 2. 3. 1. 2. 1.

1:1 implementation This week I will have the oppor­tu­nity to work with a school that has imple­mented a pilot 1:1 pro­gram while simul­ta­ne­ously focus­ing on imple­ment­ing inquiry based instruc­tion. Last year I had the oppor­tu­nity to work with a group of their teach­ers as they planned to make this change to their learn­ing envi­ron­ment. Accord­ing to early reports, things have gone suc­cess­fully thus far. Their imple­men­ta­tion was dif­fer­ent than the ways that many schools imple­ment 1:1, but it is a model oth­ers should con­sider.

Testing is killing learning It’s called a “prep rally.” This week, New York public school students are taking their standardized tests, in line with the national Common Core Learning Standards. Last week, the principal of my third grader’s progressive, learn-by-doing school sent home a letter about the “overemphasis on assessments and the unintended consequences of using state tests to promote students and evaluate school,” a letter in which she promised the education our students receive there “cannot be measured by a single test score.” And the next day, the faculty shepherded the entire student body into the gym to cheer for the students to “Do your best” and sing, to the tune of “Ghostbusters,” that they were “test crushers.” The rally may have been a well-intentioned attempt to defuse students’ pre-test jitters. Unnervingly, it was a scene being played out in other schools all around the country, as they too have prepared their students for a series of tests many have been practicing for since September.

Professional Development for Teachers with PEBC Professional Learning 7 Games for Practicing Math Facts 1. Speed Racers What they’ll practice: Identifying odd and even numbers What they’ll need: One deck of cards per pair How to play: Students should remove all face cards and divide the deck in half. Students flip over cards one by one to make two piles: odds and evens. 2. What they’ll practice: Basic math facts What they’ll need: Chalkboard or interactive whiteboard, two flashlights (one with colored cellophane wrapped around the top to distinguish between teams) How to play: Before class begins, list several numbers on the board (either in rows or random order). 3. What they’ll practice: Addition, subtraction What they’ll need: One deck of cards for every three students (face cards are worth 11) How to play: Two players are the “soldiers” and one player is the “general.” The general (the only one who can see both cards) adds the two numbers together and says the sum aloud. 4. What they’ll practice: Coin values, addition, subtraction How to play: Stagger buckets under the chalkboard. 5. 6. 7.

Rapid Product Development Association of South Africa A Must-Have Model For 1:1 Success In Schools Easier as it would be to pretend otherwise, the truth is that integrating mobile technology into a school is not a ‘one size fits all’ sort of thing. That said, there are some basic principles which I think probably stand true for all schools going on this journey. This graphic illustrates the model which I think any school would benefit from understanding if not following. Why? To explain it briefly I believe that there needs to be a vision for WHY you are embarking upon this project (I will discuss this briefly later). This WHY will be different for each school and that is how it should be. Necessary Collaboration The Principal and the Lead Teacher need to share this vision. I have deliberately labeled a ‘Lead Teacher’ and not ‘Head of ICT’ and to me it is absolutely essential that the Network Manager and the Lead Teacher are different people as the roles are ridiculously different. Training The next step is to train up a core set of teachers who will fly the flag for you.

12 Ways To Integrate (Not Just Use) Technology In Education There are a couple dozen ways to ‘use’ technology in education. There are also a couple dozen ways to integrate technology in education. Think those two things are the same? Think that throwing a few iPads and a few Edudemic blog posts into a classroom is the best way to launch a 1:1 initiative? In case you couldn’t guess, it’s not. Situation 1 You’re a school principal and decide to make the Apple iPad a cornerstone of your school’s curriculum. Situation 2 You’re a school principal and decide to make the Apple iPad a cornerstone of your students’ learning. Weigh In Which principal would you want?

4 Stages: The Integration Of Technology In Learning The 4 Stages Of The Integration Of Technology In Learning by Terry Heick For professional development around this idea or others you read about on TeachThought, contact us. Technology can be used in the learning process in a variety of ways. Some are supplementary, serving the original design of the classroom and usually automate some previously by-human task or process–grading multiple choice assessments, searching for a source of information, or sharing messages and other data across large groups. But fully integrated and embedded in the learning process, technology can be transformative–and disruptive. Scaffolding the learning of anything unfamiliar–somehow–is a way of supporting the learner and setting them up for long-term independent success. Should elementary school be stage 1, middle school stage 2, and so on? Should all learners begin a school year at stage 1 and move as far as they can towards stage 4? Can a planned learning experience be evaluated using this framework in mind?

Dissecting a K-12 Technology Vision My committee has finalized a vision for our school district’s technology plan. This was an effort of about 15 people representing district staff, members of our Board of Education, teachers, students, parents, and a token technology industry analyst. I’d love feedback and comments. Let me also share some of the thinking behind the vision (some of the background pre-discussion is here). Our school district recognizes that technology is vital to prepare students for lifelong learning and workforce readiness. We fundamentally changed our view of technology compared to the previous technology plan vision. There were five specific elements to this vision: Integrating Technology and Curriculum: Integrate curriculum and technology to inspire a collaborative learning community that can effectively find, evaluate, use, and create content. We put a lot in one bullet – this bullet encompasses the 21st century skills that we identified: We also purposefully used the term “learning community”.

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