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  Online workshops
  Houston Feb 4, 2006
  Philly April 18-20, 2006
  Summer June 26-29, 2006

Houston Teacher Workshop June 27-28, 2007

Using Math Software Tools in the Middle School Classroom

a workshop for middle grades teachers

Cynthia Lanius, Rachel Klein, Carolyn Swann, Facilitators

Wednesday, June 27, 2007

8:30 Welcome and Introductions NSDL and Math Forum's two environments in which we will be working: Math Tools and PoW
        Survey
9:00 A Quick Look at a TEK Question
  • Explore the tool
  • Reflect on the importance and challenge of the math and the value that the tool adds to the exercise
  • Talk about the math together
9:30 Math Playground: Algebra Puzzle
  • Explore the tool
  • Reflect on the importance and challenge of the math and the value that the tool adds to the exercise
  • Talk about the math together
  • How do you know what/whether math learning happens?
10:00 Runners Graph Activity
  • Handout and individual exploration
  • Record everything in a MS Word document that you can see about mathematics from the graphs. (Ex. There are two runners. Both functions are continuous.)
10:15 Runners Graph Sharing Activity
  • In big group discussion, everyone shares one of the things they saw, going around the room.
  • Now make your list as complete as possible.
10:30 Tool Activities

With a partner,

  • Go to: NCTM Electronic Example: Understanding Distance, Speed, and Time Relationships Using Simulation Software
  • Play with the tool to get a sense of what it's doing. (Access the directions for using the interactive figure.)
  • Explore the following activities:
    1. Figure out how to set the parameters so that you generate the same graphs as the ones that we observed earlier on the Runners Graph Activity Handout.
    2. Set the parameters so that the runners' graphs are parallel. What has to be true?
    3. Set different parameters and predict what the graphs would look like.
    4. Have one partner set parameters and draw the graph. Cover the parameters and have the other partner figure out the parameters by looking at the graphs.
    5. Design a recording sheet that can be used for assessment for students to use as they work with this tool. (Finish as homework and bring in tomorrow.)
11:00 PoW Activity

With a partner,

11:30 Lunch
12:15 PoW Overview
  • Talk about problem solving as a way for students to approach mathematics.
  • Look at Current Problems
  • Investigate PoW Library: Browse Topics | Solution and Commentary | Support Page | Teacher Documents
  • Allow some time to explore Library
  • Assign Homework - Find another problem that you would use in your classroom and a tool that would align with it. Email the number of the problem and tool to Cynthia (or bring to class tomorrow).
1:15 Math Tools Registration
  • If you are not a registered user, register in Math Tools.
  • View the discussion posts listed under What's Hot? on the Math Tools homepage.
1:30 Learning about Math Tools
2:00 Balloon Booths
  • Explore the tool and problem.
  • Try an online survey to check your understanding.
  • Reflect on the importance and challenge of the math and the value that the tool adds to the exercise
  • Rate and save in My Math Tools
2:30 Paper Pool
Explore the tool and problem.
  • Find the sizes of ten tables that would require 5 hits each to sink the ball.
  • What relatively prime-sized tables result in 11 hits? (relatively prime: for an m X n table, m and n have no common factors)
  • Write the rule (maybe two rules) for how many hits it would take to sink the ball, for an m by n table.
  • Try an online survey to check your understanding.
  • Design an activity (and possibly a variation on the tool) that you think would work better with your students.
  • Reflect on the importance and challenge of the math and the value that the tool adds to the exercise
  • Rate and save in My Math Tools
3:15 Reflection Time
Please use this online form. Identify a few things that you did today that were particularly useful to you. How? Why?
3:30 Dismiss

© 2007 The Math Forum @ Drexel, part of NSF's NSDL
This material is based upon work supported by the National Science Foundation under Grant DUE-0226284. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.