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Table of Contents1. Title page2. Table of Contents
7. Lesson 1: Right Angles
A. All over the worldB. Search the web
C. Turn In Results
8. Lesson 2: Right Triangles
B. Type in the steps.
D. Turn In Results
9. Lesson 3: Pythagorean Pyramids
A. Search the web
A. What is the height?
C. Mr. Right Responds
B. Turn In Results
10. Lesson 4: Pythagorean BaseballA. Baseball Diamond
B. Take the Field
C. Scoreboard and StepsD. Turn In Results
3. Expectations4. Outcomes
6. Summary
5. Successes6. Shortcomings7. Student Data
11. Thank You
Expectations
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• The webpage would not require supplemental software.
• The questions would be self-generating.
• The webpage would be interactive.
• To create a mathematical lesson on the internet.
• Students would have another method to learn.
Outcomes
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• Calling external windows with JavaScript.
• Moving objects with Dynamic HTML.
• Writing a random number generator in JavaScript.
I learned the following:
• Making a Power-Point presentation.
• Making a graph with Excel.
Successes
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• Most of the students passed the quiz.
• Pages were dynamic, yet accessible from our library.
• Taught the topic with another method.
• Met California standards for Algebra 1 and Geometry.
• Completed CTAP 295.
• Became a CTAP mentor.
Shortcomings
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• The library was the only connection at our school.• We never got “Fetch” to work.
• The library was connected for approximately one month.
• My classroom was never connected.
• Not enough time. So many other things to do at the school.
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Student Data
0
4
8
12
16
20
1 5 9 13 17 21 25 29 33 37
Students
Sco
res
Pre-Test
Post-Test
Summary
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It was enjoyable to create the web page. CTAP forced me to sit down and learn more about JavaScript and Dynamic HTML. At our school, we have just finished the first year of reconstruction as a digital high school. For most of the classes, technology is something we talk about. We can occasionally arrange a trip to the library. But we really don’t know yet how well these web pages can be used to teach students.
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I’m all over the world.
I’m in the streets.
I’m in the buildings.
I’m even in your books.
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Form
Right Angle Page
http://www.rightangle.com
You can find right angles below the title.
They fill out a form on the webpage.
The information goes to a database.
That information is emailed to the teacher later.
I can also be found all over the world
For lesson 2, the students search the web for pages that have me.
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Students type their findings into a form on the web page.
Later, the teacher receives all of the students’ work as email.
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Form
Mr. Right’s Homepage
http://www.mrright.com
The right triangle can be found in the lower left corner.
They send their results into a database.
Lesson 3Pythagorean Pyramids
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The pyramid has more then one right triangle.
Maybe the Pythagorean Theorem can be used to measure the parts of a pyramid.
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If the step is correct, Mr. Right will appear and let the student know this.
If the step is not done correctly, Mr. Wrong will let the student know this too.
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Press a “Turn In The Work” Button.
Form
Step 1: Correct Step2: Try Again Step3: Correct Step4: Try Again
A form appears with the steps listed and another button.
The student presses this second button and the information goes to the database.
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A baseball diamond consists of four right triangles.
The Pythagorean Theorem can be used to determine the distance from the home plate to first base.
24 ft
32 ft
? ft
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The brown triangles take the field.
The green triangles are up at bat.
24 ft
32 ft
? ft
Do the steps correctly and the green triangles get on base.
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The “scoreboard” in the upper right corner gives directions to the students.
Follow the steps.
Press the “Check” button.
The scoreboard will tell the student whether the step is done correctly.
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Press “Turn In The Work”.
Form
Step 1: Correct Step 2: Incorrect Step 3: Correct Step 4: Incorrect
Another form pops up.
The student presses the button on the form and the work is sent into the database for the teacher.