Integrating iPad in Math Class - Peel District School Board

Integrating iPadin Mathematics

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@MathletePearce

www.tapintoteenminds.com

Kyle Pearcetapintoteenminds.com/peel

mailto:[email protected]

http://tapintoteenminds.com/ettipad

tapintoteenminds.com/peel

kylep.ca/peelpd

iTunes U Course

Web Resources:

http://tapintoteenminds.com/peel

http://kylep.ca/peelpd

ABOUT MEWindsor, ONMath Teacher / Math CoachApple Distinguished EducatorApple Authorized TrainerGoogle Certified Teacher

@MathletePearcewww.tapintoteenminds.com

WHERE


Morning

Unboxing / Intro to iPadGo Digital With GoodNotes 4

4-Part Math LessonStacking Paper [3 Act Math Task]Deconstruction of Stacking Paper


Afternoon

Desmos ActivityStacking Paper Sequel & Deconstruct

App SmashingThick Stacks & Deconstruction

Visible Thinking - Doceri/Explain Everything


Unboxing?


Theory of Action

Transformational Technology Use

Effective Teaching Practice

Increased Student [email protected]


Students First, Not Stuff

“Putting technology first - simply adding a layer of expensive tools on top of traditional curriculum - does nothing to address the new needs of modern learners”

(Richardson, W (2013). Students First, Not Stuff. Educational Leadership, 10-14.)


30 iPadsProjectorApple TV

Redefining Mathematics Education


Project made possible by:

Source: cagelessthinking.com

4 -Part Math Lesson


3

Inquiry

Consolidation

Inquiry 1.


Minds On

Consolidation

-Part Math Lesson4

Minds On Inquiry1.


2.

Consolidation

-Part Math Lesson4

Minds On

Consolidate

Inquiry1.


2.

3. Connections

-Part Math Lesson4

Connections

Minds On

Consolidate

Inquiry1.


2.

3. 4.

-Part Math Lesson4

Workflow


Workflow


Workflow


Workflow


Workflow


GoodNotes 4

GoodNotes 4


- Annotate PDFs


- Annotate PDFsGoodNotes 4

Write With Ease

Zoom Tool

Zoom Box


Saving Content

Cloud

Email

iTunes


One-Way Sync

Auto-Magically!


Cloud Shared Folders


Accessible Anywhere

Smartphone

Computer

[email protected]


Student Learning Need


Inability to demonstrate understanding of algebra through multiple representations.

Theory of Action

Understanding of Algebraic Representations

Inquiry Question


How will embedding real world problems and animations of algebraic concepts

impact student ability to show understanding in multiple ways?

Theory of Action



Theory of Action


Contextual Problems

Theory of Action


Theory of Action

Contextual Problems

Promote Creation of Concrete Representations Through Discovery


Contextual Problems

Theory of Action


Promote Creation of Concrete Representations Through Discovery



Stacking Paper - Act 1





-Part Math Lesson

How many packs of paper would it take to reach the ceiling?

4. Consolidate3. Connections

2. Inquiry

Stacking Paper

273

cm

4.95

cm


-Part Math LessonHow many packs of paper would it take to reach

the ceiling?4. Consolidate3. Connections

2. Inquiry

Stacking Paper

273

cm

4.95

cm

kylep.ca/stackingtemplate





ORIGINAL QUESTION


ORIGINAL QUESTION


Mr. Pearce stacks reams of paper vertically against a wall. If the height of 5 reams is 24.75 cm and the height of the room is

273 cm, how many reams of paper would he need to reach the ceiling?

Answer Key: 55.15

ORIGINAL QUESTION



273 cm, how many reams of paper would he need to reach the ceiling?FUN, RIGHT?

Answer Key: 55.15

ORIGINAL QUESTION




Answer Key: 55.15



ACT 1:





ACT 1:

ACT 2:


Mr. Pearce stacks reams of paper vertically against a wall. If the

height of 5 reams is 24.75 cm and the height of the room is 273 cm,

how many reams of paper would he need to reach the ceiling?

ACT 3:





Answer Key: 55.15

ACT 3:






-Part Math Lesson


3. Connections

Deconstructing the Task

4.95

cm


-Part Math Lesson


3. Connections

Deconstructing the Task

4.95

cm

273

cm

4.95

cm


-Part Math LessonHow many packs of paper would it

take to reach the ceiling?


2. Inquiry

Previous Day

273 cm

4.95 cm


-Part Math LessonHow many packs of paper would it

take to reach the ceiling?


2. Inquiry

Previous Day

273 cm

4.95 cm= 55.15

How many packs of paper will it take to reach

a height of 273 cm?



-Part Math Lesson

How many packs of paper will it take to reach a

height of 273 cm? 4. Consolidate3. Connections

2. Inquirypacks of paper

height



-Part Math Lesson

How many packs of paper will it take to reach a

height of 273 cm? 4. Consolidate3. Connections

2. Inquirypacks of paper

height


-Part Math LessonHow many packs of paper will it take

to reach a height of 273 cm?


2. Inquirypacks of paper height

Independent Dependent







0 0







0 01 4.95







0 01 4.952 9.9







0 01 4.952 9.9… …







0 01 4.952 9.9… …





2. Inquiry

packs of paperheight :





2. Inquiry

packs of paper

height

4.95

cm





2. Inquiry

packs of paper

height4.95 cm

1 pack

273

cm

How many





2. Inquiry4.95 cm

1 pack= 273 cm

How many?x





2. Inquiry4.95 cm

1 pack= 273 cm

How many?x


-Part Math Lesson How many packs of paper will it take to reach a height of 273 cm?


2. Inquiry4.95 cm

1 pack= 273 cm

How many?x

x ?




2. Inquiry4.95 cm

1 pack= 273 cm

How many?x

x 55.15




2. Inquiry4.95 cm

1 pack= 273 cm

How many?x

x 55.15

x ?




2. Inquiry4.95 cm

1 pack= 273 cm

How many?x

x 55.15

x 55.15




2. Inquiry4.95 cm

1 pack= 273 cm

How many?55.15

x 55.15

x 55.15packs

4 -Part Math Lesson


3

2. Inquiry

4. Consolidation


1. Minds On

-Part Math Lesson42. Inquiry

4. Consolidation


-Part Math Lesson41. Minds On 2. Inquiry

4. Consolidate



3. Connections4. Consolidate



3. Connections 4. Consolidate

Consolidate


-Part Math Lesson

1. Minds On

1. Minds On

Consolidate


-Part Math Lesson

Consolidate


-Part Math Lesson

How many ‘thick’ packs of paper would it take to reach the ceiling?

1. Minds On

Consolidate


-Part Math Lesson


1. Minds On6

cm


-Part Math Lesson

How many ‘thick’ packs of paper would it take to reach

the ceiling?

1. Minds On6

cm


2. Inquiry


2. Inquiry1. Minds On


-Part Math Lesson4


2. Inquiry


-Part Math Lesson

4. Consolidate

2. Inquiry


-Part Math Lesson

How tall is the table?

4. Consolidate

Minds On


-Part Math LessonHow tall is the table?

2. Inquiry

Minds On



2. Inquiry

kylep.ca/papersequel

http://kylep.ca/papersequel

Minds On

Inquiry2. -Part Math Lesson




-Part Math Lesson4

Minds On


-Part Math Lesson

3. Connections

Minds On



3. Connections13

0.7

5 cm

Minds On


-Part Math LessonHow tall is the table?13

0.7

5 cm

packs of paper heightIndependent Dependent

Minds On



0.7

5 cm


5packs13

0.7

55

Minds On



0.7

5 cm


5packs

5

130

.75

Minds On



0.7

5 cm


5packs

130.755

Minds On



0.7

5 cm


5packs

130.755 )x y(

Minds On



0.7

5 cm


5packs

130.755( )x ySlope

3. Connections





-Part Math Lesson4

4. Consolidate


2. Inquiry

4. Consolidate


2. Inquiry




-Part Math Lesson4

GoodNotes 4


The Next Day…

GoodNotes 4


The Next Day…

GoodNotes 4


The Next Day…

GoodNotes 4

How tall is this table?


The Next Day…

GoodNotes 4


142

.75

cm


The Next Day…

GoodNotes 4


142

.75

cm

100

.75

cm


The Next Day…

GoodNotes 4


142

.75

cm

100

.75

cmkylep.ca/thickstackpeel

http://kylep.ca/thickstackpeel


The Next Day…

GoodNotes 4


142

.75

cm

100

.75

cm

6 c

m

142

.75

cm

100

.75

cm

Equations Given 2 Points

142

.75

cm

100

.75

cm


142

.75

cm

100

.75

cm


142

.75

cm

100

.75

cm


142

.75

cm

100

.75

cm


App Smashing


App Smashing


App Smashing


App Smashing


App Smashing


Workflow


GoodNotes 4

Workflow


Doceri

Doceri


Doceri


Desmos


Bad Example? Maybe


7 Fundamental Principles


To ensure that assessment, evaluation, and reporting are valid and reliable, and that they lead to the improvement of learning for all students, teachers use practices and procedures that:



“are carefully planned to relate to the curriculum expectations and learning goals…”



“are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;”



“are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;”



“provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;”



“develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.”

@MathletePearce kylep.ca/1kK7tKN

Google Sheets


Standard Based Grading


Create Your Own!


Create Your Own!


Go to Google Drive


Google Sheets


Google Sheets


Google Sheets


Name File Add Headers

Add Sheet Rename Sheet

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A = πr2

Why do we need π?

Discuss & Explore With A Partner


Why do we need π?A = πr2

8.5 cm

A = πr2r2

4.25 cm

4.25

cm



What percentage of the square is green?

What percentage is purple?

8.5

cm

Wonderings:

8.5 cm



8.5

cm

DOES A RELATIONSHIP

EXIST?

8.5 cm



78.5%21.5%



8.5 cm4.25 cm

4.25

cmWhat percentage of

the square is green?

What percentage is purple?



How Does This Proportion Relate to π?

78.5%21.5%

4.25 cm4.

25 c

m

4A = (4.25)2 (0.785)A = (4.25)2(3.14)A = π(4.25)2



How Does This Proportion Relate to π?

78.5%

4.25 cm4.

25 c

m

(1)A = (4.25)2 (0.785)A = 14.17 cm214.17 cm

2 14.17 cm 2

4.25 cm

(1)A = cm214.17

(2)(2)

28.3614.17 cm 2

4.25

cm

(3)(3)

42.5414.17 cm

2

(4)(4)

56.72

Resources & FeedbackPlease complete the survey

to help me improve

Your feedback is appreciated!



http://kylep.ca/peel

Reach Out!

[email protected]

www.tapintoteenminds.com

Kyle Pearce

@MathletePearce


http://www.tapintoteenminds.com

http://www.tapintoteenminds.com/myci

http://tapintoteenminds.com/peel