Becky

Welcome .....Web 2.0 Final Project....Integrating Applications.....Mathematics....Percents
Fall 2010



Name: D Rebecca Hanna Title: Teacher SAU: 82 Grade Level: 7 District: Chester Content Area: Math and Science School: Chester Academy Content Domain: ????
 * Section 1: General Information **

Course Unit: __**Mathematics Percents**__ Source of Standards:New Hampshire Standards and Benchmarks
 * Unit 2: Standards and Learning Goals **

M(N&O)–7–1 Demonstrates conceptual understanding of rational numbers with respect to percents as a means of comparing the same or different parts of the whole when the wholes vary in magnitude (e.g., 8 girls in a classroom of 16 students compared to 8 girls in a classroom of 20 students, or 20% of 400 compared to 50% of 100); and percents as a way of expressing multiples of a number (e.g., 200% of 50) using models, explanations, or other representations.

Students will create a survey. Students will distribute the survey and collect them for analysis. Using the survey data the students will show their knowledge of percents. Students will also make a circle graphs to demonstate how a circle graph can be used to visually present their results. The final project will be for the students to write a newspaper article informing other students about their survey and its results. Each article must contain a graph, the survey results and be visually pleasing.

Percents used in real world applications. (tips, tax, discount) I will generate a grading rubric for: the survey, circle graph, and the final project. TBM

or - 70% organized or -surveyed 25 - 30 || - missing 2 questions or - 75% organized or -surveyed 30-35 || - missing 1 question or - 80% organized or -surveyed 35-40 || - 10 questions
 * Percent Final Project Rubric Due Date:**
 * || 1 || 2 || 3 || 4 || 5 ||
 * Survey || - missing 3 or more questions

- organized

- surveyed 40-50 || -10 well developed questions -organized

-surveyed 50 students || or - drawn incorrectly || - 3 data errors or - partially drawn incorrectly || - 2 data errors or - confusing || -1 data error
 * Circle graph || - 3 data errors

- neat || -All data correct -neat ||
 * Real world examples || 1-2 examples || 3 examples || 4 examples || 5 good || 5 exceptional ||
 * Use of percents with the data || 4-5 examples || 6-7 examples || 8-9 examples || 10 good || 10 exceptional ||
 * Newspaper article || Fair

50% persuasive 7-8 S,G,P || Fair

70% persuasive 5-6 S,G,P || Good

80% persuasive 3-4 S,G,P || Good

persuasive 1-2 S,G,P || Superb

persuasive no S,G,P || quality || missing 2 parts || missing 1 part or/and sloppy || missing 1 part || missing organization || All parts || attentiveness || 3 re-directions || 2 re-directions || 1 re-directions || No infractions || No infractions
 * Final Project
 * Class work

helpful ||

Students will interact with the class blog. The first questons will be to research a newspaper article that using percents. The students will learn how percents are used to influence readers. Secondly the students will read blogs of other students and agree or disagree if the percents influence their thoughts of the topic.
 * Wiki's and Blogs......**

Students may use a wiki to answer survey data to be used for percent problems. Students will edit the question pages to input questions and results.

Students will be graded on participation and effort on edits.(rubric? TBM)

Here is the math blog address []

here is my science blog []

Math4Today in progress http://math4today.wikispaces.com/
 * wiki.......**

Math blog... []

examples of podcasts: [] good examples dry..record [] fraction to fraction/100 to percent uses proportions [] algebra approach to percent word problems [] pecent of a number yourteacher.com [] Most of these podcast are stand alone videos. A true podcast that updates regularly is not appropriated for the percent unit. I have add an RSS feed for myself from the TED site. This sites has many teacher conferences taped as podcasts for teacher to watch. Professional development hours should be available by watching these presentations.
 * Podcasts**.....I have research the web looking for a podcast related to percents. I have not been lucky. I have found a few that were not good. I forsee using podcasts that are already produced during the percent unit. The podcasts will be shown or listened to as a review of topics taught. Maybe each student will listen on their own netbook and vote on the one that best represents the aspect of percents we are currently using.

A list of related Podcasts could be posted on the Wiki or Blog for students to view for homework. A worksheet could be generated with questions related to the Podcasts. After the students view the Podcasts they would complete the worksheet to be graded. Extra credit could be offered for students that find Podcast that are related to the topic but nit on the list. The students may find the best Podcasts!


 * Using Multimedia..Uses Youtube**


 * student video to learn percents**


 * [] "> <param name="allowFullScreen" value="true"> <param name="allowscriptaccess" value="always"> <embed src="<span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; padding-right: 10px;">[] " type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="640" height="505"> **

student video**,,In school building, math teacher teaches fraction decimal percent, uses money to start conversation.** **<span style="background-clip: initial; background-origin: initial; background-position: 100% 50%; cursor: pointer; padding-right: 10px;">[] **


 * every teache**r should watch Ted talk about how math textbook set students up for failure

[] Teach students to problem solve. Do not give all the steps. Have your students decide the path to the solution. Ask the short question!

math education.... problems watch from minute 15 to 17 if short on time []

teacher teachs teachers.....how to solve percent problems... chalk board []

[]
 * Multimedia interative sites for use during percents**

percent to decimal, percent to fractions, fraction to decimal

[]

make a park..trees..flowers...water each a different percent

[]

penquin teach tips percents from easy to hard

[]

bar box fraction decimal percent..

[]

quizlet...try the scatter []

I will use the overview videos as an introduction to percents. After watching the videos the studnets will generate notes together with the important information. Teacher will guide this group note taking. Once the students have practiced percents a review day will be planned to use the multimedia sites for review. Students will be monitored for staying on task and advancing through the sites at their own pace. Students will receive a class work grade for this review day.

Students will use the Google spreadsheet program to write their survey. Other students will access the survey through the wiki to answer and enter their answers. Once the surveys are completed students will use the graphs and charts to make their final project. Students will also use the searching tips to find an article using percents in a current newspaper. If the final projects are group projects the use of Google docs will help with their collaboration. Another thought would be for each team to write a Knol for the final project. The use of the Google apps will be evident during classroom time, the survey and the final project. Students will be graded on classroom participation, the survey and the final project. Students will use the survey data to write percent problems that can be answered by classmates. A google doc will be made for students to add their questions. When all questions are entered the doc will be made into a worksheet for all students to complete. If time permits the students will explore sketchup and the relationship between volumes of different solid. What percent larger is the retangular solid from the square solid. Please go to my Math4Today wiki to take my little survey.
 * Google Apps**

Digital Citizenship After collaboration with the technology teacher, I would like to have my students do a cybersmart activity before using the computers for class activities. On some of the sights it asks the students to put their name into the "game". I think students ned to be taught that no name is necessary or to use a made up name for this type of activity. The students are so will to put their name all over the internet. I also would like to have a written overview(short reminder) of internet safety for students to share with home. Reminders of our school policies throughou tthe year will increase students retention of acceptable use policies. Connecting with parents is important, since most are not as versed as their own children abou the internet.
 * Unit 7**

Also.......

interger for tomorrow []

**Timeline for Project Completion**

Unit 1 Get into the Project Wiki space. Complete Section 1 of your Final Project Template. <span style="font-family: Arial,Helvetica,sans-serif;">** Unit 2 ** Determine the Unit standards and the ways in which your students can demonstrate those standards to you. <span style="font-family: Arial,Helvetica,sans-serif;">**<span style="font-family: Arial,Helvetica,sans-serif; font-weight: normal; text-decoration: line-through;">Unit 3 Develop one idea for using a wiki or blog in your unit. ** <span style="font-family: Arial,Helvetica,sans-serif; text-decoration: line-through;">Unit 4 Develop one idea for incorporating the use of podcasting in your unit. <span style="font-family: Arial,Helvetica,sans-serif; text-decoration: line-through;">Unit 5 Develop one idea for incorporating video and multimedia into your unit. Unit 6 Develop one idea for incorporating Google Apps <span style="font-family: Arial,Helvetica,sans-serif;">**Unit 7** Develop one idea for incorporating instruction on digital citizenship and/or social networking into your unit plans.


 * <span style="font-family: Arial,Helvetica,sans-serif;">Backward Design Unit Planning **

<span style="font-family: Arial,Helvetica,sans-serif;">What are the standards you want to teach with this unit?

<span style="font-family: Arial,Helvetica,sans-serif;">Include the entire standard, not just a reference number. <span style="font-family: Arial,Helvetica,sans-serif;">Brainstorm ideas for how students can demonstrate this standard to you. <span style="font-family: Arial,Helvetica,sans-serif;">Unit 2 (optional): Assessment Criteria and Measurement

<span style="font-family: 'Comic Sans MS',cursive;">This should be something that students can either perform or produce for you that convince you they know what you want them to know about the standard.

<span style="font-family: Arial,Helvetica,sans-serif;">Design a draft of the assessment you will use to determine students have achieved the standards. <span style="font-family: Arial,Helvetica,sans-serif;">List your Criteria for Assessment based on the demonstrations you expect students to know or be able to do if they achieve the standard. These are based on your brainstormed ideas of what students can perform or produce. <span style="font-family: Arial,Helvetica,sans-serif;">What are the levels of quality or understanding of content you might expect? Design the measurement scale for the rubric. Consider what constitutes average, then consider what is above and below average performance.

//**Unit 3:**// **Instructional Design: Wikis and Blogs** //**Develop an idea for a learning activity that uses either a wiki or a blog to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use the wiki or blog? How will this activity connect to the performance or product you need to see students demonstrate?

//**Unit 4:**// **Instructional Design: Podcasting** //**Develop an idea for a learning activity that uses podcasting to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use podcasting in this unit? How will this activity connect to the performance or product you need to see students demonstrate?

//**Unit 5:**// **Instructional Design: Videos and Multimedia** //**Develop an idea for a learning activity that uses video or multimedia resources to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use the video or multimedia in this unit? How will this activity connect to the performance or product you need to see students demonstrate?

<span style="font-family: Arial,sans-serif; margin: 0in 0in 0pt;">//Develop an idea for a learning activity that uses one or more Google Apps to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.//
 * //Unit 6:// <span style="font-family: 'Arial','sans-serif';">Instructional Design: Google Apps **

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; margin: 0in 0in 0pt;">How will students use the Google App in this unit? <span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; margin: 0in 0in 0pt;">How will this activity connect to the performance or product you need to see students demonstrate?

<span style="color: black; font-family: Arial,sans-serif; font-size: 10pt; margin: 0in 0in 0pt;">//An alternative to developing an idea for your students is to develop an idea for using one mkor more Google Apps with your colleague.// **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">How would you and your colleagues use the Google App? ** **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">How would this help or enhance your professional life? **

//**Unit 7:**// **Instructional Design: Digital Citizenship**

//**Develop an idea for a learning activity that teaches some aspects of digital citizen ship that might apply to the student use of the various Web 2.0 tools you chose above and social networking.**// How will this activity give them a better learning experience using the Web 2.0 tools? How will this activity relate to the internet policies already in place at your school?