Math

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Motivating Mathematics

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 * ==Coin Counting==
 * Using the smart notebook software I design various activities to allow students time to practice using coins as if they had them in their hands for real. I created a "store" on the screen that showed toys and their amount. The students used the images of the coins to drag/drop them from the gallery onto the screen. They counted the coins and recorded their values in order to determine if they could buy a specific toy that was shown on that page. Students were also able to manipulate the coins so they could see front and back to help with identifying the coin name. Later students sorted the coins to find certain amounts with the least amount of coins and how to find change from a $1.00.
 * 2.1.3.E Numbers, Number Systems and Number Relationships
 * //Notebook screen files://
 * [[image:Fewest_Number_of_Coins_store_1.jpeg width="387" height="293"]]
 * ==Telling Time - Digital & Analog Clock==
 * Using the smart notebook software I was able to open interactive clocks so students could manipulate the correct time of day. They could move the hands on the analog clocks to show a specific hour or hour & minute as needed for various lessons. Using the digital clocks they could add time or move time backward and have it correspond to the analog clock next to it.
 * Online Sites - [|Telling Time] and [|Stop the Clock] - When students were finished with the given practice from a lesson, the students would work in small groups at the smart board while playing an online game to reinforce their understanding of time. This was a motivation to complete their work accurately and pay attention during a lesson in order to get this reward.
 * 2.3.3. C, D Measurement and Estimation
 * ==Tally Marks, Bar Graphs & Line Graphs==
 * Students learned how to use tally marks by surveying the class in recording their data on the board. That data was then used to determine the range, median and mode of that particular topic. This was preparation for work they would complete outside of class as they developed their own survey topic and would later create bar graphs of that information.
 * When learning about different types of graphs the students used the graphing capabilities of the smart board to create their graphs. They drew their own lines on the provided graph paper using the pens and data that came from polling the class. this same idea was used for creating bar graphs however instead of lines, they colored in squares on the grid.
 * Students then created bar graphs based on a survey they created in class. They created their own 3 questions to ask friends and family about a specific topic. The only requirement made by me was that they surveyed at least 15 different people to ensure they had enough data to create their graphs. In class I completed a survey with the students and showed them how to enter the data into an excel spreadsheet that would be used to create bar graphs. I then assisted them in using excel to create their own bar graphs. These were then printed and displayed along with their surveys on construction paper. Students then had to write conclusion statements based on the data shown in their graphs.
 * 2.6.3.A, B Statistics and Data Analysis
 * //Example of Graph Activities using Smart Board://
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