Casey Watson TECHNOLOGY UNIT

Standards: I used the following State Standards in my unit: CCSS.Math.Content.8.EE.A.1: Know and apply the properties of integer exponents to generate equi alent numeri!al expressions. "or example# $% & $'( ) $'$ ) 1*$$ ) 1*%+. CCSS.Math.Content.8.EE.A.%: ,se square roots to represent solutions to equations of the form x%)p and x$)p# where p is a positi e rational num-er. E aluate square roots of small perfe!t squares and !u-e roots of small perfe!t is irrational. !u-es. Know that I used the following IS.E /E.S'. Standards in my unit: 1. Creati ity and Inno ation: Students demonstrate !reati e thin0ing# !onstru!t 0nowledge# and de elop inno ati e produ!ts and pro!esses using te!hnology. Students: a. apply exisiting 0nowledge to generate new ideas# produ!ts# or pro!esses -. !reate original wor0s as a means of personal or group expression (. 1igital Citi2enship: Students understand human# !ultural# and so!ietal issues related to te!hnology and pra!ti!e legal and ethi!al -eha ior. Students: a. ad o!ate and pra!ti!e safe# legal# and responsi-le use of information and te!hnology -. exhi-it a positi e attitude toward using te!hnology that supports !olla-oration# learning# and produ!ti ity 3. .e!hnology 4perations and Con!epts: Students demonstrate a sound understanding of te!hnology !on!epts# systems# and operations. Students: a. understand and use te!hnology systems Pre Assessment: .he students !ompleted a pre'assessment using 5oogle "orms that was !omprised of pro-lems dealing with square roots and !u-e roots.

.he pre'assessment demonstrated that most students are !apa-le of finding the square root of a num-er that is a perfe!t square. Cu-e roots were more !hallenging for the students. A !ommon mis!on!eption was sele!ting a fa!tor of the root instead of the proper root for !al!ulation. .he pre'assessment using 5oogle "orms was great for a qui!0 assessment# howe er# this method does not allow me to see how the students thought a-out sol ing the pro-lem. I !an see if the students 0now the right or wrong answer# I 6ust !annot see the thin0ing that went into the answers. ,nderstanding the thought pro!ess or the methods used to sol e pro-lems allows me to ha e more insight into the proper ways to instru!t the remainder of the unit. Teaching Strategies: I used the following te!hnology tools in my unit: o Smart 7oard# 5oogle "orms# KE. En!y!lomedia# Khan A!ademy# .agxedo# 5raphing Cal!ulators# 8re2i# and Math 9arehouse. o http: !!!"math!areho#se"com e$ponentia%&gro!th e$ponentia%&mode%s&in& rea%&!or%d"php o !!!"'hanacadmy"org o !!!"tag$edo"com o http: !!!"'et"org encyc%omedia o !!!"'#taso(t!are"com o !!!"adaptedmind"com o http: !!!"math&p%ay"com s)#are&root&game"htm% o http: teachers"sd#hsd"'*+"ca"#s a,ro!n acti-ities .eopardy /oot0eopardy"ht m I tried the following new and inno ati e te!hnology idea. E en if you explain this -elow in the unit# I need you to explain it here also. o I tried .agxedo for !reating o!a-ulary word !loud. I used google forms to !reate a pre'assessment. I used the CII.S system pro ided -y the state of Kentu!0y to produ!e a post'assessment. I used math warehouse for intera!ti e appli!ations of exponents that were used on the smart -oard.

I in!orporated the following to support the use of distan!e learning systems appropriate in a s!hool en ironment. o I used Edmodo to ha e the students manage their assignments that were !reated online

Unit: 1ay 1' 8re'Assessment using 5oogle "orms. Introdu!tion to the o!a-ulary and !reation of .agxedo word !loud outlining the o!a-ulary for the unit. Students will also iew a ideo from KE. En!y!lomedia dis!ussing exponents and exponential relationships. 1ay %' 7egin Exponential 5rowth. Introdu!e the 8roperties of Exponents. In order to get to the roots :Square and Cu-e;# we must first demonstrate exponential growth. .he

!lass assignment in ol es the fi!tional 0ingdom of Montare0. .he King<s daughter was res!ued -y the 0ingdom<s !hess !hampion. As a result# the 0ing as0s the peasant to name her reward. Students ha e to wor0 in groups to dis!o er the plan -y whi!h the peasant !hooses to -e rewarded. .he students will see the plan represents an exponential relationship. 1ay $' Student<s are !ontinuing their wor0 with the 0ingdom of Montare0. In order to show the students a isual representation# students will !ome up to the smart-oard and use the we-site Math 9arehouse. .he appli!ation we are using from Math 9arehouse shows the exponential growth of a ra--it population. Students will use the pattern of growth to !reate ta-les and graphs that represent the reward plan of the peasant and the !ounter'offer from the 0ing. 1ay =' Student<s finish the wor0 with the 0ingdom of Montare0. .he students will finally use their new 0nowledge of exponential growth to determine the proper reward plan for the peasant. .he lesson today will also !onne!t to pre ious s0ills from earlier in the s!hool year. .he students will -e as0ed to !ompare the exponential relationships to a linear relationship. .he students will show that exponential relationships !reate !ur ed lines and linear relationships !reate straight lines. 9e will use graphing !al!ulators to !reate and !ompare graphs. 1ay (' Introdu!tion to Square >oots and Cu-e >oots. Introdu!tion ideo using 0hana!ademy.org ideo resour!e. 7egin the !onne!tion to square roots and !u-e roots -eing a part of re ersing the exponential relationships we -uilt in the pre ious lessons. Students will use the smart-oard to demonstrate simple perfe!t squares and perfe!t !u-es -y playing a mat!hing game that is -ased on roots from www.math'play.!om. 1ay 3' Students will engage in pra!ti!e using perfe!t squares and perfe!t !u-es without !al!ulators. .he students will pra!ti!e in groups using print offs from 0utasoftware.!om. 1ay +' Students will -e introdu!ed to finding square roots and !u-e roots using the !al!ulator. .he students will !ontinue wor0ing in their learning groups. Students will use print offs from 0utasoftware.!om to pra!ti!e. 5roups will -e gi en different sets of questions and present their results to the remainder of the !lass. 1ay 8' Students will engage in a 6eopardy re iew game a-out roots. .he students will use white -oards in their learning groups to answer questions and !ompare strategies. Ea!h team mem-er will -e responsi-le for answering 6eopardy questions. .eams that answer !orre!tly will get to send a student up to use the smart -oard to sele!t the next question !ategory and point alue. 1ay ?' Students will parti!ipate in the post'assessment. .he post'assessment is a !om-ination of short answer# extended response# and multiple !hoi!e questions that are ta0en from the CII.S system pro ided -y the Kentu!0y 1epartment of Edu!ation. .he 5oogle "orm for 8re'assessment and the .agxedo word !loud will -e a!!essed -y the students through assignments in Edmodo. .he students will -e gi en dire!tions with s!reen shots des!ri-ing how to ta0e and su-mit the assessment. .he students will also -e gi en dire!tions with s!reen shots des!ri-ing how to !omplete and su-mit the .agxedo assignment. Students that do not finish the assessments and the .agxedo assignment will -e gi en the opportunity to finish at home. If they do not ha e a!!ess at home# students will -e allowed to use the !lassroom !omputers during the morning homeroom !lass that lasts %@ minutes.

At the -eginning of the s!hool year# the tea!hers !reate a seating !hart for students in ea!h !omputer la-. .he seating !harts are 0ept in a la- -inder along with the la- 0ey. At the -eginning of !lass students enter the la-# the tea!her allows a student to pass out headphones to ea!h !omputer station. At the end of the final !lass# the headphones are !olle!ted and stored in the la-. .he rules designated in the !omputer la- are that students should only wor0 on assigned a!ti ities# students are not allowed food or drin0 in the la-# and students may not wat!h or listen to youtu-e ideos or musi! that is not related to !ourse of study. .he firewall pro ided -y the distri!t eliminates must inappropriate sitesA howe er# tea!hers must monitor the !ontent on the students< !omputer. .he learning groups mentioned during the lesson plans are de eloped -y a pro!ess !alled quality grouping. Buality grouping is a pro!ess that allows students to rate their own s0ills for pu-li! spea0ing# organi2ation# artisti! a-ility# and math a-ility. Students are then sorted a!!ording to ratings from lowest to highest without re ealing their names :hidden on -a!0 of rating !ard;. 4n!e sorted from lowest to highest the groups are made -y sorting !ards into 8 groups or $ or = students. 5roup 1 re!ei es the first !ard# group % re!ei es the se!ond !ard# this pro!ess !ontinues until all !ards are di ided among the groups. .he sort !reates a !om-ination of s0ills from e ery !ategory and e ery rating le el. .he idea is to !reate a di erse !ooperati e learning group. In!lude management strategies and des!ri-e how you will pro ide equita-le assess to te!hnology resour!es in your te!hnology plan. :Suggestions: if using !li!0ers# when would you pass them out and when would you !olle!t them. If going to a la-# is there a pro!edure for logging inC 1o the students ha e assigned seatsC Dow will they su-mit wor0 to youC 1o you ha e a system for inspe!ting the la- for damagesC 1o you ha e a system for managing the students while in the la- to pre ent damagesC If students are in the !lassroom# how are they !lustered togetherC;

St#dent In)#iry and /esearch: Students used the following te!hnology to do resear!h. o www.0hana!ademy.!om

o www.math.!om

o 7efore the -eginning of the unit# I ha e already dis!ussed !opyright laws# so!ial# ethi!al# and legal issues in the use of te!hnology resour!es to !reate or use in our !lassroom. In order to !ontinue in the use of these s0ills# we too0 time to re iew some ideas from the Children<s Internet 8rote!tion A!t# IKeepSafe.org# and edu!ationworld.!om.

I used the following te!hnology resour!es to ena-le and empower learners with di erse -a!0grounds# !hara!teristi!s# and a-ilities. o Explain how you used ideos# s!reen shots# additional we-sites# et!. to assist with this. www.adaptedmind.!om: .his we-site allowed students to ha e more pra!ti!e and indi idual instru!tion. .he we-site pro ides a progress -ar a!ross the -ottom that gi es positi e feed-a!0 to !ontinue to moti ate the student to answer questions !orre!tly. Adapted mind also pro ides tutorials and guided pra!ti!e to help ESE students and students with IE8 plans or modifi!ations.

o I used s!reen shots in my dire!tions to demonstrate where students should !li!0 on the we-sites we were using to !reate or answer questions.

o In order to in!lude di erse learners# I made the use of www.adaptedmind.!om a aila-le for use during instru!tion. I also !olla-orated with other edu!ators online to help de elop ideas for di erse learners. Some of the ideas I in!orporated for the di erse learners was to -uild in -rain -rea0s and what is !alled Say# See# 1o tea!hing. 1uring Say# See# 1o tea!hing# the tea!her will say what the student will -e doing# then the tea!her will show what the student should -e doing# and then the student will do what the tea!her said and showed.

.he following adapti e*assisti e hardware and software helped to assist students with spe!ial needs. o Students !ould use >ead# 9rite# 5old to read information from the we-sites. .he program also would read the dire!tions from Edmodo for students that struggle with reading. .he use of >ead# 9rite# 5old ma0es te!hnology a!!ess a aila-le to students that struggle to read -e!ause the program !an read for the student. I ha e no student<s that !urrently need to use magnifying s!reens or enlarged 0ey-oards. .hese tools are a aila-le if a student needs to use the tool at any point. I in!luded the following te!hnology resour!es to affirm di ersity and address !ultural and language differen!es. o In order to address di ersity# !ultural# or language differen!es# the students !ould a!!ess the following site to address their needs. o http: !!!"adaptedmind"com p"php1tagId23456

.his we-site allowed students to ha e more pra!ti!e and indi idual instru!tion. .he we-site pro ides a progress -ar a!ross the -ottom that gi es positi e feed-a!0 to !ontinue to moti ate the

student to answer questions !orre!tly. Adapted mind also pro ides tutorials and guided pra!ti!e to help ESE students and students with IE8 plans or modifi!ations. Post Assessment: I !reated a post'assessment using the CII.S system from the Kentu!0y 1epartment of Edu!ation. .he CII.S system is aligned to the !ommon !ore standards and !reates a question -an0 and progress monitoring system. I !urrently utili2e the question -an0 to ma0e assessments for students. 8rogress monitoring is !ompleted through the CASCA1E data system through the Fefferson County S!hool. CASCA1E will not -e used for this small unitA howe er# items taught during this unit will -e assessed on a !umulati e assessment that will -e gi en from the CASCA1E system. .he student<s in!reased their a-ility to answer square root questions on the post' assessment. .he students answered square root questions a!!urately 83G of the time on the pre'assessment. .he post'assessment showed that the students answered square roots questions !orre!tly ?1G of the time on the post'assessment. .he students answered !u-e root questions !orre!tly $8G of the time on the pre'assessment. .he post'assessment shows that students answered !u-e root questions !orre!tly (%G of the time. .he students demonstrated that they !ould use exponents and exponent properties !orre!tly =1G of the time on the pre'assessment. .he students used exponents and exponent properties !orre!tly (8G of the time on the post'assessment. Students only 0new that the square root of % was irrational $1G of the time on the pre'assessment and that impro ed to ?1G of the time on the post'assessment. I ga e the post'assessment using the questions from the CII.S system -e!ause the questions generated are aligned more !losely to the wording and format of the questions that the students will see on the K' 8rep state assessment. .he post'assessment showed me that I need to !ontinue tea!hing a-out !u-e roots and the properties of exponents. I feel !onfident that students !an !al!ulate the square roots of num-ers and I also fell !onfident that the students 0now the square root of % is irrational.

Wor' Samp%es