The amazing Desmos can be used to create number lines for our upper elementary learners. After a few simple steps you can create a number line from a two-variable coordinate plane…
1. Access http://www.desmos.com.
2. Tap Graph Settings (the wrench tool) and uncheck the boxes for Grid and Y-Axis.
3. Check the box for Arrows.
4. Add the point (a,0).
5. Click the button to add a slider for a.
Press the play button and watch the point move between -10 and 10. These are the default values. You can adjust these values by clicking on the number and typing the value you prefer.
Now, the awesome part…
Press the pause button and ask what is the value? Or, given a specific number, place the point on the number line.
Zoom in and out to adjust the minimum and maximum values or tap on Graph Settings (the wrench tool) to adjust precisely.
I created this video to include as part of a Lesson Transformed blog series here.
Subitizing is the instant recognition of the total number of objects in an image. Early in mathematics, children use perceptual subitizing to identify quantity – think about dots on dice. When you see the three, you don’t count one-two-three, you know it’s three.
Later, children use conceptual subitizing to identify quantity as units of units. That is, they see the seven as three-one-three (or three-three-one).
Read more about subitizing in this article by NCTM: Subitizing: What is it? Why Teach it?
So, in my pursuit to challenge myself technologically and utilize some great tools from Apple, I created this video below. Note: again, I restricted myself to one hour for this work.
I am participating in the CISD Digital Learning Coach Blogging Challenge. I have chosen to utilize the Think Kit in Paper Fifty Three to organize ideas and reflect on the experience and outcome with this blog post.
I am experienced with sketch noting with Paper, but I rarely use the Think Kit. On the sketch below, I used tools in the Think Kit to enhance my practice.
Using the app, Paper, I created this sketch to illustrate and organize the new (updated 2015) Texas Prekindergarten Guidelines. The blue oval and orange circles in the center are connected with arrows – all created with the Think Kit tools embedded within Paper. A few other shapes on the sketch were also created with the Think Kit tools.
Read about the features of Think Kit, including diagram, fill, and cut here.
Other sketch notes I have created can be found on my blog here.
I am participating in the CISD Digital Learning Coach Blogging Challenge. I have chosen to utilize the animation features in Keynote in a new way and reflect on the experience and outcome with this blog post.
In about an hour, I created this 42 second video:
Now for the steps I took to arrive at the video as the final product:
- Create a new Keynote Presentation – I chose the white theme.
- Use Pixabay to identify the ferris wheel image (Bonus! It’s in the Public Domain!)
- Slide 1: Insert ferris wheel image and add text (find the measure of the angle between the spokes on the ferris wheel).
- Slide 2: Create the ray from the center of the ferris wheel and use the line draw feature to animate. Create a second ray on top of the other one.
- Slide 3: Use the magic move feature to animate the angle opening and add text (estimate the angle measure).
- Grab an image of a protractor and use Photoshop’s magic eraser tool to make the background (and all of the inside parts) transparent.
- Slide 4: Insert the edited protractor image.
- Slide 5: Use magic move to rotate the protractor.
- Use another program with equation editor ability (such as Microsoft Word) to create the 20 degrees symbol – am I missing something with Keynote here? Can I create math type in Keynote without having the actual MathType program on my Mac?
- Slide 5: Insert the 20 degrees symbol.
- Slide 6: Add the text (how did your estimate compare?)
- Export the Keynote file to Quicktime.
- Upload the Quicktime file to Vimeo.
All of that in about an hour. I know Keynote has so many features I have not yet used/learned. It is a powerful tool and well worth exploring!
Here’s a pic of my 6 slides:
6 Keynote Slides
My friend, Kyle Pearce has some great examples of using Keynote animations with math on his website:
Note: I gave myself an hour to complete this because I know I would devote an entire weekend to a Keynote if I could!
I am participating in the CISD Digital Learning Coach Blogging Challenge. I have chosen to utilize Explain Everything in a new way and reflect on the experience and outcome with this blog post.
Inspired by this video by Graham Fletcher, I decided to try Explain Everything with ten frames and counters for grade 1 (addition with regrouping). Knowing the process of regrouping is as important, or even more important than, the solution to an addition problem, I realized a digital tool such as Explain Everything could be used to capture learners’ thinking.
First, I made this template:
This is an image, click the link below to access the file (on your iPad).
Link to Explain Everything File
Then came the easy part…hand it to children and let them explore. With no support and one take later, these files were saved on my iPad:
Notice the problem has been changed. She did that herself!
And another…Notice she gives herself a smiley face!
In a setting that is not 1:1 (iPads for every learner), educators could choose to set up a station with a single iPad loaded with the template file to capture learners’ thinking.
Also, educators could use Explain Everything to create video explanations to share with learners and parents. There is so much power in hearing someone’s voice and understand their thinking.
I love Explain Everything – it has such potential in the classroom even for our youngest of learners!
After reading and re-reading Clearing the Confusion between Technology Rich and Innovative Poor: Six Questions by November Learning (bit.ly/transformational6), I have transferred the idea from students as children to students as adults – teachers. If educators are learners (and they are!), then the tasks we ask of them in professional learning settings (such as book studies) should be innovative. Those tasks should…