2. Design and Develop Digital Age Learning Experiences and Assessments

Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching EDMA 658 Math Maniacs: How to Integrate Differentiate Geometry Throughout the Grade Levels with Technology Purpose:The purpose of the Math Maniacs page is:1) To design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 2) Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants setting their own educational goals, managing their own learning, and assessing their own progress. 3) Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. 4) Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

Tomas

Grade 5/6: Using www.shordor.org to Differentiate How to Find the Volume and Surface Area of a Solid

Objective: To teach students how to find the suface area and volume of a solid object .

Standards: All standards are in regard to Alaska Standards for the fifth grade, and are as follows:

The student solves problems (including real-world situations) using perimeter or area by:

[5] G-6 estimating or determining area or perimeter of rectangles using a key, ruler, or given measures (M5.2.4)

The student communicates his or her mathematical thinking by

[6] PS-3 representing problems using mathematical language including concrete, pictorial, and/or symbolic representation; or using appropriate vocabulary, symbols, and technology to explain mathematical solutions (M8.2.1, M8.2.2, & M8.2.3)

We are going to construct real life 3d figures with these blocks. You will draw each face of your object, record the dimensions, calculate the surface area, and find the volume. You will then check your work by constructing a model on the webpage provided for you.

The student needs to:
1) construct a solid rectangular figure using their stacking cubes, 2) record the visual image of each side of the shape on the graph paper, 3) label the measure of each side to find the surface area of each side, 4) add all surface areas together to find the total surface area, 5) calculate the length x width x height of the solid figure.

Guided Practice: 1) Practice "playing" with the blocks, and describing the length, width, and height with each other, 2) review how to find the area of shape, and what surface area is, 3) review how to find the volume of an object, 4) ask students to watch the video below, and show them how to access it for later review as necessary.

(To be deleted at a later date)2. Design and Develop Digital Age Learning Experiences and AssessmentsTeachers design, develop, and evaluate authentic learning experiences and assessment incorporating

contemporary tools and resources to maximize content learning in context and to develop the knowledge,

skills, and attitudes identified in the NETS·S.

a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promotestudent learning and creativityb. Develop technology-enriched learning environments that enable all students to pursue their individualcuriosities and become active participants in setting their own educational goals, managing their ownlearning, and assessing their own progressc. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resourcesd. Provide students with multiple and varied formative and summative assessments aligned with contentand technology standards and use resulting data to inform learning and teachingEDMA 658 Math Maniacs: How to Integrate Differentiate Geometry Throughout the Grade Levels with Technology

Purpose:The purpose of the Math Maniacs page is:1) To design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity. 2) Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants setting their own educational goals, managing their own learning, and assessing their own progress. 3) Customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources. 4) Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.

## Tomas

Grade 5/6: Using www.shordor.org to Differentiate How to Find the Volume and Surface Area of a SolidObjective: To teach students how to find the suface area and volume of a solid object .Standards: All standards are in regard to Alaska Standards for the fifth grade, and are as follows:The student solves problems (including real-world situations) using perimeter or area by:

[5] G-6 estimating or determining area or perimeter of rectangles using a key, ruler, or given measures (M5.2.4)

The student communicates his or her mathematical thinking by

[6] PS-3 representing problems using mathematical language including concrete, pictorial, and/or symbolic representation; or using appropriate vocabulary, symbols, and technology to explain mathematical solutions (M8.2.1, M8.2.2, & M8.2.3)

Materials:Graph paper, Pencil, Eraser, Ruler, Stacking cubes (centimeter), Access to shordor.org website listed above

Procedure:Introduce Situation:

We are going to construct real life 3d figures with these blocks. You will draw each face of your object, record the dimensions, calculate the surface area, and find the volume. You will then check your work by constructing a model on the webpage provided for you.

The student needs to:

1) construct a solid rectangular figure using their stacking cubes, 2) record the visual image of each side of the shape on the graph paper, 3) label the measure of each side to find the surface area of each side, 4) add all surface areas together to find the total surface area, 5) calculate the length x width x height of the solid figure.

Guided Practice:

1) Practice "playing" with the blocks, and describing the length, width, and height with each other, 2) review how to find the area of shape, and what surface area is, 3) review how to find the volume of an object, 4) ask students to watch the video below, and show them how to access it for later review as necessary.