Ongoing formative and summative assessment is so important.  I created another Google survey but this time it is for 6.2 and then one Google Survey for 6.3.  Basically the 6.2 survey asks students to rate their understanding of different concepts on the mid-chapter review on a scale of 1-10.  This would be completed before starting the review to see if students understand the material before it is presented to them as a summative assessment.


This is nothing fancy but it does the job!  A quick formative assessment to see if students are understanding the concepts before starting the mid-chapter review.

I’m a strong believer in the assessment strategy of triangulation.


Basically this is where evidence is collected in three different ways: Observations (during activities, lecturing, work time, etc.), Conversations (talking to your students inside and outside of the classroom if they are understanding the concepts), and Products is more summative assessments (tests, assignments, projects, etc.).  I think this is a great way to assess students to see if students are understanding concepts, not just knowing them.  I started an Excel spreadsheet that I would use to record formative and summative assessments.


At the top is all of the methods of assessments and then I can fill it out as I go.  I think this would help me stay organized and on top of assessment.

I’m also a big believer in Bloom’s Taxonomy.  We talk a lot about this in university.


I realized most of my assessment so far is more on the remembering/understanding part, so  I wanted to change it up a bit!  For an assessment for 6.3 I’d have the students create their own question surrounding linear regressions.  They could pick any topic they want as long as they can find data on it and can put it into a type of question we’ve been doing in class.  Then they create their own question and then once every student is done, I’ll randomly assign everyone a question for them to complete.


I think this is a cool kind of assessment to do because it really shows if students understand this concept by having them create their own question.  Formative and summative assessment is very important so I thought it would be a good idea to create another blog post specifically for assessment.  Let me know if you have any questions or suggestions for different types of assessments!



Prezi Power?

I decided to use Prezi as a way to demonstrate to students how to use graphing calculators for 6.3 – Linear Regressions. In this section, students can use graphing calculators (TI-83 Plus) and Excel to complete word problems where they need to find an equation in the form of y=mx+b (slope intercept form) and answer questions in regard to figuring out the x value when given the y value and vice versa.  In my internship, we only used graphing calculators because my students had to write a departmental for a final and they would be allowed to use graphing calculators but not Excel for the final.


I don’t have a lot of experience with Prezi and after using it, I’m not sure how I feel about it.  I found it was difficult at first, I really didn’t know what I was doing and in hindsight I probably should have watched a ‘How to Prezi Video’.  I got the hang of it but I found it took a long time to complete the Prezi.  I know people who use Prezi and know how to use it well.  Perhaps I need to try it out a few more times and it’ll be easier.  What are your thoughts on Prezi?  Have you used it before and do you like it?

I made a Prezi though and I’m proud of how it turned out so you should check it out and tell me what you think!  I think it would be beneficial to use Prezi to help teach the concept to students.  I used screenshots of what the calculator looks like at each step for visual learners as well as written instructions for each part of the Prezi.  The Prezi would be beneficial because students could use this as a resource outside of class.


The above is an example of what one of the slides looks like.  I’m pleased with how the Prezi turned out but I’m not sure how often I would use Prezis.  Maybe I’ll try it out a few more times before I make a final call on using Prezis!

I attempted to embed the Prezi I made into WordPress but I had some issues.  If anyone knows how to, I would appreciate the help! Thanks in advance!

6.3 Excitement!

6.3 is the exciting part of Modelling Data with a Line of Best Fit.  Students will use Excel and graphing calculators to do word problems!  Students will be using technology to complete different word problems.  I used Screencast-O-Matic

During my internship, my cooperating teacher gave me a file that has a graphing calculator you can open on your laptop calculator!


The left side is an example of what the worksheet looks like.  There area  few definitions and some examples of the type of word problems they’d have.  They can download the worksheet and do the workshop on the laptop.  As you can see from the image, the graphing calculator looks just like the real thing!!  This way, I can project this on the board/SmartBoard and demonstrate to students steps for how to do these problems.  I absolutely loved using this during my internship.  Graphing Calculators can be tough to work with so this is a good way to demonstrate to students what to do while they use their own calculators.

I did a screen cast that explains how to use the graphing calculator to create a scatter plot.  I am still a little sick so I apologize ahead of time for the coughing.  It wasn’t exactly how I would explain it to students, I had a little notes for teachers.  I really like using screencasts to explain concepts to students because they can view it whenever they want. Screencast-O-Matic only allows 15:00 screencasts so I did only part of the example.  I will put part B and C of the example in another video.  I also made notes for students, just a couple definitions and examples.




I like Twitter but I don’t love it.  I think when used properly, Twitter can be great but I think some people use it for good and not evil.  I got my first Twitter account four years ago.  I thought I was so interesting and had so much to say.  I was sure that people would find what I would say fascinating.  I couldn’t have been more wrong.  I didn’t know how to efficiently use Twitter.  The following were tweets that I wrote.


There are so many things wrong with those Tweets.  First of all, I didn’t use hashtags and when I did you use them I didn’t use them well.  I used hashtags that nobody would ever use or look up.  Second of all, many of the things I was tweeting about wouldn’t spark conversation.  This went on for about a year and now I really only use Twitter for information on my favorite sports teams (I follow things like the Dallas Cowboys, NFL, NFL beat writers and writers for the Dallas Cowboys).

I used Twitter in ECMP355 and I then understood how to use Twitter a lot more efficiently but I still didn’t use it often.  For the most part, except ECS 300, I took a hiatus from Twitter until I started ECMP455.  I really enjoyed the #ecmpchat we had last week.  I had such a great time talking to different educators about their thoughts on different topics.  I had so much fun I participated in a chat right after class with the hashtag #kidsdeserveit.  It was such a fun time!!  I am starting to learn the ways of Twitter.

twitter 2

In this tweet, I am using a relevant hashtag, talking about a topic that might spark conversation and using most of the 140 character limit provided.  I have grown so much since my previous tweets!

I can see all the upsides to using Twitter.  Connecting,  collaborating, seeking new lessons and sharing ideas.  Like I said at the beginning: I like Twitter, but I don’t love it.  I like it more now that I know how to actually use Twitter properly but I don’t know that I’d use it on a daily basis.  The Twitter chats I’ve had are a lot of fun though and I plan on doing many more!


I have been searching for any math app that I think people haven’t heard of or used before.  I searched for awhile and found some apps that were cool but you had to pay money and I’m too cheap to pay for apps so I found this gem called Brainscape.  It’s like Quizlet, basically a different way for definitions.  You can use Brainscape online, or download it on your phone or Ipad.  You can create your own flashcards or view flashcards that other users have made.  The app is very easy to use, there are categories or you can search for whatever you are looking for.ecmp7

Factoring polynomials is definitely in my top five things to teach and do in math, so that is what I searched for.


As you can see, there were so many results from what I searched!


I found one had good topics to what I was looking for and I decided to check the ‘Steps When Factoring’.


You can view what the questions are before you start and see if those are the types of questions you are looking for.

The pictures above are examples of what the questions and answers look like.  Once it asks a question, you can the reveal the answer once you have thought about what the answer is.  Then it will tell you the answer.  Then you can rate how well you think you did on the question.  If you rate the question a 5, a message will pop up saying that the question will not be included in the rotation anymore.  Once you’ve started doing questions, under the title it’ll record the ratings you’ve given.  You can go over the questions as many times as you want.  Once you’ve started doing questions a second time, it’ll have an outline in the color you rated the question the first time you did it.

Once I did the Factoring cards I wanted to create my own.  I started my questions and I realized if you wanted to add a photo to the question you have to pay money.  So I would use this, as long as what I’m using didn’t require pictures because like I stated at the start of this blog  post: I’m a cheap person.

Overall I think this is a fairly neat app for anyone to use.  You don’t need to be a student or teacher to use this, anyone who wants to learn should try out this app again!  So anybody doing a learning project for their major project should check this out because maybe they have the topic you’re doing!

Thanks for reading, leave a comment or question!






Course Outline

I got way ahead of myself!  I started off my lesson plans but I didn’t create a course outline!  I based this course outline off of the one my cooperating teacher used.  I taught Foundations 30 for three months during my internship so I ordered the units based on what order I taught the units in.  This is the course outline I created and below are the justifications for why I put units where they are.

I start off with a unit surrounding Venn Diagrams.  Most students consider this to be one of the easier units of the course, so it is a good unit to start up with.  It also sets up the next few units.  I then go into counting methods (combinations and permutations) and then probability (probability involves a lot off counting method problems).  Venn Diagrams can be used as a visual for many probability and counting method problems, which is why Venn Diagrams comes before those.

The next three units are all from the same outcome!  They all have to do with graphing and the characteristics of equations and graphs.  I put the three units together because they have a lot of overlapping concepts which is why I think it’s best to have them all together.

The last two units are financial units.  I put these two units at the end because they are kind of shorter units and if need be, the last unit can be covered after Christmas and before reviewing starts for finals.

Then there is a section for how the evaluation is sorted out.  There are four sections with how much they are worth.

Lastly, there are classroom expectations so that students understand on the first day of school what is expected for students to succeed in this course.


Adobe Spark for Definitions (6.1 Lesson)

It’s been awhile since I’ve posted because I’ve been on holidays in Disneyland (the happiest place on earth)!

As I mentioned in my earlier blog post, I tried out using Adobe Spark for the first time!  I really enjoyed using the online app and it was very easy to use.  Last week, I didn’t know what I wanted to do for presenting definitions for my polynomial unit.  We talked about Adobe Spark in class last week, and I realized that I could use this online app for the definitions portion of this unit.

I defined the following terms: Polynomial, leading coefficient, degree of the polynomial, turning points, end behavior, domain and range.  I also have visual examples for all of the definitions.


This is an example of what the page I created looks like.  It is visually appealing and organized.  The definition is there with an example.

After reading Amy Martin’s blog, specifically her post on Educreations, I decided to take this lesson one step further.  She talked about having recordings for her students who were not in class or want another refresher on topics. So, I decided to use Screencastomatic to record myself talking about the definitions and examples for my Polynomials unit!  Basically, I explained the definitions and examples in the way that I would explain it as if I was in front of a class full of students.  This way students can see this video from home if they need a refresher or if they were not there for the lesson.  Here is the Screencast I created.

I used Screencastomatic in ECCMP355 for my final summary of learning project.  It is a screencast so you can record your voice and what is on the screen.  It is very easy to use and I would definitely recommend using it.  It is free, but you can upgrade for money.  You do need to download it, but it doesn’t take long.

I also decided to use Google Forms for an exit note for students to complete! I created this survey on how confident they were in the new concepts we learned.  This is an easy way to figure out where students are at and it’s online so no paper needed!


I also used Kahoot to create a formative assessment for students to do.  I love Kahoot, it’s free, super easy to use and my kids loved it.  I created a Kahoot on the different polynomial characteristics.

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The question, picture and answers can be projected on a whiteboard/Smartboard in the classroom.  Then students can use their phones or laptops to pick which answer they think is right.  I created another Screencast talking about Kahoot and going through the Kahoot I created.

Also, another thing I love about Kahoot but I don’t think many people know about it, is that you can save the results of the Kahoot and download it onto Excel!


You can see how many players and questions there are.  You can see all of the students overall results and also go into each individual question and see the how students did.

I’m excited to continue my unit plan with the next topic which is using graphing calculators and excel to create graphs and answer word problems!

Leave a comment if you have any questions, comments, things I can adapt and other additional thoughts!  Have a great day!