a Technology For All Classrooms

a Technology For All Classrooms OBJECTIVES Consider the common “modern” classroom scenario from a technology point-of-view Introduce the viewer to iSpring, an extremely user-friendly, PowerPoint add-in Demonstrate easy to create, multi-media content from a mathematics curriculum

a Technology For All Classrooms COMPUTER - Having a computer (or computers) in the classroom is not enough to claim that we have “technology rich” classrooms.

a Technology For All Classrooms APPLICATIONS - Having PowerPoint (or other applications) installed on our computers is not enough to claim that we have “technology rich” classrooms.

a Technology For All Classrooms POWER - The real “power” of such tools is in the wielding. With the right tools, and a little imagination . . .

a Technology For All Classrooms PowerPoint - is installed on many school computers and currently being taught to elementary students. iSpring - has a FREE version that is well suited for most occasions, allows uploading to the web at the push of a button, and all uploaded files are immediately embeddable in other applications. YouTube - found a movie to complement your curriculum? Embed it into your PPT slideshow with a push of a button using iSpring. Flash - There are hundreds of freely available Flash files. Once downloaded, again, iSpring takes care of the PPT embed with a push of a button. Take a closer look!

a Technology For All Classrooms The remainder of this presentation will demonstrate a small portion of the media-rich possibilities, generated using the above-mentioned software. Realizing mathematics is not everyone’s favorite relaxation strategy, you are encouraged to view at least one lesson. In doing so, consider the detail of the animations, and the accuracy in which it is converted to Flash, using iSpring (free).

"The essence of mathematics is not to make simple things complicated, but to make complicated things simple." -- S. Gudder Contents: 1) Motivation (videos) 2) Lessons 3) Application (video) A global view of the importance of math A teacher’s specific viewpoint Interior angles of a (convex) polygon Area of some basic polygons Real-life problems

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Because mathematical concepts are most often built on previous knowledge, if one misses a step, then things seem to be more difficult than they need to be. Example: What is the interior angle measure of the following polygon? A + B + C + D + E + F + G = ___ ?

The Angle Sum Theorem. 1) On a piece of paper, draw a triangle, then cut it out. 2) Place a dot close to the center (interior) of the triangle. 3) After marking all of the angles, tear the triangle into three pieces. then rotate them, laying the marked angles next to each other. 4) Make a conjecture about the sum of the angle measures of the triangle. A B C A + B + C = ____ 180°

quadrilateral 4 1 2 2(180) = 360 1) Draw a convex quadrilateral. 2) Choose one vertex and draw all possible diagonals from that vertex. 3) How many triangles are formed? Make a table like the one below.

quadrilateral 4 1 2 2(180) = 360 1) Draw a convex pentagon. 2) Choose one vertex and draw all possible diagonals from that vertex. 3) How many triangles are formed? pentagon 5 2 3 3(180) = 540

quadrilateral 4 1 2 2(180) = 360 1) Draw a convex hexagon. 2) Choose one vertex and draw all possible diagonals from that vertex. 3) How many triangles are formed? pentagon 5 2 3 3(180) = 540 hexagon 6 3 4 4(180) = 720

quadrilateral 4 1 2 2(180) = 360 1) Draw a convex heptagon. 2) Choose one vertex and draw all possible diagonals from that vertex. 3) How many triangles are formed? pentagon 5 2 3 3(180) = 540 hexagon 6 3 4 4(180) = 720 heptagon 7 4 5 5(180) = 900

quadrilateral 4 1 2 2(180) = 360 1) Any convex polygon. 2) All possible diagonals from one vertex. 3) How many triangles? pentagon 5 2 3 3(180) = 540 hexagon 6 3 4 4(180) = 720 heptagon 7 4 5 5(180) = 900 n-gon n n - 3 n - 2 (n – 2)180 TOC

We will now turn our attention to the idea of AREA. “Area” is simply a measurement in two dimensions. Another term that could be used here is “surface.” If one can calculate the area of a rectangle (previous knowledge), then finding the area of a triangle will not be a problem. Area of any rectangle is found by multiplying the base times the height. (6u) X (2u) = 12u2

Look at the rectangle below. Its area is bh square units. The diagonal divides the rectangle into two _________________. congruent triangles The area of each triangle is half the area of the rectangle, or This result is true of all triangles.

Calculating the area of a Triangle Consider the area of this rectangle Arectangle = bh TOC

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TOC hmeyer827 (YouTube video) Lynn Lottman (YouTube video) PowerPoint © 2009 Microsoft Corporation iSpring © 2005-2009 iSpring Solutions, Inc. Flash © 2009 Adobe Systems Incorporated YouTube © 2009 YouTube, LLC