Updated April, 2014

ABC Multimedia Math Project Unit Plan

Unit Goals and Objectives:• Create a Math Multimedia Slideshow using PowerPoint—complete with digital images,

borders, clip art, word art and animations to make the presentation exciting!• Guide students through the “design “phase of their PowerPoint creations.• Learn about Design Strategies and practice applying them to their slides .• Use critical thinking skills to design a slide for each vocabulary math word.• Learn how to use the drawing toolbar and custom animations.• Use search engines effectively to find information to enhance slides.• Learn how to use Action Buttons to hyperlink to internet sites and hyperlink to other slides.• To build math vocabulary by having students research the special meaning of words in

math.• To help to review for Math MCAS/PARCC test in May by demonstrating their

understanding of math vocabulary. This provides review and remediation to all students.• Create a polished slideshow with a clear focus, adequate detail that highlights math

vocabulary. This show will be used on our Interactive White Board!• View the Slideshow with Grades 5 and 6 students/teachers to demonstrate all of their

technology skills and teach Gr. 5/6 students Math Vocabulary!

Objectives: Students will be able to Learn how to create/enhance a slideshow Learn how to present to a group of peers Learn how to create a “4” exemplary slide and score peers Learn math vocabulary/practice MCAS/PARCC questions

Content Create a slide show with borders, clip art, import images from the internet Conduct an internet search for information, images Compare and contrast information found Practice citing internet sources Use draw and paint tools if needed Apply transition and animation Add sound (optional) Apply effective design principles Apply proper grammar and usage Correctly use spell check, thesaurus, grammar check Actually present the show to the class

Language: Listen to directions and read the handout for directions with visual clues Discuss new vocabulary Discuss/present findings to class in an oral presentation

Learning Strategies IEP/ELL Modifications Visual example of completed sample project

ABC Math Unit Plan - 1 - Beck, 2014

Updated April, 2014 Rubrics for scoring Learn from each other—peer edit Create 1st slide together Work in a pairs in the design phase Individual teacher assistance Extended computer use modification for ELL/Resource Use visual aids with oral presentations (Demo on Overhead) Give student outline of material to be covered in the lesson prior to beginning Provide student with written instructions concerning the lesson Give clear behavioral objectives Clearly explain grading criteria for all assignments--rubrics Give reminders for students to stay on task Extended time requirements for completion Smaller tasks, break down the assignment into smaller pieces Modifications if necessary---create smaller slide PowerPoint (students choice, print out research and use a

highlighter for key voc words to be used as bulleted items) Use of outlines/mapping sheets/graphic organizers How to worksheets (also in the outline PowerPoint template

For the Gifted Student:

Present presentation to another grade level Add video to presentation using action buttons Students as teachers in teams (after 2 slides have been scored) Teams will score peers slides following specific

scoring rubric

Materials: Texts and/or Other ResourcesMaterials/Resources:Technology:

Class lab of 25-30 computers Multimedia software (PowerPoint) Internet access Projection system Digital camera/scanner/video thumb drive (optional) PowerPoint slide template for all students to copy

Printed Materials Math Work Packet-graphic organizer Rubrics for each part of the unit Peer editing worksheet

Procedures in Class:The day by day overview will be on the overhead at the start of each class. The teacher will read aloud and demo each day’s assignment. This should help students see what is expected of them. Students can then work at their own pace.

Preparation/Motivation Warm-Up/Anticipatory Set:At the beginning of each class, the teacher gives an oral explanation and a visual demo of the day’s assignment. Teacher will be free to walk around and help students and remind students to stay on task. Each day-by-day sheet is set

ABC Math Unit Plan - 2 - Beck, 2014

Updated April, 2014up for a 45-minute period. Teachers will encourage all to interact with those next to them and raise their hand when help is needed. Teacher will go over that day’s vocabulary before the project starts.

Presentation/Explanation:At the start of each lesson the teacher will give an oral and visual presentation of what is scheduled for the day. Each part of the unit will be broken down into small pieces. The day-by-day instructions can be put on the overhead so that students can hear and see the directions. I will use an in focus hooked up to my computer for each day’s presentation. An overhead with transparencies would also work. This will help the ELL students with vocabulary. Each class the days vocabulary will be discussed before students start their work. A sample will be shown and so that students can see what is expected of them.

Practice/Application:We will do problem #1 together and then the students will create the remaining slides. Students will be able to enhance their slides as the lesson goes on. The beginning slides will be done together (teacher on the overhead) so that all students can see what is expected of them. The beginning of each class will be used to demonstrate how to create each slide. Teacher will walk around to assist students as they are creating the slides. Focus on Content! Check all math answers before students begin the slides. Peer Edit. Work out problems together in Math packet.

Assessment (Informal and Formal) Evaluation:Rubrics will be used throughout the unit project. Teacher will also walk around and discuss the lesson with students that need help. By asking questions teacher can evaluate each student.

Present student PowerPoint presentation to the class/audience Evaluate all projects using the rubrics in students packets Peer Editing before presentation so students can practice Informal daily assessment by teacher asking questions and have all students (ELL) demonstrate what they have

learned. Team Assessment (students will be the teacher grading slides (final slide to be grades so that they know what a

“4 looks like—using rubric)

Students will be given Rubrics to understand what high quality work is. A Demo of 5 slides will demonstrate what a 1, 2, 3 and 4 would look like. The teacher used these examples in class to demonstrate what high quality work looks like! Students will also be assessed for demonstrating their vocabulary knowledge—Rigor!Review/Closure/Follow-up:Lesson Evaluation:

Students work will be evaluated by effort and completion Online assessments (advanced PowerPoint concepts and math vocabulary) Students and teachers will complete rubrics Students will assess their own development and reflect on their learning throughout this project. Group

discussion/teacher meetings After all presentations are done have a follow up discussion of how the project went and how what this project

taught each student. Discuss ways to improve this project with Math teachers.Extension/Homework/Follow up:With student’s permission class presentation can be burned to 1 CD/thumb drive so that students can take the projects home and view with their friends/parents. This could be shared with another class. After they are put on a cd/thumb drive, have other classes view them. A great follow up activity might be to compare/contrast different cultures on a mapping sheet or using computer software, Inspiration. (A great VISUAL software package.)Word list is a work in progress and should be updated each year.

Online Math Dictionaries:• http://www.amathsdictionaryforkids.com/ • http://www.hbschool.com/glossary/math2/index6.html • http://www.glencoe.com/apps/eGlossary612/index.php

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• http://users.erols.com/bram/dictionary2.html • http://www.math.com/school/glossary/glossindex.html • http://home.blarg.net/~math/deflist.html • http://www.coolmath.com/reference/online-math-dictionary.html • http://www.didax.com/mathdictionary/index.cfm/Category/X.cfm • http://www.mathwords.com/ • http://www.mathpropress.com/glossary/glossary.html • http://mathcentral.uregina.ca/RR/glossary/middle/glossaryab.html • http://intermath.coe.uga.edu/dictnary/results.asp?letter=A

Link to online website:http://www.teacherweb.com/MA/ClintonMiddleSchool/MrsBeck/wqr9.aspx(teacherwebBeck)

Math ABC RubricGrade ___ Group__________Date__________________ Mrs. Beck/Computers

Computer # 100 90 75 60 50

4 3 2 1 0ABC Math Unit Plan - 4 - Beck, 2014

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Outstanding Very Good Average Needs Improvement

Failure

Displays knowledge of Math vocabulary. Student demonstrates full knowledge (more than required) with explanations and elaboration. Student presents information in logical, interesting sequence—slide has originality and great design that shows inventiveness. Student used visuals to reinforce screen text and presentation.

Displays knowledge of Math vocabulary.Student is at ease with content, but fails to elaborate. Student presents information in logical, interesting sequence—The slide shows a little evidence of originality but based on other people’s ideas, images. Good visual. Visuals related to text and presentation.

Displays knowledge of Math vocabulary. Student is uncomfortable with information and is able to answer only basic questions.Student presents information in logical, sequence—The slide has little originality and there is no evidence of new thought or inventiveness. Student occasional used visuals that rarely support text and presentation

Displays just a little knowledge of Math vocabulary. Student does not have grasp of information; student cannot answer questions about subject The slide is a minimal collection or rehash of other people’s ideas, and images (copy and paste). There is no evidence of new thought.Student used very little/no visuals.

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Peer Editing PowerPoint ProjectABC MATH

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Your Name__________________________________________________

Score Slide # ____________ Date_______________________Directions: After you have gone over your PowerPoint you will leave this paper at your computer and have 2-3 students to peer edit your work---Look for correct spelling, color scheme, overall appearance.

Peer Editor #1 Name__________________________________________Things to change:

Things that I really liked:

Additional Comments:

Peer Editor #2 Name__________________________________________Things to change:

Things that I really liked:

Additional Comments:

Peer Editor #3 Name__________________________________________Things to change:

Things that I really liked:

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PowerPoint Design Elements RubricName_______________________Date________________

Mrs. Donna BeckClinton Middle School

Category 0-3 Points 4-6 Points 7-10 PointsColor Scheme Color scheme has more

than 7 colors and color scheme doesn’t match the theme of the presentation. There is no contrast on the slides.

Color scheme has 6 or 7 colors and color is distracting throughout the presentation. A fair amount of contrast is used throughout.

Color scheme has no more than 5 colors and is consistent throughout the presentation. A good contrast of color is used throughout.

Design Template and Background

Background distracts from the original theme of presentation

Some background changes-- out of color scheme

Well chosen background --color scheme is consistent throughout

Font Choice (style/size) Most fonts are hard to read in the presentation

Some fonts are hard to read in the presentation

Well chosen, easy to read fonts throughout the presentation.

Use of Graphics and Clip Art

Clip art/images don’t relate to the theme/text of the slide.

Some clip art works with the theme/text of the slide

Well chosen clipart with a good balance to the theme/text of the slide.

Proportion Most of the text and clip art is not in proportion to slide.

Some text and clip art is in proportion to slide.

All of the text and clip art is in proportion to slide.

Originality Slides were hastily constructed. There is no observable creativity.

Slides have little creativity.

Slides have been thoroughly designed with a personal style and intentional design.

Slide Layout Few slides have the correct slide layout to visually present the information to the viewer—cluttered/confusing.

Some slides have the correct slide layout to visually present the information to the viewer—some structure.

All slides have the correct slide layout to visually present the information to the viewer.

Title Slide Slide has no design elements to make the viewer want to view the show.

Slide shows some structure but does not create a strong sense of what is to follow.

Slide is well constructed and grabs the viewers attention.

Use of Drawing Tools No Word Art or other tools used to enhance the presentation.

Word Art used but no other tools were used to enhance the presentation.

Word Art and other tools used to enhance the presentation.

Overall Appearance The final work seems rushed or incomplete.

Care was taken to create a finished product... There are a few errors.

Final product is polished and quality of work shows.

Grade_____________ Comments:

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Oral Presentation Rubric ABC MathTeacher Name: Mrs. Beck Student Name:     ________________________________________ CATEGORY 4 3 2 1

Posture and Eye Contact Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Awareness of Audience Significantly increases audience understanding and knowledge of topic; Effectively convinces an audience to recognize the validity of a point of view.

Raises audience understanding and awareness of most points;

Clear point of view, but development or support is inconclusive and incomplete.

Raises audience understanding and knowledge of some points;

Point of view may be clear, but lacks development or support.

Fails to increase audience understanding or knowledge of topic.

Fails to effectively convince the audience

Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

Math Learning Standards for Grades 7–8

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Number Sense and Operations Students engage in problem solving, communicating, reasoning, connecting, and representing as

they:8.N.1 Compare, order, estimate, and translate among integers, fractions and mixed numbers (i.e., rational numbers),

decimals, and percents.8.N.2 Define, compare, order, and apply frequently used irrational numbers, such as 2 and .8.N.3 Use ratios and proportions in the solution of problems, in particular, problems involving unit rates, scale factors,

and rate of change.8.N.4 Represent numbers in scientific notation, and use them in calculations and problem situations.8.N.5 Apply number theory concepts, including prime factorization and relatively prime numbers, to the solution of

problems.8.N.6 Demonstrate an understanding of absolute value, e.g., |-3| = |3| = 3.

8.N.7 Apply the rules of powers and roots to the solution of problems. Extend the Order of Operations to include positive integer exponents and square roots.

8.N.8 Demonstrate an understanding of the properties of arithmetic operations on rational numbers. Use the associative, commutative, and distributive properties; properties of the identity and inverse elements (e.g., -7 + 7 = 0; 3/4 x 4/3 = 1); and the notion of closure of a subset of the rational numbers under an operation (e.g., the set of odd integers is closed under multiplication but not under addition).

8.N.9 Use the inverse relationships of addition and subtraction, multiplication and division, and squaring and finding square roots to simplify computations and solve problems, e.g. multiplying by 1/2 or 0.5 is the same as dividing by 2.

8.N.10 Estimate and compute with fractions (including simplification of fractions), integers, decimals, and percents (including those greater than 100 and less than 1).

8.N.11 Determine when an estimate rather than an exact answer is appropriate and apply in problem situations.8.N.12 Select and use appropriate operations—addition, subtraction, multiplication, division, and positive integer

exponents—to solve problems with rational numbers (including negatives).

Patterns, Relations, and AlgebraStudents engage in problem solving, communicating, reasoning, connecting, and representing as

they:8.P.1 Extend, represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic

expressions. Include arithmetic and geometric progressions, e.g., compounding.

8.P.2 Evaluate simple algebraic expressions for given variable values, e.g., 3a2 – b for a = 3 and b = 7.8.P.3 Demonstrate an understanding of the identity (-x)(-y) = xy. Use this identity to simplify algebraic expressions, e.g., (-2)(-

x+2) = 2x - 4.8.P.4 Create and use symbolic expressions and relate them to verbal, tabular, and graphical representations.8.P.5 Identify the slope of a line as a measure of its steepness and as a constant rate of change from its table of values, equation, or

graph. Apply the concept of slope to the solution of problems. 8.P.6 Identify the roles of variables within an equation, e.g., y = mx + b, expressing y as a function of x with parameters m and b.8.P.7 Set up and solve linear equations and inequalities with one or two variables, using algebraic methods, models, and/or graphs.8.P.8 Explain and analyze—both quantitatively and qualitatively, using pictures, graphs, charts, or equations—how a change in

one variable results in a change in another variable in functional relationships, e.g., C = d, A = r2 (A as a function of r), Arectangle = lw (Arectangle as a function of l and w).

8.P.9 Use linear equations to model and analyze problems involving proportional relationships. Use technology as appropriate.

8.P.10 Use tables and graphs to represent and compare linear growth patterns. In particular, compare rates of change and x- and y-intercepts of different linear patterns.

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GeometryStudents engage in problem solving, communicating, reasoning, connecting, and representing as

they:8.G.1 Analyze, apply, and explain the relationship between the number of sides and the sums of the interior and exterior angle

measures of polygons.8.G.2 Classify figures in terms of congruence and similarity, and apply these relationships to the solution of problems.8.G.3 Demonstrate an understanding of the relationships of angles formed by intersecting lines, including parallel lines cut by a

transversal.8.G.4 Demonstrate an understanding of the Pythagorean theorem. Apply the theorem to the solution of problems.8.G.5 Use a straightedge, compass, or other tools to formulate and test conjectures, and to draw geometric figures.

8.G.6 Predict the results of transformations on unmarked or coordinate planes and draw the transformed figure, e.g., predict how tessellations transform under translations, reflections, and rotations.

8.G.7 Identify three-dimensional figures (e.g., prisms, pyramids) by their physical appearance, distinguishing attributes, and spatial relationships such as parallel faces.

8.G.8 Recognize and draw two-dimensional representations of three-dimensional objects, e.g., nets, projections, and perspective drawings.

Measurement Students engage in problem solving, communicating, reasoning, connecting, and representing as they:

8.M.1 Select, convert (within the same system of measurement), and use appropriate units of measurement or scale.8.M.2 Given the formulas, convert from one system of measurement to another. Use technology as appropriate.

8.M.3 Demonstrate an understanding of the concepts and apply formulas and procedures for determining measures, including those of area and perimeter/circumference of parallelograms, trapezoids, and circles. Given the formulas, determine the surface area and volume of rectangular prisms, cylinders, and spheres. Use technology as appropriate.

8.M.4 Use ratio and proportion (including scale factors) in the solution of problems, including problems involving similar plane figures and indirect measurement.

8.M.5 Use models, graphs, and formulas to solve simple problems involving rates, e.g., velocity and density.

Data Analysis, Statistics, and Probability Students engage in problem solving, communicating, reasoning, connecting, and representing as they:

8.D.1 Describe the characteristics and limitations of a data sample. Identify different ways of selecting a sample, e.g., convenience sampling, responses to a survey, random sampling.

8.D.2 Select, create, interpret, and utilize various tabular and graphical representations of data, e.g., circle graphs, Venn diagrams, scatterplots, stem-and-leaf plots, box-and-whisker plots, histograms, tables, and charts. Differentiate between continuous and discrete data and ways to represent them.

8.D.3 Find, describe, and interpret appropriate measures of central tendency (mean, median, and mode) and spread (range) that represent a set of data. Use these notions to compare different sets of data.

8.D.4 Use tree diagrams, tables, organized lists, basic combinatorics (“fundamental counting principle”), and area models to compute probabilities for simple compound events, e.g., multiple coin tosses or rolls of dice.

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Exploratory Concepts and Skills for Grades 7–8

Number Sense and Operations Investigate the meaning of significant digits. Investigate negative integral exponents and their use in scientific and calculator notation.Patterns, Relations, and Algebra Describe, complete, extend, analyze, generalize, and create a wide variety of patterns, including iterative

and recursive (e.g., Pascal’s triangle), and linear functional relationships. Use tables, graphs, and appropriate technology to explore quadratic and exponential growth patterns. Investigate the use of systems of equations, tables, and graphs to represent mathematical relationships. Identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations.Geometry Formulate and test conjectures about shapes that tessellate. Investigate trigonometric ratios in right triangles. Investigate right triangle relationships, such as those in 45°–45°–90° and 30°–60°–90° triangles. Explore proofs of the Pythagorean theorem.Measurement Given the formula, find surface area and volume of pyramids and cones. Select and apply techniques and tools to accurately find length, area, volume, and angle

measures to appropriate levels of precision. Investigate formulas to determine the circumference and area of circles, and the perimeter and

area of polygons.Data Analysis, Statistics, and Probability Investigate the notion of fairness in games. Make predictions, conduct experiments, and discuss discrepancies to develop understanding of

actual versus predicted outcomes. Conduct repetitive experiments (e.g., repeated throwing of three or more dice) and compare the

outcomes to predicted probabilities.

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Technology StandardsTo provide students with learning opportunities that will build their technology skills. By the end of Grade 8 students will have the skills they will need in high school for applying technology tools to learning across the curriculum. Clinton Middle School Technology Curriculum has been aligned with the 5-8 Instructional Technology Standards/Curriculum Frameworks--Dept. of Ed., Sept, 2001.Instructional Technology Standards (2008)The Massachusetts Dept. of Education in 2001 collapsed the 6 NETS (National Educational Technology Standards into three standards. The NETS standards are incorporated into the 3 standards of PreK-12 Instructional Technology Recommended Standards as follows: ISTE: International Society for Technology in Education)Updated MassachusettsTechnology Literacy Standards K-12

Corresponding NETS Foundation Standards Corresponding Refreshed ISTE NETS

Standard 1 Standard 1, 3 Standards 1, 2, 3, and 4Standard 2 Standard 2 Standard 5Standard 3 Standards 3, 4, 5 and 6 Standard 6

Standard 1. Demonstrate proficiency in the use of computers and applications as well as an understanding of concepts underlying hardware, software, and connectivity. 1.4, 1.18, 1.22, 1.24, 1.25

Standard 2. Standard 2, Demonstrate responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, school and in society. 2.1, 2.2, 2.3, 2.8

Standard 3. Standard 3.Demonstrate the ability to use technology for research, critical thinking, problem-solving, decision making, communication, collaboration, creativity, and innovation. 3.1, 3.2, 3.3, 3.4, 3.6, 3.7

Unit Plan ABC Math Beck 2011

Updated April, 2014

English Language Proficiency Benchmarks/Outcomes-ELL 6/2003

Listeningo S.1.12 Understands words and phrases related to basic personal and school related information.o S.2.4 Understands interpersonal conversation when spoken to slowly and with repetitions.o S.2.22 Understands most interpersonal interactions, when clarification is given.o presentation (Strand 27 of the Mass English Language Art Curriculum Framework (Nov. 2000)o S.2.48 Understands when engaged in sustained, interpersonal conversation.

Speakingo S.2.6 Describes people, places, and things orally, using some detailo S.2.16 Uses basic grammar patterns in speaking about familiar topicso S.3.16 Retells events in a simple storyo S.4.1 Plans, reherses and orally presents information about personal experiences or interests,

using visual cues as neededo S.2.24 Expresses own opinions, preferences, and wishes.o S.2.38 Constructs original oral statements, using basic and complex sentence structures.o S.2.70 Rephrases ideas and thoughts orally to clarify meaning.o S.3.64 Supports a conclusion by giving facts or logical reasons.

Readingo R.2.12 Reads and understands sight words, phrases and sentences related to personal experience,

familiar topics, and selected academic content.o R.6.4 Obtains information for research from a variety of print and non-print resources.o R.6.6a Describes the essential features of an effective research project

Languageo W.5.13 Creates a media product, using images, texts, sound effects, and/or graphicso W.4.4 Uses selected mechanics correctly when editing writingo W.1.6c Organizes ideas in logical order for expository writingo W.4.4, W.4,5 Uses correct mechanics and spelling when editingo W.5.9 Uses online information resources for collaboration and researcho W.5.10 Uses technology resources for problem-solving.

Number Sense & Operations

strand year question concept Math VocabularyN1 8 5 Fractions as a % percent

N1 6 15 Fraction to decimal decimal

N1 10 9 Fraction % to decimal decimal

N2 8 10 square root square root

N2 10 3 inequality square root inequality

N2 6 20 square root square root

N3 6 11 proportion proportion

N3 7 24 rate proportion rate

N3 9 10 rate rate

N4 7 4 scientific notation scientific notation

N5 6 14 prime factorization prime factorization

Updated April, 2014N5 7 11 GCF GCF

N5 9 16 GCF GCF

N5 8 31 prime factorization prime factorization

N5 6 1 multiple multiple

N6 8 18 absolute value absolute value

N6 7 5 value of expression ab value absolute value

N6 10 10 value of expression ab value absolute value

N7 8 16 order of operations order of operations

N7 7 18 order of operations order of operations

N8 7 12 distributive property distributive property

N8 8 15 distributive property distributive property

N9 7 15 fraction division fractions

N9 9 8 division fractions

N9 10 7 square root square root

N10 7 20 fraction division fractions

N10 10 20 percent percent

N11 8 36 estimate estimate

N12 6 24 % decrease decrease

N12 8 8 % decrease temp decrease

Geometry

G1 7 25 Interior angles quadrilateral int. angles

G2 6 33 Similar congruent congruent

G2 8 23 quadrilateral congruent quadrilateral congruent

G3 7 7 transversal transversal

G4 6 25 diagonal diagonal

G4 7 6 diagonal length diagonal

G5

G6 10 14 coordinate plane coordinate plane

G6 8 21 coordinate plane coordinate plane

G7 8 2 edge edge

G8 11 17 geometry 3D objects

Data Analysis & Probability

D1 10 8 data analysis percent

D2 6 21 data analysis stem and leaf

D2 7 13 histogram histogram

Updated April, 2014D2 8 33 bar graph bar graph

D2 6 38 bar graph bar graph

D2 8 35 histogram histogram

D2 8 38 circle graph circle graph

D2 7 30 circle graph circle graph

D2 10 15 % data analysis percent

D2 8 7 data analysis Venn diagram

D3 6 30 mean mean

D3 6 19 mean mean

D3 7 38 median median

D3 6 38 median median

D3 10 1 mode mode

D3 8 30 mode mode

D4 7 36 probability probability

D4 10 12 probability probability

Measurement

M1 6 5 length/feet feet yards

M1 9 15 length/feet feet yards

M1 7 8 yds to feet feet yards

M2 11 16 measurement measurement

M3 9 1 area parallelogram area

M3 8 25 area area

M4

M5 11 18 rate rate

Patterns Relations and Algebra

P1 7 16 pattern pattern

P1 10 11 pattern pattern

P2 6 3 value expressions expressions

P2 10 17 value expressions expressions

P3 7 14 equivalent expressions equivalent

P3 8 32 equivalent expressions equivalent

P3 6 36 equivalent expressions equivalent

P4 11 3 expressions expressions

P5 7 27 slope slope

Updated April, 2014P5 8 2 slope slope

P6 10 6 equation variable

P6 9 4 equation variable

P7 8 20 inequality inequality

P7 10 5 equation equation

P7 8 26 equation equation

P7 7 21 equation equation

P8 7 32 pattern pattern

P9 6 26 rate rate

P9 7 34 rate rate

P10 8 13 slope slope

See file “study guide vocabulary words” for new words updated 2014.

Updated April, 2014

Updated April, 20144 Sample (see PowerPoint sample to view custom animations)

Updated April, 2014

Updated April, 2014

You can be role models for your peers! Feel free to share you “suggestions” with each other to “critique” each others work---before they are scored by the “Assessment Team!”

With your “Assessment Team” you will use this rubric as a guide to score student slides. Your team will discuss and agree upon certain indicators and elements that should be high priorities according to that students slide. The expectation is that by the end of your evaluation, your team has gathered and shared a reasonable amount of evidence on each indicator to support a rating for that student.

Creating a “4” slide is critical to making a solid A grade for this project, but it takes a little imagination and a lot of work to create something that is not only creative but that has strong content.  Students will share their work with each other and hopefully inspire each other with ideas to score that “4”.  Student Slides should have: (Indicators)

Strong Content – Slide is well-structured organized and student has demonstrated full knowledge of the vocabulary word (more than required—challenging) with explanations and elaboration—rigor! High quality work shows!

Meaningful Story and or Teaching Slide – Tells a story or gives step by step detailed information. The slide clearly communicates the specific chosen word.

Sequence – Uses custom animation to present information in logical and interesting sequence (use grouping whenever possible and entrance, emphasis, exit transitions)

Originality – Slide should be students’ own creative design, not a rehash of other student’s ideas. Slide shows evidence of new thought and inventiveness!

Creative – Displays the use of the drawing toolbar along with visuals (motion when possible) to enhance the concept—not just a copy and paste.

Use of Action Settings – Added activities, more information, video, and song to add to the content of the slide and reinforce the slide concept. Slide interacts with its audience to improve understanding of the word.

Language and Mechanics - Slide has correct definition along with correct spelling and written language.

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Notes:

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Entire Project is onlinehttp://ms.clinton.k12.ma.us/apps/pages/index.jsp?uREC_ID=127596&type=u&termREC_ID=&pREC_ID=351053