Telecollaborative E-notebook

by

Margaret Gruss

Educational Technology
Azusa Pacific University
Cadre 25
EDTECH 526

Table of Contents
Title Page p.1
Table of Contents ..... p.2
Where In The World Is Math (Title Page). p.3
Where In The World Is Math (URL).... p.4
Where In The World Is Math (Lesson Plan).. p.5
Where In The World Is Math (Reflection)..... p.6
Samples of Student Work. P.7 - 13
Lets Plan Our Weekend (Title Page) .... p.14
Lets Plan Our Weekend (URL).... p.15
Lets Plan Our Weekend (Lesson Plan) ... p.16 - 17
Lets Plan Our Weekend (Reflection) .... p.18

Where In The World

Is Math?

Information Exchange
Peer Feedback
Simulations

Spring 2015

Home
Participate
View Our Projects Participants Only
Communicate
Contact Me

Join Now

Site Map

A Global Learning Project: Merging subject matter learning with global collaboration and perspective.
Currently in Progress: January to May 2015

Find Math in
Real Life

Collaborate
Globally
Calling all Middle and High School
math students (ages 11-18) from
across the world... come share
where math is used in your
everyday life! Let us collaborate
together and learn from our
similarities and dierences.

Learning
Discover the relevancy of
math by connecting it to the
real world.
Increase problem-solving
skills by working together
to create a product.
Widen your horizons to see
the similarities, dierences
and shared experiences
between your culture and
others.

Hover over the photo to see how it relates to

math. Click the arrow to see more photos.

In this GLP, we not only identify

ways that math is used in our
everyday lives, but also observe
how math is used in the lives of
others. We share photos and
videos of our use of math and
comment intelligently on what
others around the world have
shared. If you have ever asked
When will I ever use this in real
life?, then this GLP is for you!

Enhance

My name is Julia Urbanski. I am

a high school math teacher in
southern California earning my
Masters Degree in Instructional
Technology. I have created this
GLP to increase awareness of
the importance of math in the
lives of students. I want my
students to know why math
matters and how it is used all
over the world.

Prepare for a future in a

globally connected world
by applying appropriate
written communication
skills including sensitivity to
and appreciation of
diversity.
Add new technology skills
to your growing repertoire.

This site was created using WIX.com. Create your own for FREE >>

Where In The World Is Math?

Lesson Plan

http://urbanskimathnv.wix.com/whereinworldismath#!participate/cjg9&sref=https://delicious.com/
mgruss/search/glp

Spring 2015
Time Frame: 2 week period (not daily)

Class: Eighth Grade Geometry
Objective: To increase students awareness of how Math is used in everyday life.
Standards:

ISTE Standards for Students #1: Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.

ISTE Standards for Students #2: Students use digital media and environments to communicate and
work collaboratively, including at a distance, to support individual learning and contribute to the
learning of others.

CCSS.Math.Practice. MP4 Model with mathematics: Mathematically proficient students can apply the
mathematics they know to solve problems arising in everyday life, society, and the workplace.

Procedure:

Day 1: Show students the website examples of pictures showing Math in real life. Have students take

pictures of their own over Spring Break.

Day 2: Show students how to transfer the pictures from their phone into their Google drive. Students

can use the Google Drive App on their phone (the best way) or email it to the teacher. (Teacher

then shares it with the students on their drive.)

Have students enhance their pictures using Google draw and put them together in groups of
3 4 to make a slide presentation. The presentations will be shared with the teacher.

Day 3: Teacher will submit them to the website for approval.

Day 4: Show students the forums. Discuss netiquette. Allow students to comment on other students

work.

Assessment:
The presentations will be assessed for thoroughness, clarity and mathematical connection.

Reflection:

As I started this project I learned that not all of my students had accessed their Google account. I

needed to explain how to access it and how to upload a picture to it. This required me to find out how to
do those for myself. In reality, my students and I learned how to do it together. As they worked in class
they were able to collaborate with each other. One student started the Google slides and invited the
others to edit. They worked together on the first two pages and then were each required to each create
a slide of their own. The students enjoyed working synchronously with each other. I enjoyed seeing
their progress through my own account and was able to give suggestions easily and immediately. I was
also able to correct their misconceptions before they spent a lot of time going in the wrong direction.

Additionally, I was not familiar with Google Draw so I learned how to use it as well, in order to

help my students. At first, they enhanced their pictures in Google draw. Unfortunately, the modifications
they made did not transfer to Google slides. It seemed like that should have worked so I will look into
that.

Finally, I uploaded their presentations to the website. I contacted the supervising teacher to let

her know. She did respond not until after our school year ended. My students also gave their
presentations in class. Overall, this was a very successful project for what it was. I wish that my students
could have interacted with others outside the classroom, but it was great to see them using technology,
collaborating with each other and enjoying the process. They were proud of their work and liked
presenting to the class.

Samples of Student Work

Geometry in Real
Life
Andrew, Jordan, Justin, and Amber

About Us
Andrew- I am a musician. I enjoy school and hanging out with my
friends.
Jordan- I like to hang out with friends and spend time with my
family.
Justin- I like basketball and doing math.
Amber- I enjoy playing card games. Three of my favorite shows are
Hello Counselor, Running Man, and Who Are You - School 2015.

Congruent Shapes and Parallel Lines

(Andrew)
The lines on the cube are parallel.
Parallel lines are a set of lines that
do not intersect.

The triangles above are congruent.

Congruent triangles are triangles
that have the exact same
measurements

Concentric Circles
(Jordan)
Concentric
circles are
circles that
have the same
center.

The circles on
the dartboard
are concentric
circles because
they all have the
same center.

Parallel Planes
(Justin)
In this book case, there is an example of parallel planes. Parallel planes will
never intersect. As you can see in this book case, each shelf is an example of a
plane.

Lateral Area and Volume of a Cylinder

(Amber)
1.) Lateral area of a cylinder equals the circumference
of a base time the height of the the cylinder.
(L.A. = 2*pi*r*h)
2.) The volume of a cylinder equals the area of a base
times the height of the cylinder. (V = pi*r squared*h)
Lets say that the base of the cylinder shown in the pic
has a radius of 4 cm and a height of 12 cm. Lateral area
of this shape would be 96pi cm. The volume would be
192pi cm.

Let's Plan Our Weekend

Information Exchanges
Peer feedback
Simulations

Fall 2015

Let's Plan Our

Weekend!
Home

The Project

Collect

Share

Present

Contact Us

What is a GLP?
A Global Learning Project consits of bringing awareness
to a social issue through global student interaction.
"Let's Plan Our Weekend!" is a GLP where students plan
a typical weekend outing with friends, discuss their
favorite activities, and collect data on the nancial cost
related to their outing. Students compare/contrast
activities, cost and aordability for the purpose of
exploring Math topics in real-world applications.

Student Participants
I am a
Mathematics
teacher at
Blackstock
Midle School
in Oxnard,
California
USA. Join me
and my 7th
grade math
students in participating in this
project. We are looking to collaborate
with other middle school students
(ages 11-14) from rst-world and
developing countries. What do you
think you share with teenagers in the
USA? What do you and your friends
like to do? How much does it cost you
to have fun? How much do you spend
to have fun with your friends? Join us
and nd out how much we have in
common!

2014 by Cesar Lopez. Proudly created with Wix.com

What is needed

Teachers, Join Us!

All you need is basic computer

skills e.g. web surng, ability to
create a presentation, and
interactive skills using a forum.

Provide your students with real

life financial tools to help them
become better consumers through
the use of Mathematics skills.

Your class of students will use

basic math computational skills,
data collection, data analyzing and
unit conversions.

Students from first-world and

developing countries have a
chance to discuss, with their US
counterparts, the similarities and
differences in entertainment,
cultural activities and their
financial cost.

You will use basic communication

skills to collaborate with other
students from around the world.
You are required to observe your
own schools acceptable use
policy and adequate netiquette
when interacting in the forum and
posting on the projects website.

Students also discuss their

findings related to the
affordability and occurrence of
their recreational activities in their
native countries and how does
their purchasing power differ from
country to country.
This project addresses the
Mathematics CC Standards and
the ISTE Standards.

Site Map

Fun Weekend
Lesson Plan
http://mrlopez13.wix.com/funweekend
Fall 2015
Time Frame: 3 week period (not daily)
Class: Seventh Grade Math
Objective: To increase students awareness of how Math is used in everyday life.
Standards:
CCSS.MATH.CONTENT.7.RP Analyze proportional relationships and use them to solve real-world and
mathematical problems.
CCSS.MATH.CONTENT.7.RP.A.2.C:
Represent proportional relationships by equations. For example, if total cost t is proportional to the
number n of items purchased at a constant price p, the relationship between the total cost and the
number of items can be expressed as t = pn.
CCSS.Math.Practice. MP4 Model with mathematics: Mathematically proficient students can apply the
mathematics they know to solve problems arising in everyday life, society, and the workplace.
ISTE Standards for Students #1: Students demonstrate creative thinking, construct knowledge, and
develop innovative products and processes using technology.
ISTE Standards for Students #2: Students use digital media and environments to communicate and
work collaboratively, including at a distance, to support individual learning and contribute to the
learning of others.
ISTE Standards for Students #3: Students apply digital tools to gather, evaluate, and use information.
ISTE Standards for Students #4 Students use critical thinking skills to plan and conduct research,
manage projects, solve problems, and make informed decisions using appropriate digital tools and
resources.
ISTE Standards for Students #5
Students understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior.

Procedure:
Day 1: Show students the website so they can see examples of the project.
Have a group discussion about weekend activities. Be sure to mention that it needs to be school
appropriate. Discuss online safety and appropriate websites to use.
Day 2: Give students the chart to record their activities and costs. Explain to students how to fill out the
form and find costs online. Have students fill out the activity list then research online the costs
for each activity.
Day 3: Have students turn in their worksheet to be checked for accuracy.
Day 4: Return the worksheets and have students create presentations (show them how to access the
online tutorials on the website). Have students save their presentations in their Google drive and
share it with the teacher.
Day 5: Teacher uploads the presentations to the website.
Day 6: Show students the forums. Discuss netiquette. Allow students to comment on other students
work.
Assessment:
The presentations will be assessed for thoroughness, clarity and mathematical connection.

Reflection
This global learning project has not been implemented for several reasons. First and foremost is
the lack of technology in my district. Unfortunately, in my district technology exists for testing not for
instruction. Since this is the case, I could not access the technology needed in my classroom (or even a
computer lab) in order to have my student complete this project. Once the testing began in the spring all
technology was unavailable for any use other than testing. Secondly, due to the implementation of CCSS
without an actual curriculum, I needed to spend class time in an effort to get my students ready for the
testing. I am under a great deal of pressure to teach my students topics that are very unfamiliar to them
(and myself) using methodology that is new as well. This means that lessons and activities took longer

than expected and I did not have the time to give to this project in the previous school year. However, I
would like to have my students participate this school year as soon as the schedule will allow it, if the
project is still active.