IXL more uses

Today my Algebra I classes were beginning linear equations so I had them use the guest feature of IXL and try 10 problems on identifying linear functions vs nonlinear functions.  I used this as the pretest for the unit and early next week, I will have them retake the test so I can see how much they improved.  I like being able to do a pre and post test although I do not always get a chance to use either as much as I like.
Then in my Geometry class, I had IXL on my computer and went to the section on using SSS and SAS to prove congruency and I projected problems on my smart board and had the students write down their answers on SAS Gloss on the ipad.  They would hold the ipads up so I could check answers.  They were pretty good at choosing SSS or SAS but not as good on any other reasons on the proof.  This tells me I need to work on their understanding of the reasons for why they can do certain things.  I then put up a couple questions on AAS and ASA just to check but I could not really use it as a pretest today so I think on Thursday I will have them do 10 questions on AAS and ASA proofs.

Smart Board + ipad

Today I had tried something new with the students. I found two smartboard presentations that had exactly what I wanted for teaching my students how to solve 2 step equations.  After watching how two different equations were solved, I had them go on Gloss on their iPads and they worked some problems.  When they got an answer, they held up the iPad so I could see at a glance how they did. Some problems were true or false in which case they wrote a T or F.  It was fun and it made it easy for me to do a quick assessment to see where their understanding lay and how much prior knowledge they had.  I plan to try it with my geometry class and my algebra 2 class having them use the ipads to show an answer. 
I did try it with  my geometry class.  I used it to see how much they learned of various angles associated with a set of parallel lines cut by a traversal.  It was quite an eye opener.  Only one student actually knew all the answers, the rest of them were unsure of themselves and often picked the incorrect answer. this gives me a place to start so I can incorporate some scaffolding. 
I have added another tool to my repertoire.

Non linear regression calculators.

Since none of the calculators I've downloaded on the iPads at school do nonlinear regression, I had my college prep class do a web search to find a nonlinear regression calculator.  They helped each other get to s calculator and then just let them spend time exploring the calculator. The kids had a blast checking out how changing one thing could change it all. 
Due to to a change of plans, I had to work with one class on absolute inequalities.  I had the students practice problems on SAS Gloss.  Some used a plain background, some selected a lined or one with graph paper.  They enjoyed having different colors for the background and for the ink.  I enjoyed it because I could easily change a sign, put a smiley face or a frown, adjust this or that and the kids were able to make changes or corrections without a problem.  I like that they did not have to use tons of paper but could do it all on the iPad.

learned something new today

I actually learned how to use the Venn Diagram for Lowest Common Multiples. When you are finding LCM of two numbers, you write what is common to both numbers into the overlapping section, the remaining factors in the circle for the number then multiply the factors together.



As you can see the factors for the LCM are 7 x 2 x 11 x 2 x 2 if you read left to right.  This is a way for my students to see the difference between GCF and LCM and they have trouble telling the two apart.
This could easily be done on doodle buddy or SAS Gloss or some other program which would allow them to use their fingers.
I am thinking that you could have a venn diagram in pdf form and send it to the kids so they use annotation to do the work.  Opens up some new possibilities.

Guided practice

I find that I waste way too much paper when I have students do their first few problems on paper.  Most of my students throw the paper out rather than use it as an example for later, so I have them use an app like doodle buddy or SAS gloss.  Doodle buddy is more of an art program where students can use their fingers to try the problem.  It allows them to choose the background, the ink, insert text, etc.  I usually walk around the class checking their progress, answering questions, etc.  if they have done the problem correctly, I draw a smiley face, if not, they get a frowny face.  They can save the image and email it if desired.  The other program offers a bit more.
Gloss offers the drawing surface but it also allows you to choose graph paper, wide ruled or college ruled paper as a background.  This program also allows you to add shapes, write or insert text and is easier to use in a math class room.  I am going to install this program in a day or two and try it out.  I am thinking it might offer me a way to increase the amount of writing I have them do in class.  I will keep you posted on how it goes.

Balancing technology with knowledge.

This post is coming out of something I"ve been thinking about for a while and since the standardized testing for my state is in its second day, I thought I would address this issue.  I've noticed that many of my students need their calculator to do a simple problem such as 27-32.  If they do not use the calculator, they often answer this as -15 not -5.  They tend to switch digits so the bigger one is on top.  When I have students graph functions, they do not recognize they didn't graph it correctly, even though we've studied how the graphs should look. When I taught college math, my students had the same problem on graphs.  The attitude was simply "I entered the problem in and the calculator gave me the answer so its right."  I don't think students even stop to check to see if the answer seems reasonable.
I wonder what I can do to help them make this connectivity that they are lacking.  At this point in time, the students are not allowed to use calculators on the state mandated tests so they struggle many times to find the correct answer.  I am working to find ways to help students use technology while learning the material so they can find their mistakes.
I would love suggestions on this.
On the other hand, I finally got to watch the three videos on using SAS gloss.  It showed how to download pdf files with math problems so the students can do the work right on the iPad and e-mail it to the teacher when done.  The app has graph paper so students can practice graphing and it has lined paper so students can write out explanations or journal.  So far I am impressed with everything this does.  I am going to put it on my classroom set of iPads next week and use it for the remainder of the year.  I'll let everyone know how it goes.