Mathematics

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Online Charts

 Online Charts

Subject: Digital Technologies

Year Level: 6

Strand: Processes and Production Skills

Sub Strand: Acquire, store and validate different types of data and use a range of commonly available software to interpret and visualise data in context to create information (ACTDIP016)

Link to the Resource:

http://www.onlinecharttool.com/

https://www.mindmeister.com/823700803#

Cross Curriculum Priorities and General Capabilities: Critical and Creative Thinking, Personal and Social Capability, Information and Communication Technology (ICT), Numeracy

Links to other areas: Mathematics, Science, HASS

Classroom activity using this resource: Online Charts is a website designed to create charts which can be printed, emailed or saved as an image. As a registered user it can also be saved online for future editing. Students are able to choose from a wide variety of charts, including;

Although primary students are not required to create the more difficult charts, by using this website enables differentiation and exposes the gifted and talented students to extended learning.

There are numerous activities that can be done using this resource, whether it be with a science, mathematics or HASS focus. The following example could be used when teaching the Science Inquiry Skill of Planning and Conducting; observe, measure and record data with accuracy using digital technologies as appropriate (ACSIS104).

                                                                    What Makes Mold Grow More Rapidly?

Students will create bread specimens using bread, mold spores and sealable sandwich bags. These will be placed in three different environments and data of growth of mold will be recorded at the same time each day throughout the experiment. Growth is measured using a transparent plastic grid sheet (10mm x 10mm squares). The recording should be done until there are significant measurable results.

Students will record the data on paper during the experiment and then using Online Charts create the appropriate charts  at the conclusion of the experiment. Photos should also be taken throughout and then added to the final display of data.

Future experiments could also be done by changing some of the variables, for instance, keep the temperature the same but use different types of bread, add moisture to the slices, or put different amounts of sugar or lemon juice onto the slices. Ensuring that only one thing is varied at a time.

Please refer to Martin Shuttleworth’s website for detailed instructions on the experiment items and method  https://explorable.com/mold-bread-experiment. Variations may need to be made to Shuttleworth’s experiment to suit the class, for example recording the growth of mold may need to be done every 3 days to cover the weekend break.

How to use this resource:

This resource is quite explanatory as you progress along, once clicking on “Design Your Chart” you are navigated through the website and prompted where to insert the required information. There are options to personalise your chart by changing colours and fonts etc. Upon completion of the chart you are able to print, save onto computer, email, or save online for future editing. Within the website there is also a Help section for FAQs and a Contact Us option.

Below is a short tutorial created by Michael McIlwraith in which he talks step by step through an example of creating a pie chart. Please note that some of the information he refers to may not be relevant as he is delivering this tutorial to adult learners undertaking a particular unit of study.

Sphero Robots! Learning how to program…
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Sphero Robots! Learning how to program…

Subject: Digital Technologies

Year level: Grade 3+

Strand: Processes and Production Skills

Sub Strand: Digital Implementation

Content Descriptor Example: Use visually represented sequenced steps (algorithms), including steps with decisions made by the user (branching) (ACTDIP011)

General Capabilities:

  • Literacy
  • Numeracy
  • Information and Communication Technologies (ICT) capability
  • Critical and Creative Thinking
  • Personal and Social Capability

Links to other learning areas:

  • Mathematics
  • Science
  • Even English and Art!

Link to resource: http://www.sphero.com/education

First impressions

I had never heard of a Sphero until I commenced my third year practicum and had to provide a learning experience involving them. I really had no idea what I was doing, but I quickly learnt that I was just the facilitator during this lesson and the students were in control of their own learning. The students loved the fact that they were teaching me something. All students were engaged in programming and collaborating with their peers to make the Sphero follow their innovative designs they had created.

So, what is a Sphero?

A Sphero is a little robotic ball that can be programmed using an app such as the sphero app, lightning lab or tickle app. You can create a series of instructions using the programming app where the Sphero will then follow the instructions you have created. Sphero can do tricks, dance to music being played, flash different colours AND it is also waterproof and shockproof.

How you could use a Sphero in the classroom

To provide an activity that suits the diversity of students, I would suggest to create a number of self paced challenges that can be completed by the students. Start with simple challenges that slowly progress to more difficult challenges. Students can move on to the next challenge once they have completed the one before. For example, the first challenge could be to program the Sphero to roll in a straight line forward and back. The next challenge could be to make a jump for the Sphero and make the Sphero go over it and return back to the beginning. Create harder challenges by adding corners, hills, obstacles, goals etc. This all depends on what experience the students have with programming. Students will be engaged in computational thinking as they are trying to solve these challenges by formulating the solution.

To incorporate Mathematics, students could design a pathway or maze by creating a 2D drawing to scale. Students can begin creating their pathway or maze using masking tape and items around the classroom making sure they keep to their measurements. They will then need to program their Sphero to complete the pathway or maze. Creating activities like these allow students to work collaboratively and have quality discussions about their understandings. Listening to some of the conversations the students have during this activity can blow you away.

When working with a Sphero, students are investigating, defining and designing their pathway drawing. Students then produce and implement their pathway ready for use considering safety measures. Once they have trialed their pathway, students will evaluate the progress made and discuss what changes need to be made by collaborating and managing.

TIPS

When working in groups, it could be handy to give particular roles to students, otherwise they may spend half the lesson fighting over who gets to do what. These roles could include: programmer, designer, builder, Sphero manager. Then swap the roles around making sure all students have a go at programming.

Allow plenty of time for pack up, otherwise you will be spending half the afternoon doing it by yourself.

Something extra…

Take a look at the Sphero Blog for ideas and inspiration.

Need some assistance with how to use a Sphero? Click here

 

By Jessica Read

 

References

School Curriculum and Standards Authority. [2014]. Digital Technologies. WA: Government of Western Australia. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/technologies/digital-technologies2

Sphero. (2016, June 20). Just add imagination [Video file]. Retrieved from https://www.youtube.com/watch?v=hk4HylFFC4c&feature=youtu.be

Sphero. (2015, August 4). What is sphero SPRK edition [Video file]. Retrieved from https://www.youtube.com/watch?v=Yg8LmEkI_0c&list=PLSdn63ba-PlZwLKYDV1I-BaW0ZRqYlXvY&index=5

Sphero. (2016, June 20). Sphero SPRK inspiring in the classroom [Video file]. Retrieved from https://www.youtube.com/watch?v=0yQYr7CIxBc&t=4s

 

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Hit The Button

Subject: Digital Technologies

Year Level: F-6

Strand: Knowledge and Understanding

Sub strand: Digital Systems

  • Digital systems (hardware and software) are used at home, in the school and in the community (ACTDIK001)

Link to Resource

  • http://www.topmarks.co.uk/maths-games/hit-the-button

Cross Curriculum Priorities and General Capabilities:

  • Numeracy
  • Critical and Creative Thinking

Links to Other Learning Areas

  • Numeracy

A Classroom Activity Using this Resource

This resource is a perfect way to challenge student knowledge of their times tables. Students each have an individual iPad that they will be using. The aim for students to to successfully answer all of their questions. Within my profession practicum school, the Mentor Teacher was focusing on accuracy in the answers, making sure students are answering correctly instead of answering the most. This interactive resource aids students in developing their mental mathematics. Students have access to a wide variety of simple and complex questions which challenge their understanding of operations in Mathematics.

How To Use This Resource

Students will play minute-long games where they are asked to correctly answer as many questions as possible. These questions are randomly generated to allow students to easily replay the games.

This resource has 97 different maths games modes with vary in difficulty and stretch across six different topics. The six main topics are:

1. Number Bonds
2. Doubles
3. Division Facts
4. Times Tables
5. Halves
6. Square Numbers

As you can see from the visual above, students will be given an operation that they will need to correctly answer before they progress onto the next question. Students are given an variety of answers on the iPad.

This resource also allows for teacher to set up player profiles for individual students. This will help track students progression and development through the different topics.

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Magic Squares Game

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Subject: Technologies                     Strand: Digital Technologies               Sub-strand: Processes & Production Skills

Content Descriptors: 

  • Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004)

Year Level(s): Years 2/3 to 6

Other learning areas: Mathematics – problem solving, patterns & algebra.

Cost: free

The Magic Squares game is a great way to promote computational thinking in children. It helps them to think logically by working out which numbers go into each square, as well as promoting mathematical skills. This resource would work best integrated into mathematics lessons for use an introductory look into the concept of computational thinking by involving the whole-class (projected on the whiteboard) or as part of rotational activities.

The aim is have each row and column of numbers add up to the ‘magic’ number – the example below uses the number 15 – without repeating numbers already used. It is similar to Sudoku, but less challenging to solve. By participating in a whole-class session, groups of students could even copy down the original grid and work it out together, including timing themselves solving the grid. Students can then share and discuss how they worked out the answers and what processes they went through to solve the grid.

Access the Magic Squares ICT game by clicking the following link: http://ictgames.com/magicSquare/index.html.

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SAVE THE ANIMALS: COMPUTATIONAL THINKING & CODING GAME

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SAVE THE ANIMALS: COMPUTATIONAL THINKING & CODING GAME

Subject: Digital Technologies

Year Level: F-2

Strand: Digital Technologies

Sub-Strand: Processes and Production Skills

Content Descriptor: Use data to solve similar tasks/problems (ACTDIP003)

General Capabilities:

  • Literacy
  • Numeracy
  • ICT
  • Critical and Creative Thinking

Link to other learning areas:

  • Mathematics
  • Science (Biological and Earth & Space)

About the resource:

Save The Animals is an application that makes learning fun and simple through an engaging game. No matter the level of coding experience previously had, learners will be able to enjoy and learn with the 14 levels and 68 puzzles that the game supplies. This caters for diversity in any classroom. Users will get the chance to record their achievement and progress review throughout all levels. The fundamental programming concepts included are: sequencing, overloading, iterative loops and recursive loops.

When played, users are introduced to basic programming logic and coding through a set of commands such as jumping, running and climbing. Aspects of computational thinking involved in this game include: formulating and solving problems, logically organizing and analyzing data, representing data through algorithms, algorithmic thinking, identifying, analyzing and implementing solutions, generalizing and transferring the problem solving process to a wide variety of problems.

The game can be linked to ACARA Mathematics as a user must calculate the amount of steps or jumps an animal must take to get through each level/puzzle. It also can be linked to Science as the game encounters many interesting biological facts and visuals of endangered species such as the elephant, showing the many different habitats of each and encouraging users to be aware of and practice responsible use and protection of their natural environment.

Classroom Activity:

Students can log into the application and experience the game at their own levels. Students may work together for support but focus on their own levels. Students can share their progress and achievements with one another and discuss what interests them most in the game, sharing what they have learnt about the animals at each level.

 

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Tynker

TynkeTynkerLogo_Fotorr is a browser-based application used to teach your students how to program as they create games and animated projects. Tynker can be used on any computer (desktop, laptop, notebook, Chromebook) with an internet connection. It can be used on an iPad, however some features are not supported. As it is browser-based, it works best in Google Chrome and Safari browsers.

Students can easily learn to code using the visual programming language by solving fun puzzles and creating original projects and games. Students gain an excellent foundation in programming and computational thinking, preparing them to transition to any mainstream object-orientated programming language.

Tynker has multiple learning modules; allowing students to work at their own pace, with each lesson is designed to run between fifty and sixty minutes. As it is browser based, students are able to work from home if the activity is not completed within the specified lesson. Tynker has been created to keep students engaged from start to finish and Tynker also caters for a variety of learning styles.

Teachers are able to assess their students’ learning through creating a multiple-choice questionnaire at the end of a module.

Each student is able to create a unique project, which can then be shared with friends and family.

For more information on Tynker, visit: https://www.tynker.com/?t=reset

    Subject: TechnologiesTynker

    Strand: Digital Technologies – Knowledge and Understanding

    Sub-Strand: Representation of data

    Year level: Year one to year six

 

Cross-curriculum priorities and General Capabilities:

  • Literacy;
  • Numeracy;
  • Information and Communication Technology;
  • Critical and Creative Thinking; and
  • Personal and Social Capability.

Links to other learning areas:

  • English;
  • Mathematics;
  • Science; and
  • The Arts (Visual Arts). 

How to use Tynker:

Visit the Tynker YouTube channel for a variety of short videos, including how to get you and your class started: https://www.youtube.com/channel/UC2MAKe5X7pohhiMZ4nzdInA

Below are a couple of suggested YouTube clips for you to view:

What is in a Tynker lesson: https://www.youtube.com/watch?v=Bko9qtCeb2A

Preparing for your first Tynker lesson: https://www.youtube.com/watch?v=ZmTbED57tes

 

References:

ACARA. (2015). Australian Curriculum. Retrieved from http://v7-5.australiancurriculum.edu.au

SCSA. (2014). Digital Technologies. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-     browser/technologies/digital-technologies2

Tynker. (2015). Tynker – Programming courses for kids. Retrieved from https://www.tynker.com

Tynker. (2016). Tynker. Retrieved from https://www.youtube.com/channel/UC2MAKe5X7pohhiMZ4nzdInA

 

Sumdog – Educating by Engaging
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Sumdog – Educating by Engaging


Image 3sumdog-logo Image 1 Image 2

Year Level: F-8

Learning Areas: Technologies, Mathematics and English

Strands:

  • Digital Technologies
  • Number and Algebra
  • Measurement and Geometry
  • Statistics and Probability
  • Literature
  • Literacy

Sub Strands:

  • Digital Technologies Knowledge and Understanding
  • Number and Place Value
  • Using Units of Measurement
  • Chance
  • Data Representation and Interpretation
  • Literature and Context
  • Responding to Literature
  • Examining Literature
  • Texts in Contexts
  • Creating Texts
  • Interpreting, Analysing, Evaluating

Description:
Sumdog is a website that uses educational games to motivate your students in maths, reading and writing. It’s adaptive learning engine monitors and guides them as they work.

Sumdog’s powerful skill browser makes it easy to refine the teacher’s choice, show the curriculum correlations and filter the list by topic or domain. When students master skills, Sumdog rewards them: they earn pets, and their pets learn tricks.

Progress Hub™ is Sumdog’s unique learning engine. It gets to know each student, leading them through the standards, and reports their progress to their teachers. Progress Hub’s skills are aligned to the Australian National Curriculum and broken into manageable steps. As students play, Progress Hub™ learns about each one individually. If students are subscribed, teachers can run detailed proficiency charts showing their growth against the curriculum.

Sumdog is unusual, in that students can practice any skill with any game. While students choose what they play, teachers retain control over their learning. It’s great for motivation: when students move on to a new skill, they can still use their favorite game to work on it.

Features:

  • Cross curricular (Technologies, Mathematics and English)
  • Australian Curriculum aligned
  • Improvement rewards
  • Progress reports
  • Free of charge
  • Engaging games
  • iPad and Android compatible
  • Hold school contests
  • Designed for students aged 4 to 13
  • Adaptive and unique learning engine

Link:
http://www.sumdog.com/

Below are other resources that use educational games to motivate students into improving their Maths and English skills.

Rainforest Maths
Year Level: F-12
Description:
Rainforest Maths is a suite of interactive maths activities, covering the outcomes for each year level and state in Australia. It is useful for preparing students for various state and national testing programs.
Link:
www.rainforestmaths.com

Reading Eggs
Year Level: F-8
Description:
ABC Reading Eggs makes learning to read interesting and engaging for students, with great online reading games and activities. The students love the games, songs, golden eggs and other rewards which, along with feeling proud of their reading, really motivate them to keep exploring and learning.
Link:
http://readingeggs.com.au/

Mathletics
Year Level: F-12
Description:
Mathletics is the next generation in learning, helping students enjoy maths and improve their results. It’s fun, supportive, and effective for students of all ages and abilities. Mathletics covers the Australian Curriculum from Kindergarten to Year 12.
Link:
www.mathletics.com.au

 

 

 

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iMovie

iMovie App Logo_Fotor

iMovie is a video editing software application created by Apple and comes pre-installed on Mac computers and iOS devices.

It is an incredible application, which provides basic, ‘no-frills’ editing tools to put together a movie from a set of video clips. You are able to import video footage using either the FireWire interface on most MiniDV format digital video cameras or the computers USB port. iMovie can also import video and photo files from a hard drive. You are able to edit the photos and video clips and add titles, themes, music and effects, including basic colour correction and video enhancement tools and transitions such as fades and slides.

Students can share and publish finished iMovie projects as movies to any number of social media platforms including YouTube, Facebook, Vimeo, or through iTunes.

Subject: Technologies

Strand: Digital Technologies – Processes and Production Skills

Sub-Strand:

  • Collecting, managing and analysing data
  • Digital implementation
  • Designing
  • Producing and implementing
  • Collaborating and managing

Year level: Year one to Year six

Cross-curriculum priorities and General Capabilities:

  • Literacy;
  • Information and Communication Technology;
  • Critical and Creative Thinking;
  • Personal and Social Capability;
  • Ethical understanding; and
  • Intercultural understanding.

Links to other learning areas:

  • English;
  • Science;
  • The Arts;
  • Humanities and Social Sciences;
  • Health and Physical Education; and
  • Mathematics. 

How to use this resource:

For a great iMovie tutorial, visit: https://www.youtube.com/watch?v=8vbzDXk4vKk

Another fantastic way to use iMovie, is to record yourself reading a text and then insert your recording into iMovie. If you have students with hearing difficulties, you can import a video of yourself (or someone else) signing! A great YouTube demonstration on how to do this can be found at: https://www.youtube.com/watch?v=60RqTYp4xhQ&feature=youtu.be

 

References:

ACARA. (2015). Australian Curriculum. Retrieved from http://v7-5.australiancurriculum.edu.au

Apple Inc. (2015). iMovie for iOS – Apple (AU). Retrieved from http://www.apple.com/au/ios/imovie/

Bove, T., & Rhodes, C. (n.d.). Knowing What You Can Do with iMovie – For Dummies. Retrieved from http://www.dummies.com/how-to/content/knowing-what-you-can-do-with-imovie.html

IPad Teachers. (2015). Add Sign Language Videos using iMovie on iPad. Retrieved from https://www.youtube.com/watch?v=60RqTYp4xhQ&feature=youtu.be

SCSA. (2014). Digital Technologies. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-     browser/technologies/digital-technologies2

Ultimate YouTube Resource. (2013). iMovie: Tutorial For Beginners. Retrieved from https://www.youtube.com/watch?v=8vbzDXk4vKk

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ORIGO Slate – Stepping Stones (Mathematics)

Resource: ORIGO Slate – Stepping Stones

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Subject: Technologies

Year Level: K – 6

Strand: Digital Technologies

Sub Strand: Digital Technologies Knowledge and Understanding

Content Descriptor: Identify, use and explore digital systems (hardware and software components) for a purpose (ACTDIK001)

Cross Curriculum priorities:
– Literacy
– Critical and creative thinking
– Numeracy
– ICT

Links to other learning areas: Mathematics

How to use this resource: Stepping Stones is an online resource where teachers can log into to teach mathematics. This resource also comes with a hard copy book for the students to complete their units of work in covering certain maths topics. This program is used as an interactive source to teach mathematics using a hands on approach. This program is delivered online to give teachers one central location to access all their lesson plans, student activity pages and teaching tools.

Review: I personally believe this is a great resource to use in the classroom for any age group. I used this resource on my second year prac (Year 5 class) and had lots of fun with it. Due to mathematics not being one of my best subjects to teach I found it was a great guide and flexible to adjust lessons if need be. Having it as a visual tool on the interactive whiteboard and working through questions in groups using the interactive whiteboard made learning the maths concepts more exciting for the children, and all students participated as they wanted a go on the interactive whiteboard.

It was a great tool for my visual learners and also assisted me when explaining the maths concept to the students, as they could all see the problem in front and we were able to work collaboratively to solve the problem. Also having textbooks to follow along with is great as well, this gives students the opportunity to move ahead confidently or stay at the same pace as the whole class on the interactive whiteboard.

Link to website: http://www.origoeducation.com/stepping-stones?mageloc=AU 

 

 

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EngQuest

EngQuest

EngQuest Project Completed
Title: EngQuest

Subject: Digital Technologies

Year level: Foundation – Year 6

Strand: Digital technologies processes and production skills

Sub strand: Using digital systems

4.4 Use a range of digital systems and peripherals for diverse purposes, and transmit different types of data

Link to resource: http://www.engquest.org.au/students-projects-p.cfm

Cross curriculum priorities and general capabilities: Literacy, Numeracy, Information and communication technology (ICT) capability and Critical and creative thinking

Links to other learning areas: English, Mathematics, Science, Humanities and Social Sciences

A classroom activity using this resource:

This resource has videos and activities for a range of different projects that link to other learning areas. The teacher can choose to select a project that the whole class will complete together or assign groups a different project. An example of incorporating this resource into the classroom may involve selecting the project ‘ Construct a catchment’. The students will work in small collaborative groups to collect the appropriate materials and equipment. Using the resource online they will follow the required procedure in the aim to construct the catchment. Once the catchment has been constructed students are able to link their learning to the science learning area and the purpose of a catchment. Students are able to experiment with their projects to explore any further information and findings. At the end of the lesson students can share their work online by uploading photos of their work and learning to share with the class.

 How to use this resource:

EngQuest has both teacher and student entry to access the resources on the website. This digital resource allows the students to conduct their own inquiry-based learning, therefore have students choose the ‘student entry’ tab. The students can locate their own way through the website learning about different science concepts that will assist them with their project. EngQuest has a number of projects for a range of primary level students. The students will collect the materials and work in small groups to construct their final project. At the end of the lesson students are able to use a digital photo device to upload photos that demonstrate the process of constructing and completing their projects. This resource is highly educational and effective as it allows students to work at their own level and pace of learning.

Heather Barnwall – 10330986