As a current Middle School Math teacher, teaching during a Pandemic, technology has presented itself to be a way to reach new heights in the education world. Google Slide versions of games based off the most popular middle school game allowed me to reach student’s who often sat with their cameras off. Peardeck allowed me to differentiate my instruction during every lesson so I could reach the needs of all students. Loom opened up a whole new set of possibilities to for ways to help my students understand the “WHY” behind the concepts and procedures in math. I was able to use so many different types of technology to better my teaching practice, be a more culturally responsive teacher and focus on the social and emotional learning for each of my students as I grew their math skills.

Although this year was challenging, I would not have learned so much about the different ways technology allows me to reach a greater population of learners. Looking back on this year, I used to think technology was a distraction or could just be used to supplement a lesson. Now I am able to see how technology can be used to enhance a lesson and reach more types of learners.

Although, many of us can’t wait for the day where we are doing school back in-person (and yes, we are getting there), I am excited to continue using the technology skills I have learned this year in my classroom in the future.

Below are just some of the ways I have integrated technology into my teaching practice!

Use Google Sites to help students and families get to know a little bit more about you as an educator! Click below to see mine.

Ms. Rowley’s Teaching Portfolio

Using Loom as a resource to support your student’s learning!

Solving Two-step Equations

Interactive math lessons using Google Maps and Google Draw!

Let’s Go the Distance!

Spectacular Symmetry

Ways I want to continue to grow in my technology use:

• Implementing culturally responsive material
• Finding equitable ways for access to technology for my students
• Discovering new ways to differentiate with different technological resources
• Use technology for student and parent communication

Hi 7th graders! This week we are working on combining like terms. Make a copy of this book to complete your work for the week!

Your task:

• Each day complete the warm-up problem on page 2. Make sure you show your work and correct it when we go over it in class.
• On Monday we will be taking notes on combining like terms. Fill in the blanks for each sentence as Ms. Rowley models it. Complete the practice problems with Ms. Rowley.
• Complete the Monday practice by Wednesday. Complete the Wednesday practice by Friday.
• There is a 3 step review you can use while completing your homework. You can also watch the video if you need a reminder of how to combine like terms.
• On Friday afternoon you will complete the exit ticket. When completing the exit ticket, please do it on your own and without notes. I want to see what you know!

Purpose: The students will use this for each learning target. Their INB includes warm-ups, notes and their practice. Having all of the content in one place allows for the students to go back to it when we are studying for assessments or just to review the content. Another use for a book similar to this could be using the book to store all of the notes for each learning target for a unit.

Hi 7th grade mathematicians! We learned how to solve two step equations today using addition, subtraction, multiplication and division. Remember that when we are solving for the variable you start with addition or subtraction and THEN you do multiplication or division.

Your assignment:

Create a copy of the Google Slides. Follow the directions below to fully complete the assignment. Make sure to watch the Loom videos to check your work.

Click here for your copy of the Google Slides assignment.

Part 1: On slide #2, Drag and drop the correct missing values to complete the steps in solving each two-step equation.

Part 2: On slide #3, SHOW ALL STEPS to solve each two-step equation. Then CHECK your work. *You can show your work on paper, a Jamboard, a whiteboard or whatever works best for you!

Check your work:

Watch this Loom video to check equations #1 and #2

Watch this Loom video to check equation #3

Watch this Loom video to check equation #4

Purpose & Other Uses:

These Loom videos allow for the students to see an answer key for each problem. Rather than just typing or writing the correct work the videos allow for the students to see each step on each problem. Because two-step equations have multiple steps to finding the correct answer, the Loom videos allow for students to see the steps and to rewind and pause if they missed a step on their work. You could also use Loom videos like this if you were doing a flipped classroom where you taught the students new content on asynchronous days and then did practice on synchronous days.

Por: Rachel Carbary y Marissa Rowley

¡Vale niñes! Hoy vamos a usar un sitio hecha por Maestra Carbary y Maestra Rowley. Hacer clic aquí para accesarlo. Entonces:

1. Tomar el pre-examen
2. Navegar los lugares diferentes por el sitio. debajo “verbos” (presente, reflexivo, etc.) Estudiar las reglas y los usos diferentes.
3. Jugar con los enlances por la pagina “Practica” para ayudarte.
4. Tomar el post-examen.

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Okay, students! Today we are going to use a site that Maestra Carbary and Maestra Rowley created. Click here to access it. Then:

1. Take the pre-exam
2. Navigate the different places on the site under the heading “Verbs”. (present, reflexive, etc). Study the different rules and their uses.
3. Use the links under the “Practice” page to play different games.
4. Take the post-exam

Goals

The goals of this lesson are to help students in third-year Spanish prepare for their final exam. In Spanish 3, a lot of time is spent covering the different verb tenses, their uses, and their conjugations. This can be very overwhelming and confusing for students. This website was created with the intention of helping students understand the difference between the different tenses. The pre and post quizzes allow students to see where they started, and how much they learned. by the end of their practice on the website. It also lets them see what areas they should study more before taking the final exam.

Hey 8th graders! Today we are going to use Google Maps to practice using the distance formula. You will use the map and the slides linked below to complete 6 practice problems. Here are your directions:

1. Open the Google Map in a separate tab. Become familiar with the points that are plotted on the map. We have fun locations in the PNW like Mt. St. Helens, Cannon Beach and much more!

2. Click the link below to create your individual copy the slides. This is where you will complete all of your work. You may do so by writing on the slides, linking a Jamboard or uploaded a picture of written work.

CLICK HERE TO MAKE YOUR COPY

3. Find the distance between the points written on the Google slide. In order to find the coordinates of each place, click the blue marker and the coordinates will be written below. Portland’s coordinates are 0,0.

4. Once you have completed all 6 of the practice problems. Make 2 of your own new locations on the map and find the distance between them. Take a screenshot of your two locations and use the distance formula again to solve.

Goal:

The goal of this activity is to have students practice using distance formula with coordinates in a fun and interactive way. This allows for the students to gain a conceptual understanding of what it means when we use the distance formula to find the length between two points. This activity also asks the students to practice with their procedural knowledge. I wanted to base the map in Portland that way my students have a better understanding of where the places are.

Hello 7th graders, I know there is a LOT going on right now in each of your lives. Please take this survey to let me know how you are doing. There are so many resources for you both academically and emotionally. You have all pushed through such a hard year and are working so hard to show me your math skills! And yes, math skills are important but YOU are more important than those math skills. Please complete this Google Form by answering each question you are comfortable answering and submitting it once you have finished.

Goal:

The goal of this Google From is not about a certain subject but more about the social and emotional state of my students. Because this year has been really tough on many of them I think it is very important to check in on their wellbeing. This survey serves two purposes. One, it allows for me as the teacher to see how my students are doing and be able to use that information to reach out to certain students, change my class structure or allow more time in class for SEL activities. The second purpose it that it allows for students to get strategies regarding their wellbeing (physical, emotional, etc.) as well as give them some academic resources if they need them. The form is a dynamic way of collecting the information I want to be able to know how my students are doing but also directs them to questions that are applicable to their responses. For example, if my students say they are not having a great week, I will then ask them about their sleep schedules. If they answer they don’t sleep at least 8 hours on average I will give them some sleep tips and then have them move on to other questions regarding their social and emotional health.

Who is this survey for?

This type of SEL survey could be given to any different grade level just with modifications to the questions and the resources. All students, no matter the age/grade, need to be checked in on often. This specific form was created for middle schoolers.

Hello again 8th grade mathematicians! Today we are going to do an activity to practices finding how many lines of symmetry a shape has. You are going to use this Google Draw activity to identify how many lines of symmetry each shape has. After you have done this there are a few questions I want you to answer in your notebook:

• How many lines of symmetry does each shape have?
• How many sides does the shape have?
• Is there a pattern between the amount of sides and the number of lines of symmetry?
• If I told you a shape had 20 sides (each side has the same length), would you be able to tell me how many lines of symmetry it has?

Check your answers below by sliding the bar to reveal the lines of symmetry for each shape!

Make a copy of this Google Draw by clicking the image of the title “Spectacular Symmetry” below!

Goal of this lesson:

To allow student to discover the relationship between lines of symmetry, types of shapes and number of sides. This Google Drawing gives the students the freedom to use lines to find all of the lines of symmetry as well as to find patterns using 6 different shapes. This lesson can be used for students at many different levels: from introducing shapes and lines of symmetry to trigonometry.

Other ways you could use a this Google Draw Activity

• An exit ticket to check for level of understanding
• Partner activity: each student completes all 6 shapes and then compares answers
• Introduction to symmetry: ask students to place lines where they could divide the shape (without explicitly saying lines of symmetry)
• Homework assignment

Ordering Numbers with Jamboard

Hi 7th grade mathematicians, today you are going to work in groups of 4 to complete the task. Your group will need the Jamboard slide assigned to you. On the Jamboard you will see a lot of numbers. Work with your group mates to order the numbers from least to greatest. Be careful, there are some absolute values that you need to pay attention to. Remember, the absolute value of a number is the distance it is away from zero.

The goal of this lesson is to help you practice ordering signed numbers. Remember that signed numbers include both positive and negative numbers. Make sure you pay attention to the sign when completing the activity.

There are many things in mathematics you need to order! Adapt this Jamboard to any ordering activity. This Jamboard could also be made into a homework assignment or an in-class warm up. This specific assignment is a group assignment because it allows for students to collaborate and combine their knowledge to complete the task. I have also adapted this activity to make it a pre and post assessment. I have my students attempt this before learning about ordering signed numbers and then complete again after they have learned about signed numbers with the same Jamboard. This allows for the students to see what they had preciously thought and to refine their thinking.

When I think of technology many things come to mind: Instagram, Facetime, Google Meets, Zoom, etc. These are all platforms that I now use on a regular basis but in the last 11 months they went from being my last resort to now being an essential part to almost all aspects of my life. Before the pandemic, I would scroll on Instagram and 20 minutes later a reminder would pop up on my phone and say “hit screen time limit”, I would quickly press “ignore” and continue scrolling. Later I would feel guilty about the hour I just spent looking at a social media platform when I could have been spending time in nature or hanging out with my friends and family. I then would delete the app because I hated “wasting” my time on my phone and would download it again a few weeks later when I got bored. I used to view technology as a curse; it was something that hindered my ability to connect with not only the people right in front of me but the world around me. But since the Covid-19 pandemic hit, that all changed.

In mid-March of 2020 new phrases were coined such as “Facetime dates” or “zooming with friends” or “teamsing with my boss”; phrases that might have not made sense before that time but were life savers during the unprecedented time the world was facing. Technology became an extroverts best friend. Face-timing people became essential to continue friendships, Instagram soon became a means of quarantine entertainment, and Google Meets turned into the platform where I pursued my goals of becoming an educator. All of these things, that once had felt like platforms that took away from being more present in life suddenly became the way in which I lived my life.

After many months filled with Facetimes, Zoom calls and Google meetings I soon came to the conclusion that the thing that used to be a curse in my life, became a huge blessing. While I do still wish I could limit my screen time to 20 minutes a day, the reality is that with technology I have been able to continue doing the things I love, spending time with people I love and working towards my dreams.

Photo Credits:

Photo by Toa Heftiba on Unsplash

Photo by Rahul Chakraborty on Unsplash

Photo by Chris Montgomery on Unsplash

Hi 7th grade mathematicians, in our evaluating expressions unit we will be looking into like and unlike terms. Follow through this activity to help conceptually understand what like and unlike terms are!

Look at the photos below

What is similar about these photos?

Look at the expressions below

What is similar about these terms?

The terms above are all like terms!

Look at the pictures below

What is similar about these photos? What is different about these photos?

Look at the expressions below

What is similar about these terms? What is different?

The terms above are all unlike terms!

Sometimes it can be tricky to identify like and unlike terms

Like terms: terms with the same variable or same exponent and variable. All constants are like terms.

Like terms are useful because you can group like terms together to make the expression easier to write.

When combining like terms,  the operation in FRONT of the term (addition or subtraction) must stay attached to the term.

Which one doesn’t belong?

Use this review activity to practice your understanding of combining like terms.

Check your answers below by scrolling through the slideshow.

Remember, like terms are terms with the same variable or same exponent and variable. All constants are like terms.

Image Citations:

Photo by Oscar Sutton on Unsplash

Photo by Alvan Nee on Unsplash

Photo by Richard Brutyo on Unsplash

Photo by Mike Setchell on Unsplash

Photo by Chris Charles on Unsplash

Photo by Manja Vitolic on Unsplash

Teaching virtually isn’t what I had expected my student teaching year to look like, nor did I think I would ever have to live through a pandemic. Although there are many challenges that this year has brought, there are also many motivating things that have helped shape this year to be a year full of growth and new understandings. Here’s to the things that help us remember that teaching isn’t all about zoom! This post includes quotes, Youtube videos, Instagram posts and more that all give me a glimmer of hope or a laugh when I need it!

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Daring is saying “I know I will eventually fail and I am all in”

Brené Brown

*Someone reads the directions before emailing me

Me: pic.twitter.com/piSk7RC9Lt

— TeacherGoals (@teachergoals) April 28, 2020

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The best part of teaching online is you can’t hear the kids not laughing at your jokes.

— Dave Hambleton (@virtualham) March 30, 2020

Featured Photo Image Credit

Photo by Emma Matthews Digital Content Production on Unsplash