But I "regress"...

There are some specific mathematics courses that I have enjoyed teaching. To provide some background, I have taught the following in the last 6 years:

• ESL Algebra 1 - 1 year
• ESL Geometry - 2 years
• On-Level Geometry - 1 year
• PreAP Geometry - 2 years
• PreAP Algebra 2 - 3 years
• AP Statistics - 2 years

As you can determine, I taught multiple preps in various years. My ultimate favorite class has been AP Statistics. It's a branch of math that is similar to geometry in that there isn't anything like it! For my second post, I want to share out a theme in Statistics and how I have digitized it for a 1:1 classroom environment.

The lessons below are ways that I've allowed students to discover concepts in Statistics that have allowed them to process it in their own way and through the use of collaboration. AP Statistics is a unique course in that their AP exam emphasizes reasoning and communication beyond computation. They're graded on their explanations, whaaaa?!?!

99 percent of all statistics only tell 49 percent of the story.

In my course, I encouraged students to always keep in mind the "why" of the data. What's the story? What is the data trying to tell you, and are you interpreting it in the best way? How can you manipulate it? And even more importantly, how can people misuse this? In one of my units, I expand on their current knowledge of Best-Fit Lines (Least Squared Residual Lines). Students have seen scatterplots in previous courses, but do they really understand how to use them and what can affect their story, like those pesky outliers. 

Essential Question: How can I make predictions using a linear regression model, and how can outliers affect those predictions?

Digital Materials: 

• Activity: Influential Points - link
• Students compare types of outliers and discover what makes them influential. This activity requires a TI-84 Calculator or you could use Desmos.
• There are extra instructions for students located in the "Speaker Notes" on each slide at the bottom.
• Activity: Matching Scatterplots to Descriptions - link
• Students determine the relationship between the strength and direction of a scatterplot and how it affects the correlation coefficient (r).
• There are extra instructions for students located in the "Speaker Notes" on each slide at the bottom.
• Various Activities (through Desmos) - link
• Polygraph: Students partner up for quick 20-Questions style game. Encourages the use of statistical vocabulary.
• Non-Linear: Students use Skittles to discover how to linearize a non-linear relationship. 
• MUCH MORE!

I hope you enjoy the materials and that they find a place in your mathematical world. Follow me to learn more and reach out if I can help.

Booting Up

As a newbie to the Blogger world, I've had trouble deciding how and what to write about, especially considering my mathematic's aptitude. However, I've discovered that I have two ultimate passions - mathematics and technology. Throughout this blog, I've received some strong advice from a friend (who is a more prolific writer than myself) - to create series of blogs!

First Series (and pun): Mathematics (with a technological dash)

This previous year, I was humbled to be named a State Finalist for the PAEMST award. After filling out the application, I realized how much I enjoyed utilizing technology in my classroom to enhance my students' learning, which I suppose leads to my current job as an Instructional Technology Specialist for my district home of 6 years. As a specialist, the hardest part can be aligning a felicitous technology tool with content, in particular mathematics. Therefore, why not include some sample lesson ideas, reflections, and when I picked a massive bouquet of whoopsie-daises?

Sample student work

For my highlighted lesson, I utilized GoFormative to help my students participate. Each pair of students shared a laptop and would take pictures of their work. It was a wonderful way for them to show their work and also display their work in an anonymous fashion (whilst having some "graffiti" fun on their lackluster desks. Kids with EXPO markers, who knew?!).

While technology is important, it's what we do with it that truly matters. Muhammad Yunus 

I realized that their participation could improve as long as I provided an outlet where students felt safe to share. I loved saving their responses and ultimately improving the lesson the following day.

I was fortunate to work with a group of students who not only were fascinated by the new tools but also their willingness to let me use them as my technology guinea pigs. Luckily, 90% of them passed their AP Statistics exam so I had some piggies who didn't waste too much time rolling around in the technology mud.

Interested in my statistical materials? Check out the lesson outline below!
Lesson Outline:
Objective: Students will be able to utilize a chi-squared significance test to determine if using your "gut" is more advantageous in a game of rock-paper-scissors.

Materials: The student materials will allow you to "Force Copy" what I created so that you have your own version.

• Student Handout: CLICK ME!
• Student Spreadsheet: CLICK ME!
• Rock-Paper-Scissors Website (uses "non-Marvel" Flash...iPad-ers, beware!)
• Technology Tool: GoFormative, Google Sheets, Google Docs
• Google Classroom (preferred)
• One device per 2 students