By John Eichinger

Technology doesn't exist in a vacuum and, accordingly, isn't taught that means. In that spirit, actions Linking technological know-how With Math, 5-8, is a hands-on advisor for preservice and inservice uncomplicated and center institution lecturers who are looking to attach technological know-how guide with different components of studyincluding visible arts, social sciences, language arts, and particularly math.

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Extra resources for Activities Linking Science with Math, 5-8

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Teaching Children Mathematics 5 (7): 390–394. 1 Examining Current Events in Science, Mathematics, and Technology Respond to the following based on the news article from class. 1. Summarize the article in 30 to 50 words. List any new words that you don’t understand. 2. What does the article have to do with science, math, or technology? 3. Who might be affected by the situation or problem reported in the article? How might they be affected? 4. Why is the article important? ) 5. What additional information is needed to resolve the problem reported in the article?

Explain your answer. 5. Is there anything that you would change about this website, and if so, what? 6 Do you have any questions about the information presented on the site, or about the site itself ? If so, list those questions here. 7. Choose an excerpt from the site that you find particularly interesting. Print it and attach it to this report. Why did you choose this particular excerpt? 8. Print out a graphic, graph, or table from the site that you find particularly interesting. Attach it to this report.

5. Did students successfully make folded-over snowflakes? Were they able to predict the symmetry and width of the snowflake image? ) 6. Were student groups able to construct a cutout or a collage/mosaic of a radially symmetrical flower? Could they explain their rationale and method of construction? 1 Sample rubric using these assessment options Achievement Level Developing 1 Proficient 2 Exemplary 3 Were students able to classify the objects and photos into piles according to their symmetry? Unsuccessfully attempted to separate into piles based on symmetry Successfully separated into piles based on symmetry Successfully separated into piles based on symmetry and were able to explain in depth Were students able to classify the geometric shapes into piles according to their symmetry?

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