![]() ![]() ![]() I also frequently have students just 'sketch' what they see on the calculator screen. This is also why I did not provide tables. The solutions are not exact but I wanted them to practice the actual graphing and finding the vertex or 'Oreo' in the calculator. I created this project rubric as I was going to spend several days on it and it would be a major grade. Live and learn is the motto for me every time I try something new! In the future, I will account and deduct for this. As a result, many projects had correction pieces of paper taped on. While many did play around and go beyond, they still needed to practice their precision with the color coding without a template. The previous days we practiced with pre-printed activities and the accuracy was marked for you. **Teacher Tip** We have only done a couple of days of color coding and as the project got started, I realized the students needed to do a bit more Ozobot practice with freehand coding. ![]() I wanted to make them all easily identifiable characteristics that the Ozobot could 'mark' with color coding. So, I then went about deciding how to 'Ozobot' Quadratics. I felt that these could combine well to make an Ozobots Quadratic Project for Math Models or Algebra 1! Also in the state of Texas, we have process standards which includes students applying a number of skills from math to life and the real world as well as using problem solving skills and methods. One of the TEKS of Math Models is A.7A which is graphing and identifying the key features of a quadratic. My next challenge was to work them directly into my content. Previously, I wrote a blog about the impact computer science, specifically, Ozobots had made on my classroom with just a couple of days of using them. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |