choose a math indicator that he or she doesn't know and become experts on.

prepare a wiki page on the teaching of that indicator.

teach the indicator the way he or she believes it should be taught

teach the indicator in a way to maximize understanding of that indicator by others.

A valuable choice for each student is to choose a math indicator that he or she doesnâ€™t know or is confused by. In that way each student will have learned something new and, in the process of teaching oneself, he or she will also help many others to learn that concept.(Students can work alone or with a partner - but there should be at least one page per partner)

At the completion of the wikipages, every student will:

view at least one page per indicator

work through each indicator for understanding

leave a positive response or constructive comment (another way of explaining or making the page better) for each wiki page.

Guidelines:

First, you need to learn this indicator well enough to teach it to others.

Minimum requirements:

State the indicator on your wikipage.

What does that indicator mean?

Be aware that there can be at least 3 types of students who need to learn this information and you should address all 3 types. Try to teach to all of them:

Students who will have difficulty learning the concept.

Students who will be able to understand with a little effort.

Students who already know the concept and they need to show how well they understand it.

The teaching can be done with a combination of text, podcast (self-made audio), Vodcasts (self-made videos), interviews on audio or video, streaming videos (United Streaming videos, youtube videos), smartboard video, animations, still pictures, links to on-line math games.

Try to have at least one way that a student can prove that they understand that indicator. (written test, game that tests knowledge, or some other way to prove understanding.)

Show (describe) with text and audio-visuals at least one way your chosen indicator is useful or used in real life.

Are there good examples of this indicator on the internet? Make links to other on-line pages or devices that help someone learn the indicator. Also include a description of the link and what the link will help students to learn

Students should not identify themselves on line other than by first name.

Students should use school email address when creating the account, but don't use first and last name as username.

Students will need to post their wikipage.

Here's another explanation of what we would like to see

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A.Utilization of Time and Learning || All learning efforts and time completely involved in project. ||

B.Project Assessment || Student is able to assess his/her own work. ||

C.Project Quality || Excellent Quality-Everything seems to be there and more. Wikipage and information will truly help others. ||

D.Resources || Includes links to several different types of specific resources (instructional websites, vodcasts, podcasts, etc.) that really assist in the teaching of that math indicator. ||

E.Ownership (Self-direction) || Generated own complete set of explanations and descriptions, teaching videos (vodcast), audios (podcast) and/or other visuals to help the reader to understand the math indicator. ||

F.Comprehension || Student put a lot of thought into generating accurate and well-explained examples to teach The math indicator to others who: 1. might have trouble understanding, 2. will probably understand easily, and 3. already know the concept but needs a little more challenge. All resources blend nicely together to teach the indicator. ||

G.Context || Information/knowledge used in multiple "real" contexts.

MyHotComments

GoalsEvery student will:teachingof that indicator.A valuable choice for each student is to choose a math indicator that he or she doesnâ€™t knowor is confused by. In that way each student will have learned something new and, in the process of teaching oneself, he or she will also help many others to learn that concept.(Students can work alone or with a partner - but there should be at least one page per partner)At the completion of the wikipages, every student will:(another way of explaining or making the page better)for each wiki page.## Guidelines:

First, you need to learn this indicator well enough to teach it to others.Minimum requirements:

Students should not identify themselves on line other than by first name.Students should use school email address when creating the account, but don't use first and last name as username.Students will need to post their wikipage.## Here's another explanation of what we would like to see

*

>A.Utilization of Time and Learning|| All learning efforts and time completely involved in project. ||B.Project Assessment|| Student is able to assess his/her own work. ||C.Project Quality|| Excellent Quality-Everything seems to be there and more. Wikipage and information will truly help others. ||D.Resources|| Includes links to several differenttypesof specific resources (instructional websites, vodcasts, podcasts, etc.) that really assist in the teaching of that math indicator. ||E.Ownership|| Generated own complete set of explanations and descriptions, teaching videos (vodcast), audios (podcast) and/or other visuals to help the reader to understand the math indicator. ||(Self-direction)F.Comprehension|| Student put a lot of thought into generating accurate and well-explained examples to teach The math indicator to others who: 1. might have trouble understanding, 2. will probably understand easily, and 3. already know the concept but needs a little more challenge. All resources blend nicely together to teach the indicator. ||G.Context|| Information/knowledge used in multiple "real" contexts.**

## Some Web pages to start at:

Ohio Department of Education's Academic Content Standards.Ohio's Instructional Management System (IMS)ALA Math links for kids

Kathy Shrock's math links

Kidsbookshelf links for math

Interactive Math site

United streaming

Kids.Gov

NASA Math

Imagine the math NASA will use to put together the first 60,000mile Space Elevator. Check out this video.