Frontier Middle School
Using Technology as a Tool in Sixth Grade
MOVING FROM
Pencils, Paper, and Textbooks
TO
Computers, Primary Sources and Projects
As sixth graders enter Frontier Middle School, they embark on a journey that for
many is a new way to learn. The computer is no longer a supplement to the textbook; the
textbook (if it is present) is now the supplement to the computer. The computer becomes
the primary tool through which students pursue and communicate their understanding of
mathematical concepts and ideas. The journey begins in sixth grade with an emphasis on
learning how to use programs and websites that will be integrated into larger and more
complex projects as they advance toward eighth grade. This presentation will give you a
glimpse of the journey in sixth grade and end with the Roller Coaster project done in the
later grades.
Programs
Geometer’s Sketchpad
In sixth grade we have used Geometer’s Sketchpad to draw, label and measure various
geometric figures. On the following pages you will find a sample of student work in
which the students were required to construct, label and classify angles and triangles.
Students then copied their constructions to create an original design or drawing.
Making Tables in Word
Students were taught how to create data tables to record their results from experiments
and to record their classmates’ data as it was shared. In the first two examples of student
work you will see tables that were created to record the results of Probability
Experiments. The third example is a summary of class results for a rocket experiment.
Each student designed and launched a rocket that differed from the control rocket in only
one way. I modeled (on the projection screen) as students created the summary table of
changes in design and the resulting distance the rocket traveled. Once this data was
displayed we were able to analyze the rocket designs and use the data as justification for
additional modifications to their rockets.
Calculating Means Using Excel
Students were taught to use a spreadsheet to calculate the mean of data sets. The sample
of student work shows the number of swings of a pendulum in 30 seconds. Ten trials
were conducted for each of three different length strings (thus the three columns).
Graphing Using Tinkerplots
Tinkerplots was used to record and graph data from various experiments or data
gathering activities. The first student work sample shows data gathered from the rocket
experiment described above (Making Tables Using Word). The second example shows
work from a data gathering activity in which students had to record the number of times
they performed various actions (snapping, clapping, etc.) in 30 seconds. The datarecording sheet is included as well.
Websites
Websites were used as sources of information as well as for drill and practice. When
using them for drill and practice we tried to find websites, which tracked their score on a
particular skill. As students finished we recorded their scores. The technology provided
students with feedback immediately instead of having to wait for the teacher to grade and
return the work. Included is a list of many of the websites that we used.
Website Use
Notes/References – Set up a file with the website links to serve as a math notebook
Drill and Practice. – Have students do some of the drill and practice activities in which
they receive immediate feedback on their work. As they complete the activity students
raise their hands and we record their scores.
King's Math
The Mode of a Set of Data
Apple - Movie Trailers
Cool math .com
Assessments
Math Forum - Ask Dr. Math
Hands On Math Activities
Coolmath4kids - Sales Tax Calculator
Pattern Blocks
Sixth Grade Skills
National Library of Virtual Manipulatives
Grade 6 Problems
Interactive math
Estimator
AAPS Everyday Mathematics Parent Handbook
Math is fun
Exponents
Funbrain.com's Operation Order Algebra Game
BasketMath: Order of Operations - Q7
OrderofOperationGrade 6
Eduplace: Grade 6
Houghton Mifflin Math Kids: Grade 6
Measurement Units Conversion
Math Games
Figures and polygons
Math Links'111
Web Resources
Math Playground
Interactivate: Fraction Finder
Area on the Geoboard
Math Playground
Visual Fractions - A Fraction Tutorial
AMath
Quia - Improper Fractions & Mixed Numbers Matching Game
Illuminations: Factor Game
Geometer’s Sketchpad – Samples of Student Work
12
10
I
E
8
F
m ∠DEF = 138 °
D
m ∠IGH = 90 °
6
A
This is an obtuse angle
because it is wider than
ninety degrees
4
H
G
This is a right angle because it is
exactly 90 degrees.
m ∠ACB = 25 °
C
2
B
This is an acute angle because it is
smaller than ninety degrees.
-15
-10
-5
5
10
15
20
-2
K
-4
L
-6
This is an isoceles because two
sides are the same.
J
This is an equalateral
This is a scalene beacuase each side is
12
This is an
Acute-iscoseles
because two sides are
the same length and all
angles are less than 90
degrees.
m ∠ACB = 40 °
10
C
This is an obtuse-isoceles
because two sides are the same
and there is one obtuse angle.
8
m ∠FED = 118 °
m CB = 7 cm
m CA = 7 cm
6
E
m FE = 6 cm
m DE = 6 cm
4
m AB = 5 cm
m ∠CAB = 70 °
A
B
m ∠CBA = 71 °
m FD = 10 cm
m ∠DFE = 31 °
m ∠FDE = 31 °
F
D
2
20
m ∠IGH = 60 ° -15
-10
-5
G
5
m ∠KJL = 26 °
m GH = 8 cm
10
15
-2 = 9 cm
m JK
J
m ∠PQR = 56 °
m GI = 4 cm
Q
m LJ = 4 cm
m IH = 7 cm
m ∠GIH = 90 I°
m ∠GHI = 30 °
H
This is a right-scalene because
there is one right angle and all
sides are different.
-4
m ∠JKL = 18 °
L
m ∠JLK = 135 °
-6
m LK = 6 cm
This is a obtuse-scalene
because all sides are
m RQ = 4 cm
K
m PQ = 4 cm
m ∠PRQ = 62 °
m ∠RPQ = 62 °
R
P
m RP = 4 cm
10
8
6
4
2
0
-15
-10
-5
5
-2
-4
-6
-8
10
15
Making Tables in Word – Samples of Student Work
Students participated in several probability activities in which they collected their data in
a table made using the Word.
Number
Rolled
1
2
3
4
5
6
Number
of times
rolled
///// /
///// //
/////
//
/
///// ////
Fraction/Decimal/Percent
Experimental Probability
6/30
7/30
5/30
2/30
1/30
9/30
.2
0.2333
.1666666667
.0666666667
.0333333333
.3
20%
23%
17%
7%
3%
30%
Color of Number Fraction/Decimal/Percent
gumball of times Experimental Probability
color
came up
Pink
Orange
White
Purple
Blue
Yellow
Red
Green
In a Science experiment in which we launched rockets, students measured distances and
recorded their individual averages as well as class averages of the distance traveled. The
results were then compared to the control rocket to determine which modifications caused
the rocket to travel farther.
Change
1.5 cm clay
1 cm clay
10 cm
straw
18 cm
straw
16 cm
straw
15 cm
straw
3 fins
Distance
156.67cm (Tyler)
167.5 cm (Amber)nv
118.67 cm (Madi)
450 cm (Todd)
152 cm (Alex)
194.67 cm (Dakota)
270.33 cm (Michael)
156.67cm (Weilun)
199.33 cm (Brooke)
127 cm (Dillon)
164 cm (Timmy)
367 cm (Desirae)
312cm (Stormi)
5 fins
148 cm (Kelley)
Smaller
232.67 cm (Samantha)
fins
196.33 cm (Jordan)
257cm (Joee)
Rachel no data
Larger Fins 90 cm (Jessie)
Different
199.33 Emily
shape fins 194.67cm. (Morgan)
Mean
159 cm (Ashley)
260 cm (Ben)
286.67cm (Mikee)
Calculating Means Using Excel – Samples of Student Work
Column 1
Column 2
Column 3
56
64
56
65
64
61
65
73
73
27
31
20
64
55.30769231
52
48
47
55
57
57
64
52
52
27
28
16
54
46.84615385
48
44
11
45
46
49
50
46
48
24
24
14
49
38.30769231
55.3
46.8
38.3
Pendulum data/ averages
Emily Lankow
Graphing Using Tinkerplots – Sample #1
Duane
Does the length of the straw effect how far the straw rocket will fly?
It looks like the 14-15 in length is the best. I wonder if the one that is 24-27m is accurate.
Collection 1
Name
degrees…
degrees…
fins
strawle…
1
Anne
4.15
4.84
4
10
2
darren
10.79
0.79
3
15
3
George
5.10
11.22
4
brittany
2.74
6.51
4
15
5
Paige
7.03
9.99
6
Kristen
6.31
5.15
4
16
7
brandon
7.32
8.22
2
15
8
steaven
13.21
15.20
4
18
9
Nathan
5.97
4.31
4
15
10
Duane
3
15
11
kayla
3.39
6.70
4
16
12
brittney
9.64
27.09
3
14
13
keara
35.62
3.61
3
14
14
marco
5 52
4 07
3
14
17
Collection 1
28-32
24-27.99
20-23.99
16-19.99
12-15.99
8-11.99
4-7.99
0-3.99
10-11
12-13
14-15
16-17
18-19
20-21
strawlength (in)
Circle Icon
Collection 1
case 1 of 16
Attribute
Value
Unit
Name
Anne
degrees30avg
4.15
m
degrees60avg
4.84
m
fins
4
strawlength
10
nose
cone
Formula
in
<new attribute>
Graphing Using Tinkerplots – Sample #2
Brandon
Who is able to snap the most with their wrong hand?
I found out girls are able to snap a lot more than boys using the wrong hand.
Collection 1
1
0
5
2
1
6
0
1
f
m
Gender
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