Creating

1) Scholars could create mathematical music videos using instrumentals from songs that relate to their culture or peers. The songs/videos would be based around mathematical concepts learned in class. This would help scholars remember certain concepts in a create, fun, and engaging way. Here is an example of a high school which uses this technique. https://www.youtube.com/watch?v=OFSrINhfNsQ

2) Scholars could create original posters that explain mathematical concepts covered in class. This empowers the scholars because their work would be displayed around the school and in classrooms. It also gives the scholars a sense of ownership in the classroom because their posters can be used instead of purchasing pre-made posters that teacher supply stores sell. The poster could cover concepts covered in their class or concepts for taught in lower grades.

Evaluating

1) Scholars could score or critique other scholars work when presenting a class project. The scoring of the other scholars work could come by way of a rubric, which would also be factored as a part of their grade. Their feedback would also provide positive critiques of each other's work and allow them to improve as scholars and presenters.

2) Scholars could use a graphing scientific calculator to explore what happens when they change the slope or y-intercept value and how it effects their linear equation. This would allow for them to develop their own idea for these concepts before being formally introduced. They would also be able to articulate what happens in their own words.

Analysing

1) Scholars could create shake colored M&Ms in a cup and dump them out, eating all the one's that are face down. They would record the number of M&Ms face down for each roll until they ate them all. They would then plot that data and analyze it to see if creating an exponentially decaying graph. The data could be entered into a graphing scientific calculator and a they could determine the equation for a best fit line. The software on the calculator could assist them in there analysis.

2) You could use movies or cartoons to teach students Newton's laws of motion. For example, a teacher could use the movie Transformers to demonstrate what laws of motion the movie follows or breaks. That movie is pretty popular, so the teacher wouldn't have to worry about students paying attention.

When the students figure out which laws of physics are being broken, they could write down what would actually happen if the law hadn't been broken. This would make class a little more interesting because, for example, if Optimus Prime made a giant leap that is impossible, the students would probably have fun imagining the character falling.

Applying

1) Scholars could create math riddles, word problems, brain teasers for other scholars to complete in the classroom. The exercises could also be shared on the school web site, newspaper or newsletter, and other math websites for scholars around the world to solve. The scholars would be creating math exercises ranging in difficulty due to their different learning styles and abilities. As the teacher, you can assess their understadning of each topic and if they successfully applied it in their self-created exercises.

2) Scholars would create a shopping spree within a budget of $1000. The goal of the assignment would be to shop at 5 different stores (preferably that sell their favorite things) while spending the most amount of money, yet walking away with the most articles of clothing. An article of clothing would consist of a top, a bottom, and footware. There would be a minimum and maximum amount of items they could purchase from each store. The scholars would be applying to apply percentage discounts and calculate taxes if applicalble. It would also teach them the skill of bargain hunting, living within your means, and getting the best value for you dollar.

Understanding

1) Scholars could find real world examples that correlate to concepts taught in class. This is important because scholars have to make connections to the work they learn in class. It is more important for them to relate to what they are learning in terms that they may understand. Some examples may be as simple as figuring out the tax when they go shopping or how calculus relates to the construction of a roller coaster. Math without a real world or deeper connection can often become confusing and pointless to many scholars.

2) Scholars could simulate life as an independent. I find this to be successful and fun in many classes because you always have those scholars who believe they can live on their own or constantly making comments like "My parents get on my nerves or I wish I could move out." To make the experiment fair, I would assign all the scholars a minimum wage job being that is the only job they could obtain without a high school diploma. The scholars would have to find a living arrangement and calculate their utilities (gas, electric, water) and food expenses. Those are the bare necessities. They may also calculate car, phone, insurance, internet, clothing, washing clothes, and various expenses that may occur in life. Their goal would be to save more money than they spend, realize the importance of higher education, and developing their successful business if they choose not to complete high school or attend college. They would know the importance of budgeting and how things fluxuate in the real world.

Remembering

1) Scholars could complete a series of minute math drills three days out of the week. They would start with addition and eventually end with fractions, decimals, and percents. Their goals would be to complete fifty problems in a minute. Each scholar would be on different levels because everyone has their own goals and levels of intelligence. They should be able to track their growth through each week and begin getting more problems right eacht time. This improves their muscle memory and ability to recall basic mathematical facts as they progress in the realm of mathematics.

2) Scholars could explain their steps when solving mathematical word problems. This assists them in recalling important facts, explainig their logic as to how they solved the problem, allows them to notice their own or other scholar's mistakes, and it improves their critical thinking. It also infuses the use of literature skills along with their math explanations.

# Week 1: Blooms digitally

Let us look at Bloom's Taxonomy, revised for modern technologies. You can find the article that goes with this diagram here: http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

None of the activities in the above diagram are specifically mathematical. Your task is to name two math activities for each level in the taxonomy, and to explain (in one or two sentences) why they belong to the level, and what technology (if any) you would use.

For example...

**Creating**. Design your own "function machine" that turns one number into another number. For example, the machine can double the number and then add 5 to it. This is Creating because you design your own math formulas.

**Applying.** Program the rule for your function machine using some computer software, so that it gives results for the numbers you type in. This is Applying because you need to execute the math design and programming. I would use spreadsheet software or Scratch for this task with students.