I LOVE GOOGLE DRAWING!!! If you’ve been around here for awhile, you know how much I use Drawing or the Drawing features in slides. This post is dedicated to how I use Google Drawing to create my own images for activities and assessments.
Google Drawing will download as a transparent .PNG image. It’s vector based, so if you make a large image it will scale without much degradation of the image. I once create panels for a tri-fold display board, printed them and glued them to the board. The images were crisp and looked professional.
Here is a tutorial on some basic features of Google Drawing.
These are just a few of the images you can make with Google Drawing.
These are just a few of the VERY MANY images I’ve created in Google Drawing.
This tool will allow you to create your own AWESOME looking content. Enjoy
This is one of those activities I do in my classroom every year after we learn about equations of circles. Well… most of my kiddos don’t have a compass at home so I came up with a Google Slides way to do this. I even included an animation on the 2nd page to show students how to make the circles and change them to transparent.
My friend and colleague learned how to make digital escape rooms from me. You all don’t have me next to you everyday so you can learn from my post on Ditch That Textbook. This is the second escape room she has made. She’s getting pretty good at them!
I plan to use this one as a self-assessment during our distance learning time. I’m so grateful for colleagues who are willing to try new things and then share when they do.
Feel free to use this escape room. It includes a review of equations of lines and equations of circles.
Wow, what a crazy time! Covid-19 has turned our world upside down. I saw a post today commending other teachers for providing their resources for free during this time. It shouldn’t take a pandemic for us to take care of each other. I have always provided everything for free. We need to support each other when we are not in crisis just as much as we do now. Ok, stepping off my soap box.
Below are many of the Algebra 1 activities my team and I have created for our practice days. These are days when students can work on whichever standards they need additional practice with. A few of the resources are virtual manipulatives.
Maybe you are looking for review material. Maybe you want to supplement an online activity. Please use these to make your life a little easier.
Installment three of the area, surface area, and volume application problems. I know some of you have been using these and I hope they are working out well.
Area application can be found here. Surface area application can be found here.
In this post I have included volume application problems and application for surface area and volume of spheres.
I also provide students with candy in boxes and have them calculate the wasted or empty space in the box. This gives them hands-on application and allows them to use their tools. And, student LOVE to eat candy!
The Life Savers box is an amazing find! It’s a trapezoidal prism and we calculate the Life Savers as cylinders with a cylinder removed in the middle. The Mike and Ike’s are also fun because we calculate them as a cylinder with hemispheres at each end. The Kisses container is a triangular prism and we use the cone formula to estimate the volume of each Kiss. Gobstoppers are less fun, just spheres inside a rectangular prism, and the Tootsie Roll container is the least challenging of all with cylinders inside of a cylinder. I have each group work these problems on poster paper and then present them to the class. Giving students the opportunity to share in front of the class is something I try to work into each unit. Please make sure you have a culture of trust and respect in your classroom before you do this with students. It can be damaging to their fragile egos if they are ridiculed or made fun of. And if you chuckled at fragile ego, remember back to high school. What others thought of you mattered at lot!
Here are the application activities I promised. Please let me know if you find them useful. It makes me happy when others can benefit!
I love taking boring problems from the book and turning them into fun learning experiences. A boring word problem was the beginning of this task.
The actual prompt (which I can’t seem to find anymore) gave two popcorn containers, one a cylinder and one a cone, and asked the relationship between the volumes.
I saw an opportunity to construct three-dimensional figures AND eat popcorn. Oh yeah, we could discover the formula for the volume of a cone and have some great mathematical conversations too.
I’ve been doing this project for quite a few years. I originally posted it on my Infinitely Teaching blog. I have updated the Google Slide I give to students and I now encourage them to begin with the cone and move to the cylinder. This simplifies the process significantly.
Here are some pictures of our recent process. My favorite comment overheard by a student was “This is so much fun!” I want math to be fun so this is a success.
Here is a link to the Google Slide I give students with instructions and a scoring guide. If you use this, please let me know about it. It makes my day when others find my contributions useful!
I posted some area application problems last week. You can find that post here. I also promised some surface area problems, so here you go. One page is many different problems that you could use as an assignment, assessment, or problem of the day. The second one is one problem broken up into 5 days, perfect for a daily warm-up. This idea of taking one prompt and using it all 5 days, called Focus on the Question, comes from Sue O’Connell in her Putting Practice Into Action book. It’s written more for elementary but the idea can be used with high school. I’ve found this strategy to work better with struggling learners. They have conversation time and it breaks the task down into smaller parts. I always call on a table, and not a person, to allow them to share what they discussed, discovered, and concluded.
I’m currently working on some volume application, which sneaks in some surface area. I will have another one including spheres. Stay tuned.
In Geometry, we teach area as a quick review before surface area and volume. This year, I wanted this topic to be more of a life skill than just a review. I taught students how to use Google cards to find the area of common shapes. A quick search will pull up the following card for almost any shape.
The more important skill I wanted to help my students with was using area. In life, if we can find the information we need and know how to use it, we can solve almost any problem we have. I created some tasks, some based on actual activities I’ve done, to help them use area. I’m sharing them here so you can use them too. Teachers have limited time and sometimes finding a good activity that you don’t have to create is just what you need.
If you use these activities, please share with me on Twitter. It makes my day when someone finds value in what I’ve created. Happy mathing!
Click on the image to view the template.
Stay tuned for surface area and volume application.
I saw this activity on Facebook last year. I don’t know who the teacher is, but the project is posted on North Central Parke Community School Corporation Facebook page.
I created the instructional slide below to facilitate the process with my students. Students had to select an object in the classroom to enlarge or reduce. They needed at least 5 measurements (many students took a lot more than that) and they had to select a scale factor. I provided some supplies but they were welcome to bring others from home. The project had to be completed in the classroom and they had to collaborate with at least one other person.
My students were so engaged, they worked very hard, and they were so proud of their results. Not to mention, they had some a-ha moments during construction. One student in particular made the connection that angles are the same in scaled objects even though the sides change. Now we had investigated and discussed this learning target, but it became evident to her when she was working on her object. YAY!
The first photo gallery includes process photos. I documented our progress on Twitter each day.
The last photo gallery shows the results. They did an amazing job. This is definitely a try again next year project.
I’ve always had my students draw in the lines and explore the interior and exterior angles of a polygon, but they struggle with drawing the lines. Many students try to draw lines from every angle to every other angle and you end up with a spiderweb mess. We also spend so much time on the lines that we lose focus of the pattern that develops. During a PD when we were talking about students questions and exploration, a colleague suggested letting student cut out the angles on the exterior of a polygon and put them together. Well, if you’ve been around my blog long enough you know I am NOT a fan of cutting paper. So I created the exterior angle exploration during our session. It allowed the same exploration as the paper, but was possibly even more visual. Our team LOVED it. I went on to create the interior angles exploration also. The purpose of this one is to spend time on exploring the pattern and not on the drawing of the actual lines.
If you use this exploration, please let me know. Make sure you put in in Google Classroom with make a copy for each student.