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Thing 14: Powerful Presentations

1. I created a presentation about finding the area of rectangles. I used Google


Presentations. Using Google is convenient because I will have access to the
presentation wherever I go.

CCSS.MATH.CONTENT.3.MD.C.7

Relate area to the operations of multiplication and addition.

CCSS.MATH.CONTENT.3.MD.C.7.A

Find the area of a rectangle with whole-number side lengths by tiling it, and show that
the area is the same as would be found by multiplying the side lengths.

CCSS.MATH.CONTENT.3.MD.C.7.C

Use tiling to show in a concrete case that the area of a rectangle with whole-number
side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the
distributive property in mathematical reasoning.

The link below will allow you to access my presentation.

https://drive.google.com/open?id=1OlKCtbFpyhDFdPglsE-
rvPoz0xqKzgykPAr9W3VNfAg

2. I would use a presentation like this when teaching students concepts of area for
the first time. This presentation has a conceptual step-by-step progression (moving
from concrete to abstract) and opportunities for students to practice and check
their work. There are also pictures that help model concepts for students. This
presentation meets the substitution level of the SAMR scale. In the way that this
presentation was created, the technology does not offer a ‘new’ benefit, but this
presentation does replace a traditional format of a teacher drawing diagrams on a
whiteboard while teaching.
3. The rubric below will help me assess students’ understanding of area. I
will use the rubric after students view the presentation and have
guided practice.

Math - Problem Solving : Finding the Area of a Rectangle

Student Name: ________________________________________

CATEGORY 4 3 2 1
Mathematical Explanation shows Explanation shows Explanation shows Explanation shows
Concepts complete substantial some understanding very limited
understanding of the understanding of the of the mathematical understanding of the
mathematical mathematical concepts needed to underlying concepts
concepts used to concepts used to solve the problem(s). needed to solve the
solve the problem(s). solve the problem(s). problem(s) OR is not
written.
Diagrams and Diagrams and/or Diagrams and/or Diagrams and/or Diagrams and/or
Sketches sketches are clear sketches are clear sketches are sketches are difficult
and greatly add to and easy to somewhat difficult to to understand or are
the reader\'s understand. understand. not used.
understanding of the
procedure(s).
Mathematical 90-100% of the steps Almost all (85-89%) Most (75-84%) of the More than 75% of
Errors and solutions have of the steps and steps and solutions the steps and
no mathematical solutions have no have no solutions have
errors. mathematical errors. mathematical errors. mathematical errors.

Mathematical Uses complex and Uses effective Some evidence of Little evidence of
Reasoning refined mathematical mathematical mathematical mathematical
reasoning. reasoning reasoning. reasoning.