Presentation on math websites, technology tools, and software that teachers can use to assist them in teaching mathematics.

1. Innovative Use of Technology in the Math Classroom

2. Great Websites Software Devices TEKS

3. Outstanding Websites

4. Additional Sites Mentioned During Presentation Mathway.com Solve -3y+3x=-7(x+3) Wolfram|Alpha Right Angle Example Anti-derivative example FlockDraw Collaborative online drawing (Geometry)

5. Using Google SketchUp More SketchUp Lesson Ideas

6. Using Excel: More Templates

7. Using Excel: More Templates

8. Using Google Docs: Statistical Data http://docs.google.com/Doc?id=dcnvtjct_93dtkxn5dc

9. Using Their Technology

10. Using Their Technology Using the iPod touch to Teach Math

11. Cinch Podcasting Virtual Portfolios Assessment Class Record

13. Assessment

14. QuestionsWays to Respond SMS to 99503 + code Twitter: @poll tweet code (Ex: @poll 5555) Smart Phone: poll4.com Web: Vote!

16. Classroom Usage Visual “work backwards” method Solve pencil & paper impractical problems See the unimaginable

17. Using Smart Boards in a Mathematics Classroom Introducing Family Facts (precursor to algebra) More movies @ Mr. Teacher

18. Using Smart Boards in a Mathematics Classroom Introducing Perimeter/Area Facts

19. (2.11) Probability and statistics. The student organizes data to make it useful for interpreting information. The student is expected to: construct picture graphs and bar-type graphs; draw conclusions and answer questions based on picture graphs and bar-type graphs; and use data to describe events as more likely or less likely such as drawing a certain color crayon from a bag of seven red crayons and three green crayons.

20. (4.9) Geometry and spatial reasoning. The student connects transformations to congruence and symmetry. The student is expected to: (A) demonstrate translations, reflections, and rotations using concrete models; (B) use translations, reflections, and rotations to verify that two shapes are congruent; (C) use reflections to verify that a shape has symmetry.

21. (7.4)Patterns, relationships, and algebraic thinking. The student represents a relationship in numerical, geometric, verbal, and symbolic form. The student is expected to: generate formulas involving conversions, perimeter, area, circumference, volume, and scaling; graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling; and describe the relationship between the terms in a sequence and their positions in the sequence.

22. Algebra II (10th or 11th): The student uses tools including matrices, factoring, and properties of exponents to simplify expressions and transform and solve equations. Pre-Cal (12th): The student defines functions, describes characteristics of functions, and translates among verbal, numerical, graphical, and symbolic representations of functions, including polynomial, rational, radical, exponential, logarithmic, trigonometric, and piecewise-defined functions.