Andy Khounmeuang

Digital Product
Part One: Overview
Standard: Analyze patterns and describe relationships between two variables in context.
Using technology, determine the correlation coefficient of bivariate data and interpret it
as a measure of the strength and direction of a linear relationship. NC.M1.S-ID.8
Technology Tool: CODAP - Students will be able to conduct a mini experiment and use
CODAP to create an appropriate graph of their findings. Although CODAP may look
confusing to use, when a student has a .csv file of their data, it will be easy for student to
create graphs. Students can then find the correlation coefficient to determine the strength
and correlation of the variables. Create, Analyze

Blooms Taxonomy & CODAP

-Students will be able to create a meaningful survey or
experiment, implement it, input data into CODAP to see the
CREATE relationship between the data.
-Students will be able to design a graph using random data using
the sampler tool

-Students will be able to critique their graph to see if there are

any outliers in their dataset.
EVALUATE
-Students will be able to support, backup, and justify their
findings when viewing the graph

-Students will be able to compare graphs of other peers (all

students will post their csv document).
ANALYZE -Students will be able to explain the relationship between the
independent and dependent variable in context of other peers
graph.

-Students will be able to estimate the dependent variable for a

certain outcome by using the line of best fit and the calculator
APPLY inside CODAP.
-Students will be able to interpret the correlation coefficient in
context of the graph

-Students will be able to describe the relationship between the

independent and dependent variable using CODAP
UNDERSTAND
-Students will be able to identify the correlation coefficient and
explain the strength and direction of the relationship.

-Students will be able to remember how to create a graph

(independent vs dependent variables) through CODAP
REMEMBER
-Students will be able to remember the equation of the line of
best fit through CODAP
 Andy Khounmeuang

Part Two: Work Examples/Artifacts

Student Example: Students will be able to create a meaningful survey/experiment,
implement it, input data into CODAP to see the relationship between the data. (create)
Example of Student Work:
1. Google Form: https://goo.gl/forms/Iyt0jbJWmQQj9tSo2
2. Spreadsheet: https://goo.gl/yC9xXk
3. CODAP: (must save spreadsheet as .csv first)

4. Explanation of relationship: The y-intercept, 2.487 is the GPA if a person does not sleep at all!
The slope .158, tells us that the GPA is predicted to go up by .158 for each hour of sleep. The
correlation coefficient, .867, tells us that 86.7% of the variation in GPA is accounted for by the
linear model relating to GPA and hours of sleep. Remember, correlation does not imply
causation!

To prepare this, this project must be completed after a statistics unit (preferably at the end
of the unit). Direct instruction will have to include how to convert a Google Spreadsheet
into a .csv file, but the instruction will mostly be learning how to work CODAP for the
first time since its a new program. To make sure the survey/experiment will be doable
for the students, I will have to check what the students are doing first. After that, the
students are on their own when finding data. If they need help with CODAP, Ill assist
them with it. A rubric will be included for the students to follow since its a project.

Part Three: Educator Reflection

 Andy Khounmeuang

Top Ten Lessons Learned

1. When designing a project, consider the amount of time needed.
I learned that when designing a project that involves technology, students may or may not
have access to technology at home. Thus, I have to consider the amount of days the
project should take, whether its a week or 10 days.

2. Consider when the project is assigned.

Students are usually stressed with school and a project on top of that load isnt so great
either. Through my own personal experiences, I learned it is best to schedule a project
immediately after the lesson is learned so that students will have time doing this project
while doing other schoolwork.

3. Projects should be meaningful and have context in a classroom.

Projects dealings with real-world applications (like mine), should be meaningful so
students understand that they have to use math in the real world! A project with
technology is also meaningful since were in a digital age.

4. Be sure to have a backup plan when things fail.

When I first tried to upload the .csv file, CODAP could not recognize it. Luckily, the
Google Spreadsheet had the data I needed because I didnt delete it. If a student had
deleted their work, then it be devastating for him/her. Thus, I learned that it is important
to have a backup plan when things do not work.

5. Make sure students understand the assignment.

Although teachers love to be concise, projects have to be detailed so students understand
the assignment. Although I didnt provide a handout of the project, I would have
provided a rubric for the project so students know what to expect when Im grading.

6. Make sure the application that is being used is accessible to everyone.

Since the project uses technology, there are many ways to access it (through phone,
laptop, desktop, etc). I learned that it is important for the application/website to be
accessible on all types of devices, even the dead chromebooks.

7. Projects require students to be self-driven

Projects will most likely have to be done outside of class. Thus, I learned that it is
important for students to be motivated when doing the project or they will fall behind.
Personal experiences include taking online classes.

8. Breaking up a big project into small parts will help students

 Andy Khounmeuang

Having a deadline will help students get their work done since projects may take up a lot
of time. Part 1 would be turning in a written survey/experiment of what they are going to.
Part 2 would be getting the data/results and turning that in (the technology part). Part 3
would be the reflection/analysis of the data/results. That way, students wont get bogged
down with all the stress of a big project.

9. Technology is a vital part in projects

I learned that trying to do projects the paper and pencil way isnt that easy. Technology is
now pretty much accessible to anyone, which then help play a role in projects.

10. Projects should be fun!

When trying to come up with a project and integrating it with technology, I had to think
about what makes a project fun. When students are creating their own experiments or
surveys, they will enjoy it more because they created their masterpiece and didnt have to
do what a teacher tells them to do. Most importantly, their work will shown to the
classroom!

Reflection Questions
How can you transfer this experience into your future classroom?
Were in the world of technology and I think that trying to make projects while integrating
technology is a vital part in teaching with technology. With this experience, I will definitely
consider the types of applications to use and the accessibility of the website/technology that
students are going to use. I also had to think about real-world applications during this process, so
I will definitely think about how a project relates to the real-world in my future classroom.

How did creating a digital product help you develop technology and content skills?
CODAP is a fairly new application. By creating this digital product, I am now more aware of
CODAPs features and will be able to teach the students about it. Students wont need a physical
graphing calculator to create a graph and state its relationship between the independent and
dependent variables. Its just a fresh new tool so students wont have to use a boring calculator
more the millionth time!

When you implement this digital product in a future classroom, how will you handle
equity issues (students who do or do not have access to technology) and how will you
differentiate for students with different skill levels and English Language Learners?
#1 on my Top 10 Lessons Learn talks about considering the amount of time needed for this
project. Thus, for students who do not have access to technology (in this case, internet), students
will be able to come before school starts or after school and go online. Other options include free
periods or SMART lunch, depending on the schedule. The project can be worked in class at the
 Andy Khounmeuang

end of the period (15-20 minutes every 1-2 days or so), so students actually have access to
technology at school. English Language Learners can implement their experiment/survey in their
own language. At the end of the day, though, graphs are pretty much universal, so they wont
have a problem with the first two parts. ELL students can try their best to write a summary of the
explanation of the relationship of the graphs and I will be able to help them with language syntax
for math.

What did you discover about yourself throughout this project?

There is not a lot of technology involving math, so I discovered the art of digging through
websites to find what I needed. I also discovered self-discipline through this project. There was a
lot going on outside of doing this digital product and as a student doing this project, I
discovered it was hard to do this unless you knew what experiment/survey you were doing.

Rubric (out of 36)

0 1 2 3

Did not submit. Neither prompt is fully One prompt is not answered Both prompts are answered
Overview
answered. fully. fully with concrete evidence.
Did not submit. Work example/artifact is Work example/artifact is Work example/artifact is
incomplete. The work partially complete. The work complete and accurate. The
Work example/artifact provided example/artifact provides work example/artifact
Examples/ does not provide evidence of some evidence of the student provides abundant evidence
Artifacts the student learning learning outcome(s) of the student learning
outcome(s) identified in the identified in the assignment. outcome(s) identified in the
assignment. assignment.

Did not submit. Three or more lessons of One or two lessons of the All ten lessons of the
Top Ten the reflection phase are reflection phase are reflection phase are
Reflection missing OR lessons are missing OR lessons are submitted. Each lesson is
vague and lack detail. vague or lack detail. explained in detail.

Did not submit. More than one question of One question of the All questions of the
Reflection the reflection phase is reflection phase is missing. reflection phase are
Questions missing. The answers are The answers are vague or submitted. The answers are
vague and lack detail. lack detail. clear and thorough.

Did not submit. The assignment and content The assignment has some There is clear evidence that
standards are not clearly evidence of alignment to the assignment is aligned to
Alignment aligned. content standards, but there content standards.
are parts that are not
connected.
Did not submit. The assignment uses only the The assignment uses The assignment uses
Incorporation
remembering level of remembering and higher-order thinking and
of Blooms
Blooms Taxonomy. understanding levels of incorporates multiple levels
Taxonomy
Blooms Taxonomy. of Blooms Taxonomy.
 Andy Khounmeuang

Planning to Did not submit. There is no evidence of Planned supports are tied to Planned supports are tied to
Support planned supports. content standards with content standards and
Varied attention to characteristics of support the needs of specific
Student the class as a whole. individuals or groups of
Learning students with similar needs.
Needs
Did not submit. Teacher uses technology Student's chosen tool Student's chosen tool
rather than students. provides an opportunity for enhances the assignment by
Technology "students" to demonstrate the providing an opportunity for
Integration degree to which they met the students to demonstrate
content standard(s). competence in the content
standard(s).
Did not submit. The majority of the There are some portions of The assignment is
assignment is of poor quality the assignment that are poor captivating. The assignment
Visual
or the product is quality or have inappropriate and its content are
Aspects
inappropriate and/or and/or unprofessional appropriate and professional
unprofessional. material. in presentation.
Did not submit. There are numerous There are some errors in There are minimal to no
grammatical errors that spelling, grammar, syntax, errors i n spelling, grammar,
Grammar
interfere with readability. and mechanics, but they do syntax, a nd mechanics.
not interfere with readability.
Did not submit. Mostly casual language is Mostly academic language is Academic language is used
Technical represented with slang, poor used. There is some adequate exclusively. Organization is
Aspects organization, or little organization, and coherency logical with good flow, and
coherency. to the assignment. the assignment is coherent.
Work Habits Did not submit. Assignment was not Assignment was submitted
(Google submitted by the deadline. by the deadline.
Drive)

Met Not Met

Learning Goal/Digital Tools Chart

Learning goal is established Learning goal was not established

Identified t hree different digital tools
connected to the learning goal
Explained how the digital tools can be
used to demonstrate learning goal success
Did not identify three different digital
tools connected to the learning goal
Did not explain how the digital tools can
be used to demonstrate learning goal
success

Digital Tools Blooms Chart

Selected a digital tool to help students Did not select a digital tool to help
think at different levels students think at different levels
Wrote ways in which digital tools can be Did not write ways in which digital tools

implemented with different thinking skills
Front-loading and Digital Product
Explained the context for student learning
Completed a model student product with a
digital tool that shows learning at a higher
level of Blooms Taxonomy
Considered individual learner needs
Demonstrated self-learning
Explained learning environment needs of
students
Andy Khounmeuang
can be implemented with different
thinking skills
Did not explain the context for student
learning
Did not complete a model student product
with a digital tool that shows learning at a
higher level of Blooms Taxonomy
Reflection
Does not consider individual learner
needs
Did not demonstrate self-learning
Did not explain learning environment
needs of students