Learning Express

I have used the Language Arts standards for the other posts so thought I would use Math for this one. The Learning Express correlates with the standards very well.

Upon entering the Learning Express site, the user can choose from several centers, college, career and school. Choosing school gives you further options, elementary, middle and high school. I chose middle school, 7th grade. The introduction of the center coincides with the common core standards for math:

Although fractions and decimals can express whole numbers, they are used primarily to represent numbers that contain part of a whole number; that is, they fall between two integers. Fractions can be useful for showing ratios or proportions, and decimals are used in everyday life to represent money.

In this unit, you will learn how to:

compare fractions
add, subtract, multiply, and divide fractions, mixed numbers, and decimals
work with fractions and decimals in real-world contexts
name decimal places
convert between fractions and mixed numbers
convert between fractions and decimals

COMMON CORE STANDARDS

Apply and extend previous understandings of operations with fractions.
CCSS.Math.Content.7.NS.A.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.



The math tutorial takes the user step by step through processes, questions and answers. At the end there is a quiz on the topics of previous screens. Scoring is immediate and with feedback on why the answer is what it is. This is a very helpful tool for reinforcement. I could easily recommend this site for added practice for all students, especially those who might struggle with certain concepts.

The only thing I did not figure out was how to retake a test. Perhaps there is a way to do it but I did not find it. If there is no way to retake then that would limit the use of this site. More investigation is needed.

Overall this site correlates with standards almost word for word so would be a great asset for educators.

Using Chilton Manuals and Mango Languages

Week 2 of Common Core Challenge Using Chilton Manuals and Mango Languages For some people reading an automotive manual is similar to reading a foreign language. The world of automotive care is a language all its own. It is one that needs to be studied, practiced and used in order to learn. What happens if a non-automotive speaking person wants to enter that world? A new language must be learned. The following standards will apply for both the Chlton Manuals and the Mango Languages:

7.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 8.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. 7.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. >

Students learn new vocabulary words each year in school. Often these words float around in their heads with no platform on which to stand.
Reading the Chilton manuals for the first time could be this way. With no point of reference, the vocabulary of the manuals is much like a foreign language. With guidance and practical use these words can be brought together in a meaningful way. Students in 7th and 8th grades are beginning to think about driving. This would be a great time to introduce car maintenance. The Chilton manuals could be accessed, finding the student's car or a car they wish to own, looking up maintenance requirements, troubleshooting and possible ways to fix problems. Using the vocabulary of the manuals, how-to speeches could be presented which would further the use of new vocabulary in context. As students learn to read a manual, then take what they have learned to give directions, they have acquired knowledge and skills that will carry them throughout their lives. Even if someone doesn't want to work on their own car, it is good to have knowledge of the vehicle and possible problems in order to avoid costly unnecessary repairs.
Using Mango Languages Learning a new language expands our minds and gives us a better understanding of our own language. Grammar and word usage become more important when learning a new language. Students realize quickly how easily the meaning of a phrase changes with the misuse of a tense or misspelling. As we grow up speaking a particular language and learning to read with our spoken language we often forget the rules of grammar, they are just second nature. A new language causes us to think about these rules and become more aware of our own language as we learn a new one. Contextual clues in learning vocabulary become even more important in a new language. Mango Languages allow students access to many different languages to try or to build on what they already know or are taking in school. With converstations spoken, as the written words are highlighted, students can see as well as hear the new language. The english words change to the other language as the cursor is placed on the phrase to give added study help. Mango Languages is very valuable in learning another language as well as emphasizing the grammar rules in English. The value of both of these databases is to learn--going beyond our borders with a technical manual or a new language. We must never stop learning! What a great asset to our library.

Research and Analyze Historical Fiction

7. RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 8.RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

Students in all grades read historical fiction. In 7th and 8th grades, students can begin to look at the value of historical fiction in learning history. This standard can be used to evaluate the historical fiction novel using articles and primary sources from the time period. For example, if a student read Bud, Not Buddy as the historical fiction assignment, the World Book article, Great Depression, would give background information on the time period. The student would get a better understanding of the character in the novel after reading the historical information about the time period. Primary sources are available through World Book as well providing students with even more information regarding this time period. With this information, the student can then analyze the historical fiction novel for accuracy, asking questions regarding the setting, actions and voice of characters and interaction with historical fiqures.