Nicole+Squazzo


 * =Nicole Squazzo=

Here is a Smartboard lesson I made and used this month for Envisions Math 5th grade Topic 8 []=

I have had my students using this site at home as extra practice for extra credit or homework passes. []. I usually set a game for them to play and a score to beat. They print out the score with a parent signature and if they beat me they get a reward. Lesson Plan I did over the summer in class. Sorry I couldn't compact the file!! ** District: Pennsauken ** |||||| **Unit Overview ** || (Adapted from Connected Math Teacher Edition) || ** Common Core- Geometry 6.G- **** Solve real-world and mathematical problems involving area, surface area, and volume ** || ** Common Core **** - Solve real-world and mathematical problems involving area, surface area, and volume. ** || 3 feet = _ __inches). (NJ)__ || · ** 1- How is the size of an angle measured? **   · ** 2- How can benchmark angles be estimated? **   · ** 3- How important is precision in measuring angles? **   · ** 4-What kinds of patterns can be found in angles created when two or more parallel lines are cut by a another line ** || ** Unit Enduring Understandings **   · ** 1- Angles are measured in degrees using a protractor or an angle ruler. **   · ** 2- Certain shapes can help in estimating benchmark angles (straight line for 180 degrees) **   · ** 3- Mistakes in measurement become more significant as scale increases. **   · ** 4-Patterns involving corresponding, vertical, alternate interior, complementary and supplementary angles can be found in angles involving parallel lines. ** || // Students will ... //   · Students will be able to measure the degree of an angle using a protractor or an angle ruler. · Students will be able to estimate benchmark angles using familiar shapes and or concepts (straight line 180 degrees, quarter of a circle 90 degrees) · Students will be able to show that the distance between sides of an angle become greater as the sides are extended · Students will be able to recognize patterns in angles made by parallel lines cut by a transversal line ||
 * ** Content Area: Math ** ||
 * ** Unit Title: ** Polygons and Angles ||
 * ** Target Course/Grade Level: Math/ Grade 6 Inclusion ** ||
 * ** Unit Summary – **** This unit introduces three basic ways of thinking about angles (turn, wedge, or rays) and the ideas behind angle measurement. Students practice estimating angle measurements based on a right angle. Angle rulers are introduced, allowing more precise measurements. Students look at the consequences of making measurement errors. They also explore the angles formed by transversal and parallel lines. This will help students to better understand parallelograms. **
 * ** Primary interdisciplinary connections: Science, Social Studies ** ||
 * ** 21st century themes: ** Global Awareness, Critical Thinking, Communication and Collaboration, Life and Career Skills ||
 * ** Unit Rationale- Students need to learn how to measure angles properly as well as certain properties of angles before moving on to properties of polygons and tiling. ** ||
 * **Learning Targets ** ||
 * ** NJ Standards- ** STANDARD 4.2 - ALL STUDENTS WILL DEVELOP SPATIAL SENSE AND THE ABILITY TO USE GEOMETRIC PROPERTIES, RELATIONSHIPS, AND MEASUREMENT TO MODEL, DESCRIBE, AND ANALYZE PHENOMENA
 * ** NJ Content Statements- **** Units of Measurement. ** Measurement helps describe our world using numbers. An understanding of how we attach numbers to real-world phenomena, familiarity with common measurement units (e.g., inches, liters, and miles per hour), and a practical knowledge of measurement tools and techniques are critical for students' understanding of the world around them.
 * ** CPI # ** |||| ** Cumulative Progress Indicator (CPI) ** ||
 * 4.2.6.D.1 |||| Select and use appropriate units to measure angles, area, surface area, and volume (NJ) ||
 * 4.2.6D.2 |||| Use a scale to find a distance on a map or a length on a scale drawing. (NJ) ||
 * 4.26D.3 |||| Convert measurement units within a system (e.g.,
 * 4.26D.5 |||| Use measurements and estimates to describe and compare phenomena. (NJ) ||
 * 6.G.3 |||| Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. (Common Core) ||
 * ** Unit Essential Questions **
 * ** Unit Essential Questions **
 * ** Unit Learning Targets **
 * **Evidence of Learning ** ||
 * ** Summative Assessment (day 8) Exit ticket- 1-Without using a measuring device, draw two benchmark angles and their measurements. ** ||
 * ** Equipment needed: index cards and pencils ** ||
 * ** Teacher Resources: Connected Math discs. ** ||

** Quick quizzes, group work, homework, daily warm-up, do now. ** || · Homework · Weekly quizzes ||  · Unit tests  || 1 Day || 1 Day || 1 Day || Click the links below to access additional resources used to design this unit: [] -Used in Engagement to describe Amelia Earhart [] -Used in Engagement to view her flight path Google earth- map coordinates 0 48 N, 176 38 W- Used in Exploration and Elaboration to aid in discussions ||
 * ** Formative Assessments **
 * · Do Now (warm up) activity
 * **Lesson Plans ** ||
 * ** Lesson ** || ** Timeframe ** ||
 * Lesson 1Understanding Angles || 1 Day ||
 * Lesson 2Developing Angle Benchmarks ||
 * Lesson 3Using an Angle Ruler ||
 * Lesson 4Analyzing Measurement Errors ||
 * Lesson 5Angles and Parallel Lines || 1 Day ||
 * ** Teacher Notes: ** ||
 * ** Curriculum Development Resources **
 * ** Unit Author: Nicole Squazzo Date: July 2010 ** ||

// Map Skills //. ||  || Financial, Economic, Business, and Entrepreneurial Literacy ||||   |||||| Civic Literacy ||||   || Health Literacy ||
 * **Lesson Plan 4 ** ||
 * ** Content Area: Math ** |||||||| ** Grade: 6 ** ||
 * ** Lesson Title: ** Analyzing Measurement Errors |||||||||| ** Timeframe: ** 1 Day  ||
 * **Lesson Components ** ||
 * **[|21st Century Themes]** ||
 * X || Global Awareness-
 * **[|21st Century Skills]** ||
 * || Creativity and Innovation || X || Critical Thinking and Problem Solving- //Analyzing problems to solve measurement error//. || X |||||||| Communication and Collaboration- //Working in groups/pairs//. ||  |||| Information Literacy ||
 * || Media Literacy ||  || ICT Literacy || X |||||||||||||| Life and Career Skills- //Mapmakers, aviators.// ||
 * ** Interdisciplinary Connections: Global Awareness- Science- Map coordinates physics. Social Studies- American history, geography ** ||
 * ** Integration of Technology: Smartboard, angle ruler. Websites will be viewed by students on Smartboard. Smartboard will be used to draw and change angles as lesson/ discussion requires. ** ||
 * ** Equipment & materials needed: **** Smartboard, internet connection, angle rulers, text books, rulers, pencils, calculators (for converting inches to miles). ** ||

· Students will be able to use an angle ruler or protractor to measure angles with accuracy. · Students will be able to measure the angle as the sides are extended and realize that the angle does not change. · Students will be able to use a ruler to measure the distance between 4 sets of points on opposite sides of the angle. · Students will be able to recognize that the more the sides are extended the larger the distance between the two sides becomes. · Students will be able to convert inches to miles using a calculator and map scale from text book to find the distance between points on the map. || ** A- DISCUSS Amelia Earhart and who she was. ** **  B-VIEW- [] and  ** ** [] to learn more background. **  ** C-DISCUSS the tools used at the time to navigate. ** ** D- DRAW an angle on the board and ask students to estimate its measure. ** ** E- EXTEND the rays of the angle ** ** F-ASK (2 questions) 1-//Did the angle measure change when the sides were extended?// ** ** 2-//How far off course do you think Amelia Earhart was?// **
 * **Goals/Objectives/CPIs ** ||
 * Students: Students will complete the following objectives with 80% accuracy.
 * **Learning Activities/Instructional Strategies ** ||
 * ** 1. **** Engagement- **

** 2. **** Exploration- ** ** A-WORK with a partner but students must make their own measurements. ** ** B-SUGGEST students check their measurements. Remind them how to use an angle ruler. **

** 3. **** Explanation- ** ** A-REPORT findings of each pair by having students post results on the board. ** ** B-DISCUSS methods students used to get results (use document camera for selected papers). The angle of error is about 9 degrees. Students should understand that the distance between the two sides increases as the sides are extended. **

** 4. **** Elaboration- ** ** A-ASK students to find the angle measure of Howland Island (about 2 degrees). ** ** B-ASK students //How far off course could she have been and still landed on the island//? (If she landed directly in the middle she would have 1 degree on the left and 1degree on the right for error). ** ** C-ASK students //Could Amelia have spotted the island if she were 2 or 3 degrees off in either direction?// (Use Google Earth ** **coordinates** 0 48 N, 176 38 W ** to help in discussing the answer) **

** 5. **** Evaluation- ** ** A-EXIT cards asking 2 things they learned in the lesson ** ** B-HOMEWORK- ACE questions 18-20, 38-40. ** || · Review questions- At end of unit · Do Now- Warm up activity the following day using skills learned in lesson · Exit cards- See Evaluation ||
 * **<span style="color: white; font-family: 'Calibri','sans-serif'; font-size: 11pt;">Formative Assessment Tasks ** ||
 * · Homework- See Evaluation

** LT= Learning tool) ** || Google earth- map coordinates 0 48 N, 176 38 W. Google earth allows students to view satellite images from earth once you plug in the coordinates.(see exploration and elaboration) **LT**  Google earth- map coordinates 0 48 N, 176 38 W   []  [] ||
 * ** Universal Design for Learning Options (Toolbox Key: TR=Teacher reference, SA= Student activity **
 * ** Multiple Means of Representation **
 * 1) __ ** Perception- ** ** [] . ** Website to help organize information with color to have the most effective impact on the viewer. **TR**  __
 * 2) __ ** Language **** & **** symbols **** - [] ** This is a website that can be used for auditory impaired individuals or not. It is a sign language dictionary to show how to “sign” words in American Sign Language. Can be used to help students gain a figurative symbol for vocabulary as well.  __
 * 3) __ ** Comprehension- ** ** [] . ** This is a website where you can make a personal avatar to read text. It can be the teacher or a student. This can help with students struggling to read and help to keep interest. **LT**  __ ||
 * ** Multiple Means of Action and Expression **
 * 1) __ ** Physical activity- ** Students moving to work in groups, coming up to board to post results and or participate in discussion  __. __LT__
 * 2) __ ** Expressive skills and fluency- ** ** [] . ** This website automatically summarizes text to help students struggling with reading so that there is not so much text to read. **LT**  __
 * 3) __ ** Executive functions- ** [] . This is a website that helps you make flashcards to help remember information you wish to memorize. It will quiz you on the information as well as include visual and auditory cues. Cards can be printed out . **SA** __ ||
 * ** Multiple Means of Engagement **
 * 1) __ ** Recruiting interest- ** [] (see engagement) **LT**  __
 * 1) __ ** Sustaining effort and persistence- ** **[] (**this site can be used to practice math basics students will need. Look under Geometry Games) **SA**  __
 * 2) ** Self-regulation- ** Have students make a set of math oriented goals and give themselves stars once they have mastered the skill (80% or more) **SA**  ||
 * ** Resources **

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Contributions to http://impactmath.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2010 Tangient LLC. ||
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I have had my students using this site at home as extra practice for extra credit or homework passes. []. I usually set a game for them to play and a score to beat. They print out the score with a parent signature and if they beat me they get a reward. Lesson Plan I did over the summer in class. Sorry I couldn't compact the file!! ** District: Pennsauken ** |||||| **<span style="color: white; font-family: 'Calibri','sans-serif';">Unit Overview ** || (Adapted from Connected Math Teacher Edition) || ** Common Core- Geometry 6.G- **** Solve real-world and mathematical problems involving area, surface area, and volume ** || ** Common Core **** - Solve real-world and mathematical problems involving area, surface area, and volume. ** || 3 feet = _ inches). (NJ) || · ** 1- How is the size of an angle measured? **   · ** 2- How can benchmark angles be estimated? **   · ** 3- How important is precision in measuring angles? **   · ** 4-What kinds of patterns can be found in angles created when two or more parallel lines are cut by a another line ** || ** Unit Enduring Understandings **   · ** 1- Angles are measured in degrees using a protractor or an angle ruler. **   · ** 2- Certain shapes can help in estimating benchmark angles (straight line for 180 degrees) **   · ** 3- Mistakes in measurement become more significant as scale increases. **   · ** 4-Patterns involving corresponding, vertical, alternate interior, complementary and supplementary angles can be found in angles involving parallel lines. ** || // Students will ... //   · Students will be able to measure the degree of an angle using a protractor or an angle ruler. · Students will be able to estimate benchmark angles using familiar shapes and or concepts (straight line 180 degrees, quarter of a circle 90 degrees) · Students will be able to show that the distance between sides of an angle become greater as the sides are extended · Students will be able to recognize patterns in angles made by parallel lines cut by a transversal line ||
 * =Nicole Squazzo=
 * ** Content Area: Math ** ||
 * ** Unit Title: ** Polygons and Angles ||
 * ** Target Course/Grade Level: Math/ Grade 6 Inclusion ** ||
 * ** Unit Summary – **** This unit introduces three basic ways of thinking about angles (turn, wedge, or rays) and the ideas behind angle measurement. Students practice estimating angle measurements based on a right angle. Angle rulers are introduced, allowing more precise measurements. Students look at the consequences of making measurement errors. They also explore the angles formed by transversal and parallel lines. This will help students to better understand parallelograms. **
 * ** Primary interdisciplinary connections: Science, Social Studies ** ||
 * ** 21st century themes: ** Global Awareness, Critical Thinking, Communication and Collaboration, Life and Career Skills ||
 * ** Unit Rationale- Students need to learn how to measure angles properly as well as certain properties of angles before moving on to properties of polygons and tiling. ** ||
 * **<span style="color: white; font-family: 'Calibri','sans-serif';">Learning Targets ** ||
 * ** NJ Standards- ** STANDARD 4.2 - ALL STUDENTS WILL DEVELOP SPATIAL SENSE AND THE ABILITY TO USE GEOMETRIC PROPERTIES, RELATIONSHIPS, AND MEASUREMENT TO MODEL, DESCRIBE, AND ANALYZE PHENOMENA
 * ** NJ Content Statements- **** Units of Measurement. ** Measurement helps describe our world using numbers. An understanding of how we attach numbers to real-world phenomena, familiarity with common measurement units (e.g., inches, liters, and miles per hour), and a practical knowledge of measurement tools and techniques are critical for students' understanding of the world around them.
 * ** CPI # ** |||| ** Cumulative Progress Indicator (CPI) ** ||
 * 4.2.6.D.1 |||| Select and use appropriate units to measure angles, area, surface area, and volume (NJ) ||
 * 4.2.6D.2 |||| Use a scale to find a distance on a map or a length on a scale drawing. (NJ) ||
 * 4.26D.3 |||| <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt 0.2in; text-indent: -0.2in;">Convert measurement units within a system (e.g.,
 * 4.26D.5 |||| Use measurements and estimates to describe and compare phenomena. (NJ) ||
 * 6.G.3 |||| Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems. (Common Core) ||
 * ** Unit Essential Questions **
 * ** Unit Essential Questions **
 * ** Unit Learning Targets **
 * **<span style="color: white; font-family: 'Calibri','sans-serif';">Evidence of Learning ** ||
 * ** Summative Assessment (day 8) Exit ticket- 1-Without using a measuring device, draw two benchmark angles and their measurements. ** ||
 * ** Equipment needed: index cards and pencils ** ||
 * ** Teacher Resources: Connected Math discs. ** ||

** Quick quizzes, group work, homework, daily warm-up, do now. ** || · Homework · Weekly quizzes ||  · Unit tests  || 1 Day || 1 Day || 1 Day || Click the links below to access additional resources used to design this unit: [] -Used in Engagement to describe Amelia Earhart [] -Used in Engagement to view her flight path Google earth- map coordinates 0 48 N, 176 38 W- Used in Exploration and Elaboration to aid in discussions ||
 * ** Formative Assessments **
 * · Do Now (warm up) activity
 * **<span style="color: white; font-family: 'Calibri','sans-serif';">Lesson Plans ** ||
 * ** Lesson ** || ** Timeframe ** ||
 * <span style="display: block; font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt; text-align: center;">Lesson 1Understanding Angles || <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt; tab-stops: list 12.6pt; tabstops: list 12.6pt;">1 Day ||
 * <span style="display: block; font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt; text-align: center;">Lesson 2Developing Angle Benchmarks ||
 * <span style="display: block; font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt; text-align: center;">Lesson 3Using an Angle Ruler ||
 * <span style="display: block; font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt; text-align: center;">Lesson 4Analyzing Measurement Errors ||
 * <span style="display: block; font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt; text-align: center;">Lesson 5Angles and Parallel Lines || <span style="font-family: Times New Roman; font-size: 11pt; margin: 0in 0in 0pt; tab-stops: list 12.6pt; tabstops: list 12.6pt;">1 Day ||
 * ** Teacher Notes: ** ||
 * ** Curriculum Development Resources **
 * ** Unit Author: Nicole Squazzo Date: July 2010 ** ||

// Map Skills //. ||  || Financial, Economic, Business, and Entrepreneurial Literacy ||||   |||||| Civic Literacy ||||   || Health Literacy ||
 * **<span style="color: white; font-family: 'Calibri','sans-serif';">Lesson Plan 4 ** ||
 * ** Content Area: Math ** |||||||| ** Grade: 6 ** ||
 * ** Lesson Title: ** Analyzing Measurement Errors |||||||||| ** Timeframe: ** 1 Day  ||
 * **<span style="color: white; font-family: 'Calibri','sans-serif';">Lesson Components ** ||
 * **[|21st Century Themes]** ||
 * X || Global Awareness-
 * **[|21st Century Skills]** ||
 * || Creativity and Innovation || X || Critical Thinking and Problem Solving- //Analyzing problems to solve measurement error//. || X |||||||| Communication and Collaboration- //Working in groups/pairs//. ||  |||| Information Literacy ||
 * || Media Literacy ||  || ICT Literacy || X |||||||||||||| Life and Career Skills- //Mapmakers, aviators.// ||
 * ** Interdisciplinary Connections: Global Awareness- Science- Map coordinates physics. Social Studies- American history, geography ** ||
 * ** Integration of Technology: Smartboard, angle ruler. Websites will be viewed by students on Smartboard. Smartboard will be used to draw and change angles as lesson/ discussion requires. ** ||
 * ** Equipment & materials needed: **** Smartboard, internet connection, angle rulers, text books, rulers, pencils, calculators (for converting inches to miles). ** ||

· Students will be able to use an angle ruler or protractor to measure angles with accuracy. · Students will be able to measure the angle as the sides are extended and realize that the angle does not change. · Students will be able to use a ruler to measure the distance between 4 sets of points on opposite sides of the angle. · Students will be able to recognize that the more the sides are extended the larger the distance between the two sides becomes. · Students will be able to convert inches to miles using a calculator and map scale from text book to find the distance between points on the map. || ** A- DISCUSS Amelia Earhart and who she was. ** **  B-VIEW- [] and  ** ** [] to learn more background. **  ** C-DISCUSS the tools used at the time to navigate. ** ** D- DRAW an angle on the board and ask students to estimate its measure. ** ** E- EXTEND the rays of the angle ** ** F-ASK (2 questions) 1-//Did the angle measure change when the sides were extended?// ** ** 2-//How far off course do you think Amelia Earhart was?// **
 * **<span style="color: white; font-family: 'Calibri','sans-serif'; font-size: 11pt;">Goals/Objectives/CPIs ** ||
 * Students: Students will complete the following objectives with 80% accuracy.
 * **<span style="color: white; font-family: 'Calibri','sans-serif'; font-size: 11pt;">Learning Activities/Instructional Strategies ** ||
 * ** 1. **** Engagement- **

** 2. **** Exploration- ** ** A-WORK with a partner but students must make their own measurements. ** ** B-SUGGEST students check their measurements. Remind them how to use an angle ruler. **

** 3. **** Explanation- ** ** A-REPORT findings of each pair by having students post results on the board. ** ** B-DISCUSS methods students used to get results (use document camera for selected papers). The angle of error is about 9 degrees. Students should understand that the distance between the two sides increases as the sides are extended. **

** 4. **** Elaboration- ** ** A-ASK students to find the angle measure of Howland Island (about 2 degrees). ** ** B-ASK students //How far off course could she have been and still landed on the island//? (If she landed directly in the middle she would have 1 degree on the left and 1degree on the right for error). ** ** C-ASK students //Could Amelia have spotted the island if she were 2 or 3 degrees off in either direction?// (Use Google Earth ** **coordinates** 0 48 N, 176 38 W ** to help in discussing the answer) **

** 5. **** Evaluation- ** ** A-EXIT cards asking 2 things they learned in the lesson ** ** B-HOMEWORK- ACE questions 18-20, 38-40. ** || · Review questions- At end of unit · Do Now- Warm up activity the following day using skills learned in lesson · Exit cards- See Evaluation ||
 * **<span style="color: white; font-family: 'Calibri','sans-serif'; font-size: 11pt;">Formative Assessment Tasks ** ||
 * · Homework- See Evaluation

** LT= Learning tool) ** || Google earth- map coordinates 0 48 N, 176 38 W  []  [] ||
 * ** Universal Design for Learning Options (Toolbox Key: TR=Teacher reference, SA= Student activity **
 * ** Multiple Means of Representation **
 * 1) ** Perception- ** ** [] . ** Website to help organize information with color to have the most effective impact on the viewer. **TR**  ** Language **** & **** symbols **** - [] ** This is a website that can be used for auditory impaired individuals or not. It is a sign language dictionary to show how to “sign” words in American Sign Language. Can be used to help students gain a figurative symbol for vocabulary as well.  ** Comprehension- ** ** [] . ** This is a website where you can make a personal avatar to read text. It can be the teacher or a student. This can help with students struggling to read and help to keep interest. **LT**
 * ** Multiple Means of Action and Expression **
 * 1) ** Physical activity- ** Students moving to work in groups, coming up to board to post results and or participate in discussion  __.__ LT ** Expressive skills and fluency- ** ** [] . ** This website automatically summarizes text to help students struggling with reading so that there is not so much text to read. **LT**  ** Executive functions- ** [] . This is a website that helps you make flashcards to help remember information you wish to memorize. It will quiz you on the information as well as include visual and auditory cues. Cards can be printed out . **SA**
 * ** Multiple Means of Engagement **
 * 1) ** Recruiting interest- ** [] (see engagement) **LT**
 * 2) ** Sustaining effort and persistence- ** **[] (**this site can be used to practice math basics students will need. Look under Geometry Games) **SA**
 * 3) ** Self-regulation- ** Have students make a set of math oriented goals and give themselves stars once they have mastered the skill (80% or more) **SA**  ||
 * ** Resources **
 * 1) ** Recruiting interest- ** [] (see engagement) **LT**
 * 2) ** Sustaining effort and persistence- ** **[] (**this site can be used to practice math basics students will need. Look under Geometry Games) **SA**
 * 3) ** Self-regulation- ** Have students make a set of math oriented goals and give themselves stars once they have mastered the skill (80% or more) **SA**  ||
 * ** Resources **

Getting Started

 * Click on the edit button above to put your own content on this page.
 * To invite new members, click on **Manage Wiki** and **Invite People**.
 * To change your wiki's colors or theme, click on **Manage Wiki** and **Look and Feel**.
 * To set who can view and edit your wiki, click on **Manage Wiki** and **Permissions**.

Need Help?
help on how to format text
 * Click on the help link above to learn more about how to use your wiki.

Contributions to http://impactmath.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2010 Tangient LLC. ||
 * About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**]
 * About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**]
 * About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**]