[Kevin Tohak]

Digital Product
Part One: Overview
● Goal (Standard) Addressed
○ NC.M2.G-SRT.4 Use similarity to solve problems and to prove theorems
about triangles. Use theorems about triangles to prove relationships in
geometric figures. • A line parallel to one side of a triangle divides the other
two sides proportionally and its converse. • The Pythagorean Theorem
● Technological Tool Used
○ Tinkercad

Bloom’s Taxonomy & Tinkercad

[What are some ways you can use the technology
tool you selected to have students reach the ​create
level of Bloom’s Taxonomy?]
CREATE Students will use these triangles and the
pythagorean theorem to find the measurements of
different shapes and if there is any relation
between them.

[What are some ways you can use the technology

tool you selected to have students reach the
evaluate​ level of Bloom’s Taxonomy?]
EVALUATE
The students will use the technology to compare
the different sized triangles they have created, and
see how they all follow the same pattern.

[What are some ways you can use the technology

tool you selected to have students reach the
analyze​ level of Bloom’s Taxonomy?]
ANALYZE
The students will use the visual representations
created by the technology to confirm the
pythagorean theorem.

[What are some ways you can use the technology

tool you selected to have students reach the ​apply
level of Bloom’s Taxonomy?]
APPLY
The students will use the technology, Thinkercad,
to create different sized triangles and see how the
pythagorean theorem applies to all of them.

[What are some ways you can use the technology

tool you selected to have students reach the
UNDERSTAND
understand​ level of Bloom’s Taxonomy?]
The students will be able to see how the triangles
 [Kevin Tohak]

make area to understand the pythagorean theorem

more.

[What are some ways you can use the technology

tool you selected to have students reach the
REMEMBER remember ​level of Bloom’s Taxonomy?]
Students will be able to look up the pythagorean
theorem and make simple triangles to display it.

Part Two: Work Examples/Artifacts

● Level of Bloom’s Used
○ Apply
● Example of Student Work

● Prior Knowledge Required/Prerequisites

○ Prior to the student using Tinkercad, they will need to know the basics of a
computer and how to functionalize keys. In terms of mathematical knowledge, the
student will need to know basic geometry, addition, multiplication, and square
roots. When first using Tinkercad, the student will first complete a tutorial on how
to use Tinkercad. This tutorial is provided by the website. Then the student will be
instructed to create a pythagorean theorem model using the shapes provided,
similar to the example above.

Part Three: Educator Reflection

Top Five Lessons Learned
 [Kevin Tohak]

1. Digital products are not as simple as they seem.​ Going into the project, I
thought that using the digital tool would be simple to use. Surprisingly, Tinkercad
was more difficult to use than I thought it would be, despite it having a tutorial at
the start. Level of product difficulty is something to keep in mind when
introducing technology to a class.
2. Allow for exploration with technology.​ I went into the project with the only goal
of creating a model of the pythagorean theorem. While I was working with the
technology, I found myself off track and testing to see what different things
Tinkercad could do. This was just due to natural curiosity and that can be
expected to happen with students as well.
3. There are many was that one tool can be used.​ For the purpose of this project, I
used Tinkercad to only find the a representation for the pythagorean theorem.
Looking at all of the other shapes available, I realized that I could use it to make a
variety of different models that represent other formulas and theorems. Looking
forward to the future, I already envision different ways that I can implement the
same tool.
4. Provide ample time for usage of a digital tool.​ I envisioned that the project
would take only twenty minutes at the most to complete. In the end, the project
ended up taking about one hour to complete. When implementing a tool like this
into the class, I want to give students more than enough time to work on their
project. This is because I want them to fully understand the tool and not feel
rushed through it.
5. Many tools can be used for the same activity.​ Although Tinkercad provided a
great representation for the pythagorean theorem, I think that it is not the only tool
that could be used. It provided a great 3D model where students could manipulate
the shapes in many ways and see how they correlate. The one thing that it does
not represent is real life application, which I feel like a video or something similar
can. This is good to keep in mind so that as a teacher, because I do not want to
limit myself on the types of tools and technology I use to help enhance student
learning.

Reflection Questions
● How can you transfer this experience into your future classroom?
○ I can transfer this experience into my future classroom by having one class
introducing the concept of the pythagorean theorem. Then in the next class, I
would use Tinkercad as a supplement to the lesson to help my students deepen
their understanding on the topic. This will allow for students to get an accurate
visualization to help them see exactly what they are learning.
● How did creating a digital product help you develop technology and content skills?
 [Kevin Tohak]

○ The digital product was a bit of a humbling experience. Generally, I like to think
of myself as someone who is good with technology of all kinds. This tool took me
a decent amount of time to get used to, but was fascinating to use once I
understood it. It helped me think of different ways to integrate technological tools
into the classroom.
● 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?
○ In my future classroom, I would handle the equity issue of students without access
to technology by hopefully being able to use laptops provided by my school. If
this solution is not applicable, then I would hope enough students would have
their own laptops that they could work in groups. For students of different skill
levels and English Language Learners, I would work through the tutorial with
them to make sure they understood exactly how to use the tool, and pay close
attention to them so I could help whenever they needed it.
● What did you discover about yourself throughout this project?
○ I discovered that I can come up with many different usages for one tool. My
creativity really took off and made me think of so many variations of just one
thing. I also discovered that I do like technology in math. Before, I felt that
technology was forced when it was integrated with math, but after the digital
product I gained an appreciation for it and its usefulness.

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 five lessons of the
Top Five 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.
 [Kevin Tohak]

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 Bloom’s
Bloom’s Taxonomy. understanding levels of incorporates multiple levels
Taxonomy
Bloom’s Taxonomy. of Bloom’s Taxonomy.
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 in spelling, grammar,
Grammar
interfere with readability. and mechanics, but they do syntax, and 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 coherence 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)
 [Kevin Tohak]

Met Not Met

Learning Goal/Digital Tools Chart

❏ Learning goal is established ❏ Learning goal was not established

❏ Identified three 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 Bloom’s Chart

❏ Selected a digital tool to help students
think at different levels
❏ Wrote ways in which digital tools can be
implemented with different thinking skills
❏ Did not select a digital tool to help
students think at different levels
❏ Did not write ways in which digital tools
can be implemented with different
thinking skills

Preparation 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 Bloom’s Taxonomy
❏ 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 Bloom’s Taxonomy

Reflection

❏ Considered individual learner needs ❏ Does not consider individual learner

❏ Demonstrated self-learning needs
❏ Explained learning environment needs of ❏ Did not demonstrate self-learning
students ❏ Did not explain learning environment
needs of students