Desmos Polygraph Extension Task


Toward the end of the school year, my colleague Jorge and I, had a regular gig co-teaching in Mrs. S’s 4th grade class. Jorge had been working with Mrs. S throughout the year on various projects. I joined the duo during the last quarter to show Mrs S how to integrate Desmos into her math lessons.

On the day in question, I was scheduled to lead a 1 hour lesson using the Polygraph: Quadrilateral Attributes. I was prepared and ready to go when Jorge’s text came through reminding me that I was scheduled for 2 hours.  What?  Wait… How did I miss that detail?  Dang! I needed to restructure – and fast.

Necessity is the Mother of Invention

The text scrolled across my phone minutes before leaving my office.  I had the  3 mile drive to conceive plan B.  For a couple years, I’ve demoed or co-taught various Polygraph lessons and then, during the debrief, shared ways to build off the experience – Never getting the chance to run with any of my suggestions.  This day was different.  On this day, I was granted time to extend the Polygraph lesson.

Once in the classroom, I assisted with the transition to math.  Students turned on their computers, logged into Google Classroom and clicked the Desmos link.  Polygraphs aren’t new to this group of students.  Their first experience was playing Polygraph:  Geometry Basics.  When all students had logged in and the activity norms were recapped, students were free to play and plan their questioning strategy.

Now that students were focused on guessing their partner’s selection, I sat down to create the post Polygraph task.  The task linked below is a cleaned up version. Time was limited and the original version valued substance over aesthetics.  Yes, the students were familiar with this type of activity, but circulating the room, listening to conversations and interacting with students is crucial to the activity’s effectiveness.  My charge was to whip up the task and get back to the students ASAP.

The Task

My district jumped onto the Google Classroom train this year and I’m thankful for the flexibility it brings.  Once in drive, I created a new Google slide presentation, copied the pictures from the Polygraph activity and started writing questions.  One question per slide.  The task was placed into Google Classroom using the create assignment feature and the option, Make a copy for each student.

Title slide from the Post Polygraph Activity picturing the 16 images from the Polygraph: Quadrilateral Attributes

Title Slide


The main purpose of a Desmos Polygraph is for students to experience and understand the need for academic vocabulary.  When used at the beginning of a unit, student questions are often constructed with informal language.  As the playing continues, the teacher plays a key role in helping students infuse academic vocabulary into their questions.  Click here to read a post outlining one method of integrating academic vocabulary as students are playing a Desmos Polygraph.  Many teachers use the same Polygraph activity at the end of a unit with the expectation that academic language is used in every question.

For this lesson, the Polygraph activity focused on math symbols. Students based their questions on the various symbols displayed in the given images.  For the post activity, student needed to work with the vocabulary and symbols differently.  The post activity required students to explain the meaning of each symbols as well as physically create quadrilaterals based on the given criteria.

Question slide: Describe the meaning of the arrow symbol. Select a picture to support your explanation

The camera feature built into Google Slides is wonderful.  Students really like taking pictures of their work.  More information on how to use the camera feature can be found in this blog post.

A slide explaining where to find the camera feature. Click on insert, then image and finally camera.

Task slide:  Draw an isosceles trapezoid.  Include the symbols for parallel and congruent sides.



Desmos has 2 quadrilateral based polygraphs, linked below.  I created a third one after speaking with a handful of elementary teachers and coaches in different parts of the country.  I asked them which geometry concepts their students struggle with the most.  Their common response:  Quadrilateral Attributes.  With their response in mind, I built a polygraph that focused on the symbols used to differentiate the various quadrilaterals.  Once students are confident with their understanding of the symbols, I suggest upping the ante by moving onto one of the Desmos Polygraphs.

The Desmos Polygraphs:

Other links found in this post:


My colleague Jorge and me


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Hidden Picture: Double Digit Addition & Subtraction

The core group of G Suite apps are docs, slides, sheets and forms. All of which I’ve used over the past 2 years.  However, I recently discovered Google Apps Scripts, a hidden gem built into the suite.  Bottom line, I can add another level of customization to my Google creations using Google app scripts.


My First Google Script Activity

When students open the spreadsheet, they’ll see 21 addition and subtraction problems.  Once an answer is calculated, students enter the sum or difference in the corresponding red box and then press enter.  At any point during the activity, a student can check their answers by pressing the button icon.


Correct answers are indicated two ways. The red box turns green and the hidden picture slowly appears.

Spreadsheet with hidden picture

The final image

Pixel Art Fish

The Catch (no pun intended)

  1.  Since the activity was created using Google Script Apps, students will have give their permission for the coding to run.  Press continue.

Dialogue Box: A script attached to this document needs your permission to run

2. Select account



3.  Select Allow

Once students click the necessary buttons, they have access to the activity.  Enjoy!

Activity Link:  Hidden Picture: Double digit addition & subtraction activity

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Kindergarten, Number Bonds & Desmos

Recently, I had the pleasure of teaching a kindergarten class for the very first time! My colleague, CeCe, invited me to teach a lesson on number bonds using my Desmos Number Bond Activity 

The Lesson

The Kinders sat on the rug.  Cece projected the activity from her computer onto her whiteboard.  To start, I stood by the whiteboard and, with Cece’s assistance, ran a mini-lesson.  But anyone who has taught kindergarten before understands, it didn’t take me long before I was sitting or kneeling on the ground.  I spent the mini-lesson “toggling” between standing to address the whole group and sitting/kneeling to listen and ask follow up questions.

Screen Shot 2018-03-26 at 4.05.33 PM


  • Me:  What do you notice?
  • Students:
    • I see numbers
    • I see dots
  • Me:  What color are the dots?  Talk to your neighbor.
    • Students: Red, purple, green blue.
  • Me:  What’s the difference between the dots?  Turn to your neighbor and talk about the difference.
    • Students:  Some are big.  some are small.
  • Me:  What else do you notice?
    • Students:
      • I see, no.
      • I see, yes
      • And a number bond
  • Me:  Let’s talk about all the items you mentioned ….

This simple opener highlighted all the parts of the slide that I needed to discuss prior to using the computer.  We then spent a solid 15-20 minutes discussing

  • The vocabulary of a number bond: whole & part
  • The purpose of the small and big dots
  • The value of the whole (for this example)
  • How to move the purple slider to fill in the whole value
  • How to check an answer by moving the green slider from No to Yes
  • The different messages that could pop up
  • How to change an answer when a mistake is made (move the green slider back to No, change answer, then check)

And when I say discussing, I mean there was a lot of

  • Pair-share
    • I listened to their conversations and then based my questions on what was mentioned. Depending on what I heard, I asked followed up questions with 1 student, a small group or the whole group.
  • I say, you say
  • I ask, everyone answers
Number bond: 1 and 3 make 4

A smiley emoji pops up when the whole is correct.

Number bond: 1 and 3 do not make 5

A sad emoji pops up when the whole is incorrect.


Computer Time

Students were organized in pairs and used QR codes to access

Screen Shot 2018-03-26 at 1.05.34 PM  Capture

As the students worked through the problems, CeCe (pictured above) and I circulated the room and checked in with each pair. We asked students to explain their thinking and to read the messages that popped up.

A week later, I had the opportunity to run the same lesson with Ana and her students.




I’d like to thank CeCe and Ana for inviting me into their classrooms.  Through our collaboration,

  • Students enjoyed an engaging math activity
  • Students talked A LOT about adding numbers
  • Students were introduced to new technology
  • The activity was refined
  • With your tutelage, I gained new insights into teaching primary grades
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St. Patrick’s Day & Google Sheets


My instructional tech team and I always receive grateful comments from our elementary teachers we share seasonal activities.  Most of the activities we shared were using Google slides.  I wanted to challenge myself and create a seasonal activity on Google sheets.  Here are the fruits of my labor.  🙂

The Activities

I created 3 different versions of a St. Patrick’s Day Google Sheet activity.  Students have to answer age appropriate math questions. Two actions occur when a correct answer is inputted.  First, an image begins to emerge in the blank rectangle.  Second,  the answer cell fills in with a light purple color.  A wrong answer, as shown below, is left white.

Below is the picture for grade 1. The picture is different for each version.



Here are the links to force your own copy:

  • Kinder:  Click here
  • Grade 1 & 2:  Click here
  • Grades 3 – 5: Click here


Posted in multiplication, Number Sense, technology, Uncategorized | Tagged , , , , , , , | 2 Comments

Google Slides – Camera Feature

The Email

This past week, I received the best email.  Michelle, a 7th grade math teacher and District Google Cohort member, shared with me her Google slide presentation on solving equations.  I immediately solved the first problem, snapped a picture of my work using the Google’s camera feature (formally known as “Take a snapshot”), and inserted the picture into the presentation.

Since learning of the camera feature, I’ve been waiting for this moment. The opportune time to connect a tech feature with a teacher’s lesson.   It’s one thing to promote  technology during a district training, it’s another to introduce a tech feature when it seamlessly integrates into a planned lesson.

I followed the above screenshot, with a brief set of instructions and a screenshot of where to find the camera feature.



The Lesson

I was able to stop by Michelle’s room the day of the lesson.  The classroom energy was positive.  A buzz of excitement fulled the room.  Students were solving problem after problem, taking snapshots of their work and inserting them into the slide presentation.

It was a minimum day which means shorter class periods.  When Michelle asked students to start cleaning up, students groaned.  When she assured her students that they’d continue the activity tomorrow, they cheered!!

Students solving equations on white boards,

Students solving equations on a white board, and then taking a picture of their work to insert into the slide presentation. Bottom left: Michelle and I. I’m on the right.


Added Bonus – Mini Student Presentations


Michelle assigned this activity through Google Classroom.  When in Google classroom, a teacher can open and view students’ assignments, in this case their slide presentations.  Within a few clicks, Michelle has access to all the inserted pictures displaying student work.  She can check progress, prepare for a class discussion or select a few students to discuss their strategies.

Posted in equations, Google, google apps, mathematics, Uncategorized | Tagged , , , , , , | 1 Comment

A Guest Teacher’s Challenge


My last post, Multiplying Fractions: A Desmos Area Model, blended conversations from the same lesson run in two different classrooms. Although the lesson flowed similarly in both rooms, there was one student who viewed the presented problems differently.  Gabe has an artistic eye and his method of working through the math problem was unique to both classes.  On the other hand, Gabe’s mood was quick to change.  One misstep would cause frustration and self doubt to settle in.  These characteristics  provided me an interesting challenge.  How do I honor his method while reducing his frustration level? (All names have been changed)

Situation 1

MeDraw a square and shade in half of it.

I didn’t want to influence how student’s shaded their square, therefore I waited until they finished before displaying the Desmos model.  Gabe was the only student to draw a diagonal line. (Pictures have been recreated).

A square that has been shaded in half diagonally.

Gabe’s picture

MeCircle half of your shaded region.

I/4 region of a square circled in yellow ink.

Gabe’s picture

MeWhat fraction does the circled section represent?

Up until I asked this question, Gabe was smiling and seemed to be having fun.  My question uncovered a misconception in Gabe’s thinking.   His answer was 1/3.  One piece was circled out of the 3 sections. When he realized that 1/3 was not the correct answer, he became upset.  His lighthearted demeanor turned heavy.  I heard his group talking about equivalent fractions.  My attempted to connect the group conversation to his picture was not successful.

Since this was my first time teaching this class, I stepped away.  Gabe needed a chance to regain composure and I needed to check in with other students.  After circulating, we regrouped whole class.  Most students had either 1/3 or 1/4 as their answer.  The class discussion addressed two points:  1) How someone would conclude the answer of 1/3 and 2) The need for equivalent sections (which generated the answer of 1/4).

I kept my eye on Gabe as we worked through the second situation.  His unique viewpoint intrigued me and his frustration level concerned me. I challenged myself to make Gabe  smile before class ended.

Situation 2

Me:  I found 1/4 of a pan of brownies in the office.  Draw a square and shade 1/4 to represent the remaining brownies.   Most students, including Gabe, drew the same picture.

1/4 of a square shaded blue.

Figure 1

Me:  I decided to give 1/2 of the remaining brownies to Ellie. Highlight, circle etc… the section given to Ellie

Whereas the majority of the class drew the version shown in Figure 2, Gabe sectioned his picture differently (Figure 3).  Gabe was still visibly upset but continued to be an active participant.

pic4                                              pic5

Figure 2                                                                                   Figure 3

Me:  What is the fraction size of the brownie given to Ellie?

This time around, students, who had the answer of 1/3 before, remembered our discussion of equivalent sections.  I watched them add more details to their pictures leading them to an answer of 1/8.  This included Gabe.  Even though students arrived at the same answer of 1/8, their strategies differed.  If you’d like to read about the various student strategies click here.

My time as a guest teacher was wrapping up. Although, I didn’t have enough time to discuss a different situation, I did have enough time to present the class with a related challenge.

As mentioned earlier, I had been keeping tabs on Gabe waiting for a chance to positively reinforce his work.  The opportunity presented itself when I observed Gabe sectioning his drawing into eighths. He, again, had a unique solution.  I asked him if I could show his picture to the class and he replied, “yes”.  Still no smile.

Me:  I’d like to show you a picture one of your classmates created.  I drew Gabe’s pre-sectioned picture on the white board. Question, how would you create equivalent sections for this picture?


The class liked the challenge and got right to work. Lot’s of hands raised, including Gabe’s, in hopes of providing a solution.  I called on Gabe.  He applied his solution to the white board drawing proudly and walked back to his desk smiling.

Closing Thoughts

Now that I’ve stepped out of the classroom to be an Instructional Technology TOA, I use guest or co-teaching opportunities to maintain and hone specific skills, such as (but not limited to):

  1. Incorporating different strategies into the class discussion
  2. Finding connections between different strategies
  3. Tinkering with question types that require students to do more of the thinking.
  4. Inviting all students to the math party

With Gabe, I focused on #1 and #4.

A square where 1/2 of 1/4 is shaded

1. Incorporate different strategies into the class discussion 

Once I introduced the Desmos area model (pictured on the right), most students gravitated towards that arrangement.  Gabe didn’t.  He continued to section his square differently reinforcing his individuality and making highlighting his approach a priority. Exposure to different strategies not only honors student thinking but also provides students with references for future problem solving tasks.

4.  Invite all students to the math party.

I first heard this belief at a Dan Meyer workshop around 3 years ago.  The Low Foor- High Ceiling idea was a prevalent theme throughout the series of activities.  Math should be inclusive.  It’s up to the teacher to design a lesson that allows every student entry to the task regardless of their mathematical level. (link to Dan Meyer’s Ted Talk)

The frustration Gabe exhibited wasn’t productive struggle.  He was starting to withdraw or leave the party.  To his credit, Gabe never left, however he wasn’t fully enjoying himself.

At a party, the host touches base with all the guests, makes sure they feel welcomed and connects them with other party goers.  The teacher is the host of the classroom party.  As the guest teacher, it was my responsibility to make sure Gabe felt welcomed and connect him with his classmates.  By being attentive to Gabe’s progression through the second problem, I found my opportunity to draw him back into the party.





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Multiplying Fractions: A Desmos Area Model


I’ve been tinkering with area models for awhile, storing countless versions in my account.  A few of my area models support the conceptual thinking of multiplying fractions.  Recently, I was approached by a coaching colleague, Crystal, to teach a lesson using one of the models.  I was thrilled to put a model in the hands of students.

Prior to teaching, I presented the classroom teacher, Mrs. Barnes, with two different fraction area models.  The first is a commonly used model that’s also promoted in her textbook.  The second was a pared down version of the first. Mrs. Barnes selected the version not promoted in her textbook, for two reasons. The pared down version was

  1. less cluttered.
  2. easier to apply with word problems.

In total, I ended up teaching three lessons in two different 5th grade classes using both whole class and a rotation format.  This post embodies the essence of the collective experiences.  The area models are in the Desmos Activity Builder found here.  I used the first slide only.  For each new problem, students would reset the area models by moving the sliders to 1.  Students revisited the activity builder to complete the word problems.

The Lesson(s)

  • I walked into the office and saw a cake.  About 1/3 of the cake was left.  DOne-third of a square is shaded redraw a square and shade the amount of cake left.
    • We circulated the room checking pictures.
    • I recreated the picture using Desmos.
    • When I reached the front of the room, I continued my story.
  • I grabbed the cake and decided to share it with a couple of students.
    • Teacher tip:  I asked for students who have a December birthday to raise their hand.  One student, Ellie, raised her hand.  Ellie was now worked into the situation.
  • I gave Ellie 1/4 of the remaining cake.  In your drawing, circle the piece of cake given to Ellie.
    • We circulated the room checking pictures.
    • I called on students to guide my Desmos representation
      • They first told me to section the red region into 4 parts.
      • Then shade in one of the smaller pieces and circle it.
      • I instructed them to label their circled part as Ellie’s piece.


  • Here’s my question:  What is the fraction size of Ellie’s piece?
    • We circulated the room, listening to student conversations and asking additional questions. I heard 1/4, 1/6 and 1/8
    • When I’d hear, 1/12, I’d ask:
  • Where did the 12 come from?
    • Student responses
      • “We need equal parts.”
      • “I drew imaginary lines.”
      • “If you extend the lines, to create equivalent pieces, you get 12.”
      • “The first row has 4 sections.  I counted 4, 8, 12.”
      • “The first row has 4.  There are 3 rows, so those rows need to have 4 sections too.  You multiply 4 by 3.”
    • Being a middle level math teacher for 20 years, I was unfamiliar with 5th graders. I didn’t know what to expect.  Needless to say, I was blown away by their responses, especially the last two – which were explaining the algorithm.
  •  At one table I noticed a student with the answer of 1/6.  When I asked him how he arrived at 1/6, he pointed to the 6 sections.  His table-mate immediately added, “You need equivalent pieces!!”
  • Once back at the front, student shared their thinking.
  • From our discussion, we seem to agree that Ellie received 1/12 of the whole cake. I’d like you to slide the black dot from OFF to OA square sectioned into 12 pieces.N.
    • Student responses
      • “I knew it!”
      • “I was right”
      • “Yes!”
      • Overall excitement
    • Their response was completely unexpected and a pleasant surprise.
  • Lastly, we connected the algorithm with the visual. one-fourth times one-third is one-twelve
    • 1/3:  The original cake was divided into 3 sections, one of which was left.
    • 1/4:  The remaining cake was divided into 4 sections, one of which was given to Ellie.
    • Multiply numerators:      1 section of  1 section =  Ellie’s portion    1
    • Multiply denominators:  4 sections x 3 sections = total sections    12


The Textbook Version

Earlier, I mentioned presenting two area models to Mrs Barnes.  The post outlines the structure of the pared down area model.  The other model, found in the textbook, uses an overlapping approach (shown below).  One-third of a square is vertically shaded red.  One-fourth of a square is horizontally shaded blue.  When the two squares are combined, the overlapping region represents the area.  Both models area found in the Desmos Activity Builder found here.

A square where 1/3 is shaded red. A second square where 1/4 is shaded blue.  a square representing where 1/12 is shaded purple.      pic12

Figure 1                                          Figure 2                                  Figure 3


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Google Slides: Disguise a Turkey


During our last Google Cohort Meeting, my colleague, Nicole, shared Eric Curts‘ Google Slides activity, Build a Jack-O-Lantern with our elementary cohort teachers.  Students and teachers loved it.

The computer skills focused within the activity are:

  • Copy
  • Paste
  • Creating custom shapes with the polyline feature
  • Inserting shapes
  • Changing the fill color

I had the opportunity to co-teach the activity in a couple of first and second grade classes.  A few students nearly jumped out of their seats when they pressed control – v and saw the copied feature pop onto their screen.  Pure joy!!

Our Turn

After the success of the Jack-O-Lantern task, we searched for similar activity focusing Title slice for the Disguise a Turkey activityon Thanksgiving.  Our first move: check Eric Curts’ blog, Control Alt Achieve.  Eric has a great Build a Snowman Google slides activity, but at the time we didn’t find any Thanksgiving related posts. 😦   Second move:  Create our own!

The Disguise a Turkey task was a joy to make – A collective effort resulting in a lot of laughter.  Since the premise is to create a disguise for the turkey,  we provided various outfits and costumes. To use a costume, students will need to know how to move an object forward.  A gif showing the keyboard combinations is included in the slide deck.

    Three turkey heads waiting for their costumes.      A picture of a panda, pig, goat, dog and ghost costumes for the Disguise a Turkey activity.

We continued the model Eric established by including a writing piece.

Slide showing the writing prompt: Write about your trio of turkeys.

In the time we created Disguise a Turkey, Eric posted 2 Thanksgiving tasks.   Build a Turkey created by Beth Kingsley (@bethkingsley13) and another Disguise a Turkey created by Kelley Costa (@costasecond).  You can find them here.


Jorge, Caleb, Nicole and I hope you and your students enjoy this activity has much as we enjoyed creating it.

A picture of the Redlands Unified Instructional Tech Team

The Team:  Me, Caleb, Jorge and Nicole

Happy Thanksgiving!


Images used were either free downloads or labeled for reuse.  Many from Clip Art Library and Pixabay.

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Collaboration Tip 2: Don’t. Touch. Your. Computer!

The other day, I had the pleasure of running the Desmos Activity Builder, Nets & Surface Area: Rectangular Prisms, with Mrs. Keser’s 6th grade math classes.  I’ve updated the opening of the activity, since I first wrote about it back in 2016 (see previous post). The updated slides add more clarity on how to use the net tool and better prepares the students for the challenges.

An interesting class reaction was the impetus for this post.

Slide 1:  For slide one, students were instructed to enter the dimensions for the blue and red rectangles. When I checked the teacher dashboard, the first three responses where not only incorrect but also very different. The lack of consistency was a serious red flag. Multiple misconceptions were apparent..  Time for a conversation.

A two dimensional net of a rectangular prism

Slide 1 from the activity showing a 2-dimensional net for a rectangular prism.

As a whole class, we highlighted the given information and clarified the question.  Then I gave the following instructions, “I’d like you to take the next minute and talk with your group members to figure out the dimensions of the blue and red rectangles. Time starts now.”



Every single student turned to their computer and started typing!

I interjected, “Stop.  Hands off the computer. Don’t. Touch. Your. Computer.” Once I had their attention, I added, “For the next minute, you are not allowed to type.  You must talk with your group members.  I will let you know when it’s time to enter your answer into the computer. Time starts now.”

Conversations began.  Students pointed to their computer screens while sharing their thinking.  Others tilted their computer toward their group members.  Students leaned in to listen and see up close what their classmate was pointing to.  No one typed. 🙂

After a minute, students were given the signal to enter their responses. This time around the answers were correct.Red rectangle: 2 units by 1 unit. Blue rectangle: 3 units by 1 unit

You may be wondering why I didn’t use the pause button.  I could have but, I wanted students to talk about the image on their screen.  Although the pause button doesn’t black out the screen, it does cause the screen to go gray.  For this question, I didn’t want anything to interfere with the visual – therefore no pause button.


Side Note – Updated Screens

Slides 2 – 4:  These three slides were designed to help students the take note of the parts of a rectangular prism net, how the parts are connected and how the connected parts influence how a net increases or decreases in size.

Image of Slide 4. The title of the slide is, "What happens who you move the black dot? Enter your observations below."

Explanation:  The black and red rectangles expand one while you move the black dot but the blue square between the black rectangles moves but doesn't expand.


The black and red shape gets longer. The blue shape stays the same size and just shifts.





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Organizing an Instructional Technology TOA

This is my first August as an Instructional Technology TOA and my colleagues and I are off the hook busy.  It’s common for me to start my day at the district office before heading off to 1 or 2 school sites.  My district has recently given all students, faculty and staff Google accounts, which means I field a lot of different questions and requests daily. Some I know how to respond to immediately while others require research prior to answering.

Customer service is a top priority.  As a department, the director, coordinators, office staff and the 4 instructional techs work together to provide a positive customer service experience for all our teachers and staff.  Which is why, I never go anywhere without these 4 items.  They keep me organized and efficient.

Picture of a computer, day planner, binder and a composition book


Red Binder


The red binder holds my yearly planner where all appointments are recorded.  I also record my appointments on an on-line calendar. However, if I’m walking across campus and a teacher asks if I’m open next Monday, there’s not enough time to open up my computer. Instead, I grab my red binder and access my weekly and monthly schedule within seconds.



Orange Binder


Any technical procedure that I’d have to complete unexpectedly or on the fly are stored in my orange binder. I’ve typed out the steps and stored them in a folder on my computer, but the hard copy saves precious time when at sites.




Blue composition book

The blue composition book holds:

  • Questions that I have to follow up on
  • Comments that I have to relay back to the department
  • Requests made
  • Trouble shooting steps taken when working out a problem
  • Technical steps that I have to write up, store in a folder, then put in my orange binder
  • Interesting pieces of information that I want to learn more about, etc…



When I flip back through the pages of my composition book to address the questions, comments and requests, the follow up happens through my computer. The research, the emails, the scheduling – all of it done on my computer.

As the stickers suggest, Google and Desmos are 2 programs I promote.  My district has gone Google, therefore I became Google Educator Level 1 certified. I spend a considerable part of my day either training teachers on Google apps and/or learning how the apps can best be utilized in the classroom.

I’m also a Desmos fellow. Desmos is a dynamic graphing calculator program that allows students to interact with math.  One can find the calculator at  For me, I spend time on creating activities for teachers from kindergarten to high school.

I love my job.  It’s fast paced and each day brings a different adventure.  If I didn’t have my red yearly planner, orange binder, blue composition book and computer, I would not provide the positive customer service experience my department prides itself on!

Posted in technology, Uncategorized | Tagged , , , , , , | 3 Comments