#SaveTrees: The Copyless Math Classroom

Purpose: To develop routine practices for the students when completing homework assignments electronically, possibly leading us to go paperless.


The goal is to develop routine practices for the students when completing homework assignments electronically, possibly leading us to go paperless.  Assignments are consistently posted in Schoology. The majority of assignments for math are “handouts”, which in the past has added up to many reams of paper over the course of the year–as well as rather full notebooks.  Students are expected to rename the assignment, organize it in the appropriate folder in Drive, complete it using Kami, and submit it using Schoology. In addition, students are expected to self-correct assignments during class and save the corrected version in Drive.  Students were directly instructed on how to create and organize their math course folder in Drive, along with unit assignment folders. These procedures were modeled for the students at the very beginning of the year. I am able to see their work prior to class and provide various levels of feedback.  This also gives me to opportunity to observe individual student’s work or some trends within the class as a whole.

Algebra IH – correct interpretation of the instructions:

Algebra IH – somewhat common incorrect interpretation of the instructions:

After the initial adjustment period at the beginning of the year, the majority of students have successfully transitioned to this new system for submitting homework.  There have been a few students that are somewhat inconsistent with submitting assignments prior to class, despite having completed it electronically. Also, there have been a couple of students that have expressed a strong preference for completing hard copies and handwriting assignments.  For those students, once they had given the original plan a chance, a modified plan has been put in place.

Students have been provided with direct feedback (rubric) regarding how well they have met the expectations regarding the assignments and the organization in Drive.  This will occur twice per semester. The students also completed a survey providing feedback.

In addition to the benefits already mentioned, I have found that students have been much more responsible about maintaining a functional Chromebook; for example, making sure it is charged for class, resolving tech issues asap, and replacing a broken or missing stylus.  The improved maintenance of the Chromebooks has allowed for other class activities that involve the use of the Chromebooks to run much more smoothly and spontaneously. For example, my Algebra IH students explored linear equations using Geogebra when I introduced parallel and perpendicular lines.  They were able to discover what was needed for lines to be parallel or perpendicular, rather than be told or spend much more time trying to complete a series of constructions by hand. This class also created projects using My Simple Show following our study of motion problems, compound inequalities, and absolute value equations/inequalities.  The creation of the projects only required one class period and one night’s worth of homework time. Both the creation of and the viewing of the projects was extremely enjoyable. In Math 7, we’ve used the Chromebooks to complete a review Kahoot and a more artistic homework assignment that was perfectly suited for Kami. I have many other projects in store for the remainder of the year.

Algebra IH – My Simple Show Project

Math 7 – FACEing Math Assignment:

For more information contact: Lisa Verrastro

#SimplenotSimple: Try using MySimpleShow

Students used My Simple Show to create explainer videos on their Novel Engineering project where they engaged in the design engineering process after reading Maniac Magee.


Students used My Simple Show (MSS)  to reflect and share about their Novel Engineering Project where they constructed a solution to a problem one or more of the character in Maniac Magee faced. Some of the problems students came up with were homelessness, poor living conditions, and drunk driving. Students worked in groups to write a script where they reflected on how they came up with their solution and what the most challenging and rewarding part of the project was. After creating their MSS, students shared their videos with one another. This was the final reflection piece in the Novel Engineering Unit for all of fifth grade so most of the fifth grade students were able to create a MSS video.

Video Example 1

Video Example 2

Video Example 3

For more information contact: Jessica Pak