A few months ago, I accepted a position as an Integrated I Math teacher at Oak Hills High School. Integrated I is a semi-new course to our district. It’s also a course that I have never taught which means I have very little resources for it. While this might sound intimidating, it is actually one of my favorite parts of my new position. I get to start completely from scratch. I have the opportunity build and create new curriculum, activities and projects for my students.

Below, I am sharing all of my resources for our current unit on Functions and Interval Notation. We actually covered functions in our previous module, as well, but I only taught a couple of those concepts since I came in midyear.

As you look through the resources below, you will see that it contains the following resources:

• Introduction Lessons
  • These lessons are used to introduce the topic as a “mini” lesson. Students are not always required to take notes until their flipped lesson for homework. This way, students are taught the material twice in one day.
• Flipped Classroom Presentation, Video & Foldable
  • I attempt to give very little homework in my classroom. Therefore, the main homework assignment for my students is to complete their formal notes at home.
• Collaborative Tasks
  • These are tasks that students are given to deepen their knowledge of the material. They are required to work together to break down information or solve tasks.
• Misc Activities
  • There are multiple other activities, such as BreakoutEDU and Desmos, to engage learners in a more hands-on interactive way.
• Skills Practice
  • Students do need to practice skills but, if they do, it’s important that they receive immediate feedback and have the opportunity to improve. With Google Forms, students submit their responses to improve their grades.

Identifying Functions

Flipped Classroom Presentation (View) (Copy)

Flipped Classroom EdPuzzle Video (View Link)

Interactive Notebook Foldable (Purchase Link)

Collaborative Task (View) (Copy)

Skills Practice (View) (Copy)

Writing in Interval Notation

Flipped Classroom Presentation (View) (Copy)

Flipped Classroom EdPuzzle Video (Video Link)

Skills Practice (View) (Copy)

**This section is a bit short since the following section expands on it in great detail.

Features of Functions in Interval Notation

PearDeck Intro Lesson (View) (Copy)

Flipped Classroom Presentation (View) (Copy)

Flipped Classroom EdPuzzle Video (Video Link)

Interactive Notebook Foldable (View) (Copy)

Collaborative Task (View) (Copy)

Graphing Stories (Desmos Activity)

Skills Practice (View) (Copy)

Evaluating Functions

PearDeck Intro Lesson (View) (Copy)

PearDeck Foldable (View) (Copy)

Flipped Classroom Presentation (View) (Copy)

Flipped Classroom EdPuzzle Video (View) (Copy)

Interactive Notebook Foldable (View) (Copy)

BreakoutEDU Activity (Website Link)

Evaluating Functions Scavenger Hunt (View) (Copy)

Skills Practice (View) (Copy)

Phew! Lots of stuff to share! Do you know a Math teacher? Share this post with them!

Attention all Math Nerds! Or, you know, anyone who loves a good puzzle. This week’s #OneNewThing is for you!

I recently came across a fun website called SolveMe Puzzles that has a TON of free games for students (or the nerdy adult) to play. All of the games require players to solve a math-based puzzle. Currently, the website has three types of puzzles:

Mobiles

In this game, players are asked to find the numbers that will balance the scale. This is a GREAT game for introducing equations in a fun, visual way.  Over time, the puzzles get much more advanced and challenging.

Who Am I?

In this game, players have to determine the number based on the clues given. It starts out simple, with numbers between 0-9, but eventually moves to numbers in hundreds place and includes equations.

Mystery Grid

Mystery grid is very similar to Sudoku – but with more Math! As you can see in the GIF below, the early levels are simply about placing the numbers in the correct order. In later games, players have to find the appropriate placement for the numbers while solving equations. Fun, right?!

Build Your Own

One other great feature is the ability for players to build their own games. Within each game, players can select to “play” or “build”. By building their own games, students will be challenged to “backward plan” and engineer their own math games.

Ready to play? Visit the SolveMe Puzzles website!

In the Classroom

As always, I try to bring my #OneNewThing back to applicable classroom activities and strategies. Here are some ways you could use the SolveMe Puzzles in your classroom:

• Bell Ringer Activities – These puzzles would be a fun and challenging activity for students to complete as they are coming into class. Students love playing games, so this is a fun way to get them interacting with math in a visual way.
• Introduction to Equations – Do you teach equations in your classroom? This is a fantastic tool to introduce equations to students! Before they have learned algorithms for equations, help them visualize the balance through the “Mobile” puzzles. Then, challenge them to solve more advanced equations in the “Mystery Grid” puzzles.
• Student vs. Student Challenges – Invite your students to create their own games and trade them with a partner. Can their partner solve their games? Did they make it to easy? Too hard? Students will be immediately engaged when they have this extra buy-in to Math!

As I mentioned before, students love to play games – so let’s trick them to love Math with these fun puzzles!

Have you heard of SolveMe Puzzles and/or used them in your classroom? What do other classroom uses you see for these puzzles? Share in the comment below!

After working in a 1-1 school district for several years, using technology in the classroom has become second nature to me.  It’s integrated into nearly everything I do in my classroom and with a specific purpose – to create meaningful and engaging learning experiences for students.  Although technology is used in my classroom on a daily basis, it doesn’t mean that we do not do any low-tech activities.  Technology is amazing and can be transformational.  However, I do think that it is okay to have times where students take a step back from technology and do something low-tech and different.

Currently, my students are going through our second unit, Expressions and Equations.  Last week, they learned about the difference between equations and expressions, how to solve one-step equations, and how to solve and graph one-step inequalities.  This can be a heavy week for my students because these concepts are completely new to them.  Throughout our first unit, the students mostly reviewed concepts that they had learned in elementary school.  Our second unit is where we start to introduce concepts that expand off the first unit but also require them to learn new skills.

Since there is so much to learn, I have found that my students need different ways to review concepts that have been taught.  Most of the time, this consists of BreakoutEDU games, a PBL in HyperDoc form, etc.  Usually, it is something technology based.  However, there are times when they need to get up and get moving.

Enter…A Scavenger Hunt!

In a scavenger hunt, cards will be placed around the classroom.  Students will select a starting point and solve the problem.  Once this problem is solved, they will find their answer on another card that has been placed somewhere else in the room.  They will repeat this process until they are back to their original card.

Although this is a low-tech and not necessarily high DOK or 4 C’s activity, I truly believe that this is okay for students from time to time.  Sometimes our students need the opportunity to play games, work with other students, and move around the classroom.  Sometimes it’s okay to just let them have some fun…but maybe I’m crazy. 

Solving One-Step Inequalities: A Low-Tech Scavenger Hunt

Objective: Students will use their knowledge of solving and graphing one-step inequalities to complete a scavenger hunt.

Groups: Individual or Small Groups (2-3 Students)

Tasks: Students will:

1. Select a starting card – it doesn’t matter which one!
2. Write down the name of the superhero and answer the problem on a separate paper.
3. Walk around the classroom and find the answer to the problem that they solved.
4. Answer the problem on the new card.
5. Repeat until they are back to their original card.

View the template and a sample below:

One-Step Inequalities Scavenger Hunt (Link)

What are some of your favorite low-tech activities to do with your students that gets them moving and increases engagement?  Share in the comments below!

At the beginning of this school year, I introduced my new students to BreakoutEDU and they loved it!  The first BreakoutEDU Digital that they completed was the “Catch the Bus” breakout that is available on the BreakoutEDU website.  So, I decided it was time to create a new BreakoutEDU Digital for my students to review integers and fractions, which is a large portion of our Number Systems unit.

Enter…”The Locked Boxes” BreakoutEDU Digital!

The Storyline:

Since this was only the second BreakoutEDU that my students have completed, I did not have a complex storyline.  The storyline is simple:

You are presented with five boxes – four small boxes and one large box. The large box has a hidden secret but you must break into the other boxes first.

Can you unlock the box and find what is inside?!

As my students move through the year, the storylines tend to get more complicated and require the students to pay careful attention to detail.  In this one, they will work through the “locked boxes” that will lead them to questions that they must answer to unlock the codes.

In this BreakoutEDU, students will:

• Add, subtract, multiply, and divide positive and negative integers.
• Add, subtract, multiply, and divide positive and negative mixed numbers.
• Solve complex world problems.

Digital Tools Used:

In this BreakoutEDU, I have used the following digital tools and resources:

• Google Forms (of course!)
• Google Sites
• Google Drawings
• Hidden/Embedded Links
• Google Slides
• Letter/Number Ciphers

Most of the BreakoutEDU requires students to answer problems on Google Forms but they do have to find the forms and/or break into the forms to solve the problems.

To access the “The Locked Boxes” Breakout EDU Digital, click HERE.

Final Thoughts:

I was very excited to see how much my new students enjoyed BreakoutEDU.  Every group of students is different and, as a teacher, it is important to know what will engage and inspire them.  I’m looking forward to them participating in more BreakoutEDU activities and, eventually, creating their own!

Unless you have been living under a rock, you might have noticed the latest trend among students: fidget spinners.  Fidget spinners are “stress-relieving toys” for individuals who suffer from ADHD.  These toys come in all shapes, sizes, and colors.  Fidget spinners are selling online, in malls, and on street corners.  These toys have taken the world (and our classrooms) by storm.

Let’s be honest, though, the majority of students that are using fidget spinners do not suffer from ADHD.  To them, it’s a fun toy that looks cool spinning and something to show off to their friends.  Due to this, the fidget spinner has received mixed reviews in the educational community.  Some educators have even gone as far as to ban these toys from their classrooms, sites, or even districts.   Pretty intense, right?  As educators, I feel like we have two choices: 1.) Close our minds and our classrooms to new trends and fads or 2.) Embrace the fad and find an educational purpose behind it.

For myself, I have decided to embrace the fad.  Bring on the fidget spinners!

Fidget Spinners: A Measures of Central Tendency Activity

Objective: Students will build fidget spinners and use the measures of central tendency to compare the length of the spins.

Group: 3 – 4 students

Directions: Students will design and build fidget spinners.  They will make assumptions about the slowest/fastest fidget spinners in their groups and conduct an experiment to gather data.  Students will spin their fidget spinner five times each, record the data, and use the measures of central tendency to analyze the data.  Students will analyze the data to determine the fastest fidget spinner, make claims about the data, and discuss ideas for future fidget spinner designs.

Click HERE for a link the activity.

Reflection 

A few ideas that worked:

• Building the fidget spinners was not as difficult as I imagined it might be.  I showed some YouTube videos to the students, challenged them to find household items for supplies, and asked for donations from parents.  The students had immediate buy-in, so they found all of their own supplies.  The fidget spinners they developed were SO impressive and much better than anything I had attempted to create before I introduced this idea to them.
• The measures of central tendency was a good, starting topic for the fidget spinner activity.  The students were familiar with the concept and could apply their knowledge of these math concepts in a hands-on, creative, and meaningful manner.
• Grouping the students allowed them to compare their fidget spinners which sparked great conversation among the students.

A few ideas for next time:

• 3D Printer! So many educators on Twitter had their students design their fidget spinners on a 3D printer.  Although I have not used a 3D printer, it is a challenge I am giving myself for the next year.
• It would be beneficial to expand the math concepts in this lesson.  For my students, they were very familiar with measures of central tendency, so I would like to find some material that could be more challenging to them.  Geometry may be an excellent place to start.
• When I sent out the information about the project to parents, I was truly surprised at how interested the parents were in the project.  My greatest regret is that I did not invite parents into our classroom to participate.  It would have been a great way to show parents what is going on in our classrooms and increase communication and rapport.

Overall, I felt like this was the perfect end of the year project for my students.  At the end of May, the students tend to be tired and burnt out from state testing.  As educators, we must find a way to encourage them to continue learning.  By finding their interests and creating educational opportunities around those interest, I believe that we can continue to engage our students at all times of the school year.

Tell me about how you have been using fidget spinners in your classroom in the comments below!

Every year that I have taught, there have been new fads or trends that has captivated the interest of my students.  This year, I have noticed that the top 3 fads of my students are:

• Fidget Spinners
• Bottle Flipping
• Slime

I have never been a teacher that has been bothered by the fads and trends that come around our campus.  In fact, I am pretty sure I am that weird teacher that enjoys them just about as much as my students.  As the end of the school year approaches, I started asking myself the question: How can I use the fads and trends that interest my students to encourage learning opportunities?  With less than week left of school, I knew that I needed to create an activity that would capture the interest of my students and…Well, to some extent, “trick” them into continuing to learn and engage in math practices.

Enter…Bottle flipping with probability!

Bottle Flipping: A Probability Activity

Objective: Calculate the probability of successfully flipping a bottle and having it land upright.

Group: 3 – 4 students

Directions: Each student will be given one minute to flip a water bottle as many times as possible.   The students in the group will log how many times the student flips the water bottle into the upright position.  Students will complete this process three times with different water levels – 3/4, 1/2, and 1/4 full.   Students will log the information and determine the probability of each student successfully flipping the water bottle and compare the results of the different water levels.

Click HERE or on the image below to view the activity.

I am sure there are so many more ways to use bottle flipping in Math.  Off the top of my head, I think that there could be a lot of great activities using measures of central tendency and comparing the average number of successful lands per water bottle level.  Next year, maybe?

If you have other ideas on how to use bottle flipping for educational purposes in your classroom, please share in the comments below!

As I mentioned in a previous post, Statistics & Probability is one of my favorite units to teach during the school year.  One of the reasons is due to the Statistical Research Project that my students complete each year.  In this activity, students are tasked with creating a survey question and surveying 50-100 students on campus.  Students will gather and organize their data, then they will use this data to determine the measures of central tendency, create graphs, and analyze their data.  Since students are creating their own questions, they have immediate buy-in to this project.  The students have created their own question and they want to gather data to see if their hypothesis about their question was correct.

Although I have been using this project in my classroom for several years, I have revamped it each year based upon the experiences of the students in the previous year, as well as ideas I have picked up on Twitter or at conferences.  This year, the project underwent a major revamp due to the use of HyperDocs and Smashboard.  HyperDocs, which was created by Lisa Highfill, Sarah Landis, and Kelly Hilton, is a transformative, interactive Google Doc that supports significant lesson redesign and the blended learning classroom.  While modifying this project, I realized that it was lacking an engage, share, and extension activity.  So, I added in a YouTube video to initially engage the students in the upcoming project, as well as an extension activity.  The extension activity is something that I am really excited about but did not have the time to complete this year.  In this activity, students would be paired with students from another school and would create a question, poll their school site, and compare the results between the two sites.  Although I did not have the opportunity to do this part of the project this year, it is definitely something that will be a part of our project next year.

Next, my project went under some significant redesign due to the smashboard concept that was created by Dee Lanier.  A smashboard is “a Hyperdoc that leads students through the design-thinking process, involves app-smashing, collaborative goal-setting, and iteration. The main objective is for learners to create a unique product that solves a real-world problem.”  While I was redesigning this project, Dee gave some great advice on designing the gameboard to create a board that would be appealing to students.  Honestly, I have a tendency to be a bit “wordy” sometimes.  (Can’t you tell by my blog? ha!)  He encouraged me to use icons to represent tasks that student need to complete and now I love the look of the gameboard!  In addition to this, I also incorporated the app-smashing dice to encourage and challenge students to find new ways to showcase their projects.  As I revisit the definition of a smashboard, I think that the idea of having them solve a real-world problem is lacking from this project but could be easily incorporated.  When I revamp the project again next year, I want to look into some ways to incorporate solving a real-world problem into their question development.

The Statistical Research Project

Objective: Students will create a survey question, survey students on campus, and analyze the results of their survey.

Math Concepts:

• Students will be able to determine the population and sample of the data set.
• Students will be able to organize information into a frequency table to create a bar chart and pie chart.
• Students will be able to calculate the measures of central tendency and create a box-whisker plot
• Students will be able to calculate the probability of events occurring in their data set.

Extension: Students will have the opportunity to develop a question with students at another school site, preferably in another part of the country or world.  They will go through the same steps of the project but will compare the survey results of the two sites throughout the project.

End Results: Students will have an analysis of their data and will display that information in a creative and visual manner.  Students can use the “app-smashing” dice that is located on the gameboard to discover online applications that they can use to create this visual.

Important Considerations:

• Students must create a question that produces a numerical number.  Such as, “How many times per week do Cedar Middle School students visit Starbucks in a week?”  Without the numerical value, students will not be able to calculate the measures of central tendency and create the box-whisker chart.
• The gameboard guides them the project and gives them videos resources.  However, most of the work will be done on the Google Doc found under “Create”.
• Students can use Google Sheets to compile data quickly – it’s a great resource!
• Google Drawings can be used as a way to create the box-whisker plot.
• If doing the extension activity, try to find a teacher that has the same number of students as you and/or multiple teachers.
• Give the students deadlines for each step of their project.  There are quite a few pieces to the project and deadlines will help keep them on task.
• This is very similar to a project-based learning activity (PBL) so should be completed throughout the entire unit.

To access the project, click HERE or on the images above.

Student Samples

Student Sample #1                                       Student Sample #2

Three Things to Do Next Time

1.) Extension Activity – Collaborating with Another School

The extension activity is my big “must do” on this project next year.  I was really disappointed that I didn’t have the opportunity to do this part of the project this year but it would have been rushed if I had attempted to do it.  I have a couple of teachers that are interested in participating in this project with my students, so I think it should be very feasible to have students collaborate with students from other schools next year.

2.) Real-World Problem Solving

The smashboard idea had me thinking…Could the students create a question that points out a real-world problem?  As they survey the students on campus, could this guide them towards creating a solution to the problem?  I think that this could be a possibility but I would need to find a way to embed more time into the project to truly allow them the opportunity to solve the problem.

3.) Small Groups

This project is one of the only projects that I have students complete individually.  Mostly, I think it allows the students to be creative with their questions and cater it towards something that they truly find interesting.  However, I always think it is better to have students collaborating.  In particular, if I am going to add pieces to this project such as the extension and real-world problem solving, then the students will find more success when they are able to discuss and collaborate with other students.

I hope you enjoy this activity and feel free to ask questions and offer feedback in the comment section below!

Statistics and Probability has always been one of my favorite units to teach in Math.  I’ve always felt like this unit has so many real world applications that are engaging to students, so creating projects and activities based upon these concepts has always been an enjoyable and creative process.  In this unit, my students complete a project-based learning activity (which I will share in my next post) where they are asked to create a question, survey students on their question, and organize and analyze their data.  To introduce them to this process, my students participate in an activity where they survey students in their classroom about their shoe size.  Students are asked to determine the population and sample, gather and organize the data, determine the measures of central tendency, and draw conclusions from this data.  Overall, I have felt that this activity is a great introduction to the project and immediately engages students on upcoming projects, activities, and assignments.

Last year, my students completed this activity in Google Docs.  However, this year I felt that Google Slides would be a student-friendly way for them to interact with this activity.  Google Slides has quickly become one of my favorite Google apps because it can be used in so many ways beyond a simple presentation.  Students can easily interact with specific material on each slide, add/edit photos, insert charts linked to Sheets, and a variety of other features that extends the learning process for students.

To access this activity, view it below or click HERE.

Template

The “Analyzing Shoe Sizes” activity contains many mathematical concepts and student activities for students to complete.  Ideally, this activity would be appropriate for students in the 6th – 8th grade.  For my classroom, my students are 7th grade students and tend to come with a lot of background knowledge on these concepts.

Key Mathematical Concepts & Ideas:

• Identify the population and sample of a survey.
• Create a frequency table.
• Create a bar chart and pie chart.
• Calculate the mean, median, mode, and range.

Student Activities:

In this activity, students will be asked to:

• Gather data on the shoe sizes of ten students in their class.
• Determine the population and sample of the survey they have completed.
• Organize the data they have gathered into a frequency table.
• Create bar and pie charts with Google Sheets.
• Calculate the mean, median, mode, and range.
• Analyze and describe their findings from the data they have gathered.

Student Example

By the time my students complete this activity, they have a good understanding of the concepts and activities in their upcoming project.  In addition to this, they tend to be very excited about the idea of choosing their own question and surveying students outside of the classroom.  As I mentioned before, I will share this project in an upcoming post and I cannot wait to get feedback on this project.

As always, if you use this activity in your classroom, let me know how it goes.  I love feedback!

To prepare for our end of the unit assessment, I assigned my students a BreakoutEDU Digital to review the concepts that we had covered throughout our Geometry unit.  Before I created the BreakoutEDU, I asked my students for ideas on the “theme” of the next BreakoutEdu.  One of the most interesting ideas that I heard from my students was to create a gameboard instead of a story – I loved it!

Enter…The “GeoWorld” BreakoutEDU Digital!

Little did I know, that the gameboard that I was creating aligned with Dee Lanier’s smashboard idea for his Google Innovator project.  Also, I encourage you to check out his smashboard idea in the EdTechTeam Blog: How to Smashboard.

The Storyline:

Unlike my other BreakoutEDU Digital activities, this one did not have a storyline.   At the beginning, it is a bit tricky because the Google Site is not organized as I have done in the past.  Instead, the students are given a series of choices (yes/maybe/no) that will lead them to the “gameboard”.  If they choose “yes”, they are immediately taken to the gameboard.  If not, the students are taken on a journey that…well, it basically leads them nowhere.  Once they get to the gameboard, students are challenged to answer a variety of Google Forms and see how they are all used together to break the code.  Certain spaces match other spaces, so these concepts and answers tend to go together.

In this BreakoutEDU, students will:

• Calculate the area of rectangles, triangles, circles, and trapezoids.
• Calculate the area of combined and shaded figures.
• Calculate the surface area and volume of three-dimensional figures.
• Calculate the missing angles of shapes.
• Use their knowledge of area to solve word problems based on real-life scenarios.

Digital Tools Used:

In this BreakoutEDU, I have used the following digital tools and resources:

• Google Forms (of course!)
• Google Sites
• Google Drawings
• Hidden/Embedded Links
• Jigsaw Planet
• EdPuzzle

Most of the BreakoutEDU requires students to answer problems on Google Forms but they do have to find the forms and/or break into the forms to solve the problems.

To access the “GeoWorld” Breakout EDU Digital, click HERE.

Final Thoughts:

At this point, I have made several BreakoutEDU Digital activities for my students.  Now, I want to put it in their hands.  Over the next few weeks, my enrichment groups will be working on building their own BreakoutEDU Digital on concepts that they have been taught during this school year.  Several groups have already started and it is amazing to see how quickly they catch on to all of the technology tools that they need to use.  I cannot wait to see what they create!

Enjoy the activity and feel free to send me some feedback!

A couple of weeks ago, my students were asking when we would have another BreakoutEDU Digital in our math classroom since the last one we had done was in early February.  Before you begin thinking that I don’t like BreakoutEDU Digitals, I have to tell you – I absolutely LOVE using BreakoutEDU Digital in our math classroom.  The students enjoy it, their engagement is at an all-time high, and they are able to review and practice material from class.  The only drawback is that it takes me a few hours to make and the last couple of months have been very busy.  So, last weekend I told myself I would sit down and build a new BreakoutEDU on reviewing area of shapes.

Enter…The “Escape the Dungeon!” BreakoutEDU Digital!

The Storyline:

When I create a BreakoutEDU Digital, I try to create a story that my students will find entertaining.  Usually, that means that I will put their names into the story to create a greater interest in seeing what happens to the characters.

In this story, King Ethan’s kingdom has been taken over by the evil Queen Delilah – can you save break King Ethan out of the dungeon and save the kingdom?

As you can see, this creates some great conversation between the students.  They love hearing that they and their friends are a part of the story.  Next year, I will probably go back and adjust the names to include the name of my new students to continue increasing student engagement.

Math Concepts Covered:

In this BreakoutEDU, students will:

• Calculate the area of rectangles, triangles, circles, and trapezoids.
• Calculate the area of combined and shaded figures.
• Use their knowledge of area to solve word problems based on real-life scenarios.

Digital Tools Used:

In this BreakoutEDU, I have used the following digital tools and resources:

• Google Forms (of course!)
• Google Drawings
• Hidden/Embedded Links
• Caesar Cipher
• Unicode

Most of the BreakoutEDU requires students to answer problems on Google Forms but they do have to find the forms and/or break into the forms to solve the problems.

To access the “Escape the Dungeon!” Breakout EDU Digital, click HERE.

Final Thoughts:

It doesn’t matter how many times we do a BreakoutEDU in our math classroom – the students still love it!  I love the engagement and the excitement as they solve the problems.

In addition to this, I saw a huge improvement in their knowledge of the material.  I had given my students a short quiz the week before and many students struggled.  After completing some in-class tutorials and our BreakoutEDU, nearly every student received a 70% or higher on the retake quiz that I offered.  It was a huge increase from the previous week.

One more thing…If you ever create a BreakoutEDU Digital, please make sure that you find someone to test it out for you.  I have to give major props to Aubrey Yeh (@Ms_A_Yeh) for testing out my BreakoutEDU.  If not for her, it would have been a hot mess the next day in class.  There were quite a few errors and permission issues that would have caused some problems for my students.  So – make sure you find those awesome people to test out your BreakoutEDU Digital if you create one for your students.

Enjoy and have a great day!