In this activity, students combine animals to make new, crazy hybrid creatures and explore the fractional parts, redefining of a whole, and equivalent fractions.

Students will use different angle types (e.g. linear pairs, complementary, supplementary or right angles), as they create dances with their bodies to achieve a desired mood. Then they will move towards creating a digital version of their dance in Choreo Graph.

Students use Fraction Mash to explore the connections between fractions and art by creating "mashups", making funny selfies, and hiding their faces within images in surprising ways. They will explore fractions visually and numerically and will also discover what makes fractions equivalent.

In this activity, students will use Fraction Mash to create an infographic that shows how each piece (i.e. each fraction) of their personality makes up who they are as a “whole.”

Using their own bodies first, students will explore symmetry as a reflection over a line (also known as bilateral symmetry). They will then plan and digitally animate symmetrical dance moves using angles of rotation.

Students will first explore the concepts of graphing ordered pairs and moving between coordinate points via translations. After, students explore the power of coordinates and translations to create their own graphic designs and shapes in the app.

Students explore and classify different types of angles by acting them out with their bodies, searching for them in the world, and then creating an animated dance move using rotational angles in Choreo Graph.

Andre was born in the United States and taken back to Mexico for three years, two of which he spent going to school. He came back to the United States before his younger brother returned, and lives with his mother, younger brother, and younger sister. Andre was older than the majority of the workshop participants, entering 9th grade in the fall of 2017.

Andrea came to the United States from the Dominican Republic with her father, mother, and sister in October of 2016. She attended the first pilot session of Digital Design For English Language Learners in the spring of 2017 as a sixth grader, during which she spoke primarily Spanish.

Alejandro was born in the United States and then moved back to Mexico, where he lived for five years until 2016. He traveled back to the United States by himself, joining his family in New York. Alejandro was starting his first full school year in the fall of 2017 as a sixth grader

At the time of the Digital Design Workshop, Alfredo was going into sixth grade and was born in the United States, though his family is from Ecuador. He was a confident English speaker with Spanish as his first language, and he thought through what he meant to say before saying it out loud. His two older siblings live in Ecuador, and his little brother and parents live in the United States.

Javier’s family is from Ecuador, and though he was born in the United States, he spent a few years in Ecuador before returning to the United States. He spends a lot of time at the library since both his parents work. Javier was just entering middle school and was nervous for the coming year to be attending a new school with new people.

Lucia was born in the United States to a Puerto Rican mother. Coming into the first session, she had previously learned fractions, angles and the coordinate grid in her current sixth-grade class.

Mariana came to the Digital Design Workshop after having moved to the United States from Mexico three months prior. When beginning the workshop, she primarily spoke Spanish, which would later be translated by a bilingual instructor for English-speakers.

Rayyis and Nikhil were unique in these workshops, as they were the only two English Language Learners who did not speak Spanish as their first language. While Nikhil was from Nepal and Rayyis was from Bangladesh, both had been in the United States for only five months and were encouraged to help each other navigate a class where no one else spoke their languages