I admit to knowing very little about how school finances work. Some schools have hundreds of iPads, others have leaking roofs. It's all a mystery to me. Why enrichment? A couple of years ago I accompanied a group of twenty Year 12 students to a day of Maths in Action lectures. Education is all about making students more knowledgeable, so we should share mathematics in all its glory - not just the content of the exam syllabus. There are loads of brilliant places for mathematical school trips. In-School Speakers A while ago I asked Twitter about maths speakers and I was very grateful to receive dozens of useful replies. Matt Parker (@standupmaths) runs Think Maths, a group of fantastic speakers who visit schools to perform maths talks and workshops for all ages and abilities. James Grime (@jamesgrime) travels extensively giving public talks all over the world. Bletchley Park (@BletchleyParkGB) offers 'Enigma Outreach' in which they bring a genuine, working Enigma machine to your school.
Background The Head of PE (Nic Christo) asked me if we could do some cross-curricular work in maths lessons that linked to the upcoming sports day. To keep the buzz of sports day going, Nic wanted English, Maths and Science to do some sort of project. So year 8 scientists looked at the energy expended by athletes in different disciplines, while year 9 English lessons did some post-sports-day reporting. For my year 7s I chose to take the data and turn it into an infographic. The video to the right is a photo montage of the morning, which despite being beaten in the staff vs students 4x100m relay, was the best sports day I’ve ever been part of: so slickly organised that we finished early; students who were competitive and sportsmanlike; a nail-biting close to the year 7 competition (finally decided on a tug of war); and an oddball member of the public who insisted on running round the track while we were competing on it! Infographics HW 1Infographics HW 2 Lesson 1 Infographics Flipchart
Sports Day Infographic | Mr Reddy Maths Blog
History Where to Buy Rules Links Introduction Hounds and Jackals, also known as 'Dogs and Jackals', the 'game of 58 holes' and the 'Palm Tree game', is a game first played in Ancient Egypt around the 9th-12th dynasties. The earliest board yet found was unearthed at Thebes dated to roughly 2100 BC and is one of the best preserved, featuring a palm tree and standing on four short legs. Importantly, it is also complete with 10 pieces in the form of five hound pieces and five jackal pieces heads. More than 40 boards boards (or fragments of them) have been found, many of them outside Egypt - primarily in Mesopotamia from around 1850 BC through to the Asyrian period (1200-612 BC) , and in Palestine dated to the late Bronze Age (1550-1200 BC). The game is one of several games played by the Ancient Egyptians, most of them apparently race games. Layout of the Palm Tree Game Boards normally have holes 10, 15, 20, 25 highlighted as special, in addition to hole 30, the finishing hole. Binary Dice Rules
Hounds and Jackals - Online Guide
Essential Math for Games Programmers
As the quality of games has improved, more attention has been given to all aspects of a game to increase the feeling of reality during gameplay and distinguish it from its competitors. Mathematics provides much of the groundwork for this improvement in realism. And a large part of this improvement is due to the addition of physical simulation. Creating such a simulation may appear to be a daunting task, but given the right background it is not too difficult, and can add a great deal of realism to animation systems, and interactions between avatars and the world. This tutorial deepens the approach of the previous years' Essential Math for Games Programmers, by spending one day on general math topics, and one day focusing in on the topic of physical simulation. It, like the previous tutorials, provides a toolbox of techniques for programmers, with references and links for those looking for more information. Topics for the various incarnations of this tutorial can be found below. Slides
Game Development Math Recipes
Fourth Revision, July 2009 This is a tutorial on vector algebra and matrix algebra from the viewpoint of computer graphics. It covers most vector and matrix topics needed to read college-level computer graphics text books. A mirror site that contains this material is: Mirror Site Computer graphics requires more math than is covered here. Although primarily aimed at university computer science students, this tutorial is useful to any programmer interested in 3D computer graphics or 3D computer game programming. This tutorial is useful for more than computer graphics. These notes assume that you have studied plane geometry and trigonometry sometime in the past. These pages were designed at 800 by 600 resolution. Some sections are years old and have been used in class many times (and hence are "classroom tested" and likely to be technically correct and readable). The zip file contains all the above instructional material as of August 22, 2003.
Vector Math Tutorial for 3D Computer Graphics
Welcome to Math Playground
Sheppard Software: Fun free online learning games and activities for kids.
www.ness.uk.com/maths/Y6-Y7 Transition/Y6-7 transition units.pdf
Volume and Capacity Units of Work
Volume is the measure of space taken up by a three-dimensional object. The space within a container is known as its capacity but as the thickness of many containers is negligible, it has become acceptable to refer to the space inside as volume too. (The terms volume and capacity are used interchangeably throughout the measurement strand of the NZ curriculum document although the glossary defines capacity as the interior volume of an object.) Two different practical situations need to be experienced by students as they learn about volume. Stage One: Identifying the attribute As with other measures, students require practical experience to begin to form the concept of an object taking up space. Stage Two: Comparing and ordering It is important that students experience activities in which they compare and order attributes as these extend their understanding of the attribute and introduce them to informal measuring processes. Now A > B, B > C implied A > C is a transitive relation.
Concrete - Representational - Abstract Sequence of Instruction Purpose The purpose of teaching through a concrete-to-representational-to-abstract sequence of instruction is to ensure students truly have a thorough understanding of the math concepts/skills they are learning. When students who have math learning problems are allowed to first develop a concrete understanding of the math concept/skill, then they are much more likely to perform that math skill and truly understand math concepts at the abstract level. What is it? Each math concept/skill is first modeled with concrete materials (e.g. chips, unifix cubes, base ten blocks, beans and bean sticks, pattern blocks). [ back to top ] What are the critical elements of this strategy? Use appropriate concrete objects to teach particular math concept/skill (see Concrete Level of Understanding/Understanding Manipulatives-Examples of manipulatives by math concept area). How do I implement the strategy? Additional Information Create seperate pages .
Concrete-Representational-Abstract Sequence of Instruction
Math: Counting and Comparing Difficulties
Counting and Comparing Difficulties Subitizing is the ability to recognize a number of briefly presented items without actually counting. A common response to students who are having counting problems is to simply have them do daily counting practice; however, students with counting and comparing difficulties also benefit from practice that utilizes patterns and relationships. These strategies improve their ability to conceptualize and compare numbers without counting. (See the example strategy below.) Example Strategy: Using Icons of Quantity To Teach Whole-to-Part Relationships Woodin: The ability to identify a subordinate quantity in relation to a whole enables these quantities to be seen in a relational context that fosters comparison without employing the inefficient and often inaccurate process of counting. Teacher: “How many are you starting with?” Example Strategy: Using Patterns To Support Number Comparisons Strategy Demonstration: Prompt the Missing Addends to 10
Leveled Practice: Grade 4
Submitted by Era Objectives: In this lesson, students will: Learn how to add integers (2 or more integers together)Learn how to subtract integersLearn how to multiply integers Session time: (50 minutes) but can be continued for several days introducing new concepts Materials: One deck of cards for every pair of studentsWhite board or chalk board to write game rules Methods: Vocabulary – integer, positive, negative, grouping. Know what an integer means.Know what positive means.Know what negative means.Know how to group integers. Procedure: The object of the game for each player is to win more cards than the player’s opponent.
Integer War Game | Math File Folder Games
Subjects Educational Technology Mathematics --Algebra --Applied Math --Arithmetic Grade [facebookbadge] Brief Description This dice-and-math game provides practice in a wide variety of math skills at all levels. Objectives Students will follow the rules of the game. Keywords dice, math, add, subtract, multiply, divide, practice, compute, computation Materials Needed[shopmaterials] dice (two per student pair for the simple version of the game; for a more complex game, add more dice) index cards (optional) blank dice (optional) Lesson Plan This game can be adapted in many ways to reinforce simple or complex math. Simple Version of the Game Assign an operation -- addition, subtraction, or multiplication -- to be performed in this game. Player 1 rolls the dice and adds the two numbers that appear. Simple Adaptations You might adapt the simple game above in the following ways: Roll three dice (or more) instead of two and add to find a total. Rolls two dice. Assessment Lesson Plan Source Submitted By
Learning Games: Rolling the Dice Math
The Game That Is Worth 1,000 Worksheets
[Rescued from my old blog. Image via Wikipedia.] Math concepts: greater-than/less-than, addition, subtraction, multiplication, division, fractions, negative numbers, absolute value, and multi-step problem solving. Have you and your children been struggling to learn the math facts? Set Up You will need several decks of math cards. As my students learn their math facts, they need extra practice on the hard-to-remember ones like 6 × 8. [This is an old, classic children’s game. How to Play Basic War—Each player turns one card face up. Endgame When the players have fought their way through the entire deck, count the prisoners. Variations For most variations, the basic 3-down-1-up battle pattern becomes 2-down-2-up. Addition War—Players turn up two cards for each skirmish. Advanced Addition War—Turn up three (or four) cards for each skirmish and add them together. Subtraction War—Players turn up two cards and subtract the smaller number from the larger. Product War—Turn up two cards and multiply.
A few weeks ago I (Jo Boaler) was working in my Stanford office when the silence of the room was interrupted by a phone call. A mother called me to report that her 5-year-old daughter had come home from school crying because her teacher had not allowed her to count on her fingers. This is not an isolated event—schools across the country regularly ban finger use in classrooms or communicate to students that they are babyish. This is despite a compelling and rather surprising branch of neuroscience that shows the importance of an area of our brain that “sees” fingers, well beyond the time and age that people use their fingers to count. In a study published last year, the researchers Ilaria Berteletti and James R. Booth analyzed a specific region of our brain that is dedicated to the perception and representation of fingers known as the somatosensory finger area. Give the students colored dots on their fingers and ask them to touch the corresponding piano keys:
Math Teachers Should Encourage Their Students to Count Using Their Fingers in Class
Have you ever said or thought any of the following? “They just add all the numbers! It doesn’t matter what the problem says.” Then you might be interested in trying out numberless word problems with your students. In essence, numberless word problems are designed to provide scaffolding that allows students the opportunity to develop a better understanding of the underlying structure of word problems. Get started by reading my initial post introducing numberless word problems. Problem Banks My latest endeavor is creating small banks of numberless word problems related to each of the CGI problem types. Addition and Subtraction Problem Types Multiplication and Division Problem Types Other Pumpkin-Themed Problems – Designed for grades 3-5Trick or Treat – Halloween-themed problem ideal for grades 4-5Three Problems – Each ends with a sample list of questions that could be asked about the situation. Blog Post Collection Would you like to hear how other educators have used numberless word problems?
Numberless Word Problems | Teaching to the Beat of a Different Drummer
More Lessons Learned from Research, Volume 1
Edited by Edward A. Silver and Patricia Ann Kenney Bridging the Gap between Research and Practice in Today’s Mathematics Classroom What we discover in research should influence how we teach in our classrooms. To help teachers even more, these articles have been chosen for their relevance to the eight Standards for Mathematical Practice in the Common Core State Standards. The chapters cover a wide range of topics, approaches, and settings, including— a case study of a third-grade teacher who sought to create a math-talk learning community in an urban classroom;an examination of middle school students’ problem-solving behaviors from a reading comprehension perspective;a meta-analysis of the effects of calculator use in K–12 classrooms;an exploration of the strategies that high school geometry students employ when using a dynamic software program; andan analysis of a professional development initiative designed to help teachers select and implement cognitively challenging tasks.
Inspiring Students to Math Success and a Growth Mindset
The Myth of 'I'm Bad at Math' - Miles Kimball & Noah Smith
Twelve Math Myths | College of Rural & Community Development
Maths Games for KS2: designed by a teacher for teachers
BetterExplained – Math lessons for lasting insight.