History of Fractions Did you know that fractions as we use them today didn't exist in Europe until the 17th century? In fact, at first, fractions weren't even thought of as numbers in their own right at all, just a way of comparing whole numbers with each other. Who first used fractions? Were they always written in the same way? How did fractions reach us here? These are the sorts of questions which we are going to answer for you. The word fraction actually comes from the Latin "fractio" which means to break. From as early as 1800 BC, the Egyptians were writing fractions. Here is an example of how the numbers were made up: Could you write down in hieroglyphics? The Egyptians wrote all their fractions using what we call unit fractions. Here is one fifth. Can you work out how to write one sixteenth? They expressed other fractions as the sum of unit fractions, but they weren't allowed to repeat a unit fraction in this addition. But this is not: was called uncia was called semis was called semuncia
teach math with tech blog | Just another WordPress.com weblog Math and Reading Help for Kids - Homework Help, Tutoring and Parenting Advice Strategies To Support Mathematical Thinking Whenever I take a new teacher to observe a veteran teacher, I’m surprised at what they notice. We could have observed the most impressive lesson ever, but without fail the new teachers notice the little things in the classroom: the way the chairs are set up, the routine the teacher has established for collecting work, the posters on the wall. They inherently know that seemingly small details can make or break teachers. Back in July, Teaching Channel released a video series produced with the American Federation of Teachers showing how the Common Core math practice standards progress across the grades. This series is one of my favorites; in each classroom we watch students collaborating, explaining their reasoning, testing their ideas, and enjoying the problem-solving process. If you’re like me, as you watch these videos, you will find yourself wondering how the teachers got their students to this point. Organization, Organization, Organization 1. 2. Problem-Solving Tools 3. 4. 5. 6.
cell phone project Project K-Nect is designed to create a supplemental resource for secondary at-risk students to focus on increasing their math skills through a common and popular technology – mobile smartphones. Ninth graders in several public schools in the State of North Carolina received smartphones to access supplemental math content aligned with their teachers’ lesson plans and course objectives. Students communicate and collaborate with each other and access tutors outside of the school day to help them master math skills and knowledge. The smartphones and service are free of charge to the students and their schools due to a grant provided by Qualcomm, as part of its Wireless Reach™ initiative.
Math Champ (Host) Listening for young learners I will identify a number of learning theories, together with a list of considerations and cautions with some insights that I have gained from trying to make listening in my classroom more comprehensible. The nature of listeningWhy we need to develop listening skillsTheories I consider when I develop listening skillsSome considerations for classroom listeningWhat I do to be more comprehensibleConclusion The nature of listening'Listening is an active not a passive operation.' Garvie. With this in mind I would like to emphasise three things: The importance of understanding this concept of listening being an active engagement. Why we need to develop listening skills'If someone is giving you a message or opinion, then of course you have to be able to understand it in order to respond.' Some considerations for classroom listeningThese are some of the things I consider when I try to develop my students' listening. Give the children confidence.
Rader's NUMBERNUT.COM Math Trail Luna Ticks If things actually did look as we expected them to, that would be evidence for a hoax. The Lunar surface is not a Hollywood set, it is not subject to Earth gravity, and it is not planned to look exactly as we'd expect it to look from here. It is an alien, cold environment, utterly hostile to life and very foreign to what we consider normal perceptually. If things on NASA's footage and still shots looked as we'd expect them to in a Hollywood movie, then by golly we'd have to suspect a hoax. As it is, though, we've seen that many elements of Lunar truth are not exactly as we'd consider normal -- which, obviously, indicates that whatever happens on the Moon is not normal, at least not by the term used for Earthlings. Which is entirely to be expected for reality, not some kind of constructed fantasy. Note too that Cameron's movie Titanic, as realistic as it was, in 1997, was vastly expensive, and he had the pick of the lot for FX fakery. On a personal note:
Math Games - from Mangahigh Common Core and Educational Technology: Mathematics Awareness Month - APRIL; amazing resource list here!!! I just received an email from our Open Educational Resources friends at Curriki, and I found out that April is Math Awareness Month. This year's theme is the "Mathematics of Sustainability" On the Curriki page you will find a good list of several resources. In particular, I want to focus you on the Mathematics Awareness Month website, where there is an unbelievable list of resources to use. The Mathematics Awareness Month Website also has - on the homepage - some interesting posters and 'essays,' which also speak to how much of our world resources are interconnected. Worth a look, too. CC Connection: You will find just about everything you need to support any math standard imaginable on the resources page identified above!.
A-level results: Top universities secretly list 'banned' subjects teachers Oxford is one of the elite universities accused of operating a subjects blacklist. Photograph: Oli Scarff/Getty Images The country's top universities have been called on to come clean about an unofficial list or lists of "banned" A-level subjects that may have prevented tens of thousands of state school pupils getting on to degree courses. Teachers suspect the Russell Group of universities – which includes Oxford and Cambridge – of rejecting outright pupils who take A-level subjects that appear on the unpublished lists. The lists are said to contain subjects such as law, art and design, business studies, drama and theatre studies – non-traditional A-level subjects predominantly offered by comprehensives, rather than private schools. The London School of Economics is thought to be the only top university to publish its own list of "non-preferred" subjects. Teachers accused universities of putting comprehensive pupils at a disadvantage by refusing to publish their lists.
Foldables/Study Guides Lose a foldable? All foldables & study guides that we have made in class are available below. If you need help filling in the blanks, please see the completed foldable or study guide in the classroom. Remember, many of these files were copied back-to-back, so a two-page file is the front and back of the foldable. 6th Grade Adding and Subtracting Fractions and Mixed Numbers (PDF 11 KB)Four-door foldable for operations with fractions. 6th Grade Multiplying and Dividing Fractions and Mixed Numbers (PDF 12 KB)Four-door foldable for operations with fractions. 6th Grade Decimals Foldable (PDF 43 KB)Four-door foldable for decimal operations 6th Grade Ratio, Rates, and Proportions (PDF 46 KB)This foldable gives definitions and examples of ratios, rates, and proportions. 6th Grade Proportions (PDF 32 KB)This foldable shows the steps needed to solve a proportion. 6th Grade Percents (PDF 70 KB)This tabbed-book is a great overview of percents. Mrs.