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
Rader's NUMBERNUT.COM teach math with tech blog | Just another WordPress.com weblog Math and Reading Help for Kids - Homework Help, Tutoring and Parenting Advice 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.
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.
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.
Math Games - from Mangahigh Books | VmGhana These are in approximate chronological order of publication starting with Bharati Krsna’s groundbreaking book. Vedic mathematics Or Sixteen Simple Mathematical Formulae from the Vedas. The original introduction to Vedic Mathematics. Author: Jagadguru Swami Sri Bharati Krsna Tirthaji Maharaja, 1965 (various reprints). Publisher: Motilal Banarsidass. Author: Jagadguru Swami Sri Bharati Krsna Tirthaji Maharaja, 1978 (various reprints).M Publisher: Motilal Banarsidass. Discover vedic mathematics This has sixteen chapters each of which focuses on one of the Vedic Sutras or sub-Sutras and shows many applications of each. Author: K. Pebble Maths – A new and successful way to teach Vedic maths to beginner learners of all ages and abilities. This book starts right at the beginning and is the perfect start for any child or adult wanting or needing to learn basic numeracy. Vertically and crosswise Triples This book shows applications of Pythagorean Triples (like 3,4,5). The cosmic calculator Author: S.K.
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:
Quick Guide to the Common Core: Key Common Core Expectations Explained - Mathematics - Vander Ark on Innovation Guest blog by Kathy Kellman, executive editor of mathematics at Curriculum Associates Note: This is part two of a two-part series. Last week, my colleague Adam Berkin wrote the first part in this series, " Quick Guide to the Common Core: Key Common Core Expectations Explained " for the English Language Arts standards. A lot of people (including some educators) have a lot of anxiety about math: How do we teach it? How do we learn it? How do we remember it all and use it correctly in real life? All of mathematics is built on a few basic ideas. Following are some of the key differences between the new standards and many of the current educational standards in place around the country. Narrower and deeper focus in each grade The Common Core standards for math were designed to focus instruction on fewer topics each year, allowing more time to be spent on each topic to foster deeper understanding of key concepts and skills. Coherent connections and consistent progressions Rigor
Radical Math