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A+Click SMS SMS stands for Short Math Situation. Don’t confuse with SMS (Short Message Service), which is used as an acronym for all types of short text messaging. The last one is the most widely used data application in the world with several billion active users. If the length of the SMS text messages is limited to 140 characters, the Short Math Situation questions are limited to 64 characters. Everything should be made as short as possible, but no shorter.

Stella's Problems Welcome to the ORC Stella website. The core of this collection is a library of more than 600 non-routine mathematics problems known as Stella's Stunners to be launched set by set over the coming months. The problems range from simple visual problems, requiring no specific mathematical background, to problems that use the content of Pre-Algebra, Algebra I, Geometry, Algebra II and Trigonometry, up through Pre-Calculus. The Stella problems are not typical textbook exercises. They are considered "non-routine" problems because the methods of attacking them are not immediately obvious. Because these problems can supplement and enliven traditional mathematics courses in a variety of ways, we have included materials to assist in using Stella problems in your teaching:

Feature: What is the Mastery Model of Teaching Maths? Education minister Elizabeth Truss explained some of the background to the government’s current proposals for teaching maths in a recent speech. This article was originally published on The Conversation. By Steve Chinn, University of Derby She mentioned the term “mastery” and enthusiastically welcomed Singapore Maths, a series of textbooks following the “mastery model” by Marshall Cavendish Education, that will be published in the UK from 2015 by Oxford University Press. One might be tempted to assume Singapore Maths might have something to do with the Ministry of Education in Singapore.

Hello and welcome to my 34th gems post. This is where I share five teaching ideas I've seen on Twitter. The summer holidays are finally here! The Xs and Whys of Algebra Product Details Author: Anne Collins and Linda DaceyISBN: 978-157110-857-9Year: 2011Media: 84 pp/flipchartGrade Range: 7-9Item No: WEB-0857 In many ways, algebra can be as challenging for teachers as it is for students. With so much emphasis placed on procedural knowledge and the manipulations of variables and symbols, it can be easy to lose sight of the key ideas that underlie algebraic thinking and the relevance algebra has to the real world. In The Xs and Whys of Algebra: Key Ideas and Common Misconceptions, Anne Collins and Linda Dacey provide a set of thirty research-based modules designed to engage all students in mathematical learning that develops conceptual understanding, addresses common misconceptions, and builds key ideas that are essential to future learning. Following the recommendations of the National Council of Teachers of Mathematics and the Common Core State Standards, the modules at this level are organized into three sections: Expressions, Equations, and Functions.

Why Do Buses Come in Threes? Some people have a fear of mathematics, possibly because of the abstract teaching methods that were in use in my schooldays. I get the impression that things have changed somewhat since then, but in any case this book provides an easy to understand some of the things that happen in everyday life. The first chapter begins with numbers that occur frequently in plants, explaining why four-leafed clovers are rare. Depending on the species, plants tend to have three leaves like clovers, or five leaves like buttercups, pansies and primroses, rather than four.

I enjoyed meeting many of you at La Salle Education's National Mathematics Teacher Conference yesterday. It was a fantastic opportunity for sharing ideas. But 500 maths teachers out of 350,000 is a drop in the ocean. Le grapheur Desmos Untitled Graph Create AccountorSign In Important changes to our Terms of Service! Undo Learn more π Amazing Mathematical Object Factory AMOF, the Amazing Mathematical Object Factory, shown on the left, produces lists of mathematical objects in response to customer orders. Today you are a customer and you must tell AMOF what you want produced. This factory is totally non-polluting and the objects produced are absolutely free! (There is a vicious rumour however, that the workers are underpaid and overworked.) Click on a icon with an Indigo background, such as Practical tips for a (newly) qualified maths teacher Student teachers, NQTs and experienced teachers have one thing in common - they haven't got it all figured out yet. I certainly haven't - every year I try to use my time more effectively and teach maths more effectively. Here's my top ten tips for newbies. 1. Plans At my school we used to have 4.5 periods a week to teach A level. That was reduced to 4 periods a week due to budget cuts - a loss of around 15 teaching hours.

Most of my readers probably already subscribe to Chris Smith's lovely maths newsletter. Full of teaching ideas, puzzles, jokes and mathematical trivia, it's a joy to receive every week. Chris has been producing the newsletter since 2007 when he was a wee NQT. MATHEMATICS - The Learning Network Blog One example of the new Science Take video series. As our regular readers know, the mission of this blog is to find New York Times content suitable for teaching and learning — then, via lesson plans, writing prompts, quizzes and more, suggest ways for teachers to use it. In the course of our daily scavenging, we naturally pay close attention to the sections and features that most people think of first when they think “New York Times”: breaking news, Op-Eds and editorials, reviews, multimedia and photojournalism, important special reports and, increasingly, video. But we also regularly search a number of other, less well-known features of the paper that reliably yield curricular gold. When we present them at workshops and conferences, however, many teachers tell us they’re hearing about them for the first time.

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