Math and the Movies Main Page Movie Clips in the Mathematics Classroom Many of the students in today’s secondary (and college) classrooms grew up watching attention-grabbing, action-packed educational programs. These students now spend more hours in front of a video screen than they do reading books. No wonder students may find traditional mathematics education to be dull and boring. So, what can mathematics educators do to compete in this exciting and captivating world of technology? The answer seems to be simple: embrace technology in the classroom. What is meant by movie clips? Using Clips - things to remember: (1) Purchase the movie/video that you will be using rather than using a copy. (2) Always preview a clip before showing it to your class. (3) As with all educational materials, choose clips that are tastefully done and are age appropriate. (4) Limit the clip to showing only the information that is relevant to the mathematical concept you are trying to develop. (7) Set the stage for the clip.
Put on Your Thinking Caps | Math by Design Beyond teacher egocentrism: design thinking As teachers we understandably believe that it is the ‘teaching’ that causes learning. But this is too egocentric a formulation. As I said in my previous post, the learner’s attempts to learn causes all learning. From this viewpoint, the teacher is merely one resource for learning, no different from a book, a peer, an experience, or an experimental result. Put in terms of a phrase that many now use, in and out of education, such a viewpoint reflects design thinking. I know this sounds a bit unromantic. The learning is the center of our world, not the teaching. What all good designs have in common. What are those conditions, in a nutshell? The key ideas here are self-sustaining, challenging and productive work, where learners themselves become and feel more competent in transferring their learning with ever-increasing autonomy. In other words, it is a poor design for learning that puts all the burden of teaching and processing on the teacher. Group-worthy tasks – Like this: Like Loading...
Articles For Educators - Lesson Plans and Activities Formative Assessment Lessons (beta) Read more about the purpose of the MAP Classroom Challenges… Mathematical goals This lesson unit is intended to help students to: Add and subtract directed numbers (positive, negative and zero) with understanding.Address common misconceptions about the addition and subtraction of directed numbers.Explain their reasoning using diagrams. Introduction This lesson unit is structured in the following way: Before the lesson, students work individually on an assessment task designed to reveal their current understanding. Materials required Each student will need a mini-whiteboard, pen and eraser, some blank paper and copies of the assessment tasks Directed Numbers and Directed Numbers (Revisited). Time needed 15 minutes before the lesson, a 90-minute lesson and 15 minutes in a subsequent lesson, or for homework. A draft Brief Guide for teachers and administrators (PDF) is now available, and is recommended for anybody using the MAP Classroom Challenges for the first time.
The Math Worksheet Site.com Overview | LMR - Development Site Learning Mathematics through Representations (LMR) is a research-based curriculum unit for the teaching and learning of integers and fractions in the elementary grades, using the number line as the principal representational context. The curriculum builds on two core ideas: mathematical representations are fundamental to mathematical communication and learning, and curriculum units should be designed as well-orchestrated lesson sequences that support insight and understanding of representational forms. The members of the LMR staff bring expertise in developmental and educational research, curriculum development, pre-service education and professional development, and elementary classroom teaching. The LMR team is led by Geoffrey B. Use the menus above to explore the following links: Research & Dev: Provides background information and the design principles, which guided the development of the LMR curriculum.Curriculum: Offers various ways of exploring and downloading the LMR curriculum.
Multiplication Games Get ready to play some fun and interactive multiplication games! On this page we have a variety of games that kids will enjoy while building strong math skills. Whether students are learning the good old boring times-tables or even multiplying fractions or integers; we have some fun games for them on our website. Are you tired of boring multiplication drills? Try playing these fun games instead! Multiply Numbers Ending in Zeroes (New) Earn points by multiplying numbers ending in zeroes to discover the hidden treasure. Multiplication Game In this fast-paced car racing game, 2nd and 3rd grade students will practice multiplying one-digit numbers. Basketball Multiplication Game Kids will have a lot of fun playing this interactive basketball game, but they will also practice multiplying one-digit whole numbers. Multiplication as Repeated Addition In this math racing game 3rd grade students will learn to view multiplication problems as repeated addition problems. Properties of Multiplication
Mathematics Annenberg Learner . The Annenberg Learner, from the Annenberg Foundation, is a collection of classroom resources sortable by discipline and by grade. From step-by-step lesson plans on a variety of topics from the Wild West to neuroscience to literature to multimedia resources, there is something here for all types of teaching and learning styles. Some of the resources here are free; to access complete programs, purchase is necessary. Applied Math , High School . Building Engaging Applets with Geogebra. Caching In. Get The Math ( ). Harvey’s Home Page . Louisiana's Online Algebra Program. Math Centers with Video . Putting Your Money to Work. STEM and Project Based Learning. TenMarks Education offers an online math practice that is easy and fun for students, and allows teachers to monitor students’ progress easily and efficiently. Texas Instruments. Voicethread. Wikis for Math. You Buy a Car : Math/Problem-based Learning.
* Math Struggles 401: Instructional timing and confusion | Teachezwell Blog Brain-based research gives us a clearer picture of the optimal times for learning new content. According to Sousa in his book, How The Brain Learns Mathematics, there are two “best” times for learning: at the beginning of a lesson and and the end. Using a 40 minute lesson as a model, he explains that the brain’s capacity to download and retain new information declines in the middle of that lesson. This model of learning also makes plain sense. Kids’ brains (like that of adults) have a limited capacity to maintain attention and absorb and apply new information. After a “high” point of acquiring information and a relative period of reduced retention, there is another maximum learning opportunity in the last portion of the lesson (these times are approximate, of course). How does this affect special needs kids who are struggling in math? As Sousa points out, “unlearning and relearning that process correctly is very difficult…. There is hope. Like this: Like Loading... Related In "Math"
Johnnie's Math Page - The Best Math for Kids and their Teachers -Hundreds of Interactive Math Tools, Math Activities, and Math Games Johnnie's Math Page is the site to find fun math for kids, math games, and even a little math homework help. Interactive math activities from across the web have been organized by topic to make math learning enjoyable and interesting. These activities have been chosen to represent the range of math learned from kindergarten to middle school. I have put together resources for middle school math. In the middle school math section you will find fantastic models for all kinds of algebra- from linear equations to quadratics. For parents and teachers, you will find math lessons and free math worksheets as well as links to other math teaching resources. For those who like a challenge, you will find free math games in the math puzzles section. Contact Johnnie
An Entire Interactive Notebook Warning: This is a LONG post, full of a gazillion pictures! Everything I read and/or hear about interactive notebooks is people asking "how do I do this?" I cannot stress enough that making interactive notebooks has to work for YOU, how YOU decide to use them. For me, in my opinion, teachers just need to do it. Do it and then USE them in your classroom. That's the most important thing. At the end of the year when students were writing to next years students about what they would need to know to survive sixth grade math, many of them said, "Keep your math binder organized and look at your notes first before asking for help." I want you to see what a "real" notebook looks like from beginning to end. This was my first day of school activity. Page 2 is guidelines and expectations. These are state reference materials. Left side: After completing the notes on the right side, students completed their own trees. Sometimes things are just worksheets. Students love taking notes on a paper plate.
A veteran teacher turned coach shadows 2 students for 2 days – a sobering lesson learned The following account comes from a veteran HS teacher who just became a Coach in her building. Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she describes is any different than my own experience in sitting in HS classes for long periods of time. I have made a terrible mistake. I waited fourteen years to do something that I should have done my first year of teaching: shadow a student for a day. This is the first year I am working in a school but not teaching my own classes; I am the High School Learning Coach, a new position for the school this year. As part of getting my feet wet, my principal suggested I “be” a student for two days: I was to shadow and complete all the work of a 10th grade student on one day and to do the same for a 12th grade student on another day. My class schedules for the day(Note: we have a block schedule; not all classes meet each day): The schedule that day for the 10th grade student: 7:45 – 9:15: Geometry Wow.
Scientists Discover 15th Convex Pentagon Able To Tile A Plane Consider the ceramic on the floor beneath you. Those squares or rectangles tile the plane. That's a mathematical term, and finding a new shape that covers a flat surface using only exact copies of that one shape without overlapping or leaving any gaps is a mathematical challenge. All triangles can tile the plane, all quadrangles, too. Welcome back to the program. JULIE REHMEYER: It's my pleasure, Robert, happy to talk to you. SIEGEL: How big a deal this is? REHMEYER: It's exciting. SIEGEL: Who found this new pentagon? REHMEYER: Three mathematicians at the University of Washington - Casey Mann, Jennifer McLoud and David Von Derau. SIEGEL: And there have been many searches for these geometric shapes over the decades? REHMEYER: There have. SIEGEL: I'm looking at a representation of a plane that's been filled with this particular pentagon with identical copies of it, and it's odd to describe. REHMEYER: That's a great description. REHMEYER: That's right. SIEGEL: I'm thinking ahead to hexagons.