Problems of the Month

Problem solving is the cornerstone of doing mathematics. A problem that you can’t solve in less than a day is usually a problem that is similar to one that you have solved before. But in real life, a problem is a situation that confronts you and you don’t have an idea of where to even start. If we want our students to be problem solvers and mathematically powerful, we must model perseverance and challenge students with non-routine problems. Administrators, teachers and parents should facilitate and support students in the process of attacking and reasoning about the problems. The solution is not as important as the process of problem solving. The educator or parent should not be impatient with the student’s struggle. The principal should embrace the concept of problem solving and model problem-solving leadership, being a facilitator of non-routine problems. Once the problem is presented to the students, the principal should be visible in facilitating the tasks alongside the teachers.

dy/dan » algebra So you have here a fairly straightforward carnival estimation game, which I decided to complicate by filling up a smaller container with the same kind of (horrid) malted eggs and making that quantity known. I surveyed my students, my math-department colleagues, some of their students, my principal, and the central office staff. A little over 100 guesses all told.

Exemplary Lessons: Two Classrooms Integrating the Standards of Mathematical Practice In the documented lessons of Fran Dickinson (5th/ 6th grade) and Cathy Humphreys (9th/10th grade), several of the mathematical practice standards are evident within one lesson/problem. Here, we invite you to explore their classrooms to learn how they engage their students in mathematical habits of mind. Holistic Approach to the Standards of Mathematical Practice Although the Common Core identifies eight standards of mathematical practice and Inside Mathematics highlights the ways in which all eight are evident in many different classrooms, Dickinson and Humphreys commonly engage their students in multiple practices simultaneously. These single clips demonstrate the students’ capacities in several practices. Classroom Environments to Support Content Learning

Maths Videos Here is a collection of hand-picked mathematical videos freely available on YouTube. If you are looking for a particular topic you may like to begin on out topics page where you can also find starters, visual aids and interactive resources.Please let us know if you find any interesting videos we should include in this list. A History of the Calendar A fast paced animation explaining the development of the modern calendar. KS2 Numeracy We have split the resources in to 7 groups as the page was very long and slow to load.Use the sub menu above to navigate within the KS2 Numeracy resources. Here are a few of the latest Key Stage 2 Maths resources. A versatile 12x12 square with three highlight colours, hide or reveal, variable start number and a variable step feature. Can you work out what the machine is doing to each number you put in?

Patterns Across Cultures: The Fibonacci Sequence in Visual Art Overview Key Staff Primary instructor. If primary instructor is not a visual art teacher, it would be a good idea to enlist the assistance of a visual art expert. Key Skills Developing Arts Literacies: Analyzing and Evaluating - Critique Making Art: Producing, Executing and Performing School Handbook - MATHCOUNTS MATHCOUNTS School Handbook Each year the MATHCOUNTS School Handbook is provide for free to every middle school in the U.S. It contains 300 creative problems meeting National Council of Teachers of Mathematics (NCTM) standards for grades 6-8. Problems are indexed according to topic, difficulty level, and are mapped to the Common Core State Standards. Download the 2012-2013 MATHCOUNTS School Handbook - Click Here! Schools that have signed up for the MATHCOUNTS Club Program or Competition Program will automatically receive a hard copy of the MATHCOUNTS School Handbook in their Club in a Box Resource Kit.

Common Core State Standards for Mathematics Math Playground's games are aligned to Common Core Math Standards.New Common Core videos for grades 1-3. advertisement Common Core Math Games and Problem Solving Activities Common Core Videos for Grades 1 to 3 Tarsia With this software you will easily be able to create, print out, save and exchange customised jigsaws, domino activities and a variety of rectangular card sort activities. The activities created using this software can be presented in printable form, ready to cut out. Formulator Tarsia known earlier as Formulator Jigsaw is an editor designed for Teachers of Mathematics creating the activities in a form of jigsaws or dominos etc for later use in a class. It includes the powerful equation editor for building the math-expressions for the activities. An advanced feature of text placement along the side of the shape makes this tool irreplaceable software for fast activity creation. Formulator Tarsia became a powerful tool for learning activities since it supports the activity templates.

Active Worksheets: measures Year 2 (age 6-7) Analogue and digital clocks. What time is it, draw the hands on the clocks, how long does it take? Read the time to the half or quarter hour on a digital clock or an analogue clock. P23a: The analogue clock times are shown, what are the digital times? P23b: The digital clock times are shown, draw the hands on the clocks P23c: A mixture of the above Amazing Fibonacci Instruction Engage Open with this question: What do pianos and Phi have in common? Why Is Teaching With Problem Solving Important to Student Learning? Brief Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education of K-12 students. However, knowing how to incorporate problem solving meaningfully into the mathematics curriculum is not necessarily obvious to mathematics teachers. (The term “problem solving” refers to mathematical tasks that have the potential to provide intellectual challenges for enhancing students’ mathematical understanding and development.)

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