Math Teachers Chatboard

Join Teachers.Net

Chatboards

Recent Groups

Math

MEMBERS

12 Members

+ Join Group

Pinned Posts

ALLAll Teachers

Teachers.Net LIVE CHAT Support group - Tues eve!

Featured Jobs

Full-timeMontessori Teacher

Maple Ridge, British Columbia, Canada

TemporaryTeachers, rural schools

Peace River North School District

Full-timeHead Teacher: 2nd/3rd Grades – Mills College Children’s School

Mills College

Teaching Jobs on Teachers.Net

Featured Job special only $39!

https://teachers.net/jobs

Become a Teachers.Net sponsor!

Math Teachers Chatboard

7+7-3·0+1

by kylan

Nov 13, 2014

7+7-3·0+1=

Comment

(20)

report post

view previous comments

ok We do, that's why the top 50&37; remember it without a mnemomic.

Mar 6, 2015

report post

so On 3/06/15, ok wrote: > We do, that's why the top 50&37; remember it without a > mnemomic.

only the top 50&37; need to actually understand it? Personally I always shot for a little higher success rate.

Mar 7, 2015

report post

Document Cameras in the classroom

by Charles Ruben

Feb 27, 2015

I teach an engineering class entitles Engineering, Design and Development. My students are really excited about this project and need justification for their current problem. if you could take a minute out of your day to fill out their survey I would be very greatful. The link is here -> [link removed]

Comment

report post

area under the curve

by Tom

Feb 26, 2015

I used the integration method to calculate the following equation to find out the area between 1 and 4 was 51. The equation is 0.6666x^3 - x^2 + 8x + c.

However, when I use Trapezoidal rule and simpsons rule, the results are 82.

Why there are such difference in result?

Comment

(1)

report post

Interval too long On 2/26/15, Tom wrote: > I used the integration method to calculate the following > equation to find out the area between 1 and 4 was 51. > The equation is 0.6666x^3 - x^2 + 8x + c. > > However, when I use Trapezoidal rule and simpsons rule, > the results are 82. > > Why there are such difference in result? >

Th...See More

Feb 26, 2015

report post

Simple combined events

by Probability

Jan 29, 2015

from two throws of a die, find the probability of getting two sixes

Comment

(8)

report post

view previous comments

ok Make a sample space

1,1 1,2 1,3 1,4 1,5 1,6 2,1 2,2 2,3 2,4 2,5 2,6 3,1 3,2
3,3 3,4 3,5 3,6 4,1 4,2 4,3 4,4 4,5 4,6 5,1 5,2 5,3 5,4
5,5 5,6 6,1 6,2 6,3 6,4 6,5 6,6

P(two 6s) = 1/36

as shown by: 1/6(first roll) x 1/6(second roll) = 1/36

Look what else you can see:

P(doubles) = 6/36 = 1/6 P (one...See More

Feb 24, 2015

report post

ok On 2/24/15, ok wrote:

> Look what else you can see: > > P(doubles) = 6/36 = 1/6 > P (one 4) = 11/26 > > etc.

Whoops, I counted the two fours as a favorable event. And I turned a 36 into a 26. So 10/36

Feb 24, 2015

report post

"Focus on Five" Model in Mathematics

by Erin

Feb 17, 2015

I am wondering how people are implementing this model in their Mathematics program and what you are doing to help those students on whom you are focusing?

Comment

(1)

report post

What is it? On 2/17/15, Erin wrote: > I am wondering how people are implementing this model in > their Mathematics program and what you are doing to help > those students on whom you are focusing?

A google search comes up empty on "Focus on Five". Do you have a link to something that explains what that model is?

Feb 18, 2015

report post

Common Core Math Texts

by Dlorah Wismar

Feb 13, 2015

Hello .. We are looking to adopt new math textbooks for our K-8 school. I haven't seen a lot of rave reviews on any of the common core aligned texts out there. Anyone already using a new "common core" aligned series. Do you love it? Hate it? Just in between? I'd love to hear some real world experiences.

Comment

(4)

report post

view previous comments

Richard Schiller Education Time Courseware Inc. has a "daily homework book" for Algebra, Geometry and soon for Algebra 2 common core aligned that provides sequential homework assignments to be done in the workbook for the entire school year matching the time line set by common core standards. The series enables TEACHERS TO CONCENTRATE ON JUST PROVIDING IN...See More

Feb 14, 2015

report post

Teresa Ryan On 2/13/15, Dlorah Wismar wrote: > Hello .. We are looking to adopt new math textbooks for > our K-8 school. I haven't seen a lot of rave reviews on > any of the common core aligned texts out there. Anyone > already using a new "common core" aligned series. Do you > love it? Hate it? Just in between? I'd love to hear > s...See More

Feb 14, 2015

report post

Project Based Learning Cures Hospital ER Problems

by Teachers.Net Gazette

Jan 29, 2015

Sarah Powley's latest article about a high school project:

Project Based Learning Cures Hospital ER Problems – High School Students, PBL, STEM & Literacy

Comment

report post

No-homework policy

by coyoteboy

Jan 9, 2015

Our school is pushing towards a general no-homework policy. Is there anybody out there successfully doing this, or tried it and can offer some feedback? I teach 8th grade pre-algebra.

Comment

(12)

report post

view previous comments

MCN Math concepts can be used to determine homework?

First, some basic vocabulary:

Standardized learner: Student who's assessment of math learned falls within one standard deviation of class average for a particular class taught by same teacher.

Average homework: Homework that produces a reasonably normal distribution of corr...See More

Jan 24, 2015

report post

coyoteboy Ok, my point exactly. If it's so hard to get homework right, why not look for a more effective strategy?

Jan 27, 2015

report post

Modulus/Cross-Product ?

by ChristineBunny

Dec 29, 2014

High-school education, Procedural-programing education, Fair bitwise-operation education,

tag words involved with this question: [ &37; Operator, Matrices, remainder of division, Modulus/Cross-Product ]

tutoring request: Please help me understand the pattern of these results. What aspects of math or bit manipulation is occurri...See More

Comment

(3)

report post

view previous comments

ChristineBunny Mr/Ms Modulo Dec 30, 2014 That was a fantastically educational answer! and yes it took this long for me to get back into it considering the Christmas insanity! Thank you so much for a very helpful response! This is going to be very useful to me in my work! thank you! *happy hugs!* Good tutorial!

so 16 mod 2 = 0 16 mod 8 = 0 17 mod 8 = 1 7...See More Mr/Ms Modulo Dec 30, 2014 That was a fantastically educational answer! and yes it took this long for me to get back into it considering the Christmas insanity! Thank you so much for a very helpful response! This is going to be very useful to me in my work! thank you! *happy hugs!* Good tutorial!

so 16 mod 2 = 0 16 mod 8 = 0 17 mod 8 = 1 75 mod 50 = 25 75 mod 25 = 0 2 mod 490834752349 = 2

thank you for helping me understand! *^-^*

On 12/30/14, Modulo wrote: > The operator you are designating &37; is usually (in the US > anyway) called mod. So where you write 10 &37; 2 I would > normally write 10 mod 2. > > Basically what the value of "a mod b" is the remainder when > a is divided by b. > > Looking at some of your examples, the last 9 of them had a > value of 4 because if you divide 4 by a number that is > bigger than 4 you will always get a remainder of 4 > > You also had 2 mod 100 as 2, which makes sense since if you > divide 2 by 100 you have a remainder of 2. > > 18 mod 4 would be 2 (4 goes into 18 4 times (which we do > not care about) with a remainder of 2, which is the value > of the expression. > > The tricky ones are the negatives, but it still holds > together (as math should). Let's look at 4 mod -3. How > many times does 03 divide into 4? -1. And what is the > remainder? 1. > > 4 mod -2 : -2 goes into 4 -2 times with a remainder of 0 so > 4 mod -2 = 0 > > I hope this helps. This is one of those concepts that is > really simple once it clicks. Hopefully now it will click. > Feel free to ask follow-ups. > > On 12/29/14, ChristineBunny wrote: >> High-school education, >> Procedural-programing education, >> Fair bitwise-operation education, >> >> tag words involved with this question: >> [ &37; Operator, Matrices, remainder of division, >> Modulus/Cross-Product ] >> >> tutoring request: >> Please help me understand the pattern of these results. >> What aspects of math or bit manipulation is occurring to >> result in these answers? Please help me visualize the >> process occurring to achieve these results. >> These answers are calculated by the Secondlife physics >> engine consistently. >> >> 2 &37; 100=2 >> 3 &37; 100=3 >> 100 &37; 2=0 >> 100 &37; 3=1 >> 4 &37; -4=0 >> 4 &37; -3=1 >> 4 &37; -2=0 >> 4 &37; -1=0 >> 4 &37; 1=0 >> 4 &37; 2=0 >> 4 &37; 3=1 >> 4 &37; 4=0 >> 4 &37; 5=4 >> 4 &37; 6=4 >> 4 &37; 7=4 >> 4 &37; 8=4 >> 4 &37; 9=4 >> 4 &37; 10=4 >> 4 &37; 11=4 >> 4 &37; 12=4 >> 4 &37; 16=4

Jan 12, 2015

report post

You're welcome and thanks for coming back and saying something Often people post questions, get answers, and are never heard from again. When that happens you never know if you just were not helpful or are they just rude. It is nice to know that this was helpful.

On 1/12/15, ChristineBunny wrote: > > > Mr/Ms Modulo Dec 30, 2014 > That was a f...See Moreand thanks for coming back and saying something Often people post questions, get answers, and are never heard from again. When that happens you never know if you just were not helpful or are they just rude. It is nice to know that this was helpful.

On 1/12/15, ChristineBunny wrote: > > > Mr/Ms Modulo Dec 30, 2014 > That was a fantastically educational answer! and yes it took > this long for me to get back into it considering the Christmas > insanity! Thank you so much for a very helpful response! This is > going to be very useful to me in my work! thank you! *happy > hugs!* Good tutorial! > > so > 16 mod 2 = 0 > 16 mod 8 = 0 > 17 mod 8 = 1 > 75 mod 50 = 25 > 75 mod 25 = 0 > 2 mod 490834752349 = 2 > > thank you for helping me understand! *^-^* > > > > On 12/30/14, Modulo wrote: >> The operator you are designating &37; is usually (in the US >> anyway) called mod. So where you write 10 &37; 2 I would >> normally write 10 mod 2. >> >> Basically what the value of "a mod b" is the remainder when >> a is divided by b. >> >> Looking at some of your examples, the last 9 of them had a >> value of 4 because if you divide 4 by a number that is >> bigger than 4 you will always get a remainder of 4 >> >> You also had 2 mod 100 as 2, which makes sense since if you >> divide 2 by 100 you have a remainder of 2. >> >> 18 mod 4 would be 2 (4 goes into 18 4 times (which we do >> not care about) with a remainder of 2, which is the value >> of the expression. >> >> The tricky ones are the negatives, but it still holds >> together (as math should). Let's look at 4 mod -3. How >> many times does 03 divide into 4? -1. And what is the >> remainder? 1. >> >> 4 mod -2 : -2 goes into 4 -2 times with a remainder of 0 so >> 4 mod -2 = 0 >> >> I hope this helps. This is one of those concepts that is >> really simple once it clicks. Hopefully now it will click. >> Feel free to ask follow-ups. >> >> On 12/29/14, ChristineBunny wrote: >>> High-school education, >>> Procedural-programing education, >>> Fair bitwise-operation education, >>> >>> tag words involved with this question: >>> [ &37; Operator, Matrices, remainder of division, >>> Modulus/Cross-Product ] >>> >>> tutoring request: >>> Please help me understand the pattern of these results. >>> What aspects of math or bit manipulation is occurring to >>> result in these answers? Please help me visualize the >>> process occurring to achieve these results. >>> These answers are calculated by the Secondlife physics >>> engine consistently. >>> >>> 2 &37; 100=2 >>> 3 &37; 100=3 >>> 100 &37; 2=0 >>> 100 &37; 3=1 >>> 4 &37; -4=0 >>> 4 &37; -3=1 >>> 4 &37; -2=0 >>> 4 &37; -1=0 >>> 4 &37; 1=0 >>> 4 &37; 2=0 >>> 4 &37; 3=1 >>> 4 &37; 4=0 >>> 4 &37; 5=4 >>> 4 &37; 6=4 >>> 4 &37; 7=4 >>> 4 &37; 8=4 >>> 4 &37; 9=4 >>> 4 &37; 10=4 >>> 4 &37; 11=4 >>> 4 &37; 12=4 >>> 4 &37; 16=4

Jan 13, 2015

report post