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Math Teachers Chatboard

International teaching staff needed! Retired teacher needed!

by Cindy

Sep 9, 2014

Dear friend, My name is Cindy Ding, representing EACT(Education Association for China Tomorrow) to look for educators who can teach in China. EACT is a non-profit organization which connects a lot of schools specialized in international education in China. The schools that will hire candidates are either international schools or schools with fully ...See More

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Glencoe Math Course 1

by Jeanneane

Sep 4, 2014

My district has adopted Glencoe Math Course 1 and I need some help getting started. We didn't get any training and all of the resources online are almost too mind boggling. Any advice would be much appreciated.

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Beth On 9/04/14, Jeanneane wrote: > My district has adopted Glencoe Math Course 1 and I need > some help getting started. We didn't get any training and > all of the resources online are almost too mind boggling. > Any advice would be much appreciated.

Any specific questions? Which edition are you using? I have been using Glencoe Ma...See More

Sep 4, 2014

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Good teaching On 9/04/14, Jeanneane wrote: > My district has adopted Glencoe Math Course 1 and I need > some help getting started. We didn't get any training and > all of the resources online are almost too mind boggling. > Any advice would be much appreciated.

is always good teaching no matter what textbook. program, or online resources the...See More

Sep 6, 2014

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Free Math Program-TenMarks?

by Annie Harlow

Sep 4, 2014

Hi all! Wondering if any math teachers have adapted the free program TenMarks? I hear good things but am nervous to change my classroom!

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Considering that On 9/04/14, Annie Harlow wrote: > Hi all! Wondering if any math teachers have adapted the free > program TenMarks? I hear good things but am nervous to > change my classroom!

there is a "premium" version that costs $20 per student the free version sounds like a come-on.

Sep 6, 2014

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EngageNY Math

by Jessica

Sep 4, 2014

Has anyone taught using Engage NY Math? Our corporation just told us that we are to start using this program, but there is no evidence given to us that supports the effects of teaching this way. Any help would be appreciated! Jessica/1st/Indiana

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That makes it On 9/04/14, Jessica wrote: > Has anyone taught using Engage NY Math? Our corporation > just told us that we are to start using this program, but > there is no evidence given to us that supports the > effects of teaching this way. Any help would be > appreciated! > Jessica/1st/Indiana

just like all of the other programs ou...See More

Sep 6, 2014

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algebra 1

by lily

Sep 4, 2014

I have a test tomorrow and its on expressions soo HALP

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Glencoe Math Course 1

by Jeanneane

Aug 30, 2014

This is my first year using Glencoe Math Course 1. I am looking for suggestions on how to use this curriculum. How do you fit all of the components into a 50 minute period? How often do you use laptops with the lessons? Thanks!

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9 EASY Tips for Quick Differentiation of Instruction

by Teachers.Net Gazette

Aug 29, 2014

Easy to do tips for instant differentiation of instruction, on the fly! (Please share the link with teaching colleagues and administrators!)

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Components of Grade 4 Math Program

by Lucy

Aug 26, 2014

I am a Grade 4 teacher, new to the grade this year. I would like to know how other Grade 4 teachers (or Grade 5 or 6) are structuring their Math program. What are the components of your Math program; how much time for each component each day; how many times for each component each week? How do you incorporate guided practice into your program?
...See More

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Students Hate Fractions

by harpazo

Aug 19, 2014

Most people, including some math majors, hate fractions. A fraction, in simple terms, is part divided by whole. Here is my honest answer: Yes, fractions can be somewhat complicated or so they say. To add or subtract, you have get a common denominator, etc. Some people never get it and because our school system is horrific, they somehow find their w...See More

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harpazo On 8/21/14, Actually wrote: > On 8/19/14, harpazo wrote: > >> There is no excuse for people >> having a high school diploma to >> not know the basics of fractions. >> Trust me, if you can add (1/2) + >> (1/4), you should be able to add >> (1/a) + (1/b). The same fractional >> rules apply in both cases...See MoreOn 8/21/14, Actually wrote: > On 8/19/14, harpazo wrote: > >> There is no excuse for people >> having a high school diploma to >> not know the basics of fractions. >> Trust me, if you can add (1/2) + >> (1/4), you should be able to add >> (1/a) + (1/b). The same fractional >> rules apply in both cases. > > the way we each fractions they would not be done using the > same mathematical process. > > For 1/4 plus 1/2 we tell the kids not only that they need a > common denominator but they need the SMALLEST common > denominator. Why? I have no idea. So they would change this > problem to 1/4 plus 2/4 and get the answer 3/4. > > Now we give them 1/a plus 1/b and they have no way of finding > the LOWEST common denominator, since a and b are not nown > naturals. And so they need to use a different process - a > better and more general process. One that will work for > adding ANY 2 fractions regardless of whether the denominators > are naturals, integers, rational, reals, imaginaries, complex > numbers, variables, and variable expressions. > > That other practice is actually how I was first taught to add > fractions. You forget about the Lowest common denominator, > because when it comes down to it that is just a trick, and > instead you use what I like to call the natural common > denominator, which is simply the product of the 2 > denominators. So adding fractions becomes: > > a/b + c/d = (ad+bc)/bd. No matter what a, b, c, and d are > this works. AND can be easily explained using area models or > other methods. AND can be easily justified. > > Now I wasn't presented it this way with letters back in > elementary school. We worked up to it and used a mnemonic > device, criss cross across, to help remember it. But them > when I had to deal with the more complex rational expressions > that come up in algebra and beyond I just had to do the exact > same thing I did to add 1/2 plus 1/4, whereas those who are > taught the lowest common denominator method now have to learn > a different way of doing it. > > Amazingly, when I teach this to kids who have gone years > without being able to add fractions they both are able to do > it successfully and well, they say "this is so much easier". > Of course I didn't teach it that way because it was easier, I > teach it this way because it is is sound and will work for any > math they take in the future. And the best thing is that the > teachers that have them the next year are surprised at how > well they do to adding fractions and can transfer that to > adding more complex rational expressions. > > But even this misses the real problem. Students hate > fractions because way too many elementary teachers hate > fractions. In fact the mathematical deficiencies are so > widespread in elementary school math instruction that we > really need, at some point, to bite the bullet and have math > specialists teaching elementary math, IMO. > > They do not need to be math majors like you and me, but they > need to be people who have what Liping Ma calls a profound > understanding of elementary math. Elementary does not mean > simple. There is a lot of theory that the teacher needs to > know in order to build a foundation for the future. Just as a > solid understanding of upper division level abstract algebra > is, IMO, necessary for someone teaching algebra 1. > > We need people who see how 1st grade math is the beginning of > building a foundation, not just getting the kids through this > year's stuff any which way they can. Elementary kids have > come to me for years with all kinds of tricks they were taught > which end up doing way more damage than anything else (pemdas > being a prime example).

Let me see.

1/a + 1/b =

LCD is ab.

Then ab/a = b and then b times 1 = b.

Moving on, we then say ab/b = a times 1 = a.

Our numerator is (b + a) or (a + b).

The denominator is our LCD in this case.

Final answer is (a + b)/ab or (b + a)/ab.

I used the same rules for adding two regular fractions.

harpazo

Aug 25, 2014

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Actually On 8/25/14, harpazo wrote:

> Let me see. > > 1/a + 1/b = > > LCD is ab.

You have no idea whether ab is the LCD or not (a and b could be 4 and 6 - ab would be 24 but the lcd would be 12). Which is kind of the point. ab may not be the lowest common denominator, but it most certainly will always be a common denominator...See More

Aug 25, 2014

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Resource math help needed

by First year

Aug 21, 2014

Hello everyone, I will be teaching a 7th grade pre algebra resource class of 10 boys half of which are at a fourth/ fifth grade level. As well an 8th grade algebra 1 (part 1) resource class for a class of 6 boys. Could anyone share suggestions/ideas on classroom management. I was thinking of teaching each class using a rotation through math centers...See More

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Tough assignment On 8/21/14, First year wrote: > > Hello everyone, > I will be teaching a 7th grade pre algebra resource class > of 10 boys half of which are at a fourth/ fifth grade level. > As well an 8th grade algebra 1 (part 1) resource class for > a class of 6 boys. Could anyone share suggestions/ideas > on classroom management. I was thin...See MoreOn 8/21/14, First year wrote: > > Hello everyone, > I will be teaching a 7th grade pre algebra resource class > of 10 boys half of which are at a fourth/ fifth grade level. > As well an 8th grade algebra 1 (part 1) resource class for > a class of 6 boys. Could anyone share suggestions/ideas > on classroom management. I was thinking of teaching > each class using a rotation through math centers. Each > class is 70 minutes. I will have a smartboard. My > classroom is just big enough for 10-12 student desk. I > was thinking about incorporating interactive notebooks as > well as signing all the students up with mobymax.com. Is > anyone currently using either interactive student > notebooks or mobymax that could share some feedback. > Any advise that can be shared that would help make this > first year manageable would be great. > Thank you.

From past experience, this kind of assignment is challenging. I did several years of resource for 7th and 8th graders, although I did not have the luxury of the minuscule classes you have. The biggest problem is all the BS they teach you in teacher training. It barely works with regular classes and not at all with classes like this. These are kids with history of non-achievement and, usually, non-compliance. Teaching approaches which assume that these kids will be able to work independently are doomed, because they can't or won't. Don't worry about doing the latest and greatest (most of which is completely unproven). Worry about getting the kids to learn. You will be teaching them HOW to LEARN math as much as you will be teaching them math.

The next biggest problem is that at this point in their mathematical career the biggest thing these kids have "learned" is that they cannot learn math. It is not true, of course, but THAT is what their last 6 years in school has taught them. And you have to break down that wall before real learning will occur. Giving them more of the educational flavor of the month which, in large measure, is how they got this way, is going to do nothing for them.

Classroom management demands of a class like this are different than those of higher level classes. I've always found, both for myself and my colleagues, that the people who were most successful with this type of class were the ones who were very organized, very structured, and very encouraging. Lots of in-class practice because they will not, generally, do much HW. The only way to really learn math is to do problems.

Aug 22, 2014

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harpazo On 8/22/14, Tough assignment wrote: > On 8/21/14, First year wrote: >> >> Hello everyone, >> I will be teaching a 7th grade pre algebra resource class >> of 10 boys half of which are at a fourth/ fifth grade level. >> As well an 8th grade algebra 1 (part 1) resource class for >> a class of 6 boys. Could anyone...See MoreOn 8/22/14, Tough assignment wrote: > On 8/21/14, First year wrote: >> >> Hello everyone, >> I will be teaching a 7th grade pre algebra resource class >> of 10 boys half of which are at a fourth/ fifth grade level. >> As well an 8th grade algebra 1 (part 1) resource class for >> a class of 6 boys. Could anyone share suggestions/ideas >> on classroom management. I was thinking of teaching >> each class using a rotation through math centers. Each >> class is 70 minutes. I will have a smartboard. My >> classroom is just big enough for 10-12 student desk. I >> was thinking about incorporating interactive notebooks as >> well as signing all the students up with mobymax.com. Is >> anyone currently using either interactive student >> notebooks or mobymax that could share some feedback. >> Any advise that can be shared that would help make this >> first year manageable would be great. >> Thank you. > > From past experience, this kind of assignment is challenging. > I did several years of resource for 7th and 8th graders, > although I did not have the luxury of the minuscule classes > you have. The biggest problem is all the BS they teach you in > teacher training. It barely works with regular classes and > not at all with classes like this. These are kids with > history of non-achievement and, usually, non-compliance. > Teaching approaches which assume that these kids will be able > to work independently are doomed, because they can't or won't. > Don't worry about doing the latest and greatest (most of which > is completely unproven). Worry about getting the kids to > learn. You will be teaching them HOW to LEARN math as much as > you will be teaching them math. > > The next biggest problem is that at this point in their > mathematical career the biggest thing these kids have > "learned" is that they cannot learn math. It is not true, of > course, but THAT is what their last 6 years in school has > taught them. And you have to break down that wall before real > learning will occur. Giving them more of the educational > flavor of the month which, in large measure, is how they got > this way, is going to do nothing for them. > > Classroom management demands of a class like this are > different than those of higher level classes. I've always > found, both for myself and my colleagues, that the people who > were most successful with this type of class were the ones who > were very organized, very structured, and very encouraging. > Lots of in-class practice because they will not, generally, do > much HW. The only way to really learn math is to do problems.

I find that classroom management cannot be learned in school. Managing students is not the same at all levels. However, it all depends on your interactions with students. Personality plays a big role when it comes to classroom management.

Aug 25, 2014

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