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Math Teachers Chatboard

Why is a negative * a negative a positive

by How would you explain it?

Aug 28, 2012

Why is a negative * a negative a positive? A kid asked me today in class. How would you explain it?

I can explain (and draw a picture of) 2* -5 for example

-@ -@ -@ -@ -@ -@ -@ -@ -@ -@

How would you draw -3 * -4 ?

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Red Use a table, create a pattern:

A. B. A*B -3. 3. -9 -3. 2. -6 -3. 1. -3 -3. 0. 0 -3. -1. 3 -3. -2. 6

On 8/28/12, How would you explain it? wrote: > Why is a negative * a negative a positive? > A kid asked me today in class. > How would you explain it? > > I can explain (and draw a picture of) 2* -5 for example >...See More

Oct 2, 2012

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algie2 On 8/28/12, How would you explain it? wrote: > Why is a negative * a negative a positive? > A kid asked me today in class. > How would you explain it? > > I can explain (and draw a picture of) 2* -5 for example > > -@ -@ -@ -@ -@ > -@ -@ -@ -@ -@ > > How would you draw -3 * -4 ?

Your takes ten cents of your we...See More

Oct 7, 2012

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Useful Math Apps

by Teacher in SC

Aug 29, 2012

I used to used these boards all the time when I was teaching so when I discovered something new in the works, it seemed reasonable to share. I was a 4th grade teacher, but for you math nerds, this may be quite intriguing.

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non-routine math curriculum for high school

by ccc

Aug 30, 2012

is there a non-routine math curriculum for high school made? like a "typical math contest problems" will be implemented on a regular school curriculum.

thanks

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teacherxyz i mean is there a curriculum or course for non-routine math? more on creative problem solving.

On 8/31/12, ??? wrote: > I don't understand what you are asking here.

Sep 13, 2012

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Career Changer There's Crossing the River with Dogs from Key Curriculum

(from [link removed].

On 9/13/12, teacherxyz wrote: > i mean is there a curriculum or course for non-routine math? more > on creative problem solving. > > > On 8/31/12, ??? wrote: >> I don't understand what you are asking here. >

Sep 18, 2012

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Maths

by Ashish

Aug 30, 2012

Maths tuition for 8,9,10 class. Call me at 9591098541 if interested

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On line Math games

by Leo Sanchez

Sep 2, 2012

Are there any online math games that have grade levels 1 through 6th?

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Graphing Calculator

by Victoria Austin

Sep 2, 2012

Is making a graphing calculator a requirement in 8th grade too much?

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Lina On 9/02/12, Victoria Austin wrote: > Is making a graphing calculator a requirement in 8th grade > too much?

Our school is switching TI to Casio because it is much cheaper than TI. However, that casio drives us crazy...so complicated and annoying. We had a few Casio training lessons already and most of us learned nothing but confusing...See More

Sep 3, 2012

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Calculators in High Scool

by Scott Eisner

Sep 2, 2012

What is a good way to get my kids to stop using calculators? Once they reach college, calculators will obviously not be permitted, so I want them to do well. Basically I need to slowly get them off calculators without quitting cold turkey.

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MTA On 9/02/12, Scott Eisner wrote: > What is a good way to get my kids to stop using > calculators? Once they reach college, calculators will > obviously not be permitted, so I want them to do well. > Basically I need to slowly get them off calculators without > quitting cold turkey.

You question indicates that you are not like...See MoreOn 9/02/12, Scott Eisner wrote: > What is a good way to get my kids to stop using > calculators? Once they reach college, calculators will > obviously not be permitted, so I want them to do well. > Basically I need to slowly get them off calculators without > quitting cold turkey.

You question indicates that you are not likely using the calculator to teach math, but to process answers. That is the lowest form of their use.

Low use: Graph y=0.5x, y-x, and y=2x in your calculator.

High use: 1. What would happen if put {0.5,1,2}x into function one of your TI calculator? Show me with a paper sketch using only a pair of axis, no coordinates, just a drawing. 2. Graph and see if you are right. 3. Label the functions on your paper. 4. Which function has the steepest slope? How can you tell from the drawing alone? 5. Describe in words that would enable another student to draw the function f(x)=2x without using the other two or using any coordinates. 6. Use only paper vertical and horizontal paper foldings and lines, prepare a to construct a reasonably accurate graph of a double-slope line. You can use only two non-orthogonal lines to do this. (If no student succeeds, guide to answer. Use time as appropriate here as it can take a long time for some/all to get answer. After you or a student shows answer and students duplicate it, have them graph a negative triple-slope line.) 7. Ask class to not to say the answer out loud, but raise their hands if they know what will happen. Have them write their answer down and escrow with another student. (Note use of vocab to increase rigor, etc.) 8. Put 1/{0.5,1,2}x into your TI's function 2, but don't graph it until I tell you. 9. When answers are escrowed, tell them to graph it. 10. Discuss reasons for results and give credit to those who got it right.

OK. Get the idea? Use a calculator to engage, learn and explore, etc., but not very much to just get automated "worksheet" answers. could draw the e function with the steepest slope in how a student who can uses a calculator to

Sep 9, 2012

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Rich/CA/Math Another really nice post. I hope you'll continue to share your ideas here. THIS is what this forum should be all about.

On 9/09/12, MTA wrote: > On 9/02/12, Scott Eisner wrote: >> What is a good way to get my kids to stop using >> calculators? Once they reach college, calculators will >> obviously not be permitted, so ...See MoreAnother really nice post. I hope you'll continue to share your ideas here. THIS is what this forum should be all about.

On 9/09/12, MTA wrote: > On 9/02/12, Scott Eisner wrote: >> What is a good way to get my kids to stop using >> calculators? Once they reach college, calculators will >> obviously not be permitted, so I want them to do well. >> Basically I need to slowly get them off calculators without >> quitting cold turkey. > > You question indicates that you are not likely using the > calculator to teach math, but to process answers. That is the > lowest form of their use. > > Low use: Graph y=0.5x, y-x, and y=2x in your calculator. > > High use: > 1. What would happen if put {0.5,1,2}x into function one of > your TI calculator? Show me with a paper sketch using only a > pair of axis, no coordinates, just a drawing. > 2. Graph and see if you are right. > 3. Label the functions on your paper. > 4. Which function has the steepest slope? How can you tell from > the drawing alone? > 5. Describe in words that would enable another student to draw > the function f(x)=2x without using the other two or using any > coordinates. > 6. Use only paper vertical and horizontal paper foldings and > lines, prepare a to construct a reasonably accurate graph of a > double-slope line. You can use only two non-orthogonal lines to > do this. (If no student succeeds, guide to answer. Use time as > appropriate here as it can take a long time for some/all to get > answer. After you or a student shows answer and students > duplicate it, have them graph a negative triple-slope line.) > 7. Ask class to not to say the answer out loud, but raise their > hands if they know what will happen. Have them write their > answer down and escrow with another student. (Note use of vocab > to increase rigor, etc.) > 8. Put 1/{0.5,1,2}x into your TI's function 2, but don't graph > it until I tell you. > 9. When answers are escrowed, tell them to graph it. > 10. Discuss reasons for results and give credit to those who > got it right. > > OK. Get the idea? Use a calculator to engage, learn and > explore, etc., but not very much to just get automated > "worksheet" answers. > could draw the e function with the steepest slope in > how a student who can uses a calculator to

Sep 9, 2012

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Math technology

by Jackie

Sep 3, 2012

How can I get high school students more involved/engaged in math when using a power point on a smart board?

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MTA On 9/03/12, Jackie wrote: > How can I get high school students more involved/engaged in > math when using a power point on a smart board?

When you customers are not buying your product, should you find out why or just increase advertising?

I teach how to use PowerPoint for the district. At my previous school, I had an intera...See MoreOn 9/03/12, Jackie wrote: > How can I get high school students more involved/engaged in > math when using a power point on a smart board?

When you customers are not buying your product, should you find out why or just increase advertising?

I teach how to use PowerPoint for the district. At my previous school, I had an interactive white board. I don't miss it.

There are some great PowerPoint presentations, but I advise teachers not to use PP in general until they know how to do so.

Best use is to illustrate a problem or engage the student - NOT to teach your daily lesson. If you are using PP for more that, you will likely encounter the kind of response that you are getting.

Here is an example for a 5-step or more problem: Ask class to put down pencils. Show solution to a problem using a PP that goes step-by-step. Have students predict and describe the math reason in each step. When done, back up the animation to the start and have them repeat the process with a verbal description of each step's math.

Some students will not be able to do the steps. Walk around and find them. When most have done the step, show the step for to the class (to help the slower ones). Repeat until finished.

Blank PP slide. Now have students turn their paper over and repeat the solution on the back side. Explain that they can look at their example on the front, but that they should try for at least 15 seconds before doing so.

Now, show another slide of the same problem, but with only the math reason for each step and have the slowest students go to board and work problem without their papers. Request all others to use another sheet of paper (or fold back the solution on their own) and just show the math steps with out working out the symbolics.

Finally, have everybody put their papers away and give them a 1-question quiz on the PP of the same type of problem that they have been working, just different variables and scalers.

Think about what each of these steps are doing, try it in you class, and please graciously report your experience.

Sep 9, 2012

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Rich/CA/Math Nice post. I personally don't use PP at all, but if I did this sounds like a much better way to use it than to just use it as a vehicle for transmitting notes.

On 9/09/12, MTA wrote: > On 9/03/12, Jackie wrote: >> How can I get high school students more involved/engaged in >> math when using a power point on a smart board? &...See MoreNice post. I personally don't use PP at all, but if I did this sounds like a much better way to use it than to just use it as a vehicle for transmitting notes.

On 9/09/12, MTA wrote: > On 9/03/12, Jackie wrote: >> How can I get high school students more involved/engaged in >> math when using a power point on a smart board? > > When you customers are not buying your product, should you find > out why or just increase advertising? > > I teach how to use PowerPoint for the district. At my previous > school, I had an interactive white board. I don't miss it. > > There are some great PowerPoint presentations, but I advise > teachers not to use PP in general until they know how to do so. > > Best use is to illustrate a problem or engage the student - NOT > to teach your daily lesson. If you are using PP for more that, > you will likely encounter the kind of response that you are > getting. > > Here is an example for a 5-step or more problem: > Ask class to put down pencils. Show solution to a problem using > a PP that goes step-by-step. Have students predict and describe > the math reason in each step. When done, back up the animation > to the start and have them repeat the process with a verbal > description of each step's math. > > Some students will not be able to do the steps. Walk around and > find them. When most have done the step, show the step for to > the class (to help the slower ones). Repeat until finished. > > Blank PP slide. Now have students turn their paper over and > repeat the solution on the back side. Explain that they can > look at their example on the front, but that they should try > for at least 15 seconds before doing so. > > Now, show another slide of the same problem, but with only the > math reason for each step and have the slowest students go to > board and work problem without their papers. Request all others > to use another sheet of paper (or fold back the solution on > their own) and just show the math steps with out working out > the symbolics. > > Finally, have everybody put their papers away and give them a > 1-question quiz on the PP of the same type of problem that they > have been working, just different variables and scalers. > > Think about what each of these steps are doing, try it in you > class, and please graciously report your experience.

Sep 9, 2012

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60 Minutes feature on "Khan Academy" innovative math program

by Kam

Sep 3, 2012

Last night, CBS's "60 minutes" broadcast a feature on Khan Academy. With funding from the Gates Foundation, Khan Academy has shifted around the typical learning process: Instruction is done at home (a 15 minute video) and "homework" practice is all done in class. The teacher's role shifts from a lecturer to a coach.

There are no textbooks...See More

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Help with algebra

by KimMO

Sep 3, 2012

I'm searching for websites that would help a struggling college algebra student. My daughter is taking an online college algebra class while stationed overseas. She is in need of help with formulas, but any and all sites would be helpful.

Thank you,

KimMO

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