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Math Teachers Chatboard

K12 Inc is Hiring Virtual Teachers

by Jill Arnzen

Aug 20, 2012

K12 Inc. has immediate needs for PE/Health High School virtual teachers. Please apply online at [link removed]

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Inclusion Teachers

by mathteacher

Aug 25, 2012

This is the first year I'll have an inclusion teacher in my classroom. Is it normal for the regular ed teacher to give the ls teacher lesson plans, not just share where I'll be, but actual copies of my lesson plans?

Trying to wrap my head around planning for another teacher's resource room time.

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Paula I suppose it's different in every building. I've had special ed teachers in my room quite often. I never gave any of them a copy of my lesson plans. However, one of them actually sits down with me and helps plan the lessons in advance. That way the modifications are discussed beforehand. If the person you are teaming with is onboard for such an exp...See More

Aug 25, 2012

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Tutoring

by Reza Bokat

Aug 27, 2012

I have found some benefits in tutoring students so they are ahead of their class. This gives them confidence when their teacher goes through it later in class. However, it is not that simple, as a student who is struggling will not have adequate background knowledge to follow tuition. So it is an act of fine balance to find when it works and when i...See More

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Math Teach Huh?

On 8/27/12, Reza Bokat wrote: > I have found some benefits in tutoring students so they > are ahead of their class. This gives them confidence when > their teacher goes through it later in class. > However, it is not that simple, as a student who is > struggling will not have adequate background knowledge > to follow...See More

Aug 28, 2012

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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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