Anyone have information about Houghton-Mifflin "Go Math" We are looking at samples soon. Anyone use it? They say it's Common Core, but I wonder if that's just to grab your attention. Thanks!
I am covering a long-term sub assignment at an inner city high school in NYC teaching math. I have 3 statistics classes (elective w/mostly seniors), and 2 Integrated Algebra Regents Prep courses for students who passed the class last year but not the Regents. The regular teacher had been gone for two months before I got there, w/a series of day-to-day subs. I came in @ the end of March, and have been there a total of 18 days now. As you might imagine, things are extremely chaotic, and I am having difficulty doing any real teaching. (I am also new to teaching high school. In the past, I have taught middle school full time, and taught part time in elementary school.) The algebra classes are supposed to have about 25 students each, but generally somewhere between 10-18 show up. Of those who show up, about half (or less) are on task, and the other half are involved in side conversations, and not paying attention. Also, many of the students say they have passed the Regents' exam and are just there for the extra math credit. Judging by the results of a test I just gave, very few are actually learning anything. WHAT CAN I DO TO TURN THIS SITUATION AROUND???
On 4/26/13, nr wrote: > Hi- > > I am covering a long-term sub assignment at an inner city > high school in NYC teaching math. I have 3 statistics > classes (elective w/mostly seniors), and 2 Integrated > Algebra Regents Prep courses for students who passed the > class last year but not the Regents. The regular teacher > had been gone for two months before I got there, w/a series > of day-to-day subs. I came in @ the end of March, and have > been there a total of 18 days now. As you might imagine, > things are extremely chaotic, and I am having difficulty > doing any real teaching. (I am also new to teaching high > school. In the past, I have taught middle school full time, > and taught part time in elementary school.) The algebra > classes are supposed to have about 25 students each, but > generally somewhere between 10-18 show up. Of those who > show up, about half (or less) are on task, and the other > half are involved in side conversations, and not paying > attention. Also, many of the students say they have passed > the Regents' exam and are just there for the extra math > credit. Judging by the results of a test I just gave, very > few are actually learning anything. WHAT CAN I DO TO TURN > THIS SITUATION AROUND??? >
On 4/26/13, nr wrote: > Hi- > > I am covering a long-term sub assignment at an inner city > high school in NYC teaching math. I have 3 statistics > classes (elective w/mostly seniors), and 2 Integrated > Algebra Regents Prep courses for students who passed the > class last year but not the Regents. The regular teacher > had been gone for two months before I got there, w/a series > of day-to-day subs. I came in @ the end of March, and have > been there a total of 18 days now. As you might imagine, > things are extremely chaotic, and I am having difficulty > doing any real teaching. (I am also new to teaching high > school. In the past, I have taught middle school full time, > and taught part time in elementary school.) The algebra > classes are supposed to have about 25 students each, but > generally somewhere between 10-18 show up. Of those who > show up, about half (or less) are on task, and the other > half are involved in side conversations, and not paying > attention. Also, many of the students say they have passed > the Regents' exam and are just there for the extra math > credit. Judging by the results of a test I just gave, very > few are actually learning anything. WHAT CAN I DO TO TURN > THIS SITUATION AROUND??? >
Has anyone been to any training programs for Singapore Math? What did you like? What didn't you like? What do you recommend? I teach 7th grade. Thanks!
Or hell, have them google "Athletic Shoes Clearance Sale," and compare the results with what they spent on their most recent pair of sneakers. Discuss whether $700 rims and a sparkledelic paint job is a more practical investment than regular oil changes and other basic maintenance. Can't impress the ladies with all those fancy auto cosmetics if the engine block's cracked, but buying coolant and learning where to put it isn't as sexy as spoilers, fake exhaust vents, or pricy boomba-boom speakers that annoy everybody at the gas station.
On 5/01/13, Sam wrote: > > Dear Math teachers, > As we know motivating students to learn Math can be often > very challenging. We have all been there ... > > Let's share our experience: what are the tricks/methods you > use in your classroom to motivate your students? > > Regards > Sam
3. Use ratio and rate reasoning to solve real-world mathematical problems, eg. by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
Do you think they mean take equivalent ratios like 1/2, 2/4, 3/6 etc and present them in a T-chart like
1 2 2 4 3 6
like we do when we are starting to talk about linear equations? So it's really turning the ratio into an ordered pair, or a dep and ind variable? What else does it mean? Tape diagrams? Double number lines?
When I teach "slope" in 8th grade in the Common Core...it is taught in the ratio unit and while I don't have the stuff in front of me...I saw it before I taught it this year and did it the common core way instead of the way I was taught to do it and I thought it made much more sense to the kids...
On 5/02/13, question wrote: > This verbage from the math 6 common core has me flummoxed: > > Ratios and Proportional Relationships > > 3. Use ratio and rate reasoning to solve real-world > mathematical problems, eg. by reasoning about tables of > equivalent ratios, tape diagrams, double number line > diagrams, or equations. > > a. Make tables of equivalent ratios relating quantities > with whole number measurements, find missing values in the > tables, and plot the pairs of values on the coordinate > plane. Use tables to compare ratios. > > Do you think they mean take equivalent ratios like 1/2, > 2/4, 3/6 etc and present them in a T-chart like > > 1 2 > 2 4 > 3 6 > > like we do when we are starting to talk about linear > equations? So it's really turning the ratio into an > ordered pair, or a dep and ind variable? What else does it > mean? Tape diagrams? Double number lines?
Hello Everyone, I am a preschool teacher and would like to have math and science activities for 5 to 6 years old children. I would appreciate any tip from you guys. Warm Regards, Kassahun
okCount, sort, group, make patterns with blocks and beads, cook, mix, separate, draw shapes, pour liquids into different shaped/sized vessels, use clay to model 3D objects, fold paper and count sections, collect objects and compare collections..
i was in a meeting. and the other teachers wanted to make ti84/83 a requirement for alg 1. i stated that i do not believe most schools use the graphing calculators in algebra 1. the other teachers thought i was crazy and that we were the only stone age school w/o using these expensive calculators in alg 1 class? what do you think?
What a good way of insuring that the students' knowledge and skill level remains shallow and unable to support higher mathematics. > On 5/14/13, LeighAnne wrote: >> and this is why students don't pass Algebra 2. Seriously! You have >> ZERO need for a calculator!!!
Frankly I don't think they should even be using them in Calculus 1. When I got my math credential my math degree was about 20+ years old, so rather than apply for a waiver I opted to take the Math Praxis (the highest level one). The instructions said that a graphing calculator was REQUIRED for the test. So I spent $100 and got one and then spent about half my prep time learning to use it, since they hadn't even been invented when I took calculus. Then I took the test and ended up using the calculator one time, and that was just to check an answer that I had already done.
Now when I help students with their calculus all they seem to want to do is punch buttons on their calculator because they really have very little depth of understanding. There is a lot to be said for doing math the old school way during the education process.
It is a good thing that there are a lot of college students with accents to fill all of the engineering positions of the future
I would really like to see more of that small number of teachers who really do spend time continually expanding their mathematical understanding at least spend some of their effort to go beyond their comfort zones in the use of computers to deepen student learning. (A so- called (electronic) calculator is a computer.)
If you use chalk, pencils, dry-erase markers, or interactive whiteboards, you are already using technology. At one time chalk boards were seen as threatening the authority of teeachers' knowledge. Are computers doing that now? With new theorems from HS students using Geometer's Sketchpad, will maybe future students learn more from them if they becoem teachers.
Why are today's teachers not growing their own food, making their own clothes, etc.? - times change. Technology has provided a easier way to get the job done. However, the results are a vast change in educations. One result was decisoon made a hundred years ago that now creates the issue that drives this thread - teaching algebra in HS.
There is a great need for both more and better mathematical preparation of our citizens. If you have a TI calculator and use to prepare students for the calculator-allowed portion of the AP test, do you discuss the epsilen factor in the derivative function and its implication in false results? Do you explain that the integation function is based on the Gauss-Kronrod method, and the role of tolerance parameter?
Why not?
I served in the military. On February 25, 1991, during the Gulf War, an American Patriot Missile battery in Saudi Arabia was protecting our troops. It's math came from its creators who learned much from their high school and college teachers.
This is based on the GAO report: Velocity is a real number that can be expressed as a whole number and a decimal (e.g., 3750.2563...miles per hour). Time is kept continuously by the system's internal clock in tenths of seconds but is expressed as a whole number (e.g., 32, 33, 34...). The Patriot system performs its calculations using registers that are 24 bits long and tracks time in 1/10 of a second. An error of 0.000000095 decimal per multiplication mounted to 0.34 seconds because the battery had be in operation continuosly for 100 hours. This resulted in the battery not launching a Patriot at a Scud missile that hit a barracks killing 28 soldiers and wounding 100 others.
We do not know what our students will do with the math that they learn from us, but we do know that math is in almost all aspects of our lives, sometimes it can return great benefit, but sometimes mistakes can result is tragedy. Teaching math can be fun, but it still carries a great responsibility - at least that's the way I see it.
, Some errors can should understand that responsibility that was ;y iteration resulted in The effect of differences in its multiplication 1/10 of a second and the true value mount this inaccuracy on the range gate's calculation is directly proportional to the target's velocity and the length of the the system has been running. Consequently, performing the conversion after the Patriot has been running continuously for extended periods causes the range gate to shift away from the center of the target, making it less likely that the target, in this case a Scud, will be successfully intercepted.
The AP Calculus exam has both calculator and non-calculator sections. In the calculator sections there are problems for which students will need the numerical differentiation and integration capabilities of graphing calculators, as well as finding zeros.
On 5/07/13, Jennifer Farmer wrote: > Our county has spent the last 2 years working on > information and curriculum guides for the local option > Algebra 1, Geometry, and Algebra 2 pathway. Now that it is > changing to Math 2 and Math 3 I need help with a pacing > guide. I would like to know a good sequence to teach "math > 2" in. I am so used to "geometry" I feel like a fish out > of water even after 10 years. Can anyone get me a link to > a pacing guide that uses the brand new Math 2 curriculum? > > Thanks
On 5/07/13, Marion wr...See MoreI'm not sure (I guess that was part of my question) but I did find a pacing guide for "integrated math 2" that includes all the standards addressed in the new "math 2" curriculum released April 30. This makes me wonder if they taught it this way last year. It looks like it will work as a template for this coming year.
On 5/07/13, Marion wrote: > Are there any counties in NC that taught Math 1,2 and 3? > There is no info or sample questions on MSL's for those > courses on DPI's website so I was wondering if any counties > even taught them this year. > > > On 5/07/13, Jennifer Farmer wrote: >> Our county has spent the last 2 years working on >> information and curriculum guides for the local option >> Algebra 1, Geometry, and Algebra 2 pathway. Now that it is >> changing to Math 2 and Math 3 I need help with a pacing >> guide. I would like to know a good sequence to teach "math >> 2" in. I am so used to "geometry" I feel like a fish out >> of water even after 10 years. Can anyone get me a link to >> a pacing guide that uses the brand new Math 2 curriculum? >> >> Thanks
On 4/26/13, nr wrote: > Hi- > > I am covering a long-term sub assignment at an inner city > high school in NYC teaching math. I have 3 statistics &...See More