Welcome Guest!
Teachers are welcome to read and post on Teachers.Net.
Login to access to these free features:
• Relaxed spam filters
• Post pics, links & comments
• Get notified of responses |
• Join teacher groups
• Apply to teacher jobs
• Post a resume |
Welcome Guest!
You must login to comment on posts.
Login to access to these free features:
• Relaxed spam filters
• Post links & upload pics
• Get notified of responses |
• Join teacher groups
• Apply to teacher jobs
• Post a resume |
Welcome Guest!
Your account must login to post.
Login to access to these free features:
• Relaxed spam filters
• Post, comment, & upload pics
• Get notified of responses |
• Join teacher groups
• Apply to teacher jobs
• Post a resume |
by kelly carter
Aug 16, 2013
Does anyone have any resources for the Math 1, Math 2, and math 3 (especially Math 2)? We are implementing these changes per DPI this year and wondered who out there was already using them.
Does anyone teach middle school with Math In Focus? I just want to find out what sorts of activities others are using with this series. Any thoughts would be appreciated.
I need to see how anybody has Go Math in a lesson plan format. I like the program, but I am burning a lot of time trying to write daily plans for it. I have the Common Core edition.
Where can I find sample plans for that? If anybody has them saved, I'd be happy to buy them. I am looking for 3rd grade.
Thank you,
Bill
I was introduced to incorporating engineering ideas into a mathematics classroom. The purpose was to engage students in hands on activities.
My study was more focused on electrical engineering. So, I worked a lot with Ohm's Law, voltage dividers, LED's, breadboards, and resistors.
I was wondering if anyone else had used engineer...See MoreI was introduced to incorporating engineering ideas into a mathematics classroom. The purpose was to engage students in hands on activities.
My study was more focused on electrical engineering. So, I worked a lot with Ohm's Law, voltage dividers, LED's, breadboards, and resistors.
I was wondering if anyone else had used engineering ideas ideas in the classroom, it does not have to be electrical engineering. If you have used it in the classroom, how effective was it? Was there postive results in student behavior? What was the demographics and grade level? Based on your experience, how would you suggest someone go about incorporating engineering concepts into the classroom?
I have been following a couple of these posts
I need to recommend a place to go
It is great
I have just spent the summer getting up to speed on Calculus
so just type in GO MATH and guess what happens
you get 1,650,000 places to go and learn about GO MATH
oh the place - YOU TUBE
by PedagoNet
Aug 31, 2013
After watching the video, ask you students to explain how the prediction happens.
by PedagoNet
Aug 31, 2013
After watching the video, ask you students to explain how the prediction happens.
I was wondering if anyone had any ideas for some new or fun technology to help teach a middle school (or high school) math class? With all of the technology we have around us, is there anything you find particularly useful or fun for your students? Thanks!
I have seen teacher use the new TI-Nspire calculator in their classroom several ways. I was wondering of any if you have used or are currently using the calculators, how you use them and your feedback about the product?
Can somebody please explain touch points/math to me? I just started my internship in second grade, the kids were counting coins. I walked up to them and asked what they were doing, they said, "this is how we count money." I was like, "Well... how do you know where to put the dots?" They said, "Right there. They're there."
A quarter had 5 ...See MoreCan somebody please explain touch points/math to me? I just started my internship in second grade, the kids were counting coins. I walked up to them and asked what they were doing, they said, "this is how we count money." I was like, "Well... how do you know where to put the dots?" They said, "Right there. They're there."
A quarter had 5 points = 5x5 = 25 A dime = 5x 2 =10 A nickel = 5 x1 = 5 Penny = none
I get that it's counting by 5's, but how do they KNOW where to put the dots? Is it an assigned, logical fact or is it random? It just seems like "touch points" are arbitrarily assigned and the kids just memorized them?
Please forgive my ignorance.
Thanks.
next page »
« prev page
Teacher Chatboards
On 8/16/13, kelly carter wrote: > Does anyone have any resources for the Math 1, Math 2, and > math 3 (especially Math 2)? We are implementing these > changes per DPI this yea...See More