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?
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?
StaceyOn 9/13/13, Robert L wrote: > 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...See MoreOn 9/13/13, Robert L wrote: > 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 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. 9/13/2013 Have you heard of "hairy money"? It's kinda same as that....draw coin w amount in it and draw one hair straight up nickel...2for dime..5for. Quarter...and 10 for half dollar. Penny count at the end by ones.Touch each hair and count by 5'smuch easier than adding up coins. Hope it helped
Please please please do not use this method. It may get them through your year but it is utterly destructive to their math futures. Too many of them end up never making the conceptual jump from counting to adding. Then they end up in my class in 7th grade and cannot add 5 and 3 without using their fingers. Math facts, addition, subtraction and multiplication are like the sight word equivalents for math. They need to know them period, not count them or, as is used on multiplication skip count them. There is no greater gift you can give your students than to insist they learn the appropriate facts at your grade level to a level of fluency. Using touch math is like knee-capping them
Is there anyone that uses the Carnegie math series for sixth grade? My district purchased it for this year but didn't purchase anything but the student books and teacher manuals. I need ideas for how to use this curriculum and use it in 50 minute periods. Do you have any ideas?
Also, I teach in 90 minutes blocks and usually get through 3-4 problems…I believe that each lesson is around 45 minutes tops…shorter if you have a more advanced group.
On 9/17/13, Jeanneane wrote: > Is there anyone that uses the Carnegie math series for > sixth grade? My district purchased it for this year but > didn't purchase anything but the student books and teacher > manuals. I need ideas for how to use this curriculum and > use it in 50 minute periods. Do you have any ideas
Why pay for college courses when I can learn calculus and more via youtube and other math forums like this one? However, my family and certain friends think it is senseless to learn math with no goal in mind. They are looking at the practicality of math versus the need for better employment. Who knows what the future holds? Do you?
I may end up working as a tutor someday. Even if that does not happen due to age discrimination, I always will enjoy SOLVING FOR X. Math is like a puzzle to me. I get excited when finding the value of x.
I may not have much in life but one thing is certain, nothing can separate me from my passion of numbers. Still, it hurts when people consider me to be crazy or dumb for spending my days off learning math. What do you say? Why do you think people say it is senseless to study math without a goal or just to learn it? Currently, I am learning the chain rule in calculus 1 and having fun playing with the functions.
I actually started in undergrad as a Math and Art Ed major, but stuck with Art is it was my passion. I only completed College Algebra and Calculus coursework in undergrad. I was told that I could potentially take the CSET to gain my supplementary authorization in introductory math in California.
Would anyone have insight into how to get the supplementary authorization? I'm confused by the CTC website, as some have said I can test out, but the website makes it seem like I'd still need to take more coursework. Would I need to take all 3 subtests, or just 1 & 2 to get my supp. auth. with the art credential I hold?
Don't quote me on it, but I think you have to pass all three parts to get a full math credential - i.e., one that allows you to teach any 7-12 math course up through calculus and AP statistics. If you pass 2 parts I think you get a supplemental that allows you to teach up to but not beyond Algebra 1
> Don't quote me on it, but I think you have to pass all three > parts to get a full math credential - i.e., one that allows > you to teach any 7-12 math course up through calculus and AP > statistics. If you pass 2 parts I think you get a > supplemental that allows you to teach up to but not beyond > Algebra 1
The Single Subject Teaching Credential in Foundational-Level Mathematics (test 1 and 2 only) authorizes an individual to teach all math courses up to and including Algebra II.
First of all this is not an ad but just a proud aunt sharing something. My nephew created a free app available in the ap store. It is called WileDMath and has gotten excellent reviews. I encourage you to check it out. ( he gets no money so again, not an ad). Let me know what you think, if you check it out!
On 10/29/13, Joan Cooke wrote: > I am teachin...See MoreI have been reminded, correctly, that this is copyright infringement. One tends to forget these things in a third world country. Perhaps someone can physically donate these if they are no longer being used at your school?
And does anyone have contact info for a HOLT district rep?
On 10/29/13, Joan Cooke wrote: > I am teaching 5th to 8th grade science and math in Roatan, > Honduras. Our school has very few resources, but we do have > the 2007 Edition of Holt Texas Math Course 1, 2 and 3 > (orange, blue, green). I am DESPERATELY in need of the > assessment resources, specifically the Chapter Tests for > Course 3. I am sure there is a school in Texas somewhere > that is using these, or has them gathering dust in the > library, and I am hoping and praying someone could take the > time to scan and email just the chapter tests to me. With > an online copy machine, this shouldn't take too long. > Please reply if you can help! Thank you very much! Joan