GeoGebra Applet Central NCTM Brain Teasers Sliding Triangle The triangle at left lies on a flat surface and is pushed at the top vertex. The length of the congruent sides does not change, but the angle between the two congruent sides will increase, and the base will stretch. Initially, the area of the triangle will increase, but eventually the area will decrease, continuing until the triangle collapses. What is the maximum area achieved during this process? This brainteaser was written by Derrick Niederman. Solution: 200 square units; 32 units. For the first part of the question, the maximum area occurs when the angle between the sides is a right angle. For a more advanced trigonometry solution, remember that the area of a triangle can be calculated by taking half the product of two sides and the sine of the angle between those sides. Again using a trig solution, A=(1/2)absinθ, where a and b are the side lengths.
Welcome to the Mathematics Assessment Project “And I’m calling on our nation’s governors and state education chiefs to develop standards and assessments that don’t simply measure whether students can fill in a bubble on a test, but whether they possess 21st Century skills like problem solving and critical thinking and entrepreneurship and creativity.” President Obama, 1 March 2009. News: MAP User Conference - Places available May 8 – 10, 2014 Ann Arbor/Ypsilanti, Michigan : Featured speakers include Valerie Mills (NCSM president), Malcolm Swan (lead designer of MAP) and Phil Daro (one of the authors of the Common Core State Standards). New – TRU Math: Teaching for Robust Understanding of Mathematics is a suite of tools for professional develompent and research - the alpha versions of these documents are available here. New lessons: We've been steadily adding new 'Classroom Challenge' lessons for grades 6-8 over the last few months, and in a few weeks all of the planned 20 lessons for each grade from 6 to 10 will be available. Products
Stick Pick Paper Moon: Simulating a Total Solar Eclipse Using a Journal Article as a ProfessionalDevelopment Experience Rationale for Use This article provides mathematics teachers an opportunity to reflect on practice by exploring: How multiple representations can be used to enhance student learning and understanding of student learningHow physical, tabular, graphical, verbal, and symbolic representations can be connected in a lessonConnections across the different strands of the curriculum—algebra, geometry, and trigonometryConnections among different subject areas—mathematics, astronomy, and scienceUse of spreadsheets/technology to analyze dataAppropriate use of concrete models to explore mathematical ideasHow instruction can incorporate student interactions and feedback Suggestions for Use This activity may be used when working with pre-service teachers, or by in-service teachers interested in exploring ways to incorporate multiple representations and cross-curricular lessons into their classrooms. Procedures/Questions Next Steps/Extensions
Standards-Based Grading | When Math Happens When Math Happens Leave a comment Standards-Based Grading The following 4 links are a snapshot of how Standards-Based Grading works in my classroom. Below are resources that are helpful for exploring and implementing Standards-Based Grading. Share this: Leave a Reply Create a free website or blog at WordPress.com. | The Chunk Theme. Follow Get every new post delivered to your Inbox. Join 47 other followers Build a website with WordPress.com msmathwiki [licensed for non-commercial use only] / Math Teacher Wiki This is an open/public wiki. That means that anyone is able to add text, pages, and upload files to this wiki. If you would like to add something to a page, just click on the EDIT button at the top of the page. When you are finished, don't forget to hit SAVE at the bottom of the page. First Day Page!! TMC12 Resource Page Middle School Math Teachers Resource Pages
Responding to Student Progress | When Math Happens One area where I need a lot of growth is responding to the progress of my students. Specifically, what are the next steps after I’ve identified the level of understanding in certain concepts? I recently decided to tackle this challenge during our review days for the state assessment. The goal was to review the most tested concepts, but I also wanted the kids to work on their biggest struggle areas. I began the process by consolidating all of the data from concept quizzes throughout the year. From there, I created a “Personal Growth Report” for each student using autoCrat. Here’s a tutorial video showing the process of creating these reports. This is a similar idea to the Growth Mindset Reports I blogged about a few months ago. For the original reports, I had the students self-assess their understanding of each concept because I was concerned about classroom status issues. Here’s a sample… …and a link to all of the silent solutions I’ve uploaded to YouTube so far. Level 1: Level 2: Level 3:
One Example of a “Bad Hint” :: Annie at the Math Forum A couple of weeks ago during the Sunday night #probchat on Twitter the topic of hints came up. (You can read the whole conversation at Storify.) A few people started talking about possible “good” and “bad” hints, and I wondered how we’d gotten onto the topic of hints, rather than talking about possible solution strategies (which was the current question posed in the chat). I know hints are a hot Twitter topic right now, and I agree that you do, as a teacher, want to have a plan for what to say to kids who are stuck somewhere specific (that you expected them to get stuck). figure out what the student understands about the storyhonor where the student is and what they’ve thought of so farlet the student do all the work and make all the decisions Yes, even if they say, “I don’t know how to start.” I didn’t mean to imply that you should offer nothing to students who aren’t sure how to get started. The students looked at him and said, “Whoa!
52 Of The Best Apps For Your Classroom In 2015 52 Of The Best Apps For Your Classroom In 2015 by TeachThought Staff This post was sponsored by CK-12, a non-profit foundation that creates and aggregates high quality curated STEM content. What are the best apps for your classroom? The best little bits of software to use tomorrow, in your school, to make your classroom go? This is, strangely, not a frequent topic for us. But what if that’s not your bag? This is the reality that, if statistics don’t mislead, most of you face on a daily basis. Let us know in the comments any that were what-were-they-thinking-missing-that-one? 52 Of The Best Apps For Your Classroom In 2015
Education Week UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: TrialsLeft: 0 Trials: Tier Preview Log: Exception pages ( /tm/articles/2015/05/26/6-tips-to-get-blogging-this-summer.html ) = NO Internal request ( 198.27.80.148 ) = NO Open House ( 2015-05-28 11:11:02 ) = NO Personal SL : ( EMPTY ) = NO Site Licence : ( 198.27.80.148 ) = NO ACL Free A vs U ( 2100 vs 0 ) = NO Token Free (NO TOKEN FOUND) = NO Blog authoring preview = NO Search Robot ( Firefox ) = NO Purchased ( 0 ) = NO Monthly ( dec8ae01-ab13-01da-2d70-f0c70e0cb33d : 1 / 1 ) = NO 0: /teachers/classroom_qa_with_larry_ferlazzo/2014/04/response_one-to-one_technology_is_really_about_building_effective_relationships.html Can add to monthly ( /tm/articles/2015/05/26/6-tips-to-get-blogging-this-summer.html ) = NO Access denied ( -1 ) = NO Search Robot ( EPE Bot ) = YES
An "Old Math Dog" Learning New Tricks I have been meaning to blog these for a while.Below you will find the materials that I put together to use throughout my Statistics Unit. These are the learning targets that I used: I will be honest with you all, dear readers. Please feel free to use and adapt what I have published here. (Many of these are labeled with the Learning Target (LT) designations from above – you may want to look at the table to help you know what goes with what.) Learning Target 20 Examples – Examples used in class for LT20 (I can describe the center of the data distribution (mean or median).) Download (DOCX, 11KB) Learning Target 20 Exit Slip -Exit Slip for LT20 (I can describe the center of the data distribution (mean or median).) Download (DOCX, 11KB) Learning Target 21 Notes – Notes used in class for LT21 (I can describe the spread of the data distribution (interquartile range or standard deviation).) Download (DOCX, 11KB) Download (DOCX, 10KB) Download (DOCX, 12KB) Download (DOCX, 9KB) Download (DOCX, Unknown)
A Comprehensive Guide of Everything Teachers Need to Know about Google Classroom May 26, 2015 Since its release awhile ago, Google Classroom has been such a hit in the EdTech world with millions of teachers already incorporating it in their daily instruction.With this widespread use of Google Classroom, Google rolled out a host of important updates to improve the functionality of Classroom and to respond to the emerging needs of educators. All of these updates are included in this post. Today’s post is intended to help teachers and educators make the best of Google Classroom by providing them with access to some very useful resources, materials and tips on the use of Classroom in education. 1- What is Google Classroom? 2- How does Google Classroom Work? 3- Understanding the assignment flow Check out this page to learn more about how you can create and collect assignments paperlessly on Google Classroom. Teachers 1- Getting Started2- Creating and Managing Classes3- Creating and Grading Assignments4- Communicating with your Students Students
cheesemonkey wonders: #TMC14 GWWG: Talking Points Activity – cultivating exploratory talk through a growth mindset activity This activity is the one I am most excited about bringing to #TMC14 and to the Group Work Working Group. My intention is to blog more about how this goes during the morning sessions. I also hope that participants will blog more about this too and contribute resources to the wiki. This activity is based on Lyn Dawes’ Talking Points activity but has been adapted for use within a restorative practices framework. to support students’ exploratory talk skills by pushing them out of cumulative and disputational modes and into a more exploratory talk mode (i.e., speaking, listening, justifying with NO COMMENT)to reveal student thinking about speaking, listening, justifying and about having a growth mindset to cultivate a growth mindset community PROCEDURE 17 minutes Get students into groups of three. Talking Points is a timed activity. Like classroom circles, Talking Points proceeds in rounds. TALKING POINTS ACTIVITY 10 minutes Groups should then move on to the next Talking Point.