SMILE PROGRAM MATHEMATICS INDEX SMILE PROGRAM mathEMATICS INDEX The SMILE website is hosted by the Illinois Institute of Technology The following is a collection of almost 200 single concept lessons. 2) by Violet M. Nash Spencer math and Science Academy Use A Chair To teach math by Laura B. Reed Basic mathematical operations Using mathtiles by Jones, Claudia R. - Farragut http://www.iit.edu/~smile/mathinde.html
MathFun.com Makes Math Fun To Learn And Easy To Teach. math fun to learn and easy to teach for grades Witzzle Pro is a mental math computationsgame using a grid of nine numbers and the basic operations of add http://mathfun.com/WitzzleWhileYouWork.htm
Extractions: Home Products: Math Games Witzzle Pro Series Fraction Series Crystal Clear Series ... Software Users: Grades 1,2, 3 Grades 4. 5, 6 Grades 7, 8, 9+ Learning Styles ... TEKS/TAKS Freebies: Y2K Reward Free Puzzles Free Lesson Plans Workshops ... Math Contest Opportunities: Speakers Wanted Reps Wanted Testimonies About MathFun Makes math fun to learn and easy to teach for grades 1 through 9. Plano Futures Foundations 2001-2002 Educator Incentive Grant Witzzle While You Work - Bowman Middle School Contact Person: Margaret E. Funk
Math Forum Internet Collection - Java (Annotated) math Forum Internet Resource Collection Annotated Version game that will teach you to square two-digit normal forms, miscellaneous operations in classical propositional logic http://www.math.rutgers.edu/~sontag/ODE/java-math.html
Extractions: 3-D Drawing and Geometry - Cathi Sanders A geometry Web unit that uses examples of paintings, architecture, etc. to analyze different types of 3-D drawings, and teaches students how to create them. Careers in 3-D drawing that use these techniques, from architecture to movies, are also illustrated. Types include isometric, oblique, and perspective drawings. A drawing project for students is outlined and submissions are invited. 3-D Function Builder - Vlad Krupin Absurd Math - Online Game This game involves pre-algebra, logic, games, and puzzles. Written by three 9th grade students from Meadville Junior High School, Meadville, PA. Algebra with a Java Applet - Jens-Uwe Dolinsky This Applet is able to process symbolic and numeric simplifications of entered mathematical expressions. That includes symbolic differentiation, integration (standard integrals), the development of Taylor as well as Fourier series. The .class files and a programming interface include documentation are ready for download. Thus the interpreter can be easily integrated into other Java projects. Analog Gadgets - A. Bogomolny
Educational Webpage Of Curt Tauke numbers sequences Skills understands all operations with decimals shortcuts to helpin mental computations lists factor pairs of 7th Grade math Curriculum Map. http://www.monticello.k12.ia.us/~curt_tauke/home/curriculum_maps.newest.htm
Extractions: Back Home Curriculum maps are a daily diary of what is being taught in the classroom. In the 2001-2002 school year Monticello teachers completed curriculum maps for the classes they taught. In this section you will find my map for the 7th grade math curriculum. Please keep in mind that since education is constantly changing, so will the curriculum maps. Each monthly section contains mathematical standards, benchmarks, grade level benchmarks, a content area, skills to be utilized, different means of assessments, notes and resources the teacher used. Last year Monticello teachers completed the content, skills, assessment and notes/resources sections. This year we will be determining which standards and benchmarks these cover. As you can see, creating and maintaining these maps will be a continuous process.
Untitled Document was the socalled right way to teach math. students are thinking when performing mathematicalcomputations. other seminars cover basic operations like addition http://depts.washington.edu/~uweek/archives/2001.11.NOV_15/_article1.html
Extractions: University Week Expanding the Community of Mathematics Learners (ECML) is a five-year $3.9 million National Science Foundation-funded project that is expected to serve about 2,500 teachers in the region by spring of 2004. Ramesh Gangolli, a professor of mathematics, is the principal investigator on the project. Kazemi is a co-principal investigator along with Christopher Fralie, from the Lake Washington School District; Nathalie Gehrke, director of the teacher education program in the College of Education; June Morita, an associate professor of interdisciplinary arts and sciences at UW Bothell; Rosemary Sheffield, director of Center Connect in the College of Education; research associate Virginia Stimpson; and Ginger Warfield, a senior math lecturer. Those eight currently support 270 teacher leaders who facilitate seminars for other math teachers interested in expanding their teaching repertoire. During the seminars participants read and discuss cases written by real teachers about real student interactions. Those cases highlight the different ways students solve math problems. The teachers also do some math problems together and finally, they do their own case studies and bring them back to the group for further discussion. What Kane and other teachers were taught was the so-called right way to teach math. It focused on teaching the most efficient method for solving problems then drilling the students on that particular method. The ECML seminars, however, encourage teachers to find out what students are thinking when performing mathematical computations.
Workbooks - General Elementary to use a calculator to perform basic math computations in daily These funto-do mathproblems and puzzles keys and the +/- key, repeated operations, and using http://www.eaiusa.com/ed__workbooks__general__elementary.htm
Extractions: Resource Workbooks Essential TI-108 Activity Book by David E. Williams, Ed. D. This book takes full advantage of the TI-108 student calculator as a tool for teaching mental math, estimation,number sense, and problem solving. More than 60 activities span the grades from primary number-numeral recognition to pre-algebra skills in the middle grades. Each activity has a lesson helper with objectives, procedures, answers and extensions. A teacher workshop and an Ideas and Topics section gives teachers background for integrating calculators into classroom use. K- 7 (Paperbound, 104 pages). W-1005-SP
Tutoring_for_Mastery ACTIVITY 2 SUPERMARKET math. Most of the computations should be made with a calculatorbecause the focus is on problem Were the right operations performed? http://www.sfo.com/~parvin/part3.html
Extractions: M any kids hate math and especially word problems because they "don't get it." We don't like what we don't understand. If word problems aren't an intriguing challenge for a learner, we haven't done our job properly. The first purpose of this program is to supplement school programs for children with exercises that, I hope, will help them understand arithmetic. The second purpose is to provide a minimal program for adults who don't have the time or inclination to learn paper and pencil math. The third purpose is to provide a review for parents and tutors. The fourth purpose is to provide additional resources to whoever is interested. When I have tutored children, I have noticed that they often guess which operation is indicated. I would like for them to think about the problem and determine what they need to do to solve it. Young children are not good at abstract thinking, but I would like them to understand what they are doing. They may not always understand my explanations, but I hope they will get the idea after doing the problems and after reviewing. I have also found that children usually don't check their work. They haven't learned that there are three essential steps in solving math problems:
Chapter 8 K-12 Overview be able to select and apply various computational methods, including mental math,estimation, paper Simple twodigit computations or operations that involve http://dimacs.rutgers.edu/nj_math_coalition/framework/ch08/ch08_k-12o.html
Extractions: New Jersey Mathematics Curriculum Framework All students will understand, select, and apply various methods of performing numerical operations. Numerical operations are an essential part of the mathematics curriculum. Students must be able to select and apply various computational methods, including mental math, estimation, paper-and-pencil techniques, and the use of calculators. Students must understand how to add, subtract, multiply, and divide whole numbers, fractions, and other kinds of numbers. With calculators that perform these operations quickly and accurately, however, the instructional emphasis now should be on understanding the meanings and uses of the operations, and on estimation and mental skills, rather than solely on developing paper-and-pencil skills. The wide availability of computing and calculating technology has given us the opportunity to significantly reconceive the role of computation and numerical operations in our school mathematics programs. Up until this point in our history, the mathematics program has called for the expenditure of tremendous amounts of time in helping children to develop proficiency with paper-and-pencil computational procedures. Most people defined proficiency as a combination of speed and accuracy with the standard algorithms. Now, however, adults who need to perform calculations quickly and accurately have electronic tools that are more accurate and more efficient than any human being. It is time to re-examine the reasons to teach paper-and-pencil computational algorithms to children and to revise the curriculum in light of that re-examination. Mental mathematics, however, should continue to be stressed; students should be able to carry out simple computations without resort to either paper-and-pencil or calculators. Fourth-graders must know the basic facts of the multiplication table, and seventh-graders must be able to evaluate in their heads simple fractions, such as
Helping Your Child With Math Helping Your Child with math. able to perform mathematical computations in a stepby-stepmanner; that can be moved around) to represent numbers and operations. http://www.ncld.org/info/tips/tip7.cfm
Extractions: Quick Tip Finder Select a Topic General Tips for Parents Parents: Helping Yourself and Your Child Understanding Your Children's Learning Needs Parents as Advocates Effective Parent-Teacher Partnership Making the Most of Parent-Teacher Conferences The IEP - Tips for Parents Ways to Help Your Child Become a Better Reader Helping Your Child with Math Turning Homework Problems Into Opportunities Homework Tips Choosing a Tutor for Your Child Getting a Good Start to the School Year Technology at Home and in the Classroom Study Skills Preparing Your Child - And Yourself - For Summer Activities General Tips for Building Self-Esteem Promoting Confidence Helping Your Child with Math To support their children's academic success, parents need to understand the specific demands of the classroom, school policies, and how the home environment can support learning and the completion of schoolwork. Parents should gather information about areas of instructional need and prepare strategies for providing assistance. The following guidelines can help parents of school age children provide assistance in mathematics. OBSERVE YOUR CHILD COMPLETING SCHOOLWORK. IS YOUR CHILD:
A+ Activities : Math Matters | Creative Classroom Online (Put the extra menus in a math center for follow 3 calls for students to solve realworldproblems involving number operations, eg computations with dollars http://www.creativeclassroom.org/nd02aplus/math.html
Extractions: M oney! Everyone needs it and everyone uses it. As a teacher, you can cash in on this universally appealing interest by making learning about money an important part of your math program. The following activities will teach kids the value of good "cents" while strengthening their higher-order thinking skills. Even young children use money, and their first experiences begin with coins. Kids learn very early that a single dime is worth ten pennies, even though a dime is smaller than any other coin! To instantly win the attention of your class, give each student a penny, a nickel, a dime, and a quarter. Then ask them to arrange the coins in order of their value (from lowest to highest). Younger kids may order the coins according to their physical characteristics, such as size, color, etc. Identify the value of each coin to clear up any misconceptions. Then play a game called Change Exchange with a group of three students. Give each player (including yourself) a small collection of coins, e.g. ten pennies, five nickels, and two dimes. (Play money, coin stamps, and reproducible coins will also work well and still motivate kids.) Start the trading by giving one dime to each student. Then ask kids to give you the equivalent value in different coins. There are just a few rules for playing the game: only one trade can be made at a time, kids may not use the same combination of coins as other players, and the trades must be equal. You can count on kids adding carefully and making sure each trade is fair; no one, not even a child, likes to lose money. But just in case, ask kids to count their money after the first round and compare their totals.
Extractions: Researchers at New Mexico State University want more blind students to learn higher mathematics and, as a first step, they want to help mathematics teachers and teachers of Braille work more closely together, said Christopher Weaver, a graduate student in mathematics and coordinator of the Mathematics Accessible to Visually Impaired Students (MAVIS) program. MAVIS and the New Mexico School for the Visually Handicapped will sponsor two seminars this year on teaching mathematics to the blind, the first at New Mexico State on Saturday, Feb. 9, and the second at the New Mexico School for the Visually Handicapped in Alamogordo in May. The Feb. 9 seminar will be held in the universitys Science Hall Room 107. There will be introductory presentations, open to the public, from 10 a.m. to noon. These will be followed in the afternoon by sessions intended for teachers only. Speakers will include Abraham Nemeth, inventor of the standard North American system for writing complex mathematical formulae in Braille, and Shakir Manshad, an assistant professor in the college studies division of Dona Ana Branch Community College, who is developing an audio program for supplementing mathematical instruction for the blind, Weaver said. Braille, the dot writing system used by the blind, contains symbols for numbers and allows users to write simple, in-line computations. However, without augmentation it cannot represent the more complex operations central to higher mathematics. One result of this was that blind students were told for years that they could not pursue careers in higher mathematics, Weaver said.
Mathematics Weekly News to count eigenvalues for EVF (what your computations actually approximate Spreadsheets at 415 PM in math 501 of IEEECompliant Floating Point operations'' at 4 http://www.math.arizona.edu/news/fall98/dec98/week7-11.html
Extractions: Tuesday: December 8th, 1998 PDE Seminar : Marty Greenlee, Department of Mathematics, Program in Applied Mathematics, University of Arizona, will speak on "Trapping Eigenvalues of Self Adjoint Operators, the Method of Intermediate Problems. Part II-The Eigenvector Free Method" at 12:30 PM in Math 402. (Brown bag lunches are appropriate.) Abstract : The eigenvector free method (EVF) is an extension of the older Bazley method of special choice. EVF has the advantage of making no direct computational use of base problem eigenvectors. Strictly speaking, EVF lies outside of MIP theory. How to count eigenvalues for EVF (what your computations actually approximate), and current work on convergence will be described. Last Faculty Meeting of 1998 will be held at 3:15 PM in Math 501.
Mathematics - Descriptions And Prerequisites geometric formulas; and basic computations of polynomials. and negative numbers, algebraicexpressions, operations with polynomials of C or better in math 101 http://www.kellogg.cc.mi.us/schedule/descriptions/mathematics.html
Extractions: MATHEMATICS (DESCRIPTIONS AND PREREQUISITES) In courses numbered 121 and higher, students are expected to have a calculator capable of exponential, logarithmic, and trigonometric computations. In courses numbered 122 and higher, meaningful computer activities using or illustrating principles from these courses will be included. Waiver of Mathematics Prerequisites: Mathematics 122, 141, and 142 may have prerequisites waived by examination. Interested students should contact the Counseling department. MATH 97 Mathematics Clinic 1-3 CR Prerequisite: ASSET numerical skills test score of 23-36 or COMPASS pre-algebra assessment score of 0-31. This program will enable any student, whether or not the student is enrolled in a mathematics class, to receive help in the fundamental skills and processes of mathematics. After diagnosis, through testing and/or consultation with the mathematics instructor in charge of the clinic, a study plan will be developed for the student's special needs or problems. The clinic instructor is available to provide individual help for the students. Students may sign up at any time during the semester. Course may be repeated for credit toward graduation up to six credit hours. MATH 100 Pre-Algebra 3 CR Prerequisite: ASSET numerical skill assessment score of 37-41, or COMPASS pre-algebra assessment score of 32-49, or COMPASS algebra assessment score of 0-19, or "G" grade in MATH 97. An introduction to integers and rational numbers; order of operations; variable and algebraic expressions; linear equations; graphing; application problems; proportions; geometric formulas; and basic computations of polynomials. Lab Fee
CESA 6 Media Center and natural tool for doing basic computations the hands. combinations using anyof the four basic operations. 50641 1-6 Offers engaging math activities with http://www.cesa6.k12.wi.us/CMC/math/addsubmultidiv.html
BC Education - Grade 7 - Number (Number Operations) Yet concrete computations are still important when skills and application of arithmeticoperations involving decimal mathpower Seven; Mental math in Junior High; http://www.bced.gov.bc.ca/irp/mathk7/_7numno.htm
Extractions: Recommended Learning Resources It is expected that students will apply arithmetic operations on decimal fractions and integers and illustrate their use in solving problems. It is expected that students will: It is expected that students will illustrate the use of ratios rates percentages , and decimal numbers in solving problems. It is expected that students will: estimate and calculate percentages distinguish between rate and ratio explain and demonstrate the use of proportion in solving problems mentally convert proper fractions, decimal fractions, and percentages from one to another to facilitate the solution of problems
NIFL-ANN 1998: Math Survey similarity, the meaning of operations, area, thinking how to integrate them appropriatelywith math instruction b. for performing complex computations c. while http://www.nifl.gov/nifl-ann/1998/0348.html
NIFL-ANN 1998: Re: Math Survey similarity, the meaning of operations, area, thinking to integrate them appropriately with math instruction b. for performing complex computations c. while http://www.nifl.gov/nifl-ann/1998/0350.html
Extractions: According to a recent story reported in the Chronicle of Higher Education and elsewhere, 200 well-known mathematicians and scientists, including four Nobel laureates, have petitioned the federal government to rescind its endorsement of 10 new math programs for the grade schools. Five of these "new-new math" programs were rated "exemplary" by the Department of Education , five were rated "promising". These new programs meet standards proposed by the National Council of Mathematics Teachers , while the objections come from a group called " Mathematically Correct ", which includes many university faculty members and professional research mathematicians as well as concerned parents. The dispute focuses on differences in ideology about how mathematics should be taught in the lower grades. The folks from "
Math 204 Syllabus topics 4. use fourstep problem-solving process 5. describe math pattern relationships6 model whole number computations 24. use order-of-operations rule 26. http://techctr1.northern.wvnet.edu/sarychlicki/CourseSyllabi/Math204/m204.htm
Extractions: NUMBER OF CLASS HOURS PER WEEK: PROGRAMS REQUIRED IN: A.A. in Elementary Education; also may be selected as a Math Core Requirement for the A.A. or A.S. degree. PREPARED BY: S. Rychlicki Date: August 2002 I. Catalog Description This course is recommended for students interested in teaching in grades K-9. The topics include introductory logic, sets and set operations, the real number system, elementary number theory and mathematics laboratories. II. Expanded Description/Course Focus This course covers math content needed by students who are preparing to teach grades K-9. It focuses on the National Council of Teachers of Mathematics Principles and Standards for School Mathematics and on the West Virginia Mathematics Content Standards and Objectives. Cooperative learning activities, student presentations, and research projects are incorporated in the course. The course begins with an introduction to problem solving, emphasizing patterns, a four-step problem-solving process, strategies for problem solving, algebraic thinking skills, and logic. Set concepts are then introduced and used in the presentation of whole numbers and basic operations on whole numbers. The concept of function is introduced. Numeration systems and various number bases are considered. Development of the real number system evolves from the discussion of whole numbers, integers and number theory, rational numbers, and irrational numbers. The presentation of each subset of real numbers includes computation algorithms, number comparisons, operation properties, conversions between equivalent forms, mental mathematics, and estimation of solutions.
Extractions: Quick Links Stetson Home Bookstore CIT Financial Aid Honors Program Intranet-LOGIN required Library Registrar's Office AMS MAA SIAM Chronicle of Higher Ed. ACM IEEE Computer Society Slashdot Ashcraft Award ACM Chapter QED Math. Club Research ... Alumni Contacts Introduction A math major can provide the ideal basis for many careers. Mathematics offers a strong background in skills many businesses seek when recruiting new employees. It can be especially marketable when complemented by a minor in an area of interest. An education in mathematics teaches students to think critically and creatively, solve problems, organize information, handle technical language and notation, and to speak and write precisely. While some math majors intend to pursure teaching or graduate studies in math, applied math, statistics, physics, or engineering, these are not the only options available to them. Math majors are welcomed in professional schools to study business, law, or medicine. Math is especially good preparation for law school because of its emphasis on critical thinking and precision. Related Organizations Each organization publishes journals and reports to communicate with professionals about trends in the field and new developments and issues affecting its members. Some of their career brochures are available in the math department office or in the Career Services Center. Their web sites are a wealth of information on career planning, internships, and available jobs.
