I will not be certified to teach physics but if I ever become certified I will show this video during the whole momentum conservation thing.

Kings Of NYC Repost Original

there is some serious math involved in this and I think students could relate well.

Happy Teaching

~BA

1. While starting to teach solving equations bring in a scale and have marbles on both sides of the scale. Have one special colored marble possibly slightly larger and say to the students that you want to find out how much that special marble weighs. If you want to get to that one marble you’ll have to take away the other marbles but you will also have to do that to the other side of the scale. The big idea is what you do to one side of an equation you have to do to the other.

2. If I ever have to teach a lesson on imaginary numbers as a way to get them hooked talked about some other things that are imaginary like Santa or the Easter Bunny or the Tooth Fairy

3. In the classroom I’m observing there is one student that has done absolutely nothing all year and his father doesn’t really mind, which is honestly a shame and it breaks my heart to see him just waste good education. But apparently he is a great football player and the one lesson I observed was learning the Fundamental Counting Principal used mostly in probability. I thought maybe he would be engaged in the class little if I could relate it to something he gets, like football. Maybe ask all the different possible ways to line up a defense if you can only have 7 guys. I am certainly not an expert on football regulations but I’m sure this young man knows some of them and he could teach me and I could teach him. Now because I’m only observing I didn’t say anything and I didn’t help him but if I ever encounter this type of student or a similar situation I hope I would be able to help whoever it is.

4. This is one my fiancé actually used in his class room when he was introducing graphing inequalities of circles and ellipses. He wanted the students to form a circle with their desks and he was going to walk around and they would tell him whether he was “less than” “greater than” or “equal” to the circle I suggested he have them move around. Have some students stand in the circle and then have every other student move to the different inequalities around the circle. It would only be to get them hooked and then show with an actually graph which is hardly as much fun.

5. Finally if there was ever a time I was having to compare and review the different types of graphs and their variations such as x2 or x3 and then what happens of you add or subtract a number to the x2 or what happens if you add/subtract a number to the x and then square it. I considered bringing in playdoh and have them form a “snake”(if we are using playdoh terms) and form the different graphs and move them around on the graph paper.

These are only ideas but just wanted to get them down so I don’t forget!

~Happy Teaching~

BA

This week on twitter the usual people posted about some of the most difficult theorems and proofs in math. Dan Meyer tweeted about his blog posts and replied to others. Miss Calculus tweeted a little about her personal life and few question regrading her classroom. Not too many things caught my eye specifically but the were all interesting.

Happy Tweeting!

~BA

This specific tweet caught my attention. It was tweeted by Analysis Fact and contained had this site attached. I’ve used the sine and cosine function a LOT since my junior year of high school but we have never used complex numbers in those functions. I am taking a course about complex numbers and I have feeling I will be dealing with these functions. It is such an abstract concept that it makes slightly nervous. When reading the attachment to the tweet it was totally over my head but I hope by the end of my semester I will be able to follow along.

Happy Teaching!

~BA

Dan Meyer is usually trying to mix things up with his classroom. A great way to do that, especially with math, if with technology. Just changing things up and adding new materials can be very helpful. This video featured in the blog post would be an excellent anticipatory set for probability and pretty cool exercise. I will be adding this one to tool belt and keeping safe until the classroom comes!

Happy Teaching!

~BA

In this post by Dan Meyer he talks about a group of teachers at a school that did not want an Algebra II requirement for graduation for their students. Dan Meyer commented and said that they would compile a list of students who would most likely fail the class and then not allow them to take the course at all. I would agree that this list would be ver prejudicial and unfair. I can not imagine a school being allowed to do such a thing. In the pdf attached to the post was a letter written by the teachers. In it they discuss other ideas that could be done rather than a strict Algebra II requirement. Once the Common Core Standards are set in play this will most likely not be an issue. Only time will tell how this requirement will play out and we shall see. Until then…

Happy Teaching!

~BA

For my class I had to visit a school and interview someone that is involved in the technology with the school. I work part time in the Human Resources department at Atlantic Cape so I decided to interview the Dean of Technology Studies, Otto Hernandez. The technology that is available at Atlantic Cape are pretty typical, if not lacking. They have televisions in most classrooms, some sort of projector and computers. The professors have access to the web-based data-system for grades and attendance and student information. Some classrooms are stocked with a smart board. Typically the teachers used power points. The tech in some of the science labs is up to date. They have sensors to measure force that automatically graphs into software on the computer that it is hooked up to. Some teachers use the smart boards that are provided, others just use the blackboard. There are several computer labs on campus that teachers will take their classes to in order to get research done. The piece of technology is their Air Traffic Control program and complex set up of their system that allows students to control air patterns and simulate an actual tower procedures. My interview with Otto was very informative and interesting. Although Atlantic Cape has a good amount of tech, they are on the lower end and have plenty of room to increase in that area.

Another great blog post by Dan Meyer! He must have come across these lesson ideas and shared them! First was for a stats class and it had a great anticipatory set that lasted a month. The teacher set it up so that the students would spin the spinner each day for a month and calculate the amount of money they would get. I didn’t totally get the actual lesson. The one I really liked was comparing the stairs and their slopes. This could be a great way to take math home. His homework assignment he gave was t go home and measure the slop of your stairs and then have the kids come back and compare their staircases. Just another tool in my bag until I get in the classroom!

Happy Teaching!

~BA

Here are some tweets that caught my eye this past week:

‘… all exact science is dominated by the concept of approximation.’ — Bertrand Shaw—- The more I study in math I see that we learn and solve so many things but every step to solving something starts with an assumption of some sort. When I was on physics we always made our lives easier by first ignoring friction, then we ignored air resistance. We solved and explained so many things in the universe but not much could be used for real life problems.

http://www.johndcook.com/blog/2011/05/03/jupiters-magic-square/–This was tweeted about and it caught my eye because it reminded me of sudoku. But it was very different. They said that this was Jupiter’s magic square but I’m not sure why. Something a little off the wall!

http://www.smartbrief.com/news/ascd/storyDetails.jsp?issueid=B87B70DA-A293-41AD-88DE-7663F5A94374©id=0A0E033C-BF82-4C1B-B841-F166BD7CFB2A&campaign=twitter&ref=twitter0A0E033C-BF82-4C1B-B841-F166BD7CFB2A—-This was a brief paragraph that talked about why science teachers and math teachers should collaborate on lessons. I could not agree more!!! I always said that I loved my physics class because it gave my math classes a purpose. Every school should have two departments collaborating!

Here are the people I follow:

http://twitter.com/#!/Wolfram_Alpha

http://twitter.com/#!/misscalcul8

http://twitter.com/#!/aaallain

http://twitter.com/#!/AlgebraFact

http://twitter.com/#!/ddmeyer

http://twitter.com/#!/AnalysisFact

http://twitter.com/#!/TheScienceGuy

Follow me: http://twitter.com/#!/brookeallen731

Happy Tweeting!

~BA

Since the one blog I follow didn’t post something new this week I went into her archived posts to find something interesting and came across this post which discusses a review game similar to bingo. The set up and preparation of it is super easy and it’s great way to really see what the students understand. As the teacher you put review problems on the board and have the students solve it on their own personal whiteboards and the students who got it correct answer would fill up their “bingo” board with a number the teacher chose. This gives an instant answer and allows the instructor to see which students need review on which skill. An oldie but goodie review game for all ages!

~Happy Teahcing

~BA