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Mandie Hoskins

Solving System of Equations - 0 views

www.classzone.com/...page_build.cfm

Solving Equations

shared by Mandie Hoskins on 02 May 11 - No Cached
  • Mandie Hoskins on 02 May 11
     
    A different textbook with information on solving systme of equations.
alexis hubert

Quia - ALGEBRA - Solving Equations Jeopardy Style - 0 views

www.quia.com/77775.html

jeopardy equations game Math Algebra technology SEC300

shared by alexis hubert on 09 Apr 13 - Cached
  • alexis hubert on 09 Apr 13
     
    This website has an online Jeopardy game that can either be played as a single-player game or a 2-player game. Once the students enter in their names, a jeopardy board pops up with review questions regarding solving basic equations, two-step equations, equations with variables on both sides, mixture equations, and literal equations. Great technology resource that could be used for review. 
Joseph Perone

The Synectic Model For Teaching - 0 views

eltnotes.wordpress.com/...tic-model-for-teaching-english

teaching resources teaching tools

shared by Joseph Perone on 18 Mar 12 - No Cached
  • Synectic Model In 1961, William .J.Gordon and his associates designed  a very interesting and delightful experience to the development of innovations  known as Synectics. The model was originally designed to form ‘creativity groups’ in industrial and other organizations to solve problems, to develop quality products.
  • Characteristics of  Gordon’s Model  * According to this model creativity is important in everyday activities. Gordon’s model is designed to increase problem solving , creative expression , empathy and insight into social relations. *Second, the creative process is not at all mysterious . It can be described, and it is possible to train persons directly to increase their creativity. (Traditionally creativity is viewed as a mysterious innate and personal capacity) *Third , creative invention is similar in all fields- the arts, the sciences, engineering and is characterized by the same underlying intellectual processes. *Gordon’s fourth  assumption is that individual and group invention (creative thinking ) are very similar .Individuals and groups generate ideas and products in much the same fashion.  In school systems the main technique used is analogy. The child is lead into an  ‘imaginary/ illogical world’ to see things never seen before to express himself in novel ways, to approach problems from a different angle which is entirely different from others as is perceived by the mind’s eye through ‘fresh ways of thinking’. He has to express his ideas clearly and also grasp ideas clearly and comprehensively. Steps of the Model to be followed in the Classroom Describe the topic Create direct analogies Describe personal analogies Identify compressed conflicts Create new direct analogy Re-examine the original topic Evaluate
  • Tips for the Teacher: * Create direct analogies: What words have the same or similar meaning?(try synonyms) * Describe personal analogies: What would it feel like to have the characteristics or traits of —–?( describe emotions and physical attributes) * Identify compressed conflicts; What words have the opposite meaning or characteristics? (Use antonyms) * Create new direct analogy: What words have the similar or same meaning?
  • Joseph Perone on 18 Mar 12
     
    Excellent resource explaining Gordon's "Synectic Model of Teaching." Very interesting.
alexis hubert

Algebra Worksheets - 0 views

www.math-drills.com/algebra.shtml

algebra worksheets SEC300 Mathematics

shared by alexis hubert on 09 Apr 13 - No Cached
  • alexis hubert on 09 Apr 13
     
    This website has several worksheets that could be used in a Mathematics classroom. There are numerous categories of worksheets, along with multiple forms of the same type of worksheet. This could be useful if you wanted to give different forms of worksheets out to the students or if a student needed more review on the topic, you could easily pull up another worksheet for practice. 
Joseph Perone

Why Do I Have to Take Algebra? - 1 views

www.purplemath.com/...why_math.htm

algebra careers WhyDoWeNeedToKnowThis teaching tools

shared by Joseph Perone on 07 Mar 12 - No Cached
  • "I don't need algebra, because I'm not going to college": There was a time not so long ago when children in middle schools were assigned to "tracks" according to what "everybody knew" each child would "need". (This tracking was why middle schools were invented in the first place.) Educational "experts" presumed to "know" what the various children "needed", based on culturally-based (but unjustified) presumptions. The educators then locked children into "appropriate" tracks, thereby locking many children out of college before they'd even begun high schoo
  • Modern educationist philosophy in America seems to say that education has to be "fun" and "entertaining" to be justifiable. Today's students often absorb the ethic that, unless a thing is easy, they shouldn't have to bother. But most worthwhile things in life are going to require some effort. If you want that great job, that interesting career, that open-ended future, you're almost certainly going to need some mathematical skills. And algebra is the basis, the foundation, the tool-box, for those skills.
  • "I'm only taking this class because the university makes me!": Let's be brutally honest here. The university didn't put a gun to your head and make you enroll. You decided you wanted their degree. You wanted their piece of paper. Why? Probably so you could (eventually) get a better job. In order to get that job, you need at least some subset of the skills which are taught in algebra. You might be right that you'll never factor another quadratic in your entire life. But you want the university's piece of paper, so you're going to have to jump through the hoops required to get it. The algebra class is one of those hoops. If you don't want to jump through the hoop, that's fine; but you won't get the piece of paper. It's your choice
  • ...4 more annotations...
  • "I can't drop out!", you reply, "I can't get that job unless I have a college degree." Ah. So, to get the job you want, you need to demonstrate proficiency in basic job skills. To demonstrate that proficiency, you need a degree. To get the degree, you need algebra. In other words, you do need this stuff for your job
  • "Will algebra even be 'relevant' in the future?": While jobs and their specific skill-sets may change over time, mathematics won't. Twenty years from now, two plus two will still be four, and quadratics will still be either factorable or prime. Whatever job you get will provide the job-specific training you need, but to get that job in the first place, you're going to need some background knowledge and skills. And to be able to keep up with progress, to keep on top of new skill-sets, to move up the ladder, to jump across into new and better career fields, you will need the flexibility of a broad foundation. That foundation includes mathematics
  • The lessons and patterns of mathematics are important, too. If all you take from algebra is a comfort with variables and formulas, an ability to interpret graphs and to think logically, and a willingness to use abstraction when you try to solve problems, then you have gained some incredibly useful life skills, skills that will open doors, give you options, and allow you to make your own informed choices
  • The specific algorithms you might study are not as important as the general patterns, techniques, and lessons that you can learn. Don't short-change your future by opting out now
  • Joseph Perone on 07 Mar 12
     
    Great answer to the question "Why do I need to know Algebra???"
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