#classroommath — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #classroommath, aggregated by home.social.
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Equal Sums Puzzle: Place the numbers 1 to 5 in the triangular diagram so that the sum of the numbers on the vertices of the smaller triangle is equal to the sum of the numbers on the vertices of the larger triangle.
Another excellent puzzle from IREM de Lyon!
https://mathequalslove.net/equal-sums-puzzle/
#mtbos #iteachmath #classroommath #puzzlingclassroom #mathed #mathsed
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Equal Sums Puzzle: Place the numbers 1 to 5 in the triangular diagram so that the sum of the numbers on the vertices of the smaller triangle is equal to the sum of the numbers on the vertices of the larger triangle.
Another excellent puzzle from IREM de Lyon!
https://mathequalslove.net/equal-sums-puzzle/
#mtbos #iteachmath #classroommath #puzzlingclassroom #mathed #mathsed
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Equal Sums Puzzle: Place the numbers 1 to 5 in the triangular diagram so that the sum of the numbers on the vertices of the smaller triangle is equal to the sum of the numbers on the vertices of the larger triangle.
Another excellent puzzle from IREM de Lyon!
https://mathequalslove.net/equal-sums-puzzle/
#mtbos #iteachmath #classroommath #puzzlingclassroom #mathed #mathsed
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Equal Sums Puzzle: Place the numbers 1 to 5 in the triangular diagram so that the sum of the numbers on the vertices of the smaller triangle is equal to the sum of the numbers on the vertices of the larger triangle.
Another excellent puzzle from IREM de Lyon!
https://mathequalslove.net/equal-sums-puzzle/
#mtbos #iteachmath #classroommath #puzzlingclassroom #mathed #mathsed
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U Sums Puzzle - This is another excellent puzzle that I translated from the math puzzle book published in French by IREM de Lyon.
https://mathequalslove.net/u-sums-puzzle/
#mtbos #iteachmath #mathed #mathsed #classroommath #puzzlingclassroom
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New Puzzle Alert:
Magic H Puzzle (Translated from French from the excellent book of free math puzzles from IREM de Lyon)https://mathequalslove.net/magic-h-puzzle/
#mtbos #iteachmath #mathed #classroommath #puzzlingclassroom #mathsed
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With the 100th Day of School coming up soon, I decided to create a 100 Days of School Square Puzzle. My husband helped me write some code to generate these square puzzles quite quickly, so if you have an idea for a different themed puzzle, I'd love to hear it!
https://mathequalslove.net/100th-day-of-school-puzzle/
#mtbos #iteachmath #classroommath #100thdayofschool #mathed #puzzlingclassroom
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With the 100th Day of School coming up soon, I decided to create a 100 Days of School Square Puzzle. My husband helped me write some code to generate these square puzzles quite quickly, so if you have an idea for a different themed puzzle, I'd love to hear it!
https://mathequalslove.net/100th-day-of-school-puzzle/
#mtbos #iteachmath #classroommath #100thdayofschool #mathed #puzzlingclassroom
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With the 100th Day of School coming up soon, I decided to create a 100 Days of School Square Puzzle. My husband helped me write some code to generate these square puzzles quite quickly, so if you have an idea for a different themed puzzle, I'd love to hear it!
https://mathequalslove.net/100th-day-of-school-puzzle/
#mtbos #iteachmath #classroommath #100thdayofschool #mathed #puzzlingclassroom
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It is definitely going to feel like winter this weekend and early next week here in Oklahoma. BRRR! So I thought I would make a winter hat puzzle to use with my students next week as our puzzle of the week.
https://mathequalslove.net/winter-hat-puzzle/
#mtbos #iteachmath #classroommath #puzzlingclassroom #mathed #mathsed
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Looking for winter-themed math activities and puzzles? I created a brand new one-stop winter activity page on my blog.
https://mathequalslove.net/winter-math-activities-and-puzzles/
#mtbos #iteachmath #classroommath #mathed #mathsed #puzzlingclassroom
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Looking for winter-themed math activities and puzzles? I created a brand new one-stop winter activity page on my blog.
https://mathequalslove.net/winter-math-activities-and-puzzles/
#mtbos #iteachmath #classroommath #mathed #mathsed #puzzlingclassroom
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Looking for winter-themed math activities and puzzles? I created a brand new one-stop winter activity page on my blog.
https://mathequalslove.net/winter-math-activities-and-puzzles/
#mtbos #iteachmath #classroommath #mathed #mathsed #puzzlingclassroom
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Looking for winter-themed math activities and puzzles? I created a brand new one-stop winter activity page on my blog.
https://mathequalslove.net/winter-math-activities-and-puzzles/
#mtbos #iteachmath #classroommath #mathed #mathsed #puzzlingclassroom
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I made some new parent function posters for my classroom, and I LOVE how they turned out!
https://mathequalslove.net/parent-function-posters/
#mtbos #iteachmath #teach180 #classroommath #mathed #mathsed #classroomdecorations #classroomdecor
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Over 5000 teachers downloaded the 2023 Puzzle last year, so I knew I had to make a 2024 version for this year. Check out the 2024 Puzzle that is available in two different levels.
Arrange the strips in the grid to form the digits in 2024. The strips may be placed horizontally and/or vertically on the grid.
https://mathequalslove.net/2024-puzzle/
#mtbos #iteachmath #classroommath #mathed #mathsed #teach180
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Now that I'm officially on holiday break, I have finally got around to updating my yearly number challenge puzzle page to include the 2024 Challenge. I'm excited about this year's puzzle!
https://mathequalslove.net/yearly-number-challenge/
#mtbos #iteachmath #classroommath #classroomgames #mathed #mathsed #puzzlingclassroom
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This week we're tackling Erich Friedman's Holiday Triples Puzzle. Can you arrange the letter trios to form words related to the holiday season?
https://mathequalslove.net/holiday-triples-puzzle/
#mtbos #iteachmath #classroommath #puzzlingclassroom #wordpuzzle #christmaspuzzle
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There was so much positive response to the Halloween Triples Puzzle that I decided to make a Thanksgiving version!
https://mathequalslove.net/thanksgiving-triples-puzzle/
#mtbos #iteachmath #teach180 #classroommath #mathed #thanksgivingactivities #puzzlingclassroom
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I decided to put all of my favorite Thanksgiving math activities together in one big blog post! Enjoy.
https://mathequalslove.net/thanksgiving-math-activities/
#mtbos #iteachmath #teach180 #mathed #classroommath #thanksgiving
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One more new game to share before Halloween next week! This Ghost Game is an adaptation of a paper and pencil game that I found in a 1979 issue of GAMES Magazine. It is a variation of CrossCram.
https://mathequalslove.net/ghost-game/
#mtbos #iteachmath #teach180 #mathed #mathsed #classroommath #halloweenactivities #halloweengame #pencilandpapergames
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Looking for a quick fall-themed or Halloween themed game to play with your students? Check out this Picking Pumpkins game which is a holiday-themed adaptation of Wythoff's game.
The person who picks the last pumpkin wins!
https://mathequalslove.net/picking-pumpkins-game/
#mtbos #iteachmath #classroommath #mathed #mathsed #halloweenactivities #halloweengames #puzzlingclassroom
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Looking for a quick fall-themed or Halloween themed game to play with your students? Check out this Picking Pumpkins game which is a holiday-themed adaptation of Wythoff's game.
The person who picks the last pumpkin wins!
https://mathequalslove.net/picking-pumpkins-game/
#mtbos #iteachmath #classroommath #mathed #mathsed #halloweenactivities #halloweengames #puzzlingclassroom
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Looking for a quick fall-themed or Halloween themed game to play with your students? Check out this Picking Pumpkins game which is a holiday-themed adaptation of Wythoff's game.
The person who picks the last pumpkin wins!
https://mathequalslove.net/picking-pumpkins-game/
#mtbos #iteachmath #classroommath #mathed #mathsed #halloweenactivities #halloweengames #puzzlingclassroom
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Looking for a quick fall-themed or Halloween themed game to play with your students? Check out this Picking Pumpkins game which is a holiday-themed adaptation of Wythoff's game.
The person who picks the last pumpkin wins!
https://mathequalslove.net/picking-pumpkins-game/
#mtbos #iteachmath #classroommath #mathed #mathsed #halloweenactivities #halloweengames #puzzlingclassroom
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It has pretty much nothing to do with math, but I made a word puzzle called "Halloween Triples" for the puzzle of the week section of my classroom. Can you combine these letter trios to spell words related to the upcoming spooky season?
https://mathequalslove.net/halloween-triples-puzzle/
#mtbos #iteachmath #puzzlingclassroom #classroommath #halloweenpuzzle #halloweenactivity #halloween
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Open box problem in #Algebra2 today. Students made a variety of open boxes by folding up index cards where each square corner (x by x) has been cut away. What should x be to produce a box of maximum volume?
I had students look at their boxes and make a guess. It was interesting to hear their reasoning. Afterwards, they measured all the volumes, and we learned that most students guessed wrong.
We then found the polynomials for the volume of our box, graphed it and our data and realized both looked kind of quadratic in the domain we were using. Had students zoom out to discover what the functions actually looks like. This is the first time they have seen a graph of a cubic, so they were pretty impressed by it.
More discussion ensued about a proper domain and range for our data set and how that related to the graph. Students left feeling saturated with math.
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If your students know nothing of vectors, how would you introduce multiplying matrices? I have always done dot products as a lead in to matrix multiplication but that is not an option this year. How can I make multiplying all those rows and columns make sense to a student without that background?
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If your students know nothing of vectors, how would you introduce multiplying matrices? I have always done dot products as a lead in to matrix multiplication but that is not an option this year. How can I make multiplying all those rows and columns make sense to a student without that background?
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If your students know nothing of vectors, how would you introduce multiplying matrices? I have always done dot products as a lead in to matrix multiplication but that is not an option this year. How can I make multiplying all those rows and columns make sense to a student without that background?
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If your students know nothing of vectors, how would you introduce multiplying matrices? I have always done dot products as a lead in to matrix multiplication but that is not an option this year. How can I make multiplying all those rows and columns make sense to a student without that background?
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If your students know nothing of vectors, how would you introduce multiplying matrices? I have always done dot products as a lead in to matrix multiplication but that is not an option this year. How can I make multiplying all those rows and columns make sense to a student without that background?
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Trying to wrap our head around cross products and the right hand rule in #MultivariableCalculus today. I just had to sit back and smile as my students twisted and contorted trying to figure it out. Smiles all around.
#MTBoS #ClassroomMath #iTeachMath -
Introducing systems today. Had the students make 2 lists; one where pairs of numbers summed to 6, and the other with pairs of numbers whose difference is 11. Then asked them to find a pair of numbers that are on both lists.
Absolute crickets.
I had to ask leading questions, give hints, ask them if they had tried such and such. I really had to drag them along before they realized they could do something other than stare at their paper.
So the next period I had them start standing at the whiteboards before I gave them this task. And I did not have to seed them at all. Some were graphing the pairs and realized they made lines. Others were finding the equations of the lines and realizing they needed to find the intersection point. All in all, in 15 minutes I watched the whole class figure out systems of equations. I taught them nothing.
I really feel like when the students are sitting in their desks, they are waiting for me to give out answers and pour knowledge into their brain. But when they are standing at the whiteboards, they take control of their learning. They are willing to try different things, take risks. And they don't wait for me to tell them what to do.
#ThinkingClassroom for the win.
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Introducing systems today. Had the students make 2 lists; one where pairs of numbers summed to 6, and the other with pairs of numbers whose difference is 11. Then asked them to find a pair of numbers that are on both lists.
Absolute crickets.
I had to ask leading questions, give hints, ask them if they had tried such and such. I really had to drag them along before they realized they could do something other than stare at their paper.
So the next period I had them start standing at the whiteboards before I gave them this task. And I did not have to seed them at all. Some were graphing the pairs and realized they made lines. Others were finding the equations of the lines and realizing they needed to find the intersection point. All in all, in 15 minutes I watched the whole class figure out systems of equations. I taught them nothing.
I really feel like when the students are sitting in their desks, they are waiting for me to give out answers and pour knowledge into their brain. But when they are standing at the whiteboards, they take control of their learning. They are willing to try different things, take risks. And they don't wait for me to tell them what to do.
#ThinkingClassroom for the win.
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Introducing systems today. Had the students make 2 lists; one where pairs of numbers summed to 6, and the other with pairs of numbers whose difference is 11. Then asked them to find a pair of numbers that are on both lists.
Absolute crickets.
I had to ask leading questions, give hints, ask them if they had tried such and such. I really had to drag them along before they realized they could do something other than stare at their paper.
So the next period I had them start standing at the whiteboards before I gave them this task. And I did not have to seed them at all. Some were graphing the pairs and realized they made lines. Others were finding the equations of the lines and realizing they needed to find the intersection point. All in all, in 15 minutes I watched the whole class figure out systems of equations. I taught them nothing.
I really feel like when the students are sitting in their desks, they are waiting for me to give out answers and pour knowledge into their brain. But when they are standing at the whiteboards, they take control of their learning. They are willing to try different things, take risks. And they don't wait for me to tell them what to do.
#ThinkingClassroom for the win.
-
Introducing systems today. Had the students make 2 lists; one where pairs of numbers summed to 6, and the other with pairs of numbers whose difference is 11. Then asked them to find a pair of numbers that are on both lists.
Absolute crickets.
I had to ask leading questions, give hints, ask them if they had tried such and such. I really had to drag them along before they realized they could do something other than stare at their paper.
So the next period I had them start standing at the whiteboards before I gave them this task. And I did not have to seed them at all. Some were graphing the pairs and realized they made lines. Others were finding the equations of the lines and realizing they needed to find the intersection point. All in all, in 15 minutes I watched the whole class figure out systems of equations. I taught them nothing.
I really feel like when the students are sitting in their desks, they are waiting for me to give out answers and pour knowledge into their brain. But when they are standing at the whiteboards, they take control of their learning. They are willing to try different things, take risks. And they don't wait for me to tell them what to do.
#ThinkingClassroom for the win.
-
Introducing systems today. Had the students make 2 lists; one where pairs of numbers summed to 6, and the other with pairs of numbers whose difference is 11. Then asked them to find a pair of numbers that are on both lists.
Absolute crickets.
I had to ask leading questions, give hints, ask them if they had tried such and such. I really had to drag them along before they realized they could do something other than stare at their paper.
So the next period I had them start standing at the whiteboards before I gave them this task. And I did not have to seed them at all. Some were graphing the pairs and realized they made lines. Others were finding the equations of the lines and realizing they needed to find the intersection point. All in all, in 15 minutes I watched the whole class figure out systems of equations. I taught them nothing.
I really feel like when the students are sitting in their desks, they are waiting for me to give out answers and pour knowledge into their brain. But when they are standing at the whiteboards, they take control of their learning. They are willing to try different things, take risks. And they don't wait for me to tell them what to do.
#ThinkingClassroom for the win.
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It's been a long week. We lost a student from our school over the labor day weekend and the atmosphere has been low. Time for a light hearted activity to end the week.
Inspired by Fawn Nguyen's "Vroom Vroom" post on her blog.
https://www.fawnnguyen.com/teach/vroom-vroomStudents measured the pullback distance of a car and then measured the distance it rolled. Graphed the data. Found the line of best fit by eye, then found the linear regression. Made some predictions, calculated some residuals. Summed up all the stuff we've been learning the past week.
I then picked a random distance and groups calculated their pullback distance. Everyone lined up their cars that distance from the finish line, pulled back their calculated distance, and let 'em rip. The group whose car got the closest to the "finish line" (marked by tape on the floor) got bragging rights.
#ThinkingClassroom #ClassroomMath #MTBoS #iTeachMath #Algebra2
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It's been a long week. We lost a student from our school over the labor day weekend and the atmosphere has been low. Time for a light hearted activity to end the week.
Inspired by Fawn Nguyen's "Vroom Vroom" post on her blog.
https://www.fawnnguyen.com/teach/vroom-vroomStudents measured the pullback distance of a car and then measured the distance it rolled. Graphed the data. Found the line of best fit by eye, then found the linear regression. Made some predictions, calculated some residuals. Summed up all the stuff we've been learning the past week.
I then picked a random distance and groups calculated their pullback distance. Everyone lined up their cars that distance from the finish line, pulled back their calculated distance, and let 'em rip. The group whose car got the closest to the "finish line" (marked by tape on the floor) got bragging rights.
#ThinkingClassroom #ClassroomMath #MTBoS #iTeachMath #Algebra2
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It's been a long week. We lost a student from our school over the labor day weekend and the atmosphere has been low. Time for a light hearted activity to end the week.
Inspired by Fawn Nguyen's "Vroom Vroom" post on her blog.
https://www.fawnnguyen.com/teach/vroom-vroomStudents measured the pullback distance of a car and then measured the distance it rolled. Graphed the data. Found the line of best fit by eye, then found the linear regression. Made some predictions, calculated some residuals. Summed up all the stuff we've been learning the past week.
I then picked a random distance and groups calculated their pullback distance. Everyone lined up their cars that distance from the finish line, pulled back their calculated distance, and let 'em rip. The group whose car got the closest to the "finish line" (marked by tape on the floor) got bragging rights.
#ThinkingClassroom #ClassroomMath #MTBoS #iTeachMath #Algebra2
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It's been a long week. We lost a student from our school over the labor day weekend and the atmosphere has been low. Time for a light hearted activity to end the week.
Inspired by Fawn Nguyen's "Vroom Vroom" post on her blog.
https://www.fawnnguyen.com/teach/vroom-vroomStudents measured the pullback distance of a car and then measured the distance it rolled. Graphed the data. Found the line of best fit by eye, then found the linear regression. Made some predictions, calculated some residuals. Summed up all the stuff we've been learning the past week.
I then picked a random distance and groups calculated their pullback distance. Everyone lined up their cars that distance from the finish line, pulled back their calculated distance, and let 'em rip. The group whose car got the closest to the "finish line" (marked by tape on the floor) got bragging rights.
#ThinkingClassroom #ClassroomMath #MTBoS #iTeachMath #Algebra2
-
It's been a long week. We lost a student from our school over the labor day weekend and the atmosphere has been low. Time for a light hearted activity to end the week.
Inspired by Fawn Nguyen's "Vroom Vroom" post on her blog.
https://www.fawnnguyen.com/teach/vroom-vroomStudents measured the pullback distance of a car and then measured the distance it rolled. Graphed the data. Found the line of best fit by eye, then found the linear regression. Made some predictions, calculated some residuals. Summed up all the stuff we've been learning the past week.
I then picked a random distance and groups calculated their pullback distance. Everyone lined up their cars that distance from the finish line, pulled back their calculated distance, and let 'em rip. The group whose car got the closest to the "finish line" (marked by tape on the floor) got bragging rights.
#ThinkingClassroom #ClassroomMath #MTBoS #iTeachMath #Algebra2
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Task today: Write linear equations (in point slope form) which meet the conditions listed. Try to write as few equations as possible.
Overheard student discussion: I found an equation that meets 6 conditions at once.
Wait a minute, is that even possible?
I wonder if I can do this in only one equation?
How would you write an equation with both a positive and a negative slope? It cant be done!
Hmmm...which is the 3rd quadrant again?
Look! If we just shift the line this way, we can make the x-intercept negative.
I think you need at least 3 equations because...This was a very productive 20 minutes of class reviewing lines. Thanks to Menu Math for the great idea. http://natbanting.com/menu-math/
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Task today: Write linear equations (in point slope form) which meet the conditions listed. Try to write as few equations as possible.
Overheard student discussion: I found an equation that meets 6 conditions at once.
Wait a minute, is that even possible?
I wonder if I can do this in only one equation?
How would you write an equation with both a positive and a negative slope? It cant be done!
Hmmm...which is the 3rd quadrant again?
Look! If we just shift the line this way, we can make the x-intercept negative.
I think you need at least 3 equations because...This was a very productive 20 minutes of class reviewing lines. Thanks to Menu Math for the great idea. http://natbanting.com/menu-math/
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Task today: Write linear equations (in point slope form) which meet the conditions listed. Try to write as few equations as possible.
Overheard student discussion: I found an equation that meets 6 conditions at once.
Wait a minute, is that even possible?
I wonder if I can do this in only one equation?
How would you write an equation with both a positive and a negative slope? It cant be done!
Hmmm...which is the 3rd quadrant again?
Look! If we just shift the line this way, we can make the x-intercept negative.
I think you need at least 3 equations because...This was a very productive 20 minutes of class reviewing lines. Thanks to Menu Math for the great idea. http://natbanting.com/menu-math/
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Task today: Write linear equations (in point slope form) which meet the conditions listed. Try to write as few equations as possible.
Overheard student discussion: I found an equation that meets 6 conditions at once.
Wait a minute, is that even possible?
I wonder if I can do this in only one equation?
How would you write an equation with both a positive and a negative slope? It cant be done!
Hmmm...which is the 3rd quadrant again?
Look! If we just shift the line this way, we can make the x-intercept negative.
I think you need at least 3 equations because...This was a very productive 20 minutes of class reviewing lines. Thanks to Menu Math for the great idea. http://natbanting.com/menu-math/
-
Task today: Write linear equations (in point slope form) which meet the conditions listed. Try to write as few equations as possible.
Overheard student discussion: I found an equation that meets 6 conditions at once.
Wait a minute, is that even possible?
I wonder if I can do this in only one equation?
How would you write an equation with both a positive and a negative slope? It cant be done!
Hmmm...which is the 3rd quadrant again?
Look! If we just shift the line this way, we can make the x-intercept negative.
I think you need at least 3 equations because...This was a very productive 20 minutes of class reviewing lines. Thanks to Menu Math for the great idea. http://natbanting.com/menu-math/
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0️⃣ I’m starting my 13th year teaching high school math and physics at a K-12 Waldorf school in #WesternMA. I’m also involved in pedagogical administration, and coordinated our high school through the covid years.
1️⃣ This year I’m teaching Algebra II and Precalc year-long courses and month-long intensive seminars in Projective Geometry and an intro to Calculus.
2️⃣ Pies>Cakes>Donuts. Overdosed on donuts after grad school talks. Also have been gluten free for ten years and GF donuts are pretty meh.
3️⃣ Outside of work I love walking my senior Labradoodle, hanging with my family and cohousing friends, going to cafes, cooking, a little gardening.
#prompt1 #classroommath #introduction -
I haven't been very active on Twitter for a while, so I'm going to give it a go here! #classroommath #prompt1
1. I'm Amy from MO, and I teach Alg 2, Trig, Stats, College Algebra, Calculus, & Foundations of Education at Knox County HS.
2. PIE!, then cake, then donuts
3. I enjoy painting, drawing, hiking, and baking.