The document announces the Thirtieth Annual LIMAÇON Long Island Mathematics Conference to be held on March 11, 2016 at SUNY College at Old Westbury. The conference is co-sponsored by several mathematics education organizations and partially funded by the NYS Department of Education. The keynote speaker is Dr. Marion Small, an international consultant on mathematics education reform. The day-long conference will include workshops on mathematics education, pedagogy, and problem solving to provide teachers with ideas and techniques to improve their teaching effectiveness. Registration can be completed online, with costs ranging from $50-60 for members and $25 for students.
The document is a presentation description for a talk titled "SAGE Advice: Calculus!" given by A. Jorge García at the LIMAÇON 2016 conference. García has over 50 years of teaching experience in mathematics and computing. In the presentation, García discusses how he has incorporated new technologies like flipped classrooms, smart boards, and screen casting into his teaching over the past 10 years. He will specifically demonstrate how he uses the open-source mathematical software SAGE instead of graphing calculators to teach calculus concepts.
This lesson guide discusses joining sets with 1 to 9 objects. It provides examples of joining sets such as an apple and a mango, and joining other sets using picture cards. The key learning points are:
- Joining two sets involves putting the sets together to form a new set.
- The word "and" is used to show the joining of sets.
- Matching joined sets to their corresponding new sets helps students understand set addition.
Hailey Evans and her thesis mentor Professor Stokes developed a mathematics curriculum called Only The NUMBERS Count for kindergarten through second grade. Their research found it helps students master concepts more easily and perform above average on state tests aligned with Common Core standards. It uses a single manipulative called blocks and a base-10 counting system to make math less abstract. Their longitudinal study of three classrooms from kindergarten to second grade found students consistently scored above the 50th percentile on state tests using this curriculum. They conclude it allows students to exceed Common Core expectations and revisions should be made to incorporate its approach.
Here are the missing numbers or symbols:
7 + 2 = 9
– 4 = -3
+ 3 = 9 + 6
4 + 5 = 9
5 = 10
+ 6 = 11
= 7 + 3 = 10
3 = 8 - 5
= 16 - 10
– 6 = 10 - 6
2 = 6 + 4
5 = 11 - 6
This task examines the student’s understanding of basic addition, subtraction, and order of
operations. Younger students may not understand all of the concepts.
24
Use the symbols to perform the math problems.
= +3 9
= –1 5
Fictional Hills Middle School is offering new informational video services to help students with homework. The school will host online homework study groups from 6-8pm Monday through Friday where students can log in, enter virtual classrooms, and discuss homework problems with teachers and peers through an open chat. Arrangements have also been made for students without computers to use computers at local libraries during these hours. Contact the school for free enrollment and student guidelines.
The document describes the Mathematics Semester program at the University of Nebraska-Lincoln aimed at improving math education for elementary school teachers. It includes a math and pedagogy course taught as a block, with a concurrent field experience at an elementary school. The goal is to create a partnership between mathematicians and math educators to develop accessible yet useful math classes. Teachers learn hands-on through activities such as developing lesson plans and studying individual students' math understanding. A related program called Math in the Middle provides professional development for middle school teachers through university coursework and support from educational service units and school districts.
This document provides information about a math lesson on scientific notation. It discusses writing, adding, and subtracting numbers in scientific notation. Examples are given to show how to express large numbers like the estimated number of stars in the universe in scientific notation. The lesson wrap up reminds students that scientific notation allows determining the order of magnitude of a number and that tomorrow's lesson will cover computing with numbers in this notation. Students are assigned independent practice problems to complete.
Sometimes steps are simple and multiple methods can resolve the equation. During the start of of 1900, mathematics take the real turn and still new processes are evolving out of the woods.
The document is a presentation description for a talk titled "SAGE Advice: Calculus!" given by A. Jorge García at the LIMAÇON 2016 conference. García has over 50 years of teaching experience in mathematics and computing. In the presentation, García discusses how he has incorporated new technologies like flipped classrooms, smart boards, and screen casting into his teaching over the past 10 years. He will specifically demonstrate how he uses the open-source mathematical software SAGE instead of graphing calculators to teach calculus concepts.
This lesson guide discusses joining sets with 1 to 9 objects. It provides examples of joining sets such as an apple and a mango, and joining other sets using picture cards. The key learning points are:
- Joining two sets involves putting the sets together to form a new set.
- The word "and" is used to show the joining of sets.
- Matching joined sets to their corresponding new sets helps students understand set addition.
Hailey Evans and her thesis mentor Professor Stokes developed a mathematics curriculum called Only The NUMBERS Count for kindergarten through second grade. Their research found it helps students master concepts more easily and perform above average on state tests aligned with Common Core standards. It uses a single manipulative called blocks and a base-10 counting system to make math less abstract. Their longitudinal study of three classrooms from kindergarten to second grade found students consistently scored above the 50th percentile on state tests using this curriculum. They conclude it allows students to exceed Common Core expectations and revisions should be made to incorporate its approach.
Here are the missing numbers or symbols:
7 + 2 = 9
– 4 = -3
+ 3 = 9 + 6
4 + 5 = 9
5 = 10
+ 6 = 11
= 7 + 3 = 10
3 = 8 - 5
= 16 - 10
– 6 = 10 - 6
2 = 6 + 4
5 = 11 - 6
This task examines the student’s understanding of basic addition, subtraction, and order of
operations. Younger students may not understand all of the concepts.
24
Use the symbols to perform the math problems.
= +3 9
= –1 5
Fictional Hills Middle School is offering new informational video services to help students with homework. The school will host online homework study groups from 6-8pm Monday through Friday where students can log in, enter virtual classrooms, and discuss homework problems with teachers and peers through an open chat. Arrangements have also been made for students without computers to use computers at local libraries during these hours. Contact the school for free enrollment and student guidelines.
The document describes the Mathematics Semester program at the University of Nebraska-Lincoln aimed at improving math education for elementary school teachers. It includes a math and pedagogy course taught as a block, with a concurrent field experience at an elementary school. The goal is to create a partnership between mathematicians and math educators to develop accessible yet useful math classes. Teachers learn hands-on through activities such as developing lesson plans and studying individual students' math understanding. A related program called Math in the Middle provides professional development for middle school teachers through university coursework and support from educational service units and school districts.
This document provides information about a math lesson on scientific notation. It discusses writing, adding, and subtracting numbers in scientific notation. Examples are given to show how to express large numbers like the estimated number of stars in the universe in scientific notation. The lesson wrap up reminds students that scientific notation allows determining the order of magnitude of a number and that tomorrow's lesson will cover computing with numbers in this notation. Students are assigned independent practice problems to complete.
Sometimes steps are simple and multiple methods can resolve the equation. During the start of of 1900, mathematics take the real turn and still new processes are evolving out of the woods.
This document summarizes the Mathematical Education of K-8 Teachers program at the University of Nebraska-Lincoln. It describes two main partnerships: The Mathematics Semester for future elementary teachers, and the Math in the Middle Institute Partnership for in-service middle school teachers.
The Mathematics Semester is a redesign of the math courses for elementary education majors. It integrates math content, pedagogy, and field experiences into a cohesive program. The Math in the Middle Institute is a multi-year graduate program that provides additional math and pedagogical training for middle school teachers to strengthen their knowledge and leadership abilities. Both programs aim to improve K-12 student achievement in math through strengthening teacher expertise.
This document discusses various tools and techniques for teaching mathematics creatively and joyfully. It emphasizes the need to use blended strategies to engage different types of learners and develop higher-order thinking skills. Some recommended approaches include using different types of papers, foldables, games like sudoku and puzzles, interactive applets, collaborative projects, blogs, appreciating math in everyday examples, origami, peer teaching and more. The goal is to make math accessible and encourage passion for learning through independent and creative environments.
The document discusses the importance of developing conceptual understanding in mathematics teaching and learning. It provides examples of activities and problems that promote conceptual understanding over rote memorization of procedures. Teachers are encouraged to assess for conceptual understanding and recognize its presence or absence. Conceptual knowledge allows students to make connections and think flexibly rather than just follow recipes to solve problems.
The teacher will plan a math lesson on number sequencing and quantity using the backwards design approach. Students will demonstrate their understanding by ordering animals based on their leg numbers, building and drawing sets of rabbits and chickens, and relating numerals to quantities. The teacher will observe students, take documentation, and assess learning to inform next steps.
This test is designed as a brief survey to identify the possibility of the presence of the learning
disability Dyscalculia, a problem that can interfere with a student’s ability to understand and use
math and spatial reasoning. Because this quiz is general and designed to be used throughout the
elementary grades, younger students may not understand all of the questions. This is normal and not
a big source of concern.
This seminar for parents discussed the five key competencies in mathematical problem solving. Parental involvement is an important aspect of helping kids do well in school.
This document provides an introduction to the Grade 10 Essential Mathematics course. It outlines the course content which is divided into eight modules covering topics like personal finance, measurement, geometry, angles, trigonometry and transformations. It describes the resources needed to complete the course and how student progress will be assessed through learning activities, assignments, and exams. Completing the learning activities and assignments is important for practice and feedback, while exams contribute to the final course mark.
Bendermeer Primary School Seminar for ParentsJimmy Keng
This document provides an overview of a presentation on helping children with primary mathematics. It discusses how mathematics can develop intellectual competence and reflects on shifts in test questions to require more conceptual understanding and real-world problem solving over rote algorithms. Examples of math questions and lessons from various primary grades in Singapore, the US, UK, Netherlands and Japan are presented, covering topics like number sense, patterns, problem solving and visual models. Key competencies and strategies for problem solving are discussed.
This document summarizes a seminar on the Singapore Math approach. It discusses key concepts like conceptual understanding, variation theory, concrete-pictorial-abstract instruction, and assessment results that show Singapore student performance. Example word problems are provided to illustrate how Singapore Math teaches for understanding over rote memorization.
7 Inspiring Classroom Activities Using Realistic MathematicsRatih Apsari
This document summarizes 7 classroom activities using realistic mathematics contexts:
1) Estimation problems set in a supermarket context
2) Using traditional Indonesian games like gundu to teach length measurement
3) Using butterfly wings to develop number sense in early learners
4) Structured candy to teach counting and recognizing number patterns
5) A school building context and 3D models to develop spatial skills
6) An empty number line to teach addition and subtraction
7) 'Lapis' cake problems to teach fractions using strategies like folding paper or rubber bands.
- The document discusses teaching methods and philosophies around mathematics education in Singapore and the Philippines. It focuses on problem solving and critical thinking over rote memorization of content.
- Data is presented showing Singapore math students performing highly on international tests compared to other countries in Asia. The teaching approach emphasizes challenging word problems and real-world applications of mathematical concepts like area and volume.
- An example case study is provided showing how to solve problems calculating area and volume. A multi-step word problem involving money is also presented as an example of challenging problem solving.
This document provides information for parents on how mathematics is taught nowadays. It discusses the focus areas in different year levels and strategies students use to solve problems. Some key points covered include: in year 2, 80% of time is spent on number and algebra, with the rest on geometry, measurement, and statistics; students are encouraged to explain their thinking; number knowledge and strategies are developed through stages; and parents can support their children by talking to them about math, using games and real-life examples, and refraining from old algorithmic methods.
The document discusses the bar model method for teaching primary mathematics. It begins with an introduction to the presenter and includes links to additional resources. It then provides examples of using bar models to represent and solve word problems involving ratios, equations, and systems of equations. The examples are from primary classrooms in Singapore, New York, Chile, and Guatemala. The document demonstrates how bar models can help students learn abstract mathematical concepts through concrete, visual representations.
The poem describes a student named Betty Sue who took an AP exam and received a score of zero from the chief reader Rosenstein. Rosenstein details Betty Sue's work on one problem, noting multiple small errors that each resulted in deducting points from her score, ultimately leaving her with a score of zero. The poem humorously portrays how easily a top student can be downgraded for minor mistakes.
This math problem involves taking the limit as x approaches 0 of the function ln(1-x) - sin(x) divided by 1-cos^2(x). Evaluating this indeterminate form using L'Hopital's rule or series expansion would yield the answer of 0.
This document contains 6 multi-part calculus problems involving functions, derivatives, integrals, areas, volumes and series. The problems cover topics like finding derivatives and integrals of functions, analyzing graphs of functions, calculating areas and volumes of revolved regions, determining convergence of series, and relating functions to their derivatives.
This document contains multiple calculus problems involving derivatives, integrals, parametric equations, series, and polar coordinates. The problems cover topics such as finding derivatives and integrals of functions, determining rates of change, approximating series, analyzing particle motion paths, calculating volumes and areas, and sketching polar curves.
This document outlines the schedule and topics for a Java boot camp focusing on arrays. Each day of the week is dedicated to a different activity and covers topics related to arrays, strings, static arrays, interfaces, ArrayLists, and conditionals. Students will complete various labs, code reviews, presentations, quizzes, and a pre-test over the two-week period to reinforce their learning.
This document outlines the weekly schedule for a Math 4H class. It includes the daily topics, activities, homework assignments, and assessments. The topics cover equations of parabolas, graphing ellipses, hyperbolas, conic sections, polar graphs, parametric equations, and rotations of graphs. Activities include using SAGE, working word problems, think-pair-share, multiple choice quizzes, and presentations. Homework typically involves reading, writing, and reviewing screencasts, and is assessed with multiple choice, free response, and pre-tests.
This document summarizes the Mathematical Education of K-8 Teachers program at the University of Nebraska-Lincoln. It describes two main partnerships: The Mathematics Semester for future elementary teachers, and the Math in the Middle Institute Partnership for in-service middle school teachers.
The Mathematics Semester is a redesign of the math courses for elementary education majors. It integrates math content, pedagogy, and field experiences into a cohesive program. The Math in the Middle Institute is a multi-year graduate program that provides additional math and pedagogical training for middle school teachers to strengthen their knowledge and leadership abilities. Both programs aim to improve K-12 student achievement in math through strengthening teacher expertise.
This document discusses various tools and techniques for teaching mathematics creatively and joyfully. It emphasizes the need to use blended strategies to engage different types of learners and develop higher-order thinking skills. Some recommended approaches include using different types of papers, foldables, games like sudoku and puzzles, interactive applets, collaborative projects, blogs, appreciating math in everyday examples, origami, peer teaching and more. The goal is to make math accessible and encourage passion for learning through independent and creative environments.
The document discusses the importance of developing conceptual understanding in mathematics teaching and learning. It provides examples of activities and problems that promote conceptual understanding over rote memorization of procedures. Teachers are encouraged to assess for conceptual understanding and recognize its presence or absence. Conceptual knowledge allows students to make connections and think flexibly rather than just follow recipes to solve problems.
The teacher will plan a math lesson on number sequencing and quantity using the backwards design approach. Students will demonstrate their understanding by ordering animals based on their leg numbers, building and drawing sets of rabbits and chickens, and relating numerals to quantities. The teacher will observe students, take documentation, and assess learning to inform next steps.
This test is designed as a brief survey to identify the possibility of the presence of the learning
disability Dyscalculia, a problem that can interfere with a student’s ability to understand and use
math and spatial reasoning. Because this quiz is general and designed to be used throughout the
elementary grades, younger students may not understand all of the questions. This is normal and not
a big source of concern.
This seminar for parents discussed the five key competencies in mathematical problem solving. Parental involvement is an important aspect of helping kids do well in school.
This document provides an introduction to the Grade 10 Essential Mathematics course. It outlines the course content which is divided into eight modules covering topics like personal finance, measurement, geometry, angles, trigonometry and transformations. It describes the resources needed to complete the course and how student progress will be assessed through learning activities, assignments, and exams. Completing the learning activities and assignments is important for practice and feedback, while exams contribute to the final course mark.
Bendermeer Primary School Seminar for ParentsJimmy Keng
This document provides an overview of a presentation on helping children with primary mathematics. It discusses how mathematics can develop intellectual competence and reflects on shifts in test questions to require more conceptual understanding and real-world problem solving over rote algorithms. Examples of math questions and lessons from various primary grades in Singapore, the US, UK, Netherlands and Japan are presented, covering topics like number sense, patterns, problem solving and visual models. Key competencies and strategies for problem solving are discussed.
This document summarizes a seminar on the Singapore Math approach. It discusses key concepts like conceptual understanding, variation theory, concrete-pictorial-abstract instruction, and assessment results that show Singapore student performance. Example word problems are provided to illustrate how Singapore Math teaches for understanding over rote memorization.
7 Inspiring Classroom Activities Using Realistic MathematicsRatih Apsari
This document summarizes 7 classroom activities using realistic mathematics contexts:
1) Estimation problems set in a supermarket context
2) Using traditional Indonesian games like gundu to teach length measurement
3) Using butterfly wings to develop number sense in early learners
4) Structured candy to teach counting and recognizing number patterns
5) A school building context and 3D models to develop spatial skills
6) An empty number line to teach addition and subtraction
7) 'Lapis' cake problems to teach fractions using strategies like folding paper or rubber bands.
- The document discusses teaching methods and philosophies around mathematics education in Singapore and the Philippines. It focuses on problem solving and critical thinking over rote memorization of content.
- Data is presented showing Singapore math students performing highly on international tests compared to other countries in Asia. The teaching approach emphasizes challenging word problems and real-world applications of mathematical concepts like area and volume.
- An example case study is provided showing how to solve problems calculating area and volume. A multi-step word problem involving money is also presented as an example of challenging problem solving.
This document provides information for parents on how mathematics is taught nowadays. It discusses the focus areas in different year levels and strategies students use to solve problems. Some key points covered include: in year 2, 80% of time is spent on number and algebra, with the rest on geometry, measurement, and statistics; students are encouraged to explain their thinking; number knowledge and strategies are developed through stages; and parents can support their children by talking to them about math, using games and real-life examples, and refraining from old algorithmic methods.
The document discusses the bar model method for teaching primary mathematics. It begins with an introduction to the presenter and includes links to additional resources. It then provides examples of using bar models to represent and solve word problems involving ratios, equations, and systems of equations. The examples are from primary classrooms in Singapore, New York, Chile, and Guatemala. The document demonstrates how bar models can help students learn abstract mathematical concepts through concrete, visual representations.
The poem describes a student named Betty Sue who took an AP exam and received a score of zero from the chief reader Rosenstein. Rosenstein details Betty Sue's work on one problem, noting multiple small errors that each resulted in deducting points from her score, ultimately leaving her with a score of zero. The poem humorously portrays how easily a top student can be downgraded for minor mistakes.
This math problem involves taking the limit as x approaches 0 of the function ln(1-x) - sin(x) divided by 1-cos^2(x). Evaluating this indeterminate form using L'Hopital's rule or series expansion would yield the answer of 0.
This document contains 6 multi-part calculus problems involving functions, derivatives, integrals, areas, volumes and series. The problems cover topics like finding derivatives and integrals of functions, analyzing graphs of functions, calculating areas and volumes of revolved regions, determining convergence of series, and relating functions to their derivatives.
This document contains multiple calculus problems involving derivatives, integrals, parametric equations, series, and polar coordinates. The problems cover topics such as finding derivatives and integrals of functions, determining rates of change, approximating series, analyzing particle motion paths, calculating volumes and areas, and sketching polar curves.
This document outlines the schedule and topics for a Java boot camp focusing on arrays. Each day of the week is dedicated to a different activity and covers topics related to arrays, strings, static arrays, interfaces, ArrayLists, and conditionals. Students will complete various labs, code reviews, presentations, quizzes, and a pre-test over the two-week period to reinforce their learning.
This document outlines the weekly schedule for a Math 4H class. It includes the daily topics, activities, homework assignments, and assessments. The topics cover equations of parabolas, graphing ellipses, hyperbolas, conic sections, polar graphs, parametric equations, and rotations of graphs. Activities include using SAGE, working word problems, think-pair-share, multiple choice quizzes, and presentations. Homework typically involves reading, writing, and reviewing screencasts, and is assessed with multiple choice, free response, and pre-tests.
UNIT10 BC Calculus: Convergence Tests for Series Of Constants!A Jorge Garcia
This document outlines the weekly schedule and assignments for a math class covering improper integrals, p-integrals, infinite series, and tests for convergence of series. Each day of the week focuses on a different topic and activity: Socratic Mondays include clicker questions, Take Home Tuesdays involve homework problems, YouTube Wednesdays feature instructional videos, Think Pair Share Thursdays have student presentations, and FRQ Fridays include practice questions. The schedule provides learning objectives, assigned readings and problems, and assessment activities for each class.
This document contains a schedule for a Math 4R class over several weeks. It lists the daily topics which include systems of equations, matrices, determinants, linear and non-linear systems. It also lists the corresponding homework and assessments for each topic, such as reading assignments, group presentations, quizzes and tests. The schedule follows a regular pattern of activities including clicker questions, think-pair-share sessions, YouTube videos and quiz/test Fridays.
This document contains a schedule for a math class covering calculus topics including power series, Taylor's theorem, and binomial series. Each day lists an activity like clicker questions or group work, the aim of the lesson, and an assessment like a homework assignment. The schedule spans several weeks and includes review days for quizzes and midterm exams.
This document contains a schedule for a math class over two weeks. It lists the daily topics to be covered, homework assignments, and activities for each class. The topics include limits, derivatives, integrals, and other calculus concepts. Homework includes worksheets, practice problems, and coding exercises. In-class activities involve group work, presentations, clicker questions, and quizzes or tests. The goal is to help students learn important calculus topics and practice applying their knowledge.
This document contains the schedule for a Math 4H class over multiple weeks. It lists the day, topic covered, assigned readings from the textbook, and homework for each class period. The class meets in room 429 during periods 3, 4, and 9 and covers topics in chapter 9 of the textbook, including polar coordinates, graphing in polar coordinates, representing complex numbers in polar form, vectors in R^2 and R^3, dot products, and cross products. Quizzes and tests are scheduled to assess student learning of these topics.
This document outlines the schedule for an APCS Java boot camp week 6 focusing on iterations. It lists the daily topics as iterations and chapter 7 in the lab. It also includes the lab assignments and exercises for each day such as projectile, Fibonacci, Heron, exponential, and random walk calculations. Students are instructed to read, write and review different exercises each day involving iterations and algorithms.
This document outlines the schedule for a Java boot camp week 04 focusing on decisions. It lists the daily topics as different chapters on decisions. For each day it provides the lab work assignments to read/write now and view/notate later, which involve coding exercises from the textbook.
This document contains a schedule for a math class covering topics in differential and integral calculus over several weeks. It lists the daily topics to be covered, assigned readings from the textbook, and homework assignments. The topics include antiderivatives, differential equations, area under and between curves, numerical methods, definite integrals, the Fundamental Theorem of Calculus Part I, finding indefinite integrals, and the method of u-substitution. Students are assigned problems from the textbook to read and work through each day.
The document contains lyrics to several songs that have been adapted to have math, science, or computing themes. They cover topics like new math, geometry, conic sections, programming languages, and pi. The lyrics use familiar Christmas carols and modify the words to be about mathematical concepts in a lighthearted and humorous way.
The document discusses calculations related to Santa's Christmas Eve delivery schedule. It estimates that Santa must deliver to approximately 108 million homes worldwide and has 31 hours to complete all deliveries. This results in Santa having to make 967.7 visits per second and travel at supersonic speeds of 650 miles per second to deliver to all homes in one night. The document uses these calculations to highlight the logistical challenges of Santa's Christmas Eve route.
The document contains 14 sections that are parodies of Christmas carols or songs related to mathematics, computer science, or holidays. Some of the sections describe topics like binomials, computer programs, exponents, conic sections, algebra, number pi, and statistics. Others mention celebrating Hanukkah in Santa Monica or describe Christmas as a time for merchants to profit. Overall, the document playfully relates various songs to mathematical and computing concepts through rewritten lyrics.
This document contains a schedule for a math class over several weeks. It lists the daily topics as sequences, arithmetic sequences, geometric sequences, proofs by induction, binomial expansion, and pre-calculus. The homework assigned each day includes reading problems from the textbook and viewing additional lesson materials. Tests were scheduled for the end of each week to assess learning.
Unit06 - Applications of Integration - AP Calculus BCA Jorge Garcia
This document contains a schedule for math topics, assignments, and homework for a math class. It includes:
- The week of December 5th focusing on Hour of Code and finding the area between curves.
- The following weeks covering finding volume using disks, washers, and shells as well as arc length and surface area.
- The last week includes a pre-test on area and volume as well as a take-home test on the same topics.
- Homework assigned each day involves reading textbook passages, exploring examples, and working practice problems.
The document announces the 26th annual Long Island Mathematics Conference to be held on March 16, 2012 at SUNY College at Old Westbury. The keynote speaker will be Dr. John Ewing, President of Math for America, who will speak on "Who Owns the Common Core Standards?". The day-long conference will include sessions and workshops on mathematics education, pedagogy, and problem solving focused on the theme "Math: Getting to the Core".
The document provides information about the Thirty-Seventh Annual LIMAÇON Long Island Mathematics Conference to be held on March 17, 2023 at SUNY Old Westbury. The conference will run from 7:45am to 2:35pm and feature a keynote address by Dr. Irina Lyublinskaya on the topic of "Why do Many Children Hate Math and How Can We Fix it?". The conference will include 38 breakout sessions across four time slots (A-D) on topics ranging from eradicating math anxiety and using hands-on activities to teaching with games and puzzles. Participants can select which sessions to attend. The purpose of the conference is to provide professional development and exchange of
This document is a registration form and program for the Twenty-Eighth Annual LIMAÇON Long Island Mathematics Conference taking place on March 14, 2014 at SUNY College at Old Westbury. The conference will run from 7:45am to 2:35pm and feature sessions on various mathematics topics as well as a keynote address. The registration form provides information on pricing and deadlines and allows attendees to select which sessions they plan to attend.
This document provides an agenda for the 33rd Annual LIMAÇON Long Island Mathematics Conference to be held on March 15, 2019 at SUNY College at Old Westbury. The conference will run from 7:45am to 2:35pm and feature 50 sessions on various mathematics topics from grades K-College level. Sessions will be held in the New Academic Building and include presentations on topics like guided math, functions, geometry, statistics, and more. The keynote speaker will be Ron Lancaster from the University of Toronto.
The document provides information about several online math resources for teachers:
- FinLit101 is a free online financial literacy resource for high school students available in English and French. It has interactive modules that teachers can use or assign for student work.
- Links are provided to online math games that can be played on Pi Day to celebrate mathematics.
- Upcoming virtual Pi Day activities hosted by the University of Saskatchewan's Department of Mathematics and Statistics are announced.
This document provides an overview of the book "Minilessons for Math Practice, Grades 3–5" by Rusty Bresser and Caren Holtzman. The book presents 27 quick math activities that take 5-15 minutes and require little preparation. The activities are designed to provide practice for upper elementary students on key math concepts like number operations, algebra, geometry, data analysis, and measurement. Each activity includes instructions, questions for students, an example classroom scenario, and extension ideas. The goal is to broaden what it means to provide math practice and enhance students' understanding through applying skills in various problem-solving contexts throughout the school day.
This document summarizes how a middle school special education teacher, Mr. Myers, uses educational technology and differentiated instruction to engage a diverse group of students in learning math. It describes how Mr. Myers uses a classroom currency system, open-ended discussions, and the digital math app Todo Math to make math concepts concrete and accessible for all students. It also discusses how Todo Math provides differentiated practice and real-time progress reports to help Mr. Myers identify student strengths and weaknesses.
This document provides information about math resources and professional development opportunities for teachers. It announces that a teacher lounge will be held on Tuesdays for math teachers to discuss topics and share ideas. It also shares information about math screeners that can help identify gaps in students' prerequisite knowledge. Additionally, it discusses the importance of using multiple representations in math teaching and learning.
The document discusses programs and initiatives aimed at increasing the number of students pursuing STEM courses and careers. It discusses programs that focus on high-quality teaching using smaller class sizes and active learning strategies. It also discusses expanding institutional capacity to incorporate advances in STEM, interdisciplinary approaches, bridge programs between community colleges and 4-year universities, and faculty and peer mentoring programs. The candidate has experience as a mathematics teacher and principal in Egypt and Saudi Arabia and seeks to increase student interest and engagement in mathematics.
The document discusses the aims and approaches of a new mathematics curriculum. It outlines that the curriculum aims to develop students' fluency in math fundamentals, ability to solve problems, and capacity for mathematical reasoning. It also describes some of the changes in focus areas, including increased emphasis on arithmetic proficiency and instant recall of number facts. Finally, it provides guidance for teachers on curriculum mapping, planning, and teaching methods to support students in meeting the objectives of the new maths program.
The Hempfield Area School District held a Parent Math Night to discuss its new K-12 math curriculum. A Math Curriculum Committee selected the Math Expressions program after a year-long review of best practices and programs. The committee evaluated six programs and selected Math Expressions. Two teachers per grade level are piloting the program this semester. Math Expressions uses real-world examples, drawings, and student explanations to help students build conceptual understanding of mathematical ideas. It incorporates strategies like daily quick practice, teaching multiple algorithms, and having students take on leadership roles. The event provided an overview of the Math Expressions approach and resources for parents to support their children's learning.
The document discusses six secrets of highly effective lesson design: 1) addressing students' prior knowledge, 2) having students explore and question rather than receive didactic lectures, 3) using varied activities to engage students, 4) using formative assessments to evaluate lessons, 5) providing high cognitive demand tasks for conceptual understanding, and 6) having students arrive at conclusions and evaluate knowledge through questions and exercises. The document emphasizes the importance of lesson design in ensuring equity in students' opportunities to learn mathematics.
As educators, we need to ensure that we highlight related math concepts to help students build on and expand their prior learning; otherwise, math is perceived as fragmented and compartmentalized. Learning is then through memorization which is low-level and not lasting. The document discusses the importance of making connections between new and existing math concepts, within mathematics, between math and other subjects, and between math symbols and procedures. It provides examples of ways to help students make these connections, such as using manipulatives, collaborative activities, and relating math to students' lives.
Math Textbook Review First Meeting November 2009dbrady3702
The document summarizes information from a mathematics textbook review committee in Massachusetts. It discusses the state's high performance on national and international math assessments. It also reviews research on best practices in mathematics education and outlines the committee's process for reviewing and piloting elementary and middle school math textbooks based on this research. Key aspects of the review include using a rubric to evaluate textbooks, visiting schools currently using the programs, and monitoring a pilot of selected textbooks before making an adoption recommendation.
151119 rewriting leadership strategy the brilliance of black children in mat...Lou Matthews
After 15 years of stalemate mathematics reform to improve the mathematics outcomes of Bermuda’s predominantly Black student population, Bermuda Public Schools created a National Mathematics Strategy. The Strategy was built from the ground up to combat fundamental forces hindering the mathematics outcomes of Black children in the West: (1) Resistant worldviews about Black children, (2) faulty assumptions about what mathematics is, (3) faulty assumptions about how mathematics should be taught, (4) and institutionalized impotence of senior leadership to address policy, resources and systemic barriers. Chronicled in this presentation are the successes and challenges in implementing the kind of urgent reform needed to maximize outcomes for Black student populations amidst political, cultural and historical obstacles. The perspective of mathematics education leaders and professionals at senior, mid and teacher levels are shared.
Developing conceptual understanding of probabilityA CM
1) The document discusses the importance of teaching mathematics for conceptual understanding rather than just rote learning of procedures. It emphasizes building relationships between mathematical ideas.
2) Several realities in modern classrooms are discussed, such as students applying algorithms without understanding. The significance of problem solving for developing conceptual understanding is also covered.
3) Activities are presented to help teachers promote conceptual understanding, for example having students explore concepts like probability by analyzing real-world tasks and data. Discussion of how to assess conceptual learning is also included.
- The document discusses a mobile learning initiative called Project K-Nect that provided mobile devices to 9th grade algebra students in Onslow County, NC to supplement math instruction.
- Research found that students who participated in Project K-Nect significantly outperformed their peers on standardized math tests and course grades. Students reported that the mobile access helped increase their understanding and engagement with math.
- The initiative aims to address deficits in US students' math and science skills by motivating students to enter STEM careers through mobile, problem-based learning approaches.
1) The document outlines various mathematics resources and support documents available to teachers, including the K-6 Mathematics Syllabus, sample units of work, numeracy programs and frameworks.
2) It provides guidance on effective mathematics programming, such as differentiating instruction, challenging students, and helping students see themselves as numerate.
3) It emphasizes making connections across the mathematics curriculum by integrating different strands like number, patterns, and measurement.
Want to Engage Your Students? Engage Them in the Math PracticesDreamBox Learning
It’s one of the most important questions math teachers ask every day: how do we engage students in meaningful, enjoyable mathematics? In this webinar for the Adaptive Math Learning community, presenters Zachary Champagne, Researcher at the Mathematics Formative Assessment Project at the Florida Center for Research in Science, Technology, Engineering, and Mathematics (FCR-STEM), and Tim Hudson, former Math Curriculum Coordinator for Missouri’s Parkway School District, and DreamBox’s Senior Director of Curriculum Design, shared useful insights about the Mathematical Practices that will help deepen students’ understanding, enjoyment, and success in math class. Zachary and Tim discussed how to stop teaching ‘tricks’ and instead engage students in thinking like a mathematician. They also shared insights about the power of formative assessment, the importance of uncovering students’ intuitive thinking, and how technologies such as adaptive learning can support the Mathematical Practices. Topics included: understanding equality and precision, observing students engaged in sense-making, and designing learning experiences that empower students to “look for” important mathematics. Additionally, Julie Benay, Principal of Malletts Bay School in Vermont, shared how her school implemented DreamBox and the outcomes they experienced. View the webinar to learn how to make math more engaging for your students.
This document discusses four trends in differentiating instruction: technology, group work, learning centers, and hands-on learning through laboratories. For each trend, benefits are outlined such as increased engagement through technology and opportunities for social skill development with group work. Challenges are also noted, like the cost of keeping technology updated and the potential for distraction. The document concludes with an example kindergarten STEM lesson plan incorporating learning centers to teach double digit addition.
This document provides a summary of Jorge Garcia's career objective, educational background, employment history, awards, certifications, memberships, technical skills, and conference speaking experience. Garcia's objective is to be an educator in applied mathematics, physics, and computer science. He has a Master's in Applied Mathematics and has taught various math and computer science courses at the community college and high school levels for over 30 years. He also creates educational videos and has received several teaching awards.
MAT122 DAY508 MEETING 44 of 45 2021.1217 FRIDAYA Jorge Garcia
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help boost feelings of calmness and well-being.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. Co-sponsored by:
The Nassau County
Mathematics Teachers’
Association
The Suffolk County
Mathematics Teachers’
Association
The Nassau County
Association of
Mathematics Supervisors
The Association of
Teachers of Mathematics of
New York City
Partially funded
by a grant from NYS
Department of Education
The Mathematics and Computer Information Sciences Department
State University of New York College at Old Westbury
Presents
The Thirtieth Annual
LIMAÇON
LIMAÇON, designed for mathematics educators from primary through university level, provides opportunities
for professional interactions and offers a forum for the exchange of concerns, innovative ideas, and
achievable goals. This year’s conference theme: Cultivating Math Reasoning at All Levels focuses on
questioning techniques that encourage students to think about mathematics.
The keynote speaker is Dr. Marion Small, the author and international development consultant for Improved
Mathematics Education. Dr. Small was a dean and professor of education at the University of New Brunswick.
Dr. Small’s keynote address is followed by a daylong series of workshops focused on mathematics education,
pedagogy, and problem solving. Participants can expect sessions to provide ideas, techniques, and skills that
will improve teaching and content effectiveness, and energize their classroom.
QUESTIONS? Contact Ronni David: 516-359-2794 (MathRonni@cs.com) or Mimi Schnier, 516-876-3261
This year, the only way to register for the conference is by using our on-line site
http://www.limathconference.org
The cost for the conference, which includes a Continental Breakfast and Lunch, is:
• $50 for ATMNYC, NCAMS, NCMTA, or SCMTA members
• $60 for non-members
• $25 for full-time students
On-site Registration will be accepted on a limited basis for a $10 additional fee.
Long Island Mathematics Conference
Cultivating Math Reasoning
Friday, March 11, 2016, From 7:45 A.M. to 2:35 P.M.
at SUNY College at Old Westbury, Campus Center
2. PRINT THIS PAGE (Save for your records)
LIMAÇON - Long Island Mathematics Conference
Friday, March 11, 2016
SUNY College at Old Westbury
Name __________________________________________________
School/Affiliation ________________________________________
SCHEDULE FOR THE LONG ISLAND MATHEMATICS CONFERENCE
7:45 - 8:30 CHECK-IN, CONTINENTAL BREAKFAST and EXHIBITOR BOOTHS (Campus Center)
8:45 - 9:15 INTRODUCTION by L.I. Mathematics Conference Board
9:15 - 10:15 KEYNOTE ADDRESS by Dr. Marian Small
Professional Development Consultant for Improved Mathematics Education
10:30 - 2:35 SESSIONS A-D see schedule (all presentations held in the New Academic Building)
BUFFET LUNCHEON during either session B or C
7:45 - 1:45 EXHIBITOR BOOTHS AVAILABLE
Lunch Menu
#51 Chef Salad (no ham)
#52 Vegan/gluten free platter (baby spinach with roasted vegetables)
Individual lunch platters includes:
romaine lettuce, cucumber, tomato, carrot sticks, new potato salad, string bean salad, and either
#53 Tuna Salad
#54 Egg Salad
#55 Chicken Salad
Write the workshop number for your first, second, and third choice for each session.
For the B & C sessions you must also write the lunch number.
Session A (10:30 – 11:20) 1st
Choice _______ 2nd
Choice _______ 3rd
Choice _______
Workshops 1 – 15
Session B & C 1st
Choice _____ 2nd
Choice _____ 3rd
Choice _____ Lunch Choice _____
Session B (11:35 – 12:25) Workshops 16 – 25
Session C (12:40 – 1:30) Workshops 26 – 35
Session D (1:45 – 2:35) 1st
Choice _______ 2nd
Choice _______ 3rd
Choice _______
Workshops 36 – 50
PRINT THIS PAGE (Save for your records)
Mail P.O. to
Mr. A. Kalish
Limaçon Conference
SUNY College at Old Westbury
Box 210
Old Westbury, NY 11568-0210
Payable to: L.I. Math Conference Board
Do Not Mail
This Page.
You must
register online.
3. SESSION A 10:30 -- 11:20 (Select three workshops from numbers 1 - 15)
1 Graphic Prompts for Questioning Mr. Joseph Porzio K-4 Math Consultant EC/Elem
GPQs are aligned to the NYSED CCLS. There are more than eight dozen cards which depict a graphic designed to
develop, promote and support proficiency in math, and its accompanying language, at the pre-K/K levels.
2 Start with the Story Ms. Heidi Bromley K-4 Questar III BOCES
The greatest challenge facing students and teachers is how to interpret and communicate through word problems and
their solutions. Let's change perspective - focus on the story first, numbers later and apply the practices to how we
synthesize and communicate our solution.
3 Guided Math Instruction Ms. Robin Rann K-5 Northport/E Northport SD
Participants will be introduced to guided math, a strategy that can be used to differentiate math instruction, while also
maximizing students’ success in number sense, computational fluency, problem solving, and reasoning.
Co-presenters: Matt Comiskey, Lindsey Andersen, and Jennifer Desmond
4 Cultivating Mathematical Conversation Dr. Marian Small K-8 One, Two, ... Infinity
Why you should be using open-ended questions: (1) greater student accessibility, (2) allow stronger students to take the
questions further, (3) classroom conversations become richer. Take away examples of great open-ended questions.
5 Math, iPads, and Apps Ms. Jennifer Cottone 4-8 JFK School Great Neck
Teachers will be introduced to the use of iPads to engage students in math. Emphasis will be placed on using Google
Drive, Google Classroom, Notability, and Math Chat. If time permits, we will explore other math apps.
6 Navigating the CC with the Nspire & Navigator Dr. Paul Pelech 5-12 Great Neck Schools
This exciting, hands-on presentation gives teachers an opportunity to use a unique piece of math technology. Make a
powerful classroom connection with interactive wireless graphing calculator technology! Calculators provided.
7 Games to Develop Understanding Probability Dr. Sharon Whitton 5-12 Hofstra University
Participants engage in games with dice, geometric designs, and social media. Results are modeled with Geoboards, tree
diagrams and two-way tables. Activities have been shown to deepen the understanding of probability concepts.
8 Technology in Math Education: Desmos Mr. Joe Pastore 7-13 CUNY Queens College
A brief overview of the dimensions of technology in math education will be presented. This will be followed by
specific, detailed illustrations of the uses of Desmos in Pre-Algebra through Calculus.
9 Common Core Alg. 2: A Roundtable Discussion Mr. Jayson Kiang 9-12 Longwood HS
Are you teaching Common Core Algebra 2? How's it going? What struggles have you encountered? What's your plan
moving forward? This session will be a participant-led discussion.
10 Become Statistically Significant!!! Mrs. Pam O'Brien 9-12 Ward Melville HS
This session is designed for teachers of Common Core Alg. II. Best practices and online resources will make
experimental design, simulations, confidence intervals and statistical significance accessible to you and your students.
Co-presenter: Theresa Kraycar
11 Max/Min Probs Thru Common Core Eyes Mr. Dan Goldbeck 9-12 Syosset HS
Solve optimization problems using different approaches in grades 9, 10, 11, and 12.
12 Arrays to Polynomial Division: Build Numeracy Mr. Geoffrey Enriquez 9-12 Vanguard HS
Introduction to number strings as a tool for building understanding of algebraic models for multiplication and division.
The workshop will connect middle school Algebra (algebra tiles) to Algebra 2 (polynomial division).
13 Parametric Equations … Awesome Curves! Mr. John Titterton 9-13 Syosset HS Retired
There is so much to see and talk about when investigating parametric equations. I'll do a little of this, some of that and
a lot of the other. It's all fun!
14 SAGE Advice: Calculus With CAS. Mr. Alvar Garcia 11-13 Baldwin SHS/NCCC
Learn to use free Computer Algebra Systems on your PC.
15 Where Words and Numbers Meet Mr. Michael Forte General Nassau CC
This presentation will demonstrate a unique approach to teaching word problems. Attendees will see how multi-modal
approaches to problems can enable students to work within their strengths.
4. SESSION B & C (Select three workshops from numbers 16 - 35)
16 The Power of Ten: Part 1 Ms. Heidi Bromley K-4 Questar III BOCES
This session will compare the strategies of 10 that build from Pre-K through 4th grade and beyond to doubles, friendly
numbers and other strategies that are more limited in scope. Rounding, area model, partial quotients, and other
strategies promoted in the modules will be explored. (Part 2 will include grades 5-8)
17 Building Solid Foundations in Number Sense. Mr. Joseph Porzio K-4 Math Consultant EC/Elem
Students are challenged to match numbers (0-10) with their number names, tally marks, tens-frame models, dominoes
and real-world models. Grade appropriate language will be used to create expressions and solve simple equations.
18 You Can't Know All the Answers… Immediately Mr. Nicholas Restivo 5-8 Mineola UFSD Retired
Energize and enrich your curriculum by encouraging students to take risks in problem solving while reminding them
that a REAL problem doesn't have a quick answer. Stop “cramming” for any assessments by utilizing these methods.
19 So You Want to Use Technology? Mrs. Amy Longo 5-8 Wantagh Public Schools
Participants will engage in technology based exercises that will enhance the classroom environment, and give the
teacher automatic feedback to assess their student's learning.
20 Technology in Math Education: Geogebra Mr. Joe Pastore 7-13 CUNY Queens College
A brief overview of the dimensions of technology in math education will be presented. This will be followed by
specific, detailed illustrations of the uses of Geogebra in Pre-Algebra through Calculus.
21 Mathematics Learning using Mobile Devices Dr. Paul Pelech 7-13 Great Neck Schools
Learn how to use the power of mobile devices to create a technology-driven mathematics classroom. This course
covers iPads/iPhones/Android phones/tablets/netbooks. Bring a device of your choice.
22 How Confident are You? Confidence Intervals Mrs. Theresa Kraycar 9-12 East Hampton UFSD
How is a confidence interval created and what does it mean? What can you conclude using a confidence interval? We
will demonstrate how to introduce this new Algebra II Common Core topic through hands on activities.
Co-presenter: Pamela O’Brien
23 Modeling the Story of Functions Ms. Ellen Falk 9-12, Pre-Service North Salem MS
Modeling to engage students with Algebra CCLS and teachers with mathematical practices. Discrete and continuous
examples of linear, quadratic and exponential functions will be presented. See easy, fun and cheap manipulatives.
24 Everything Old is New Again Mr. Michael Daly-Jones General Suffolk CC
Methods that were taught many years ago to solve mathematical problems but that were lost over time will be
presented. These include the extraction of a square root and a novel approach to multiplication.
25 Landing That First Job! Mr. Jayson Kiang Pre-service Longwood HS
Find out what interview committees look for when hiring candidates and what to do (and NOT do) to land that first
mathematics-teaching job!
26 Individual Whiteboards: Formative Assessment Ms. Robin Rann K-6 Northport/E Northport SD
Individual whiteboards are a great way to build in accountability while giving all students a voice in the learning
process. They increase active engagement and give the teacher immediate information about student progress.
Co-presenter: Rosemary Ciccotto
27 Power of Ten: Part 2 Ms. Heidi Bromley 5-8 Questar III BOCES
This session will build on the strategies of 10 utilized in grades Pre-K through 4th, and how students benefit and grow
from grades 5th through 8th. Place value charts, area/tabular model applied to algebra and other strategies promoted
in the modules will be explored. (Part 1 will include grades K-4)
28 Flipping: Increase Engagement & Performance Ms. Krysten Malloy 5-12 Queens School of Inquiry
Are you looking for a way to maximize your class time with your students, while meeting their diverse needs? We
have the solution. We will demonstrate how you can flip your math class in order to excel higher-level students, while
targeting struggling students.
Co-presenter: Nicole Francipane
29 Hands on activities in the math class Mr. Jon DeLise 5-12 Math for America
Use everyday household items to motivate a variety of topics in mathematics. Participants will engage in the activities
and will leave with useful resources.
5. 30 Challenging the Gifted Mathematicians Mr. David Linker 5-12 CUNY City College
We will be looking at math contest problems that can be used to challenge and instruct gifted mathematicians in the
high schools and middle schools.
31 Get Smarter! Take the SAT or ACT Ms. Robin Schwartz 9-12 College of Mt St Vincent
The speaker retook the SAT 29 years later to relive studying and test taking, and relate better to students' experiences.
In this workshop, we will dive into SAT, ACT, and TASC problems.
32 The Use of Arguments in H.S. Math Courses Dr. Shana Henry 9-12 James Baldwin School
This presentation will include a discussion of arguing issues using mathematical analysis. Curriculum ideas will be
shared with the following topics as examples: beauty, baseball, water, and public transportation.
33 Logic, Computers, Circuits, Electrical Networks Mr. Ronald D. Cavallaro 9-12 Molloy College
Learn how the basic laws of math and logic are applied in the most complicated circuits found in science and
engineering.
34 What Does the APP Button Do on the TI-84? Mrs. Sonja Barrera 9-12 Massapequa HS
There are many apps already installed on the TI-84. Learn how to use these apps in your class to have your students
explore concepts.
35 Reducing Math Anxiety in the Classroom Dr. Brian Evans General Pace University
This presentation will address ways to reduce mathematics anxiety in the classroom. The goal of the session is for
teachers to gain strategies to eliminate mathematics anxiety in their own classrooms.
SESSION D 1:45 - 2:35 (Select three workshops from numbers 36 - 50)
36 The Book is the Problem! Ms. Audrey Bellovin K-4 Hemlock/Garden City
Using literature, this workshop will focus on encouraging students to reason through problem situations. The selected
books integrate science and mathematics.
37 Mix ‘n’ Match Multiplication Models. Mr. Joseph Porzio K-4 Math Consultant EC/Elem
Students are challenged to match basic facts in multiplication with real-world models. Grade appropriate language is
presented: number line, array, factor, product, commutativity, and repeated addition.
38 Cultivating Rich Mathematical Discourse Ms. Mary Kolkhorst K-5 Syosset CSD
Structuring classroom discussions that effectively lead to student insight and discovery can be challenging.
Participants will engage in activities and develop strategies to support deep understanding.
Co-presenter: Susan Gallagher
39 Is That Your Final Answer? Ms. Robin Schwartz 5-8 College of Mt St Vincent
Asking questions such as “Is that your final answer?” and “How do you know?” encourages students to increase their
self-awareness along with their math confidence, performance, and comprehension.
40 Activities that Support CC Writing Initiatives Dr. Robert Gerver 8-12 North Shore HS
This session will present, via a 20-page packet, seven levels of activities designed to help students improve the written
explanations commonly required at the end of Common Core math problems. The activities have been used by
students and refined for over three decades.
41 Survival Guide to Teaching Common Core Ms. Amy Fetters 5-8 Roslyn MS
Discover a new approach to Common Core that is successful and fun! Learn a lab style approach to lessons, hands-on
games, collaboration, and helping students to make their own mathematical discoveries.
42 28 Activities for Math Classes Mr. Gregory Fisher 5-12 Mt. Tabor HS
Come learn over 28 activities that can be adapted to any level of math from 5th grade to Calculus. Most of the
activities require little preparation and turns almost any worksheet into an engaging activity.
43 Individual Whiteboards: Formative Assessment Ms. Robin Rann 7-12 Northport/E Northport SD
Individual whiteboards are a great way to build in accountability while giving all students a voice in the learning
process. They increase active engagement and give the teacher immediate information about student progress.
Co-presenter: Rosemary Ciccotto
6. 44 Justify Your Answer Mr. Gerald Haber 8-11 St. John's University
An analysis of the language used in the Regents Exam in Algebra I (Common Core)
45 TI Tips for Regents Exam Success Mr. Dana Morse 9-12 Texas Instruments
Build math confidence with the tools from Texas Instruments. Allow students to do concept exploration and discover
properties of mathematics. Topics from Alg., Geo and Alg. II covered. Presenter will bring calculators for the session.
46 History of Math: A Focus on Cultures Dr. Brian Evans 9-13 Pace University
This presentation gives a brief overview of the history of math with the contributions from various cultures. It
provides ideas for using math history to motivate students and will have participants solve historical problems.
47 Teaching Math Using Movies and TV Shows Dr. Elana Reiser 9-12 St. Joseph's College
Learn how to grab your students' attention by motivating lessons with movies and television shows. A series of
thought-provoking activities to use in a high school mathematics classroom will be provided.
48 The Problem with Math is the Wording Mrs. Elizabeth Kamerer 9-12 Schreiber HS
Analyze the wording of topics from the Common Core Algebra and Geometry curricula. Improve your questioning
techniques to assist your students to be better able to solve problems where the language can be an impediment.
49 Mathematical Curves Dr. Sheldon Rothman 9-13 LIU/Post
Curves are everywhere - from power lines to skateboard ramps to the orbits of planets - and mathematics is the perfect
language to describe these beautiful curves.
50 Quantitative Reasoning using Card Games Mrs. Betty Berbari General SUNY/Old Westbury
Use various popular card games (i.e., Set, Poker, etc.) to realize the depth at which their effect has on learning
mathematics.