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 discusses a high school calculus lesson on anti-differentiation. The teacher used various instructional methods including flipped classroom techniques by screencasting lessons, whiteboarding in small groups, and emphasizing a "rule of four" approach using graphical, numerical, analytical and verbal methods. To assess student understanding, the teacher observed whiteboarding groups and could provide individual help as needed. The teacher also used online tools like Edmodo for assignments, feedback and discussions to guide learning.
Helping Students Develop Mathematical Process Skills, Really?Kien Lim
This is pdf copy of the presentation given at the CAMT 2015 Conference in Houston.
Session Title (limit 60 characters, including spaces)
Session Description:
Recognizing the importance of College and Career Readiness, TEKS has included the Mathematical Process Standards. Nationally, the Mathematical Practices Standards is in the Common Core. How can we help our students develop these process skills? Is it realistic? Is there an essence underlying all these standards? If yes, what is it? What need to change? Are you game for it? What support do you need? Examples of tasks that make students think will be shared.
This talk describes Wayang Outpost, an electronic math practice software that uses multimedia, animated characters and animated adventures to help high-school students practice for their math classes. The system teaches students to solve problems in the format of standardized math tests,
such as the SAT, MCAS, Accuplacer, while providing complex multimedia help.
Wayang Outpost individualizes instruction; it learns along with students. As students progresses though the curriculum, Wayang Outpost adjusts the challenge level of problems, using individualized strategies that are effective for each student. It can fall back to earlier mathematics topics if students need that.
The document discusses strategies for promoting algebraic thinking. It presents an activity using M&Ms to model decay, describes using tiles to model functions, and discusses using spreadsheets to model relationships. Spreadsheets allow students to explore concepts through algebraic, tabular, and graphical representations. The document emphasizes that multiple representations give students powerful tools for success in mathematics.
This document provides teaching ideas and resources for problem solving in the GCSE mathematics classroom. It discusses developing a problem solving environment, asking open-ended questions, modeling problem solving techniques, using diagrams, and the importance of regular mini-tests and recalling basics to help students learn. A variety of problem solving resources and example problems are also presented.
Integrating Technology to Increase Student Engagement and Accelerate Math Lea...DreamBox Learning
Blended learning environments are enabling schools and districts to personalize learning for their students on a scale never before possible by integrating technology into their classrooms to complement face-to-face instruction, particularly in mathematics.
Attend this web seminar to learn successful approaches for implementing this technique, including strategies, tips for modeling blended learning for elementary mathematics, and results other educators have seen firsthand, including comparisons of student growth with the amount of time digital tools are used in each classroom.
This document contains a daily lesson log for a 5th grade math class covering divisibility rules. The lesson introduces divisibility rules for 2, 5, 10, 3, 6, 9, 4, 8, 12, and 11. Examples are provided to demonstrate how to use the rules to determine if a number is divisible by another number. Students practice applying the rules through drills and group activities. Assessment is conducted through exercises for students to demonstrate their understanding of divisibility rules. Additional enrichment and remediation activities are also included.
The document discusses using concrete manipulatives and representations when first teaching integers to 6th graders, such as using a number line with color-coded positive and negative numbers where students can move markers, or using colored blocks to represent integers and build equations. It recommends starting instruction with one teacher modeling at the front while the other monitors students and provides assistance, using a One Teach, One Assist model of co-teaching for the initial integer lesson to support students with disabilities.
The document discusses a high school calculus lesson on anti-differentiation. The teacher used various instructional methods including flipped classroom techniques by screencasting lessons, whiteboarding in small groups, and emphasizing a "rule of four" approach using graphical, numerical, analytical and verbal methods. To assess student understanding, the teacher observed whiteboarding groups and could provide individual help as needed. The teacher also used online tools like Edmodo for assignments, feedback and discussions to guide learning.
Helping Students Develop Mathematical Process Skills, Really?Kien Lim
This is pdf copy of the presentation given at the CAMT 2015 Conference in Houston.
Session Title (limit 60 characters, including spaces)
Session Description:
Recognizing the importance of College and Career Readiness, TEKS has included the Mathematical Process Standards. Nationally, the Mathematical Practices Standards is in the Common Core. How can we help our students develop these process skills? Is it realistic? Is there an essence underlying all these standards? If yes, what is it? What need to change? Are you game for it? What support do you need? Examples of tasks that make students think will be shared.
This talk describes Wayang Outpost, an electronic math practice software that uses multimedia, animated characters and animated adventures to help high-school students practice for their math classes. The system teaches students to solve problems in the format of standardized math tests,
such as the SAT, MCAS, Accuplacer, while providing complex multimedia help.
Wayang Outpost individualizes instruction; it learns along with students. As students progresses though the curriculum, Wayang Outpost adjusts the challenge level of problems, using individualized strategies that are effective for each student. It can fall back to earlier mathematics topics if students need that.
The document discusses strategies for promoting algebraic thinking. It presents an activity using M&Ms to model decay, describes using tiles to model functions, and discusses using spreadsheets to model relationships. Spreadsheets allow students to explore concepts through algebraic, tabular, and graphical representations. The document emphasizes that multiple representations give students powerful tools for success in mathematics.
This document provides teaching ideas and resources for problem solving in the GCSE mathematics classroom. It discusses developing a problem solving environment, asking open-ended questions, modeling problem solving techniques, using diagrams, and the importance of regular mini-tests and recalling basics to help students learn. A variety of problem solving resources and example problems are also presented.
Integrating Technology to Increase Student Engagement and Accelerate Math Lea...DreamBox Learning
Blended learning environments are enabling schools and districts to personalize learning for their students on a scale never before possible by integrating technology into their classrooms to complement face-to-face instruction, particularly in mathematics.
Attend this web seminar to learn successful approaches for implementing this technique, including strategies, tips for modeling blended learning for elementary mathematics, and results other educators have seen firsthand, including comparisons of student growth with the amount of time digital tools are used in each classroom.
This document contains a daily lesson log for a 5th grade math class covering divisibility rules. The lesson introduces divisibility rules for 2, 5, 10, 3, 6, 9, 4, 8, 12, and 11. Examples are provided to demonstrate how to use the rules to determine if a number is divisible by another number. Students practice applying the rules through drills and group activities. Assessment is conducted through exercises for students to demonstrate their understanding of divisibility rules. Additional enrichment and remediation activities are also included.
The document discusses using concrete manipulatives and representations when first teaching integers to 6th graders, such as using a number line with color-coded positive and negative numbers where students can move markers, or using colored blocks to represent integers and build equations. It recommends starting instruction with one teacher modeling at the front while the other monitors students and provides assistance, using a One Teach, One Assist model of co-teaching for the initial integer lesson to support students with disabilities.
An Intelligent Microworld as an Alternative Way to Learn Algebraic ThinkingCITE
This document summarizes a research project that designed and tested an online environment called eXpresser to help students learn algebraic thinking and mathematical generalization. The project involved:
1) Developing eXpresser as an interactive microworld for building patterns and expressing rules that govern the patterns.
2) Conducting design experiments with 11-12 year old students to test eXpresser and gather feedback.
3) Interviewing students and finding that eXpresser helped them articulate relationships between quantities in patterns and validate rules through animation.
4) Designing group tasks for students to share and compare patterns/rules, finding most could determine if rules were equivalent.
This document outlines a 10-day learning plan for teaching linear equations in one variable. It includes the content and performance standards which focus on understanding and modeling situations using linear equations. Prior knowledge, essential understandings, essential questions, and transfer goals are identified. The plan describes two stage assessments: 1) a performance task where students use linear equations to analyze malnutrition data and make recommendations to the government, and 2) problems involving real-life situations solved using various strategies. Various activities are outlined to introduce and explore linear equations, including group work, websites, and a concept map activity.
An alternative learning experience in transition level mathematicsDann Mallet
QUT Mathematical Sciences Seminar series, November 1 2013
Traditionally at QUT, mathematics and statistics are taught using a face-to-face lecture/tutorial model involving large lecture classes for around 1/2 to 3/4 of the time and smaller group tutorials for the remainder of the time. This is also one of the main models for teaching at other campus-based institutions. Recently, in response to (learning) technology advances and changes in the ways learners seek education, QUT has made a significant commitment to a “Digital Transformation” project across the university. In this seminar I will present a technical overview, with some demonstrations, of a pilot project that seeks to investigate how digital transformation might work in a QUT mathematics or statistics subject. In particular, I will discuss the use of tablet PC technology and specialist software to produce video learning packages. This approach has been trialled in a transition level mathematics unit this semester. I will also cover integration of these learning packages with QUTs Learning Management System “Blackboard”. This seminar is a technical preview to another talk I will give early in the new year that will look at the impact of the altered learning experience on student outcomes, feedback and the unit itself.
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.
This lesson teaches students how to divide fractions and mixed numbers. Students first practice converting mixed numbers into fractions larger than one before dividing. They complete examples dividing fractions and mixed numbers, including a word problem about painting walls. Students then play a memory game to practice dividing fractions and mixed numbers. Finally, they do an exit ticket with four division problems and a problem set with more practice questions.
Putting the Mathematical Practices Into Actiondlschulz
This document outlines an agenda for a professional development session focused on implementing the Standards for Mathematical Practice. It includes discussions and activities to help teachers understand each standard and strategies for bringing the standards into their classrooms. The session aims to help teachers explore how to make students active problem solvers, encourage mathematical reasoning and modeling, and use tools strategically when solving problems. Sample problems and templates are provided to demonstrate ways to incorporate the standards into instruction.
1. The document describes a study examining how teachers provide feedback to children with chronic illnesses who are learning science remotely using an online platform called Nefreduca.
2. The researchers analyzed recordings of teacher-student interactions using Bales' feedback categories and identified four common types of feedback incidents.
3. The researchers then proposed an operational model for how an automated feedback system in Nefreduca could analyze students' responses and provide tailored content and socio-emotional support.
This document summarizes an online webinar about teaching math online featuring four online math teachers. It provides an overview of their online math courses on platforms like Moodle, Blackboard, and WebCT. It also shares resources for teaching elementary, middle, and high school math online and highlights one teacher's statistics course that uses chat sessions and three tiers of practice problems.
Concrete to Abstract: Preparing Students for Formal AlgebraDreamBox Learning
As the focus on standards-readiness grows, we need reassurance that we’re not just teaching students how to pass a test, but also supporting their exploration, creativity and deep understanding of applied knowledge. In this webinar for the edWeb.net Adaptive Math Learning community, Joe Trahan and Kelly Urlacher, former Middle School teachers and current Curriculum Designers at DreamBox Learning, discussed the pedagogical approach to preparing students for formal algebra. They shared opportunities educators have to introduce abstract concepts at an early age – at a time when students are more focused on concrete mathematical concepts. Kelly and Joe discussed opportunities to foster mathematical exploration at an early age, digital tools to support concrete and abstract mathematical manipulations, and insights around how to engage middle school students and cultivate math confidence. View the webinar to learn how to prepare your students for pre-algebraic concepts.
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.
The document discusses teaching mathematics through problem solving using a three P's framework of purpose, process, and payoff. It emphasizes that important math concepts are best taught by engaging students in thinking about and developing problems of a reflective nature. The teacher's role is to pose thought-provoking problems and facilitate discussion of various solution methods rather than simply demonstrating examples. Effective problem solving lessons involve preparing students mentally, letting them work through problems with guidance, and conducting class discussions to justify and evaluate results.
This lesson teaches students about the relationship between visual fraction models and equations when dividing fractions. Students will formally connect fraction models to multiplication through the use of multiplicative inverses. They will use fraction strips and tape diagrams to model division problems involving fractions. Students will learn that dividing a fraction by another fraction is the same as multiplying by the inverse or reciprocal of the divisor fraction. The lesson provides examples showing how to set up and solve word problems involving division of fractions using visual models and equations.
Designing group work that is both beneficial and meaningful to students is a challenging task for the majority of online instructors. Oftentimes instructors shirk away from assigning group projects, because they believe that group work in particular disciplines, such as mathematics, is greatly ineffective. In this presentation, we will discuss how assigning a collaborative study aid as a group project can help create and foster learning groups, which lead to greater student success.
Defining a variable in an algebraic expression and equation.April Rose Anin
This document outlines a practice teaching lesson plan on patterns and algebra that defines variables and expressions. The objectives are to demonstrate understanding of sequences in forming rules, expressions, and equations. The lesson plan includes reviewing previous concepts, establishing the purpose of defining variables, presenting sample problems, discussing new concepts through examples, independent practice identifying variables, finding applications, generalizing the definition of a variable, evaluating learning, and additional practice problems. The lesson concludes with reflections on its effectiveness.
Algebra Readiness: Equipping K-8 Students for SuccessDreamBox Learning
As the focus on standards-readiness grows, educators need reassurance that they’re not just teaching students how to pass a test, but also supporting their exploration, creativity, and deep understanding of applied knowledge. Joe Trahan, former middle school teacher, will discuss the pedagogical approach to preparing students for formal algebra. He'll share opportunities educators have to introduce the exploration of abstract concepts at an early age—at a time when students are more focused on concrete mathematical concepts.
This document provides a lesson on solving one-step equations using multiplication and division. It includes:
1) Two examples of solving equations using tape diagrams and algebra, checking the solutions.
2) An exploratory challenge where students work in groups to solve equations using tape diagrams and algebra on poster paper, checking their work.
3) Five sets of two equations for students to solve using the same process on poster paper in groups.
The lesson teaches students to relate equations to tape diagrams and use the properties of operations to solve for variables algebraically.
The document outlines the learning outcomes, assessment strategies, instructional plan, and assessment of student learning for a math lesson on addition of whole numbers up to 1000. It describes representing addition strategies concretely, pictorially, and symbolically, as well as estimating sums. The plan involves using place value cards, ten frames, and a tens-ones mat to build numbers and add with regrouping. Student understanding will be assessed through observation, problem solving, and explaining strategies.
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.
Dean Andrew Baird has over 30 years of experience as a high school physics teacher in California. He holds a Master's in Instructional Leadership and Bachelor's in Physics Education. He leads workshops for new physics teachers, authors lab manuals, and serves on state assessment panels. Baird has received several honors for his distinguished service and contributions to physics education.
The document provides information about the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) program, including eligibility requirements and application guidelines. The PAEMST program recognizes outstanding K-6th grade mathematics and science teachers. Applicants must submit an application with administrative materials, a narrative response addressing their teaching practice, and a video of their classroom teaching. Successful applicants will receive a $10,000 award and be honored at an event in Washington D.C. The deadline for nominations is April 1, 2012 and the application deadline is May 1, 2012.
The document discusses a lesson plan for teaching students about why the sky is blue. The lesson uses a combination of presentation, demonstration, and hands-on activities. It begins by eliciting students' prior knowledge and misconceptions. Concepts of light scattering and the sensitivity of the human eye are then introduced through demonstrations and activities. Students conduct an experiment scattering light through water to model atmospheric scattering and observe how it leads to blue and red skies.
An Intelligent Microworld as an Alternative Way to Learn Algebraic ThinkingCITE
This document summarizes a research project that designed and tested an online environment called eXpresser to help students learn algebraic thinking and mathematical generalization. The project involved:
1) Developing eXpresser as an interactive microworld for building patterns and expressing rules that govern the patterns.
2) Conducting design experiments with 11-12 year old students to test eXpresser and gather feedback.
3) Interviewing students and finding that eXpresser helped them articulate relationships between quantities in patterns and validate rules through animation.
4) Designing group tasks for students to share and compare patterns/rules, finding most could determine if rules were equivalent.
This document outlines a 10-day learning plan for teaching linear equations in one variable. It includes the content and performance standards which focus on understanding and modeling situations using linear equations. Prior knowledge, essential understandings, essential questions, and transfer goals are identified. The plan describes two stage assessments: 1) a performance task where students use linear equations to analyze malnutrition data and make recommendations to the government, and 2) problems involving real-life situations solved using various strategies. Various activities are outlined to introduce and explore linear equations, including group work, websites, and a concept map activity.
An alternative learning experience in transition level mathematicsDann Mallet
QUT Mathematical Sciences Seminar series, November 1 2013
Traditionally at QUT, mathematics and statistics are taught using a face-to-face lecture/tutorial model involving large lecture classes for around 1/2 to 3/4 of the time and smaller group tutorials for the remainder of the time. This is also one of the main models for teaching at other campus-based institutions. Recently, in response to (learning) technology advances and changes in the ways learners seek education, QUT has made a significant commitment to a “Digital Transformation” project across the university. In this seminar I will present a technical overview, with some demonstrations, of a pilot project that seeks to investigate how digital transformation might work in a QUT mathematics or statistics subject. In particular, I will discuss the use of tablet PC technology and specialist software to produce video learning packages. This approach has been trialled in a transition level mathematics unit this semester. I will also cover integration of these learning packages with QUTs Learning Management System “Blackboard”. This seminar is a technical preview to another talk I will give early in the new year that will look at the impact of the altered learning experience on student outcomes, feedback and the unit itself.
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.
This lesson teaches students how to divide fractions and mixed numbers. Students first practice converting mixed numbers into fractions larger than one before dividing. They complete examples dividing fractions and mixed numbers, including a word problem about painting walls. Students then play a memory game to practice dividing fractions and mixed numbers. Finally, they do an exit ticket with four division problems and a problem set with more practice questions.
Putting the Mathematical Practices Into Actiondlschulz
This document outlines an agenda for a professional development session focused on implementing the Standards for Mathematical Practice. It includes discussions and activities to help teachers understand each standard and strategies for bringing the standards into their classrooms. The session aims to help teachers explore how to make students active problem solvers, encourage mathematical reasoning and modeling, and use tools strategically when solving problems. Sample problems and templates are provided to demonstrate ways to incorporate the standards into instruction.
1. The document describes a study examining how teachers provide feedback to children with chronic illnesses who are learning science remotely using an online platform called Nefreduca.
2. The researchers analyzed recordings of teacher-student interactions using Bales' feedback categories and identified four common types of feedback incidents.
3. The researchers then proposed an operational model for how an automated feedback system in Nefreduca could analyze students' responses and provide tailored content and socio-emotional support.
This document summarizes an online webinar about teaching math online featuring four online math teachers. It provides an overview of their online math courses on platforms like Moodle, Blackboard, and WebCT. It also shares resources for teaching elementary, middle, and high school math online and highlights one teacher's statistics course that uses chat sessions and three tiers of practice problems.
Concrete to Abstract: Preparing Students for Formal AlgebraDreamBox Learning
As the focus on standards-readiness grows, we need reassurance that we’re not just teaching students how to pass a test, but also supporting their exploration, creativity and deep understanding of applied knowledge. In this webinar for the edWeb.net Adaptive Math Learning community, Joe Trahan and Kelly Urlacher, former Middle School teachers and current Curriculum Designers at DreamBox Learning, discussed the pedagogical approach to preparing students for formal algebra. They shared opportunities educators have to introduce abstract concepts at an early age – at a time when students are more focused on concrete mathematical concepts. Kelly and Joe discussed opportunities to foster mathematical exploration at an early age, digital tools to support concrete and abstract mathematical manipulations, and insights around how to engage middle school students and cultivate math confidence. View the webinar to learn how to prepare your students for pre-algebraic concepts.
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.
The document discusses teaching mathematics through problem solving using a three P's framework of purpose, process, and payoff. It emphasizes that important math concepts are best taught by engaging students in thinking about and developing problems of a reflective nature. The teacher's role is to pose thought-provoking problems and facilitate discussion of various solution methods rather than simply demonstrating examples. Effective problem solving lessons involve preparing students mentally, letting them work through problems with guidance, and conducting class discussions to justify and evaluate results.
This lesson teaches students about the relationship between visual fraction models and equations when dividing fractions. Students will formally connect fraction models to multiplication through the use of multiplicative inverses. They will use fraction strips and tape diagrams to model division problems involving fractions. Students will learn that dividing a fraction by another fraction is the same as multiplying by the inverse or reciprocal of the divisor fraction. The lesson provides examples showing how to set up and solve word problems involving division of fractions using visual models and equations.
Designing group work that is both beneficial and meaningful to students is a challenging task for the majority of online instructors. Oftentimes instructors shirk away from assigning group projects, because they believe that group work in particular disciplines, such as mathematics, is greatly ineffective. In this presentation, we will discuss how assigning a collaborative study aid as a group project can help create and foster learning groups, which lead to greater student success.
Defining a variable in an algebraic expression and equation.April Rose Anin
This document outlines a practice teaching lesson plan on patterns and algebra that defines variables and expressions. The objectives are to demonstrate understanding of sequences in forming rules, expressions, and equations. The lesson plan includes reviewing previous concepts, establishing the purpose of defining variables, presenting sample problems, discussing new concepts through examples, independent practice identifying variables, finding applications, generalizing the definition of a variable, evaluating learning, and additional practice problems. The lesson concludes with reflections on its effectiveness.
Algebra Readiness: Equipping K-8 Students for SuccessDreamBox Learning
As the focus on standards-readiness grows, educators need reassurance that they’re not just teaching students how to pass a test, but also supporting their exploration, creativity, and deep understanding of applied knowledge. Joe Trahan, former middle school teacher, will discuss the pedagogical approach to preparing students for formal algebra. He'll share opportunities educators have to introduce the exploration of abstract concepts at an early age—at a time when students are more focused on concrete mathematical concepts.
This document provides a lesson on solving one-step equations using multiplication and division. It includes:
1) Two examples of solving equations using tape diagrams and algebra, checking the solutions.
2) An exploratory challenge where students work in groups to solve equations using tape diagrams and algebra on poster paper, checking their work.
3) Five sets of two equations for students to solve using the same process on poster paper in groups.
The lesson teaches students to relate equations to tape diagrams and use the properties of operations to solve for variables algebraically.
The document outlines the learning outcomes, assessment strategies, instructional plan, and assessment of student learning for a math lesson on addition of whole numbers up to 1000. It describes representing addition strategies concretely, pictorially, and symbolically, as well as estimating sums. The plan involves using place value cards, ten frames, and a tens-ones mat to build numbers and add with regrouping. Student understanding will be assessed through observation, problem solving, and explaining strategies.
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.
Dean Andrew Baird has over 30 years of experience as a high school physics teacher in California. He holds a Master's in Instructional Leadership and Bachelor's in Physics Education. He leads workshops for new physics teachers, authors lab manuals, and serves on state assessment panels. Baird has received several honors for his distinguished service and contributions to physics education.
The document provides information about the Presidential Awards for Excellence in Mathematics and Science Teaching (PAEMST) program, including eligibility requirements and application guidelines. The PAEMST program recognizes outstanding K-6th grade mathematics and science teachers. Applicants must submit an application with administrative materials, a narrative response addressing their teaching practice, and a video of their classroom teaching. Successful applicants will receive a $10,000 award and be honored at an event in Washington D.C. The deadline for nominations is April 1, 2012 and the application deadline is May 1, 2012.
The document discusses a lesson plan for teaching students about why the sky is blue. The lesson uses a combination of presentation, demonstration, and hands-on activities. It begins by eliciting students' prior knowledge and misconceptions. Concepts of light scattering and the sensitivity of the human eye are then introduced through demonstrations and activities. Students conduct an experiment scattering light through water to model atmospheric scattering and observe how it leads to blue and red skies.
A recommendation letter is used to endorse someone's abilities or personality for purposes such as employment, scholarships, or organizational membership. It typically includes an introduction stating the purpose, a paragraph describing the individual's qualifications and work, and a concluding paragraph with the actual recommendation. The letter follows a business letter format with date, salutation, complimentary closing, and typed name.
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.
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 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.
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.
The document is a letter from a math teacher encouraging a student to take AP Computer Science based on their success in math. It details that AP Computer Science covers topics equivalent to a semester of college computer science, uses Java programming and Linux, and may provide college credit depending on exam scores. The teacher believes the student's math background will help them enjoy learning new computer science concepts like algorithms, data structures, and programming. Students are asked to fill out a form to select AP Computer Science for their course schedule.
This document is a letter from a mathematics department recommending that an AP Computer Science student take an independent study course in computing. The independent study course, called Computing Independent Study (CIS), would allow students to build and maintain a Linux cluster, learn about scientific and super computing applications, and potentially learn Android application development. CIS meets every other week after school to install new software and discuss research projects. Topics covered may include parallel programming, metrics, fractal systems, large integers, and more. The teacher strongly recommends the APCS student consider taking CIS to continue learning new concepts in super computing.
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 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
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 outlines a standards-based lesson plan for a first grade classroom on organizing, representing, and interpreting data using bar graphs. The lesson involves students sorting M&M candies by color, recording the data using tally marks, and creating a bar graph to represent the results. Students will then interpret their bar graph data by answering questions. The lesson supports first grade math standards on collecting, organizing and displaying data. The teacher will assess student understanding through their completed recording sheets. The document concludes by emphasizing the importance of standards-based lessons in ensuring students leave high school prepared for college and careers.
Intelligent Adaptive Learning: A Powerful Element for 21st Century Learning &...DreamBox Learning
In this webinar, Dr. Tim Hudson shares insights about leveraging technology to improve student learning. At a time when schools are exploring “flipped” and “blended” learning models, it’s important to deeply understand how to design effective learning experiences, curriculum, and differentiation approaches. The quality of students’ digital learning experiences is just as important as the quality of their educational experiences inside the classroom. Having worked for over 10 years in public education as a teacher and administrator, Dr. Hudson has worked with students, parents, and teachers to improve learning outcomes for all students. As Curriculum Director at DreamBox Learning, he provides an overview of Intelligent Adaptive Learning, a next generation technology available to schools that uses sound pedagogy to tailor learning to each student’s unique needs. This webinar focuses on how administrators and teachers can make true differentiation a reality by focusing on learning goals and strategic use of technology.
1) The study evaluated the effectiveness of the MathDali program on improving the mathematics performance of 4th grade students. It found that the students' test scores increased significantly from pre-to-post testing after receiving the MathDali intervention, which included videos, games, and teacher training.
2) Analysis of difficulty indexes showed the test questions were of average difficulty for students both before and after the intervention. However, the students' overall combined scores improved from approaching proficiency to approaching advanced.
3) Comparisons of pre-and post-test scores between the two participating classes found the increases in scores were statistically significant, indicating the MathDali program was effective at improving 4th grade mathematics performance.
The document discusses effective mathematics teaching practices and analyzes a classroom video from West Virginia. It begins by establishing clear learning goals for students, which in the video involve designing a statistical question based on catching a ruler, collecting two data sets, creating graphs, calculating measures of center and variability, and answering the statistical question with data analysis. The video task allows for multiple entry points and engages students in reasoning and problem solving. Students use and connect mathematical representations like data tables and graphs to explore and model the problem.
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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.
This document contains information about various math teaching strategies and techniques for helping students transfer math concept knowledge and link concepts. It discusses five techniques that aid in transferring knowledge: problem-based learning, interactive math tools, using manipulatives, explaining problems in writing, and making connections. It also provides examples of effective math teaching strategies like questioning, encouragement, modelling, clarity and expectations. Finally, it addresses topics like basic math operations, fractions, word problems and telling time.
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In the edWeb.net Blended Learning community’s latest webinar, Elliot Sanchez joined Dr. Tim Hudson, Senior Director of Curriculum Design for DreamBox Learning, Inc., and discussed the future of math education. Elliot, Founder & CEO of mSchool, and one of the 2014 Forbes 30 Under 30, is a leading education innovator with 14 state-funded classrooms that successfully leverage blended learning. Elliot and Tim discussed mSchool’s approach and successes, blended learning, formative assessment, meeting the diverse needs of all students, Common Core State Standards, and digital learning technologies. They provided a recap of insights from the January 22, 2014 The Future of Math Education: A Panel Discussion of Promising Practices webinar, with a focus on blended learning. That panel included NCSM President Valerie Mills, renowned math educator; author Dr. Cathy Fosnot, and past NCTM and AMTE President Dr. Francis (Skip) Fennell. Everyone interested in the success of all students in learning mathematics—educators, parents, and community members— can appreciate the valuable insights and approach to innovation from these education thought leaders.
This document summarizes a presentation about preparing elementary school teachers to understand elementary mathematics. It discusses how elementary mathematics concepts can be complex and how focusing on children's mathematical thinking can help prospective teachers (PSTs) engage more deeply with mathematics. The presentation addresses four principles: 1) How students typically learn mathematics is problematic, 2) Learning concepts is more powerful than procedures, 3) Students' reasoning is varied and complex, and 4) Elementary math is not as elementary as assumed. Research found PSTs who learned about children's thinking improved their math knowledge and developed more sophisticated beliefs than those who did not.
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The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
1. The Mathematics and Computer Information Sciences Department
State University of New York College at Old Westbury
Presents
The Twenty-Sixth Annual
LIMAÇON
Long Island Mathematics Conference
“Math: Getting to the Core”
Friday, March 16, 2012, From 7:45 A.M. to 2:35 P.M.
at SUNY College at Old Westbury Campus Center
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
and partially funded by a grant from NYS Department of Education
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. Thus year’s theme is: “Math: Getting to the Core.”
The keynote speaker at this year's conference is Dr. John Ewing, President of Math for America.
Previously, he was the Executive Director of the American Mathematical Society for nearly 14
years. The AMS, with 33,000 members, is the world's largest mathematics research society and a
major research publisher. Dr. Ewing was professor of mathematics at Indiana University from
1973-1995, where he also served as department chair. He has held visiting positions in the
mathematics departments of Dartmouth College, the University of Virginia, Newcastle University
(England), and Göttingen University (Germany). Dr. Ewing has received several national
exposition awards for both his writing and editing and is a Fellow of AAAS.
Dr. Ewing's keynote address, Who Owns the Common Core Standards?, will be followed by a
daylong series of sessions and workshops focused on mathematics education, pedagogy, and
problem solving. Presenters and participants alike can expect the sessions to provide ideas,
techniques, and skills that help improve teaching and content effectiveness, and recharge
batteries.
FOR CALCULATOR SESSIONS, PLEASE BRING YOUR OWN.
ON-SITE REGISTRATION WILL BE ACCEPTED ON A LIMITED BASIS ($10 ADDITIONAL FEE).
NO CONFIRMATION WILL BE SENT.
ANY QUESTIONS? CALL RONNI: 516-359-2794
2. Schedule for the Long Island Mathematics Conference
7:45 - 8:30 CHECK-IN, CONTINENTAL BREAKFAST and VENDOR BOOTHS - Campus
Center
8:45 - 9:15 INTRODUCTION by Dr. Jong Pil Lee, Distinguished Service Professor, SUNY
College at Old Westbury and President of L.I. Mathematics Conference Board
9:15 – 10:15 KEYNOTE ADDRESS by Dr. John Ewing, President, Math for America
10:30 - 2:35 SESSION A-D see below
BUFFET LUNCHEON during either Session B or C VENDOR BOOTH times 7:45 – 8:30
and 11:20-1:45
SESSION A 10:30-11:20 (Select three sessions from numbers 1 – 15)
1. A Potpourri of Math K-2
Math is everywhere. Engage your students in a potpourri of activities that integrate math into the K-2 curriculum and address the
CCSS.
Joanne Lufrano
Valley Stream District #30
2. Math Talk! K-4
Our students should be critical thinkers, successful problem solvers and mathematicians. The ideas, calculator games, and activities
presented will encourage your students to perform at the higher levels of Bloom’s Taxonomy.
Mickey Jo Sobierajski
AMTNYS Past President
3. Developing Number Sense: Teaching Fractions With Length and Area Models 3-5
How do you feel about fractions? Come and learn about different approaches you can use for teaching fractions to your students. The
more ways you teach something, the better the students understand it.
Dr. Irina Lyublinskaya
Professor, CUNY/College of Staten Island
4. Using Your SMART Board to Achieve Common Core Standards for Math 5-8
Gain an in-depth understanding of the collaborative features of the SMART Board interactive whiteboard. See how to implement
these tools in class in support of the Common Core Standards.
Matt Ringh
Tequipment, Inc.
5. Hands-on Geometry® 5-8
Make geometry come alive. Discover shape bubble-ology. Build 2-D and 3-D shapes. See if 3-D shapes produce round bubbles — or
something else. A fun surprise awaits all.
Paul McNamara
Syosset Schools
6. Kick Off the Year with Problem Solving 5-8
How do you start the school year? This session explores activities that help create a connected classroom through problem solving.
Participants are invited to share their ideas and tips as well.
Colleen Ryan
AuSable Valley Middle School
7. Standards? What Do We Do With Them? 6-8
Make the standards come alive by activities that develop understanding and create fun as well.
Iva Jean Tennant
AMTNYS President
3. 8. Technology & Mathematics: the Right Angle 6-12
Seven pieces of software + 113 digital images + 5 grade levels + 29 ideas + 17 videos = 61 minutes of prime technology fun.
Frank Sobierajski
Teaching Matters, Inc.
9. A Colorful Approach to Pythagorean Triples and N-tuples 6-college
A colorful way to determine Pythagorean Triples. Students will be able to determine any triple by following some simple rules. Added
bonus, the work can be extended to n-tuples.
Paul Schwiegerling
Professor, Buffalo State College
10. Working With the Common Core, a High School Perspective 9-12
Come examine the Common Core Learning Standards, compare them to the 2005 NYS performance indicators, and dig beyond to
understand what it all could mean for secondary students.
Heidi Bromley
NYSAMS Vice-President
11. Mathematical Paradoxes 9-12
Come, see how to use paradoxes to interest students in various mathematical concepts.
Michael Riccardo
Bayside HS-NYC DOE
12. Making Indelible Images With the Geometer’s Sketchpad 9-12
You will see Geometer’s Sketchpad applications across the math curriculum through calculus in the classroom. No experience in
Geometer’s Sketchpad is needed.
Gene Eyshinskiy
Assistant Principal, Flushing HS/NYC
13. Teaching AP® Calculus With WeBWorK® 11, 12, College
WeBWorK is a free online homework program for students from the MAA and NSF. It assigns to each student a different variation of
each problem and grades it immediately. Monitoring homework is quick and easy.
Judy Broadwin
Baruch College
14. Mathematical Magic General
Several magic tricks based on mathematical principles will be performed. Participants will learn how to do the tricks themselves and
why the tricks work, using ideas in arithmetic, algebra, number bases, and Fibonacci numbers.
Dr. Raymond N. Greenwell
Professor, Hofstra University
15. Strategies for Job Seekers (Teachers and/or Administrators) Pre-service
Today's job market remains tough. For pre-service student and seasoned professional alike, this workshop may provide pointers to
help you land that job. Feel free to bring a resume!
David J. Flatley
Superintendent, Carle Place Schools
_______________________________________________________________________
SESSION B 11:35-12:25 (Select lunch or three sessions from numbers 16 – 25)
16. Common Core & K-4
Mathematical practices to help implement the Common Core State Standards in mathematics (CCSSM) in the K-4 curriculum.
Mickey Jo Sobierajski
AMTNYS Past President
4. 17. SMART® Math K-4
Reach all learners with exciting games on the SMART Board®! Games are ideal for integrating concrete materials, needed practice,
and strong motivation. The SMART Board is ideal for facilitating the demonstration while it motivates.
Audrey Bellovin
Principal, Garden City Schools
18. Working With the Common Core, an Intermediate Perspective 5-8
Come examine the Common Core Learning Standards, compare them to the 2005 NYS performance indicators, and dig beyond to
understand what it all means for grades 5-8.
Heidi Bromley
NYSAMS Vice-President
19. Making Indelible Images With the Geometer’s Sketchpad® 5-8
You will see Geometer’s Sketchpad applications across the math curriculum in the classroom. No experience in Geometer’s Sketchpad
is needed.
Gene Eyshinskiy
Assistant Principal, Flushing H.S./NYC
20. Mathemagic 7-12
Mathematical reasoning explains many magic tricks we enjoyed as children. After I perform and justify some magic tricks, we'll
discuss how they can motivate certain classroom topics.
Michael Riccardo
Bayside HS-NYC DOE
21. Teaching Algebra with TI-84 Apps 9-12
Learn what is hidden under the apps button on TI-84+ calculator. We will work with several really cool applications for teaching
algebra 1.
Dr. Irina Lyublinskaya
Professor, CUNY/College of Staten Island
22. Using Your SMART Board to Achieve Common Core Standards for Math 9-12
Gain an in-depth understanding of the collaborative features of the SMART Board interactive whiteboard. See how to implement
these tools in class in support of the Common Core Standards.
Matt Ringh
Tequipment, Inc.
23. The Four "Means" and Geometry Applications 9-12, college
Extend your geometry lesson by including information about arithmetic, geometric, harmonic and root-mean square means.
Paul Schwiegerling
Professor, Buffalo State College
24. Beyond the SMART Board Notebook & Graphing Calculator General
From I-Pods to cell phones, as math teachers we need to rethink how we use technology in the mathematics classroom. Come and see
why.
Frank Sobierajski
Teaching Matters, Inc.
5. 25. I’m Going to Be a Math Teacher — Why Didn’t I Know This? Pre-service
These mathematical concepts and understandings are useful for future 7-12 teachers to know, but often missing from their preservice
education experience. Come learn new ways to implement new ideas!
Dr. Deborah Upton
Molloy College
SESSION C 12:40-1:30 (Select lunch or three sessions from numbers 26 – 34)
26. Working With the Common Core, Common Core Perspective K-4
Come examine the Common Core Learning Standards, compare them to the 2005 NYS performance indicators, and dig beyond to
discuss what it all could mean for elementary students.
Heidi Bromley
NYSAMS Vice-President
27. Using Your SMART Board to Achieve Common Core Standards for Math K-4
Gain an in-depth understanding of the collaborative features of the SMART Board interactive whiteboard. See how to implement
these tools in class in support of the Common Core Standards.
Matt Ringh
Tequipment, Inc.
28. CUTTING PI 5-8
Often we are very straightforward when we teach the Circle Unit. This workshop will provide teachers with hands-on discovery
activities for finding circumference and area that students will enjoy.
Kendal Askins
William H. Carr JHS/NYC
29. Developing Number Sense in Middle School With Technology-Based Science 5-8
Develop number sense through inquiry-based lab activities. See how interdisciplinary learning connects math, science, and
technology. Wherever placed, these activities can enhance students’ learning and give you authentic assessment of their
understanding.
Dr. Irina Lyublinskaya
CUNY/College of Staten Island
30. Real World Applications Using the CBL®, CBR2® and Easy Data 9-12
The CBL and CBR data collection system with the TI- 84® or TI-Nspire® models real life situations involving trigonometric,
exponential, step function, quadratic graphs, and more. Introduce lessons quickly with easy data probes.
JoAnn Miltenberg
Farmingdale Schools
31. Challenging Problems for Your Advanced Learners 9-12
Interest and excite your advanced learners with these challenging problems. Watch clever tips and tricks simplify difficult problems.
Topics will include concepts that can be expanded into research projects.
David Linker
Professor, CUNY/City College of New York
32. Unique Math Discoveries to Enhance Your Lessons 9-12
Area calculated like never before, the Fibonacci Sequence seen like never before, and more!!!!!
Paul Schwiegerling
Professor, Buffalo State College
6. 33. Probability Distributions in Statistics 11,12, college
The binomial distribution is discrete. The normal distribution is continuous. How do you use the normal distribution to approximate
the binomial distribution? (bring your ti-83/84 calculators).
Harriet Greenspan
Plainview-Old Bethpage Schools
34. Mapping for Success in Mathematics General
Aligning the curriculum vertically and horizontally results in improved student achievement. Participants will be introduced to
curriculum mapping through the use of Rubicon Atlas.
Jayson Kiang
Longwood HS/Longwood CSD
SESSION D 1:45-2:35 (Select three sessions from numbers 35 – 49)
35. Subtraction and Place Value K-4
Unlike addition, subtraction is neither commutative nor associative. Yet, like addition, subtraction uses place-value notation! This talk
will examine why subtraction and addition are both so similar and so different.
Alan Tucker
Professor, SUNY/Stony Brook
36. Alice in Numberland K-4
Explore whimsical, engaging, hands-on mathematical activities based on Alice’s Adventures in Wonderland. All participants will get
samples of the activities and their relationship to the appropriate content standard.
Jamie Piecora
Patchogue-Medford Schools
37. Multiple Ways to Multiply 3-5
This workshop will present a variety of ways to multiply. See different strategies that enable struggling students to learn the
multiplication tables. Lattice multiplication and partial products will be explored.
Claire Wiener
Retired, Manhasset Schools
38. Best Resources 5-9
Ten SMART Board resources can make math jump off your students’ pages. Utilize your own resources (SMART Notebook® and
class textbooks), and explore new resources (LEGO MINDSTORMS® and more) in new ways.
Donna Gobin
Tequipment, Inc.
39. ADVENTURES IN LOGIC 5-8
This is problem solving at its best. We will solve challenging problems with a variety of thought-provoking activities, problem solving
strategies, mathematical principles and, of course, a lot of logical thinking.
Thomas J. Lucas
Math MindED.net
40. Title: Hands-On Equations®: Algebra for Everyone 5-8
These fun manipulatives enable students in grades 3-9 to physically see basic algebra concepts and skills. Learning is swift, easy, and
enjoyable.
Theresa Ziccardi
Syosset Schools
7. 41. It Takes Three: Graphing Calculator/PowerPoint® Presentation/Worksheet 7-9
Integrate algebra lessons using PowerPoint lessons, worksheets, a graphing calculator, and if time permits, some popular games. Some
topics: relations/functions and solving systems of equations graphically.
Marianne Mancusi
Retired, Rockville Centre Schools
42. IMPROVING STUDENT PERFORMANCE ON THE AP® STAT EXAM AP, College
An inside look from an AP Statistics® reader into what graders are looking for! Common errors made by students will be discussed,
along with tips for giving your students a better chance of getting a 4 or 5.
Prof. Sean Simpson
SUNY/Westchester Community College
43. Creating an Interactive Math Classroom 9-12, College
Create an atmosphere of trust while engaging all students. Let them discover math using real world images. Get actual Regents exams
on your graphing calculators for review. Send, collect, and grade your students instantly!
Dana F. Morse
Texas Instruments, Inc.
44. TI-84 Tips and Tricks for Algebra Students 9-12
These tips and tricks can help your algebra students. Bring your calculator to update to the 2.55MP operating system. Among other
things this enables you to use a fraction bar on your TI-84.
Sonja Barrera
Massapequa Schools
45. Problem Solving to Supplement the Curriculum 9-12
Let’s try some problems today that can supplement our teaching! These problems can be used in our classes to challenge our students
and to enhance their thinking skills!
Farrel Powsner
Retired, Roslyn Schools
46. Making a Collaborative Class Work for Students and Teachers 9-12
Integrating your different styles of personality into your * Planning * Seating * Teaching * Vocabulary * in an ITC class of 34
students in HS Algebra and HS Geometry.
Kate Martin-Bridge
De Witt Clinton HS/NYC
47. Creative Problem Solving: Knowledge-Building & Deep Practice 9-12, college
See how psychology enables you to learn and do more math.
Peter G. Hayes
Roslyn Public Schools
48. Deconstructing Civil War Quilt Blocks General
How were squares, triangles, and diamonds used in patchwork quilt blocks in the Civil War era? How did people minimize fabric with
various seam allowances? Geometry and history will mesh in this interdisciplinary lesson.
Jane-Marie Wright
Professor, Suffolk Community College
49. What One Needs to Know Pre-service
What should you know before you teach elementary math? How well do pre-service methods courses prepare future teachers and their
future students? You will discuss the practicality of learning to teach math in the college classroom.
Linda Carlson
Pace University
8. Print this page and place in envelope with check for registration fee (includes luncheon).
Registration Form
LIMAÇON, Friday, March 16, 2012 at SUNY College at Old Westbury, Campus Center
from 7:45 A.M. to 2:35 P.M.
Register early to insure your choice of sessions. Come early to browse the vendor displays.
Cost of Conference: Fee includes Continental Breakfast and Luncheon.
(Please check one) $50.00 for NCMTA, NCAMS, ATMNYC OR SCMTA members
$60.00 for non-members Full-time students pay only $25.00
ON-SITE REGISTRATION WILL BE ACCEPTED ON A LIMITED BASIS ($10 ADDITIONAL FEE)
Mail form and check by March 4, 2012 to: (checks payable to: L.I. Mathematics Conference Board)
Dr. Jong Pil Lee, Distinguished Service Professor
Mathematics and Computer Information Sciences Department
SUNY College at Old Westbury
Box 210
Old Westbury, NY 11568-0210
Name _______________________________________Position________________Grade Level_________
Address ______________________________________________________________________________
E-mail:_________________________
School/District Represented ________________________________ Telephone__________________
Session A: 1st Choice _______ Session B & C 1st Choice________ Session D: 1st Choice_______
#1-15 2nd Choice _______ #16-34 2nd Choice_______ #36-49 2nd Choice_______
10:30 -11:20 3rd Choice ________ 11:35-1:30 3rd Choice________ 1:45 - 2:35 3rd Choice_______
LUNCH MENU: You must select one of the following when you register:
1. Chef Salad (no ham)
2. Vegan/Gluten Free Platter (Baby Spinach with roasted vegetables)
3. Individual lunch platters with Romaine lettuce, cucumbers, tomato, carrot sticks, new potato salad,
string bean salad Tuna Salad Egg salad Chicken Salad
- No Confirmation Will Be Sent
- NO Refunds
- Bring your own calculator
-Any questions? Ronni: 516-359-2794 or mathronni@cs.com
Place form in envelope with check for registration fee (includes luncheon).
Make copies of this form if more are needed.