The document discusses a geometric approach to teaching middle school math. It notes that most middle school students are visual learners and that 90% of math topics can be explored geometrically. It then presents various drawing tools like T-squares, 30-60 triangles, and examples of how to draw geometric shapes like equilateral triangles to teach math concepts visually.
The document is a presentation on math puzzles and brain teasers by Kathleen Cotter Lawler. It covers topics such as patterns, squares, guided discovery, fractals, Asian cultures' relationship with math, math balancing, puzzle numbers, magic squares, and understanding place value. The presentation provides visual examples and explanations for each topic to illustrate different math concepts and puzzles in an engaging way.
Bridges have a long history, evolving from fallen logs to more advanced suspension bridges as rope technology improved. Civil engineers design modern bridges, applying their strong math and science backgrounds to withstand forces like tension, compression, shear, and torsion. The main types of bridges are beam, truss, arch, suspension, and cable-stay bridges, each utilizing tension and compression differently depending on their design and how loads move across them.
The document discusses different types of bridges. It describes beam bridges as the simplest type that uses horizontal beams supported by piers on each end. Arch bridges carry weight outward along a curved arch to supports at each end. Suspension bridges suspend the roadway from main cables running from towers to anchorages at both ends, allowing very long spans. Cable-stayed bridges resemble suspension bridges but have cables attached directly to towers, which bear the load instead of transmitting it through cables.
- The document is from a presentation on fractions given on April 27, 2013 by Joan Cotter.
- It discusses why fractions are important to learn, such as for sharing pizza, cooking, reading rulers, and preparing for algebra.
- It includes examples of using fractions in comics and charts showing fraction relationships. Games are presented to help students understand unit fractions and that combinations of fractions can make a whole.
Learning Disabilities Mass HOPE April 2013rightstartmath
This document summarizes a presentation on teaching math to children with special needs. It discusses the characteristics of children with learning disabilities, myths about learning disabilities, problems occurring in math like dyscalculia, and effective teaching strategies like teaching for understanding versus rules and procedures. It also covers topics like memorization, flash cards, counting strategies, and visualizing mathematics concepts.
This document outlines Joan Cotter's presentation on teaching primary mathematics with less counting. The presentation objectives are to: review the traditional counting model; experience traditional counting as a child; introduce grouping in 5s and 10s as an alternative to counting; and meet Common Core standards without counting. The traditional counting model is described as difficult and tedious for children. Grouping in 5s and 10s is presented as a more intuitive approach that leverages children's innate ability to subitize small quantities. Research supports subitizing as important for mathematical understanding and performance.
This document discusses using card games to help students master basic math facts. It introduces two addition games called "Go to the Dump" and "Rows and Columns" that are designed to help students learn facts that total 10 and 15 respectively. The document provides explanations of the games' purposes and goals as well as examples of gameplay.
The document discusses how Joan Cotter, an engineer and educator with a PhD in math education, developed innovative ways to teach fractions. It describes several fraction models she created, including linear charts, colored bars, and missing parts charts, that make fraction comparisons and concepts easier to understand compared to traditional fraction circles or "fish tank" models. The document advocates teaching fractions using these types of linear representations rather than area models like pie charts that can be more difficult for students to interpret.
The document is a presentation on math puzzles and brain teasers by Kathleen Cotter Lawler. It covers topics such as patterns, squares, guided discovery, fractals, Asian cultures' relationship with math, math balancing, puzzle numbers, magic squares, and understanding place value. The presentation provides visual examples and explanations for each topic to illustrate different math concepts and puzzles in an engaging way.
Bridges have a long history, evolving from fallen logs to more advanced suspension bridges as rope technology improved. Civil engineers design modern bridges, applying their strong math and science backgrounds to withstand forces like tension, compression, shear, and torsion. The main types of bridges are beam, truss, arch, suspension, and cable-stay bridges, each utilizing tension and compression differently depending on their design and how loads move across them.
The document discusses different types of bridges. It describes beam bridges as the simplest type that uses horizontal beams supported by piers on each end. Arch bridges carry weight outward along a curved arch to supports at each end. Suspension bridges suspend the roadway from main cables running from towers to anchorages at both ends, allowing very long spans. Cable-stayed bridges resemble suspension bridges but have cables attached directly to towers, which bear the load instead of transmitting it through cables.
- The document is from a presentation on fractions given on April 27, 2013 by Joan Cotter.
- It discusses why fractions are important to learn, such as for sharing pizza, cooking, reading rulers, and preparing for algebra.
- It includes examples of using fractions in comics and charts showing fraction relationships. Games are presented to help students understand unit fractions and that combinations of fractions can make a whole.
Learning Disabilities Mass HOPE April 2013rightstartmath
This document summarizes a presentation on teaching math to children with special needs. It discusses the characteristics of children with learning disabilities, myths about learning disabilities, problems occurring in math like dyscalculia, and effective teaching strategies like teaching for understanding versus rules and procedures. It also covers topics like memorization, flash cards, counting strategies, and visualizing mathematics concepts.
This document outlines Joan Cotter's presentation on teaching primary mathematics with less counting. The presentation objectives are to: review the traditional counting model; experience traditional counting as a child; introduce grouping in 5s and 10s as an alternative to counting; and meet Common Core standards without counting. The traditional counting model is described as difficult and tedious for children. Grouping in 5s and 10s is presented as a more intuitive approach that leverages children's innate ability to subitize small quantities. Research supports subitizing as important for mathematical understanding and performance.
This document discusses using card games to help students master basic math facts. It introduces two addition games called "Go to the Dump" and "Rows and Columns" that are designed to help students learn facts that total 10 and 15 respectively. The document provides explanations of the games' purposes and goals as well as examples of gameplay.
The document discusses how Joan Cotter, an engineer and educator with a PhD in math education, developed innovative ways to teach fractions. It describes several fraction models she created, including linear charts, colored bars, and missing parts charts, that make fraction comparisons and concepts easier to understand compared to traditional fraction circles or "fish tank" models. The document advocates teaching fractions using these types of linear representations rather than area models like pie charts that can be more difficult for students to interpret.
The document summarizes a presentation on developing a deeper understanding of primary math concepts through less rote counting and memorization. It discusses current counting models that rely heavily on memorization and proposes alternative approaches focusing on visualization and conceptual understanding. These include using subitizing to recognize small quantities, teaching number names in a way that reflects place value, and place value cards to build understanding of our base-ten number system. The presenters argue this will lead to longer retention and a stronger math foundation compared to traditional counting models.
This document summarizes a presentation about overcoming math obstacles through visualizing with the AL Abacus. The presentation was given by Tracy Mittleider and was based on the work of Joan A. Cotter. It discusses Dr. Cotter's background and the development of the AL Abacus, a visual and tactile manipulative that helps develop mental images of quantities, strategies, and mathematical operations. It also provides examples of how the abacus can be used to help visualize quantities and perform simple addition.
IMF: Visualizing and Montessori Math PART 2rightstartmath
The document is a presentation on how visualization enhances Montessori mathematics instruction. It discusses strategies for teaching basic multiplication facts using visual tools like the abacus, multiplication board, and charts showing multiples patterns. Strategies include showing how to break down larger multiplication problems into "tens" and "ones" places on the abacus. Charts are used to visualize repeating patterns in multiples of numbers and how they relate to specific multiplication facts.
IMF: Visualizing and Montessori Math PART 1rightstartmath
The document discusses how visualization enhances Montessori mathematics education. It provides examples of how Montessori uses concrete materials to teach counting and arithmetic concepts to children. These include number rods, bead frames, and calendar activities. The focus is on a verbal counting model that uses letters instead of numbers to demonstrate addition, subtraction, and multiplication facts to children in a visual way. Calendar math activities are also described, showing how children can develop ordinal counting and pattern recognition skills.
The document discusses a counting model for teaching mathematics to children. It describes how counting is not natural and takes years of practice, provides a poor concept of quantity, and ignores place value. The model shown uses letters instead of numbers to represent quantities in order to demonstrate counting, addition, subtraction, and other math concepts in a more concrete way for children. Montessori materials are also noted as being helpful for reinforcing counting concepts through hands-on experience.
The document discusses issues with traditional counting models and introduces an alternative counting model based on letters to represent quantities. It describes how the counting model provides a foundation for understanding place value and efficiently learning math facts. The document also cautions against using calendars for counting, noting that calendars involve ordinal rather than cardinal numbering and do not accurately represent quantities.
The document provides strategies for teaching addition and subtraction to students. Some key strategies include:
- Using visual tools like an abacus to teach strategies like "making 10" and "two 5s" for addition. Counting should be discouraged.
- Part-whole circles can help students see the relationship between addition and subtraction and solve word problems.
- Strategies for subtraction include subtracting 1 or 2 from even/odd numbers, subtracting from 10, and a "going up" strategy to find the difference between numbers.
- Games like "Go to the Dump" can make subtraction strategies engaging for students to practice facts involving 10.
This document summarizes Joan Cotter's presentation on teaching arithmetic facts using strategies and games. It discusses that counting-based and rote memorization approaches have limited success. Instead, it promotes using subitizing to identify quantities without counting, and incorporating manipulatives and mental work through enjoyable games. An example game called "Go to the Dump" is described, which aims to teach adding facts that total 10 through collecting number pairs.
This document outlines a verbal counting model proposed to help children develop a deeper understanding of numbers and math concepts rather than relying on rote memorization. The model uses letters to represent numbers and demonstrates counting, addition, subtraction, and other operations by building word problems using the letters. It also shows how this model could be applied to calendar math and comparing it to state math standards. The goal is to promote a more conceptual approach to early number sense over a procedural focus on counting and calculations.
The AL abacus provides a hands-on tool to help children understand quantities and math operations like addition and multiplication. It uses beads on wires to represent numbers up to 100. Children first learn to represent quantities 1-10 using their fingers and then on the abacus. They can then add by entering both numbers and seeing the sum without counting. Tens are entered as whole rows of beads. Multiplication can be modeled by repeatedly entering a number. The abacus also demonstrates trading or carrying for multi-digit addition and place value on its second side.
The document discusses the limitations of using verbal counting and calendars to teach early mathematics concepts. It notes that verbal counting is unnatural, provides a poor concept of quantity, ignores place value, is error-prone, tedious, and does not efficiently teach number facts. Regarding calendars, it states that calendars are not number lines as numbers appear in spaces rather than along lines, they provide an ordinal rather than cardinal view of numbers, and give a narrow view of patterning that does not generalize beyond the days in a month.
The document describes how to use drawing tools like a T-square, 30-60 triangle, 45 triangle, and pencil to divide an equilateral triangle into halves, thirds, fourths, sixths, and eighths. It shows how to draw parallel, perpendicular, and intersecting lines. The document also discusses classifying shapes like rhombuses, trapezoids, and triangles formed within the divisions. Finally, it demonstrates how to construct a tetrahedron by folding the equilateral triangle divisions.
The document discusses the limitations of a traditional verbal counting model for teaching mathematics to children. It notes that verbal counting is not natural, takes years of practice, provides a poor concept of quantity, ignores place value, is error prone, tedious and inefficient for mastering facts. An alternative approach using letters to represent numbers is presented as a more intuitive method for children.
This document provides an overview and review of the RightStartTM Mathematics: A Hands-On Geometric Approach curriculum. The curriculum teaches middle school mathematics concepts like perimeter, area, volume, and ratios through hands-on geometric activities using tools like a drawing board and goniometer. Students learn traditional geometric concepts as well as modern topics like fractals. The curriculum incorporates other areas of math and encourages good study habits. The goal is for students to enjoy mathematics and gain a strong foundation.
This document discusses differences in how Asian and American students learn place value concepts in first grade. It summarizes research showing that Asian students develop place value understanding earlier due to cultural practices like using a base-10 number naming system and visualizing quantities rather than counting. The study tested implementing these Asian approaches in an experimental American classroom, including using an abacus, place value cards, and focusing on visualization over counting. Students in the experimental class performed significantly better on place value tasks compared to a control class taught traditionally.
Babies can distinguish small quantities like 1-3 objects without counting. Counting is not the best way for young children to learn numbers and can undermine their understanding of quantity. Instead, children should learn to visualize and recognize quantities in groups of fives and tens through using their fingers, tally sticks, songs, and a number naming system that reflects place value like the traditional Chinese system.
The document describes several math games that can be used to help students learn math facts and skills in an engaging way. It discusses games like "Go to the Dump" which helps students master addition facts that total to 10 by having them search a pile of cards to find number pairs that add up to a target number. The document advocates for using math games because they provide interesting repetition and a context for applying new math information.
1) The document discusses alternative methods for teaching math concepts like addition, subtraction, and place value using visual tools like abacuses and place value cards. These methods aim to help students develop a deeper understanding of mathematical concepts and relationships rather than relying on rote memorization.
2) Specific strategies described include using abacuses to represent quantities and operations, place value cards to demonstrate the base-10 number system, and games to practice math facts in a motivating way. Skip counting is also presented as an important skill for building number sense.
3) The document argues these visual and understanding-based methods can help students learn math more efficiently and apply concepts to solve real problems compared to traditional counting-based methods alone
This document discusses strategies for teaching children math concepts like addition, subtraction, and multiplication in a more visual and conceptual way rather than relying on rote memorization and flash cards. It recommends strategies like using part-whole circles to show the relationship between addition and subtraction, visualizing quantities with objects or fingers, and strategies for addition and subtraction facts like "making 10" or "going up" from the number being subtracted. The document emphasizes that understanding concepts is more important than memorization alone for building long-term retention and motivation to learn math.
Enriching Montessori Math with Visualizationrightstartmath
The document discusses the national math crisis in the United States and ways to improve math education. It notes that only 42% of students taking the ACT test are ready for college algebra, and shares other statistics about unprepared students. It also discusses how math education is changing, with a greater focus on problem solving, reasoning and visualization over rote memorization and procedures. The document presents several materials that can be used to help students visualize mathematical concepts, such as number rods and spindle boxes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
The document summarizes a presentation on developing a deeper understanding of primary math concepts through less rote counting and memorization. It discusses current counting models that rely heavily on memorization and proposes alternative approaches focusing on visualization and conceptual understanding. These include using subitizing to recognize small quantities, teaching number names in a way that reflects place value, and place value cards to build understanding of our base-ten number system. The presenters argue this will lead to longer retention and a stronger math foundation compared to traditional counting models.
This document summarizes a presentation about overcoming math obstacles through visualizing with the AL Abacus. The presentation was given by Tracy Mittleider and was based on the work of Joan A. Cotter. It discusses Dr. Cotter's background and the development of the AL Abacus, a visual and tactile manipulative that helps develop mental images of quantities, strategies, and mathematical operations. It also provides examples of how the abacus can be used to help visualize quantities and perform simple addition.
IMF: Visualizing and Montessori Math PART 2rightstartmath
The document is a presentation on how visualization enhances Montessori mathematics instruction. It discusses strategies for teaching basic multiplication facts using visual tools like the abacus, multiplication board, and charts showing multiples patterns. Strategies include showing how to break down larger multiplication problems into "tens" and "ones" places on the abacus. Charts are used to visualize repeating patterns in multiples of numbers and how they relate to specific multiplication facts.
IMF: Visualizing and Montessori Math PART 1rightstartmath
The document discusses how visualization enhances Montessori mathematics education. It provides examples of how Montessori uses concrete materials to teach counting and arithmetic concepts to children. These include number rods, bead frames, and calendar activities. The focus is on a verbal counting model that uses letters instead of numbers to demonstrate addition, subtraction, and multiplication facts to children in a visual way. Calendar math activities are also described, showing how children can develop ordinal counting and pattern recognition skills.
The document discusses a counting model for teaching mathematics to children. It describes how counting is not natural and takes years of practice, provides a poor concept of quantity, and ignores place value. The model shown uses letters instead of numbers to represent quantities in order to demonstrate counting, addition, subtraction, and other math concepts in a more concrete way for children. Montessori materials are also noted as being helpful for reinforcing counting concepts through hands-on experience.
The document discusses issues with traditional counting models and introduces an alternative counting model based on letters to represent quantities. It describes how the counting model provides a foundation for understanding place value and efficiently learning math facts. The document also cautions against using calendars for counting, noting that calendars involve ordinal rather than cardinal numbering and do not accurately represent quantities.
The document provides strategies for teaching addition and subtraction to students. Some key strategies include:
- Using visual tools like an abacus to teach strategies like "making 10" and "two 5s" for addition. Counting should be discouraged.
- Part-whole circles can help students see the relationship between addition and subtraction and solve word problems.
- Strategies for subtraction include subtracting 1 or 2 from even/odd numbers, subtracting from 10, and a "going up" strategy to find the difference between numbers.
- Games like "Go to the Dump" can make subtraction strategies engaging for students to practice facts involving 10.
This document summarizes Joan Cotter's presentation on teaching arithmetic facts using strategies and games. It discusses that counting-based and rote memorization approaches have limited success. Instead, it promotes using subitizing to identify quantities without counting, and incorporating manipulatives and mental work through enjoyable games. An example game called "Go to the Dump" is described, which aims to teach adding facts that total 10 through collecting number pairs.
This document outlines a verbal counting model proposed to help children develop a deeper understanding of numbers and math concepts rather than relying on rote memorization. The model uses letters to represent numbers and demonstrates counting, addition, subtraction, and other operations by building word problems using the letters. It also shows how this model could be applied to calendar math and comparing it to state math standards. The goal is to promote a more conceptual approach to early number sense over a procedural focus on counting and calculations.
The AL abacus provides a hands-on tool to help children understand quantities and math operations like addition and multiplication. It uses beads on wires to represent numbers up to 100. Children first learn to represent quantities 1-10 using their fingers and then on the abacus. They can then add by entering both numbers and seeing the sum without counting. Tens are entered as whole rows of beads. Multiplication can be modeled by repeatedly entering a number. The abacus also demonstrates trading or carrying for multi-digit addition and place value on its second side.
The document discusses the limitations of using verbal counting and calendars to teach early mathematics concepts. It notes that verbal counting is unnatural, provides a poor concept of quantity, ignores place value, is error-prone, tedious, and does not efficiently teach number facts. Regarding calendars, it states that calendars are not number lines as numbers appear in spaces rather than along lines, they provide an ordinal rather than cardinal view of numbers, and give a narrow view of patterning that does not generalize beyond the days in a month.
The document describes how to use drawing tools like a T-square, 30-60 triangle, 45 triangle, and pencil to divide an equilateral triangle into halves, thirds, fourths, sixths, and eighths. It shows how to draw parallel, perpendicular, and intersecting lines. The document also discusses classifying shapes like rhombuses, trapezoids, and triangles formed within the divisions. Finally, it demonstrates how to construct a tetrahedron by folding the equilateral triangle divisions.
The document discusses the limitations of a traditional verbal counting model for teaching mathematics to children. It notes that verbal counting is not natural, takes years of practice, provides a poor concept of quantity, ignores place value, is error prone, tedious and inefficient for mastering facts. An alternative approach using letters to represent numbers is presented as a more intuitive method for children.
This document provides an overview and review of the RightStartTM Mathematics: A Hands-On Geometric Approach curriculum. The curriculum teaches middle school mathematics concepts like perimeter, area, volume, and ratios through hands-on geometric activities using tools like a drawing board and goniometer. Students learn traditional geometric concepts as well as modern topics like fractals. The curriculum incorporates other areas of math and encourages good study habits. The goal is for students to enjoy mathematics and gain a strong foundation.
This document discusses differences in how Asian and American students learn place value concepts in first grade. It summarizes research showing that Asian students develop place value understanding earlier due to cultural practices like using a base-10 number naming system and visualizing quantities rather than counting. The study tested implementing these Asian approaches in an experimental American classroom, including using an abacus, place value cards, and focusing on visualization over counting. Students in the experimental class performed significantly better on place value tasks compared to a control class taught traditionally.
Babies can distinguish small quantities like 1-3 objects without counting. Counting is not the best way for young children to learn numbers and can undermine their understanding of quantity. Instead, children should learn to visualize and recognize quantities in groups of fives and tens through using their fingers, tally sticks, songs, and a number naming system that reflects place value like the traditional Chinese system.
The document describes several math games that can be used to help students learn math facts and skills in an engaging way. It discusses games like "Go to the Dump" which helps students master addition facts that total to 10 by having them search a pile of cards to find number pairs that add up to a target number. The document advocates for using math games because they provide interesting repetition and a context for applying new math information.
1) The document discusses alternative methods for teaching math concepts like addition, subtraction, and place value using visual tools like abacuses and place value cards. These methods aim to help students develop a deeper understanding of mathematical concepts and relationships rather than relying on rote memorization.
2) Specific strategies described include using abacuses to represent quantities and operations, place value cards to demonstrate the base-10 number system, and games to practice math facts in a motivating way. Skip counting is also presented as an important skill for building number sense.
3) The document argues these visual and understanding-based methods can help students learn math more efficiently and apply concepts to solve real problems compared to traditional counting-based methods alone
This document discusses strategies for teaching children math concepts like addition, subtraction, and multiplication in a more visual and conceptual way rather than relying on rote memorization and flash cards. It recommends strategies like using part-whole circles to show the relationship between addition and subtraction, visualizing quantities with objects or fingers, and strategies for addition and subtraction facts like "making 10" or "going up" from the number being subtracted. The document emphasizes that understanding concepts is more important than memorization alone for building long-term retention and motivation to learn math.
Enriching Montessori Math with Visualizationrightstartmath
The document discusses the national math crisis in the United States and ways to improve math education. It notes that only 42% of students taking the ACT test are ready for college algebra, and shares other statistics about unprepared students. It also discusses how math education is changing, with a greater focus on problem solving, reasoning and visualization over rote memorization and procedures. The document presents several materials that can be used to help students visualize mathematical concepts, such as number rods and spindle boxes.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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.