This document describes a lesson on teaching integers in mathematics using the IntelTeach method of project-based learning. The lesson involves dividing students into groups to research concepts of integers like definition, opposites, ordering and operations. Students find real-life problems involving integers and represent them graphically. They then practice operations, equations, inequalities and evaluate their understanding through discussion, worksheets and presenting their findings. The teacher found students engaged with applying concepts to problems and collaborating in groups.
MCI Worchester State University Singapore Math Institute Jimmy Keng
Register at www.si.mcinstitute.com.sg
This exciting institute features a line-up of Singapore and US experts on Singapore Math, led by Dr. Yeap Ban Har and Dr. Richard Bisk.
MCI Worchester State University Singapore Math Institute Jimmy Keng
Register at www.si.mcinstitute.com.sg
This exciting institute features a line-up of Singapore and US experts on Singapore Math, led by Dr. Yeap Ban Har and Dr. Richard Bisk.
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.
Mathematics for Primary School Teachers. Unit 1: Space and ShapeSaide OER Africa
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
This unit presents an analytical approach to the study of shapes, including the make-up of shapes, commonalities and differences between shapes and a notation for the naming of shapes.
This is part of the professional development for the team that translate My Pals Are Here into Dutch and also people who are going to provide professionald evelopment for teachers using Singapore textbooks in the future.
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
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.
Mathematics for Primary School Teachers. Unit 1: Space and ShapeSaide OER Africa
Mathematics for Primary School Teachers has been digitally published by Saide, with the Wits School of Education. It is a revised version of a course originally written for the Bureau for In-service Teacher Development (Bited) at the then Johannesburg College of Education (now Wits School of Education).
The course is for primary school teachers (Foundation and Intermediate Phase) and consists of six content units on the topics of geometry, numeration, operations, fractions, statistics and measurement. Though they do not cover the entire curriculum, the six units cover content from all five mathematics content areas represented in the curriculum.
This unit presents an analytical approach to the study of shapes, including the make-up of shapes, commonalities and differences between shapes and a notation for the naming of shapes.
This is part of the professional development for the team that translate My Pals Are Here into Dutch and also people who are going to provide professionald evelopment for teachers using Singapore textbooks in the future.
Creating opportunities to develop algebraic thinking and enhancing conceptual understanding of mathematics is essential at every grade level. In this webinar, Math/Technology Curriculum Specialist Aubree Short explored the use of problem solving methods and hands-on manipulatives to guide students in the discovery of algebraic concepts at all levels of learning.
FellowBuddy.com is an innovative platform that brings students together to share notes, exam papers, study guides, project reports and presentation for upcoming exams.
We connect Students who have an understanding of course material with Students who need help.
Benefits:-
# Students can catch up on notes they missed because of an absence.
# Underachievers can find peer developed notes that break down lecture and study material in a way that they can understand
# Students can earn better grades, save time and study effectively
Our Vision & Mission – Simplifying Students Life
Our Belief – “The great breakthrough in your life comes when you realize it, that you can learn anything you need to learn; to accomplish any goal that you have set for yourself. This means there are no limits on what you can be, have or do.”
Like Us - https://www.facebook.com/FellowBuddycom
Today’s Number Daily Math Routine Todays Number is 12.5(This TakishaPeck109
Today’s Number Daily Math Routine
Todays Number is 12.5%
(This is sometimes called “N(umber of the Day”)
Daily Math Routines are a set of 5-7 minutes math routines that are done daily. They are designed to develop number sense and other mathematical reasoning by connecting critical math concepts on a daily basis.
Next week you will be asked to share the Today’s Number Daily Math Routine with your small group. This assignment is designed to help you become an expert on the Daily Math Routine.
A. Learn about “Today’s Number”
1. Read about “Today’s Number” (Today’s number is 12.%) 5 from this handout from NCCTM. Respond to the questions below as you begin reading on page 5.
2. Give a brief overview of the Today’s Number routine.
3. How does this number routine support students in growing in their mathematical thinking?
4. What are some ways the number of the day can be presented to students in each of these settings?
d. Early Elementary
d. Later Elementary
1. How might teachers structure the Today’s Number routine for older students?
1. What does the teacher do while older students are generating their representations?
1. What are some ways in which teachers can keep an ongoing record of student responses to the Number Routine? How might these records be used by students and teachers in the future?
1. Though the number used in Today’s Number will change across grade levels, consistent use of the routine across grade levels will continue to enhance student’s number sense. What is meant by number sense? Why is number sense important?
1. What are some common models that can be used across grade levels as students participate in Today’s Number? Provide examples of each.
1. Why is it important to allow students to share their representations with each other?
1. One of the hardest parts of this number routine for teachers is knowing what to look for in student work and how to highlight important mathematical concepts. What are some common big ideas to look for when examining student work?
B. Considering Grade Level Appropriateness
Go back to Page 3 from this handout from NCCTM.and spend some time thinking about the 3 examples given.
a. 1st Grade-
i. Share 3 others ways you might anticipate 1st graders would represent 15.
ii. Label each representation with the mathematical concept they represent.
b. 5th Grade
i. Share 3 other ways you might anticipate 5th graders would represent ¾?
ii. Label each representation with the mathematical concept they represent
c. 7th Grade
i. Share 3 other ways you might anticipate 5th graders would represent -8?
ii. Label each representation with the mathematical concept they represent
C. Watch a “Today’s Number” Daily Math Routine in an Intermediate classroom.
1. Before you begin, take 1 minute to show 135 in as many ways as you can. Record you thinking below.
2. Now watch this video and respond to the prompts below.
3. What prompt did the student use for the “Today’s Number Routi ...
IOSR Journal of Mathematics(IOSR-JM) is an open access international journal that provides rapid publication (within a month) of articles in all areas of mathemetics and its applications. The journal welcomes publications of high quality papers on theoretical developments and practical applications in mathematics. Original research papers, state-of-the-art reviews, and high quality technical notes are invited for publications.
Improving Communication about Limit Concept in Mathematics through Inquisitio...IOSR Journals
In this action research study, where the subjects are our undergraduate grade mathematics students,
w e try to investigate the impact of direct ‘inquisition’ instruction on their communication and achievement.
We will strategically implement the addition of ‘replication’ study into each concept of limit over a four-month
time period and thus conclusion can be making for the rest of the Mathemat ics . The students practiced using
inquiry in verbal discussions, review activities, and in mathematical problem explanations. We discovered
that a majority of students improved their overall understanding of mathematical concepts based on an analysis
of the data we collected. We also found that in general, students felt that knowing the definition of
mathematical words are important and that it increased their achievement when they understood the concept as a
whole. In addition, students will be more exact in their communication after receiving inquiry instructions. As
a result of this research, we plan to continue to implement inquisition into daily lessons and keep replication
communication as a focus of the mathematics class
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. AbstractAbstract
In this paper I will exemplify the IntelTeach method ofIn this paper I will exemplify the IntelTeach method of
teaching mathematics through projects for the lessonteaching mathematics through projects for the lesson
“Integers”. I participated in the training course "Intel“Integers”. I participated in the training course "Intel
Teach-Training in the Knowledge Based Society." ThisTeach-Training in the Knowledge Based Society." This
course helped me to make my lessons more attractivecourse helped me to make my lessons more attractive
by integrating resources and IT tools in teachingby integrating resources and IT tools in teaching
mathematics. I present this lesson and in terms of amathematics. I present this lesson and in terms of a
math teacher in a rural school. Children in thismath teacher in a rural school. Children in this
environment have many disadvantages compared toenvironment have many disadvantages compared to
those from urban areas, in particular economic, socialthose from urban areas, in particular economic, social
and technical. AEL laboratories recently broke into thisand technical. AEL laboratories recently broke into this
environment. The project represents an alternativeenvironment. The project represents an alternative
assessment method.assessment method.
3. 1. Introduction1. Introduction
In this unit, students learn theIn this unit, students learn the
concepts of:concepts of:
•• Integer, oppositeInteger, opposite
•• Comparing and ordering integersComparing and ordering integers
•• Operations with integersOperations with integers
•• Rules for calculating with powersRules for calculating with powers
•• using the order of operations andusing the order of operations and
parenthesesparentheses
•• Solving equations in ZSolving equations in Z
•• Solving inequalities in Z.Solving inequalities in Z.
Essential Question:Essential Question:
How math helps us in solvingHow math helps us in solving
practical content?practical content?
Unit Questions:Unit Questions:
Why we need to know the conceptWhy we need to know the concept
of integer?of integer?
How help us use these concepts inHow help us use these concepts in
problem solving?problem solving?
Content Questions:Content Questions:
How do we define an integer?How do we define an integer?
What is the opposite of anWhat is the opposite of an
integer?integer?
How it compares integers?How it compares integers?
What are the operations withWhat are the operations with
integers?integers?
What is the order ofWhat is the order of
operations in Z?operations in Z?
How to solve problems thatHow to solve problems that
arise in operations witharise in operations with
integers?integers?
How to calculate the power ofHow to calculate the power of
an integer?an integer?
What are the rules ofWhat are the rules of
computing powers?computing powers?
How to solve equations andHow to solve equations and
inequalities in Z?inequalities in Z?
4. 2. Unit’s Objectives2. Unit’s Objectives
1. Use algebra to simplify computing elements calculations and for1. Use algebra to simplify computing elements calculations and for
solving equations.solving equations.
2. Identify-problem situations, to transpose them into2. Identify-problem situations, to transpose them into
mathematical language and effectively organize how to solvemathematical language and effectively organize how to solve
them.them.
3. Build problems, based on a model (graph or formula).3. Build problems, based on a model (graph or formula).
4. Consistently provide the solution to a problem, using various4. Consistently provide the solution to a problem, using various
modes of expression (words, mathematical symbols, diagrams,modes of expression (words, mathematical symbols, diagrams,
tables, various construction materials).tables, various construction materials).
5. Identify uses of mathematical concepts and methods studied in5. Identify uses of mathematical concepts and methods studied in
solving practical problems.solving practical problems.
6. To assume different roles within a learning group, arguing ideas6. To assume different roles within a learning group, arguing ideas
and mathematical methods, using different sources of informationand mathematical methods, using different sources of information
to verify and support opinions.to verify and support opinions.
5. 3. Operational Objectives3. Operational Objectives
Students will be able:Students will be able:
- To understand what an integer is;- To understand what an integer is;
- To solve problems that arise in- To solve problems that arise in
operations with integers;operations with integers;
-To calculate the power of an integer;-To calculate the power of an integer;
-To solve equations and inequalities in Z.-To solve equations and inequalities in Z.
6. By this method, the students are in the centerBy this method, the students are in the center
of learning process.of learning process.
Students will participate in solving individualStudents will participate in solving individual
and group applications, the degree of difficultyand group applications, the degree of difficulty
gradually differentiated learning styles andgradually differentiated learning styles and
level of understanding focused on:level of understanding focused on:
-Identification of issues involved;-Identification of issues involved;
-Find real-life problems solved with integers,-Find real-life problems solved with integers,
the development of the graphicalthe development of the graphical
representation;representation;
-Identify problem situations, which can be-Identify problem situations, which can be
transcribed into mathematical language, usingtranscribed into mathematical language, using
algebraic calculations to determine analgebraic calculations to determine an
unknown in an equation in Z.unknown in an equation in Z.
8. 4. Didactical Strategy4. Didactical Strategy
First hour:First hour:
To achieve the unit's portfolio, studentsTo achieve the unit's portfolio, students
must have theoretical knowledge on themust have theoretical knowledge on the
concepts from this unit. Will divide studentsconcepts from this unit. Will divide students
into three groups and will complete KWLinto three groups and will complete KWL
chart. Students seek information about thechart. Students seek information about the
concept of individual integer which it savesconcept of individual integer which it saves
in a folder "Resources". It usesin a folder "Resources". It uses
brainstorming method. They note thebrainstorming method. They note the
integer’s definition. Students will continue tointeger’s definition. Students will continue to
search for information about the concept ofsearch for information about the concept of
opposite integers, comparing and orderingopposite integers, comparing and ordering
integers. For each concept will write theintegers. For each concept will write the
definition. Students in each group will bedefinition. Students in each group will be
asked to complete their work scheduleasked to complete their work schedule
which will include exercises with a degree ofwhich will include exercises with a degree of
difficulty gradually differentiated for eachdifficulty gradually differentiated for each
group. Within each group, students can workgroup. Within each group, students can work
individually by distributing the task.individually by distributing the task.
9. Examples:Examples:
Second hour:Second hour:
Students collect information about addition and subtractionStudents collect information about addition and subtraction
of integers. Using examples, students will solve suchof integers. Using examples, students will solve such
operations. Students will be divided into three groups andoperations. Students will be divided into three groups and
they will publish the results of their work in the forum.they will publish the results of their work in the forum.
10. Third hour:Third hour:
It collected information onIt collected information on
multiplication and divisionmultiplication and division
with integers. Students willwith integers. Students will
be divided into three groupsbe divided into three groups
and they will show theand they will show the
results of their work.results of their work.
Fourth hour:Fourth hour:
It collected informationIt collected information
about the power of anabout the power of an
integer exponent and theinteger exponent and the
natural rules of computingnatural rules of computing
power. Using examples,power. Using examples,
students solve exercises.students solve exercises.
Fifth hour:Fifth hour:
It collected informationIt collected information
on equations andon equations and
inequalities in Z. Usinginequalities in Z. Using
examples, studentsexamples, students
solve exercises suchsolve exercises such
operations.operations.
Sixth hour:Sixth hour:
Presentation of the finalPresentation of the final
products of groups, carryproducts of groups, carry
out evaluation / self-out evaluation / self-
presented product.presented product.
11. 5. Evaluation5. Evaluation
I used initial, formative and summative evaluation.I used initial, formative and summative evaluation.
Initial evaluation:Initial evaluation:
Students will fill in a KWL chart to identify their knowledge needs. TheStudents will fill in a KWL chart to identify their knowledge needs. The
teacher will ask students to write in the first column what they knowteacher will ask students to write in the first column what they know
about integers, in the second what they want to know about it and inabout integers, in the second what they want to know about it and in
the third – what they learned.the third – what they learned.
Formative evaluation:Formative evaluation:
Students will be divided into groups according to their level ofStudents will be divided into groups according to their level of
understanding, will work differently from completing worksheetsunderstanding, will work differently from completing worksheets
developed by teacher and will complete lists of progress. Todeveloped by teacher and will complete lists of progress. To
communicate, exchange views or improving certain content, to viewcommunicate, exchange views or improving certain content, to view
products, it will be used discussion method and the forum.products, it will be used discussion method and the forum.
Summative evaluation:Summative evaluation:
Analyzing portfolios will be as follows:Analyzing portfolios will be as follows:
- Presentation - the key criteria for presentation- Presentation - the key criteria for presentation
- Students will complete the table-I know I want to know - I learned to- Students will complete the table-I know I want to know - I learned to
appreciate progress.appreciate progress.
- Each student will complete a feedback form on the forum for his- Each student will complete a feedback form on the forum for his
colleagues’ presentations.colleagues’ presentations.
- Each student will be assessed with a mark.- Each student will be assessed with a mark.
12. 6. Conclusions6. Conclusions
I noticed that students are very attracted to this type ofI noticed that students are very attracted to this type of
learning, though things started hard, students of rurallearning, though things started hard, students of rural
environment had not benefited from the advantages ofenvironment had not benefited from the advantages of
urban students. KWL chart (I know, I want to know, Iurban students. KWL chart (I know, I want to know, I
learned) has been a very effective tool and highlylearned) has been a very effective tool and highly
appreciated by students. They learned to expressappreciated by students. They learned to express
ideas, knowledge, to discuss, collaborate in teams,ideas, knowledge, to discuss, collaborate in teams,
something new for them. It was difficult initially to makesomething new for them. It was difficult initially to make
them think by themselves, take initiative and to expressthem think by themselves, take initiative and to express
ideas using brainstorming method. To explain theideas using brainstorming method. To explain the
concept of integer, I used many applications andconcept of integer, I used many applications and
examples from real life, because only this way Iexamples from real life, because only this way I
managed to attract their attention and make themmanaged to attract their attention and make them
understand.understand. I concluded that only if you consistently
apply this method at least over a full cycle of four
years, results can be achieved with the students.
13. 7. Acknowledgements7. Acknowledgements
I would like to thank the “Hands onI would like to thank the “Hands on
Science Romania” coordinator DanScience Romania” coordinator Dan
Sporea for his support andSporea for his support and
encouragements.encouragements.
Also I want to thank to all organizers ofAlso I want to thank to all organizers of
the Workshop for their work.the Workshop for their work.
14. 8. References8. References
[1] http://www.didactic.ro/index.php?[1] http://www.didactic.ro/index.php?
cid=cautare&action=search&words=Numerecid=cautare&action=search&words=Numere
+intregi&cat=10&cls+intregi&cat=10&cls
%5B6%5D=true&disciplina=0 [03/27/2010]%5B6%5D=true&disciplina=0 [03/27/2010]
[2][2] Textbook course IntelteachTextbook course Intelteach
[3][3] Textbook for grade VI-th, Dana Radu,Textbook for grade VI-th, Dana Radu,
Eugen Radu-Editura TeoraEugen Radu-Editura Teora