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Teacher Appreciation Voting Tally is Complete!
âŠAnd the winner isâŠ
Congratulations to Kelly Deloriea York High School - Grade 11
for winning the Win A Teacher Wish List Giveaway!
$500 of supplies for her classroom
$100 Gift Card from La Jolie MLN Boutique
$100 Gift Card from Judith B. Salon and Spa
A gift basket from Elmhurst Bank
A gift basket from Illinois Spinal Care
Gift certificate from Lovely Linx Permanent Jewelry
Sponsored by Elmhurst Bank, Illinois Spinal Care, Judith B Salon, Lovely Linx and La Jolie MLN
And gifts for the runners upâŠ
2nd Place - Jennifer Caper of ICGS, Grade K
Gift bag from Elmhurst Community BankÂ
Gift bag from Judith B Salon and SpaÂ
Gift certificate from La Jolie MLN
Gift certificate from Lovely Linx Permanent JewelryÂ
Gift certificate from Illinois Spinal Care
3rd Place - Jessica Vega of Jackson Elementary, Grade 1
Gift from Elmhurst Community BankÂ
Gift from Judith B Salon and SpaÂ
Gift certificate from La Jolie MLN
Gift certificate from Lovely Linx Permanent JewelryÂ
Gift certificate from Illinois Spinal Care
All our teachers are great and appreciated! Thank you to those that participated.
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~Sexypink~ttff/21 22-28 September watch: ttfilmfestival.com
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The trinidad+tobago film festival is brought to you with the support of ttff/21 signature sponsor The National Gas Company of Trinidad and Tobago, ttff/21 leading sponsor Republic Bank Limited, ttff/21 leading sponsor Shell Trinidad and Tobago, ttff/21 contributing sponsor by NLCB Trinidad & Tobago, and ttff/21 supporting sponsor Sport & Culture Fund (OPM).
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UNIQUE RICH WALK EDITION ( Red & White Affair )
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For more information visit at https://www.ticketgateway.com/profile/user_profile_visit/queen--legacy/12988700
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Download Linx - Esport & Gaming Elementor Template Kit on themeforest
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You may get a warning about going to this article about it being safe etc. They just donât want you to read the information at https://directorblue.blogspot.com/2024/06/larwyns-linx-illegal-alien-from-el.html
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5 Ways to Help Numbers Come Alive
Dr. Rebecca Klemm on episode 175 of the 10-Minute Teacher Podcast
From the Cool Cat Teacher Blog by Vicki Davis
Follow @coolcatteacher on Twitter
Dr. Rebecca Klemm @numbersalive shares how to help numbers come alive for all ages. From toddler to teenager to Ph.D., Rebecca informs us about the building blocks that build math success.
Todayâs Sponsor: GradeCam lets you create assessments with formats including multiple choice, true/false, number grids, rubrics, and even handwritten numeric answers that can be read and scored by Aita â Gradecamâs Artificial Intelligence Teaching Assistant.Score assessments, generate reports, and transfer grades automatically. Work smarter instead of harder. Sign up for your 60-day free trial at http://ift.tt/2gzEf8G
Listen Now
Listen to the show on iTunes or Stitcher
Stream by clicking here.
Below is an enhanced transcript, modified for your reading pleasure. All comments in the shaded green box are my own. For guests and hyperlinks to resources, scroll down.
***
Enhanced Transcript
5 Ways to Help Numbers Come Alive
Shownotes: http://ift.tt/2hWxr5D
Vicki: So today we are talking with Dr. Rebecca Klemm, the âNumbers Ladyâ about five ways to help numbers come alive in our math classroom. So Rebecca, whatâs our first way to help numbers come alive?
Tip #1: Notice numbers and shapes everywhere with students
Rebecca: First of all, math is everywhere and I like to use the numbers to tell the story of where they are in either shape, quantity, order, or name. So, you just look around the classroom.
And one of the things I love to use, cause you probably have windows or if you donât something elseâŠjust look around and find where the numbers are and let the kids pick them out and maybe make a book of it.
So some of them will find shapes. If theyâre looking for five, theyâre gonna find a pentagon somewhere. If youâre looking at windows you get to decide what is a window, and thatâs a really good place sometimes to do multiplication. Because you see them in pairs and you have the horizontal and vertical.
But use that for a great introduction a lot of time in could be whatever size windows you have and you decide what a window is. Or you look at the colors of the shoes, you look at whatever is around the classroom and relate geometry, order, name, and quantity in all the different ways that we encounter numbers.
Pick up the clock, look at the calendar for seven days of the week, or if they figure it out. And let them make a little list and book of the things they find. They can draw them or you take pictures. And itâs a great homework. I like that kind of homework where you go home and you do the same activity with the people you live with. So you look around your environment, take pictures or draw examples of what you see and bring them back. You see that theyâre everywhere in all those varieties.
Math Tip #1: Look for Math in the Classroom Russian Classroom windows â Wikimedia Commons
Vicki: That is so important because of we want kids to relate math to the real world. Rebecca, whatâs our second?
Tip #2: Combine Geometry and Arithmetic
Rebecca: The second is combine geometry with arithmetic. So often, we teach shapes with colors, Iâve seen everywhere on all kinds of posters and books.
And then thereâs counting.
No, the counting and geometry should go together, and thatâs one of the things that I put together in my Number Linx puzzle. That, in fact, teaches them together.
Using simple language: points instead of âverticesâ
So you count the points or sometimes people like to call them vertices. But Iâm a Ph.D. mathematician and I like to keep the language simple for learners. But let them count with the shapes that actually relate geometrically to the counting of the size or points.
I use a heart for two because it comes into a point at the top and at the bottom.
Math Tip #2: Combine Math and Geometry
Heart â Wikimedia Commons
I use a teardrop for one point and an oval for zero. So I like to relate geometry with counting rather than separately as it typically is done.
Vicki: And you know so many times kids will take algebra and then they go into geometry and they just feel like itâs two separate things. And really they are connected.
Rebecca: Very much so. And in fact, they were developed together.
Geometry is not proofs
And Geometry by the way, because I taught everything from elementary through Ph.D.
Geometry is not proofs. The Greeks did it as proofs because they didnât have Algebra yet. Their language was beauty, their language was Geometry, there was no zero at the time. So the history concept is really an important part of what I do in teaching teachers about what math is. Itâs rarely part of the curriculum for getting people ready to teach that subject.
Vicki: Whatâs our third?.
Tip #3: Use Units when youâre counting
Rebecca: Third is, use units when you are counting. Two plus three equals five, well letâs make it two dolls plus three dolls, letâs make it three socks plus four socks, make it something thatâs relatable, leave the abstraction for later. And in fact, it brings the idea in also of sorting by color and size and shape.
So if itâs one of your shoes that may be different from one of my shoes.
So you can say, âOh, this is a tennis shoe versus a different kind of shoe. But make them have units and it becomes real.
Vicki: That is excellent advice. Now, what grade level does abstraction come in?
When students can start understanding abstract numbers
Rebecca: Well, I think you can bring it in as youâre starting to get into second grade, third grade. Once they see the pattern of them. Once students begin to realize, and it depends on how sophisticated the students are. Some of them can at a later date, but if you actually start with units and theyâve had a strong pre-school and itâs all about units thatâs fine. They may even need to start with the units for sure when they are in first grade.
But as they evolve after that and theyâve got the concept that youâre only adding when theyâre same things. So what is it youâre trying to add, and it goes back to the windows.
What is a window? Before you add the windows, count how many windows there are, you need to decide what a window is. Is it one of the panes or is it the complete entire piece?
Vicki: And keeping it the same and understanding those units can even set us up for Algebra. Because weâre going to have those variables. I love how youâre building these building blocks, I think with the end in mind, arenât you?
Rebecca: Yes, very much so. Because I am looking at what youâre going to be doing for math lifelong.
And getting you ready for creating new math things because the math we teach is not necessarily the math weâre going to need in the future.
Itâs an evolving subject, itâs not static.
And I think thatâs one of the things people donât realize about math. It has evolved over the centuries and it is still evolving.
And one of the fun things I have there is that out of my creating a puzzle for young children goes into adults and now is a new conjecture in Geometry. Itâs a new idea, that came out of trying to think about putting Geometry and Arithmetic together. I just wanted to put them together, I didnât realize as I started making that in fact, it evolved into a new conjecture.
So that is a very interesting lesson for children to do. And to see that there are new ideas in math all the time.
Vicki: So what is our fourth idea?
Tip #4: Put subjects in the learnerâs world
Rebecca: Put the subjects in the learnersâ world. If they like to make clothes, Iâve had a middle school Algebra teacher say, âMy children just donât like the subjectâ. I said, âYou need to make it related to their worldâ.
So you say all the girls want to do is sew clothes and decorate their lockers. I said Fabulous! Think about all the math that is in there and the measurement. Everybody measures and everybody does arithmetic and some geometry in their entire life. And he said, but I donât know anything about that. I said, Donât worry.
Theyâll teach you about whatâs interesting to them, then you work with them on where the math is relevant to their interests. It flips it, donât teach the stuff and then youâll apply it. I did this when I taught university. What are you interested in as your subject. And letâs figure out what arithmetic, math, calculus, it didnât matter what part of math it was, thatâs relevant for your area of interest.
Vicki: Make it relatable. Okay, whatâs our fifth?
Tip #5: Donât tell learners they canât do something
Rebecca: And the fifth is donât tell learners they canât do something. I have an article that went out this March that is the story of a little boy whose teacher told them you canât subtract three from two. Itâs called from Toy Trucks to Trade because it turns into a teaching lesson. I asked him what do you think it would mean?
And he talked about how he has three trucks and his other friend had two. They get together, they have five trucks, notice the units are their trucks. But he wanted to borrow his three trucks and leave him two â he owes me a truck. And I said, âthatâs precisely where it came from.â So itâs a teachable moment, ask them why they have a question, and not tell them it canât be done. I know we all as teachers have good days and bad days but let them ask and tell you what they think it means. And then you can mentor them from that.
How to be an amazing math teacher
Vicki: So Rebecca as we finish up, could you give us a thirty-secondpep talkk for math teachers about how to be amazing math teachers?
Rebecca: Well, I think the first thing is really â work with the children, learners of all ages. Cause Iâve done university and PhD students also, itâs the same.
I put it stories for young children where the numbers are trying to match up their meaning. Theyâre wandering the world like children are, like we all are for our whole life, weâre trying to figure out what weâre here for and what weâre up to.
So I have the numbers doing that and making it fun and engaging.
They have to see that it is relevant to their world. And if they see that, theyâre off and running very fast. Textbooks and worksheets are too often just abstract.
You do need repetition but if you put units on them and if you count the wheels they you can say are they all the same kind of wheels?
So you get into sorting and counting by putting them together in groups. Then the arithmetic makes sense to the things they are interested in and off they go.
Vicki: Well, we got some great advice from Dr. Rebecca Klemm, the Numbers Lady, about how to make numbers come alive in our classroom. And you know what, it relates to every subject we teach. Because itâs all about helping things relate to a studentâs world, so that it means something. And that my friends is remarkable!
Bio as submitted
Dr. Rebecca Klemm, also known as The Numbers Lady, is an accomplished mathematician, statistician, world traveler, and teacher. Since receiving her Ph.D. in Statistics, she has specialized in explaining mathematical concepts via everyday language.
After running her own research firm for many years, she founded NumbersAlive! (http://ift.tt/2hVRotf) to share her love of numbers with kids. Dr. Klemm has received numerous awards for her NumbersAlive!Âź apps, books, puzzles, and games which make math meaningful for all ages.
Blog: http://ift.tt/2hVRotf
Twitter: https://twitter.com/numbersalive
Disclosure of Material Connection: This is a âsponsored podcast episode.â The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commissionâs 16 CFR, Part 255: âGuides Concerning the Use of Endorsements and Testimonials in Advertising.) This company has no impact on the editorial content of the show.
The post 5 Ways to Help Numbers Come Alive appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!
5 Ways to Help Numbers Come Alive published first on http://ift.tt/2jn9f0m
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5 Ways to Help Numbers Come Alive
Dr. Rebecca Klemm on episode 175 of the 10-Minute Teacher Podcast
From the Cool Cat Teacher Blog by Vicki Davis
Follow @coolcatteacher on Twitter
Dr. Rebecca Klemm @numbersalive shares how to help numbers come alive for all ages. From toddler to teenager to Ph.D., Rebecca informs us about the building blocks that build math success.
Todayâs Sponsor: GradeCam lets you create assessments with formats including multiple choice, true/false, number grids, rubrics, and even handwritten numeric answers that can be read and scored by Aita â Gradecamâs Artificial Intelligence Teaching Assistant.Score assessments, generate reports, and transfer grades automatically. Work smarter instead of harder. Sign up for your 60-day free trial at http://ift.tt/2gzEf8G
Listen Now
Listen to the show on iTunes or Stitcher
Stream by clicking here.
Below is an enhanced transcript, modified for your reading pleasure. All comments in the shaded green box are my own. For guests and hyperlinks to resources, scroll down.
***
Enhanced Transcript
5 Ways to Help Numbers Come Alive
Shownotes: http://ift.tt/2hWxr5D
Vicki: So today we are talking with Dr. Rebecca Klemm, the âNumbers Ladyâ about five ways to help numbers come alive in our math classroom. So Rebecca, whatâs our first way to help numbers come alive?
Tip #1: Notice numbers and shapes everywhere with students
Rebecca: First of all, math is everywhere and I like to use the numbers to tell the story of where they are in either shape, quantity, order, or name. So, you just look around the classroom.
And one of the things I love to use, cause you probably have windows or if you donât something elseâŠjust look around and find where the numbers are and let the kids pick them out and maybe make a book of it.
So some of them will find shapes. If theyâre looking for five, theyâre gonna find a pentagon somewhere. If youâre looking at windows you get to decide what is a window, and thatâs a really good place sometimes to do multiplication. Because you see them in pairs and you have the horizontal and vertical.
But use that for a great introduction a lot of time in could be whatever size windows you have and you decide what a window is. Or you look at the colors of the shoes, you look at whatever is around the classroom and relate geometry, order, name, and quantity in all the different ways that we encounter numbers.
Pick up the clock, look at the calendar for seven days of the week, or if they figure it out. And let them make a little list and book of the things they find. They can draw them or you take pictures. And itâs a great homework. I like that kind of homework where you go home and you do the same activity with the people you live with. So you look around your environment, take pictures or draw examples of what you see and bring them back. You see that theyâre everywhere in all those varieties.
Math Tip #1: Look for Math in the Classroom Russian Classroom windows â Wikimedia Commons
Vicki: That is so important because of we want kids to relate math to the real world. Rebecca, whatâs our second?
Tip #2: Combine Geometry and Arithmetic
Rebecca: The second is combine geometry with arithmetic. So often, we teach shapes with colors, Iâve seen everywhere on all kinds of posters and books.
And then thereâs counting.
No, the counting and geometry should go together, and thatâs one of the things that I put together in my Number Linx puzzle. That, in fact, teaches them together.
Using simple language: points instead of âverticesâ
So you count the points or sometimes people like to call them vertices. But Iâm a Ph.D. mathematician and I like to keep the language simple for learners. But let them count with the shapes that actually relate geometrically to the counting of the size or points.
I use a heart for two because it comes into a point at the top and at the bottom.
Math Tip #2: Combine Math and Geometry
Heart â Wikimedia Commons
I use a teardrop for one point and an oval for zero. So I like to relate geometry with counting rather than separately as it typically is done.
Vicki: And you know so many times kids will take algebra and then they go into geometry and they just feel like itâs two separate things. And really they are connected.
Rebecca: Very much so. And in fact, they were developed together.
Geometry is not proofs
And Geometry by the way, because I taught everything from elementary through Ph.D.
Geometry is not proofs. The Greeks did it as proofs because they didnât have Algebra yet. Their language was beauty, their language was Geometry, there was no zero at the time. So the history concept is really an important part of what I do in teaching teachers about what math is. Itâs rarely part of the curriculum for getting people ready to teach that subject.
Vicki: Whatâs our third?.
Tip #3: Use Units when youâre counting
Rebecca: Third is, use units when you are counting. Two plus three equals five, well letâs make it two dolls plus three dolls, letâs make it three socks plus four socks, make it something thatâs relatable, leave the abstraction for later. And in fact, it brings the idea in also of sorting by color and size and shape.
So if itâs one of your shoes that may be different from one of my shoes.
So you can say, âOh, this is a tennis shoe versus a different kind of shoe. But make them have units and it becomes real.
Vicki: That is excellent advice. Now, what grade level does abstraction come in?
When students can start understanding abstract numbers
Rebecca: Well, I think you can bring it in as youâre starting to get into second grade, third grade. Once they see the pattern of them. Once students begin to realize, and it depends on how sophisticated the students are. Some of them can at a later date, but if you actually start with units and theyâve had a strong pre-school and itâs all about units thatâs fine. They may even need to start with the units for sure when they are in first grade.
But as they evolve after that and theyâve got the concept that youâre only adding when theyâre same things. So what is it youâre trying to add, and it goes back to the windows.
What is a window? Before you add the windows, count how many windows there are, you need to decide what a window is. Is it one of the panes or is it the complete entire piece?
Vicki: And keeping it the same and understanding those units can even set us up for Algebra. Because weâre going to have those variables. I love how youâre building these building blocks, I think with the end in mind, arenât you?
Rebecca: Yes, very much so. Because I am looking at what youâre going to be doing for math lifelong.
And getting you ready for creating new math things because the math we teach is not necessarily the math weâre going to need in the future.
Itâs an evolving subject, itâs not static.
And I think thatâs one of the things people donât realize about math. It has evolved over the centuries and it is still evolving.
And one of the fun things I have there is that out of my creating a puzzle for young children goes into adults and now is a new conjecture in Geometry. Itâs a new idea, that came out of trying to think about putting Geometry and Arithmetic together. I just wanted to put them together, I didnât realize as I started making that in fact, it evolved into a new conjecture.
So that is a very interesting lesson for children to do. And to see that there are new ideas in math all the time.
Vicki: So what is our fourth idea?
Tip #4: Put subjects in the learnerâs world
Rebecca: Put the subjects in the learnersâ world. If they like to make clothes, Iâve had a middle school Algebra teacher say, âMy children just donât like the subjectâ. I said, âYou need to make it related to their worldâ.
So you say all the girls want to do is sew clothes and decorate their lockers. I said Fabulous! Think about all the math that is in there and the measurement. Everybody measures and everybody does arithmetic and some geometry in their entire life. And he said, but I donât know anything about that. I said, Donât worry.
Theyâll teach you about whatâs interesting to them, then you work with them on where the math is relevant to their interests. It flips it, donât teach the stuff and then youâll apply it. I did this when I taught university. What are you interested in as your subject. And letâs figure out what arithmetic, math, calculus, it didnât matter what part of math it was, thatâs relevant for your area of interest.
Vicki: Make it relatable. Okay, whatâs our fifth?
Tip #5: Donât tell learners they canât do something
Rebecca: And the fifth is donât tell learners they canât do something. I have an article that went out this March that is the story of a little boy whose teacher told them you canât subtract three from two. Itâs called from Toy Trucks to Trade because it turns into a teaching lesson. I asked him what do you think it would mean?
And he talked about how he has three trucks and his other friend had two. They get together, they have five trucks, notice the units are their trucks. But he wanted to borrow his three trucks and leave him two â he owes me a truck. And I said, âthatâs precisely where it came from.â So itâs a teachable moment, ask them why they have a question, and not tell them it canât be done. I know we all as teachers have good days and bad days but let them ask and tell you what they think it means. And then you can mentor them from that.
How to be an amazing math teacher
Vicki: So Rebecca as we finish up, could you give us a thirty-secondpep talkk for math teachers about how to be amazing math teachers?
Rebecca: Well, I think the first thing is really â work with the children, learners of all ages. Cause Iâve done university and PhD students also, itâs the same.
I put it stories for young children where the numbers are trying to match up their meaning. Theyâre wandering the world like children are, like we all are for our whole life, weâre trying to figure out what weâre here for and what weâre up to.
So I have the numbers doing that and making it fun and engaging.
They have to see that it is relevant to their world. And if they see that, theyâre off and running very fast. Textbooks and worksheets are too often just abstract.
You do need repetition but if you put units on them and if you count the wheels they you can say are they all the same kind of wheels?
So you get into sorting and counting by putting them together in groups. Then the arithmetic makes sense to the things they are interested in and off they go.
Vicki: Well, we got some great advice from Dr. Rebecca Klemm, the Numbers Lady, about how to make numbers come alive in our classroom. And you know what, it relates to every subject we teach. Because itâs all about helping things relate to a studentâs world, so that it means something. And that my friends is remarkable!
Bio as submitted
Dr. Rebecca Klemm, also known as The Numbers Lady, is an accomplished mathematician, statistician, world traveler, and teacher. Since receiving her Ph.D. in Statistics, she has specialized in explaining mathematical concepts via everyday language.
After running her own research firm for many years, she founded NumbersAlive! (http://ift.tt/2hVRotf) to share her love of numbers with kids. Dr. Klemm has received numerous awards for her NumbersAlive!Âź apps, books, puzzles, and games which make math meaningful for all ages.
Blog: http://ift.tt/2hVRotf
Twitter: https://twitter.com/numbersalive
Disclosure of Material Connection: This is a âsponsored podcast episode.â The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commissionâs 16 CFR, Part 255: âGuides Concerning the Use of Endorsements and Testimonials in Advertising.) This company has no impact on the editorial content of the show.
The post 5 Ways to Help Numbers Come Alive appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!
5 Ways to Help Numbers Come Alive published first on http://ift.tt/2xx6Oyq
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5 Ways to Help Numbers Come Alive
Dr. Rebecca Klemm on episode 175 of the 10-Minute Teacher Podcast
From the Cool Cat Teacher Blog by Vicki Davis
Follow @coolcatteacher on Twitter
Dr. Rebecca Klemm @numbersalive shares how to help numbers come alive for all ages. From toddler to teenager to Ph.D., Rebecca informs us about the building blocks that build math success.
Todayâs Sponsor: GradeCam lets you create assessments with formats including multiple choice, true/false, number grids, rubrics, and even handwritten numeric answers that can be read and scored by Aita â Gradecamâs Artificial Intelligence Teaching Assistant.Score assessments, generate reports, and transfer grades automatically. Work smarter instead of harder. Sign up for your 60-day free trial at gradecam.com/coolcatteacher
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Below is an enhanced transcript, modified for your reading pleasure. All comments in the shaded green box are my own. For guests and hyperlinks to resources, scroll down.
***
Enhanced Transcript
5 Ways to Help Numbers Come Alive
Shownotes: www.coolcatteacher.com/e175
Vicki: So today we are talking with Dr. Rebecca Klemm, the âNumbers Ladyâ about five ways to help numbers come alive in our math classroom. So Rebecca, whatâs our first way to help numbers come alive?
Tip #1: Notice numbers and shapes everywhere with students
Rebecca: First of all, math is everywhere and I like to use the numbers to tell the story of where they are in either shape, quantity, order, or name. So, you just look around the classroom.
And one of the things I love to use, cause you probably have windows or if you donât something elseâŠjust look around and find where the numbers are and let the kids pick them out and maybe make a book of it.
So some of them will find shapes. If theyâre looking for five, theyâre gonna find a pentagon somewhere. If youâre looking at windows you get to decide what is a window, and thatâs a really good place sometimes to do multiplication. Because you see them in pairs and you have the horizontal and vertical.
But use that for a great introduction a lot of time in could be whatever size windows you have and you decide what a window is. Or you look at the colors of the shoes, you look at whatever is around the classroom and relate geometry, order, name, and quantity in all the different ways that we encounter numbers.
Pick up the clock, look at the calendar for seven days of the week, or if they figure it out. And let them make a little list and book of the things they find. They can draw them or you take pictures. And itâs a great homework. I like that kind of homework where you go home and you do the same activity with the people you live with. So you look around your environment, take pictures or draw examples of what you see and bring them back. You see that theyâre everywhere in all those varieties.
Math Tip #1: Look for Math in the Classroom Russian Classroom windows â Wikimedia Commons
Vicki: That is so important because of we want kids to relate math to the real world. Rebecca, whatâs our second?
Tip #2: Combine Geometry and Arithmetic
Rebecca: The second is combine geometry with arithmetic. So often, we teach shapes with colors, Iâve seen everywhere on all kinds of posters and books.
And then thereâs counting.
No, the counting and geometry should go together, and thatâs one of the things that I put together in my Number Linx puzzle. That, in fact, teaches them together.
Using simple language: points instead of âverticesâ
So you count the points or sometimes people like to call them vertices. But Iâm a Ph.D. mathematician and I like to keep the language simple for learners. But let them count with the shapes that actually relate geometrically to the counting of the size or points.
I use a heart for two because it comes into a point at the top and at the bottom.
Math Tip #2: Combine Math and Geometry
Heart â Wikimedia Commons
I use a teardrop for one point and an oval for zero. So I like to relate geometry with counting rather than separately as it typically is done.
Vicki: And you know so many times kids will take algebra and then they go into geometry and they just feel like itâs two separate things. And really they are connected.
Rebecca: Very much so. And in fact, they were developed together.
Geometry is not proofs
And Geometry by the way, because I taught everything from elementary through Ph.D.
Geometry is not proofs. The Greeks did it as proofs because they didnât have Algebra yet. Their language was beauty, their language was Geometry, there was no zero at the time. So the history concept is really an important part of what I do in teaching teachers about what math is. Itâs rarely part of the curriculum for getting people ready to teach that subject.
Vicki: Whatâs our third?.
Tip #3: Use Units when youâre counting
Rebecca: Third is, use units when you are counting. Two plus three equals five, well letâs make it two dolls plus three dolls, letâs make it three socks plus four socks, make it something thatâs relatable, leave the abstraction for later. And in fact, it brings the idea in also of sorting by color and size and shape.
So if itâs one of your shoes that may be different from one of my shoes.
So you can say, âOh, this is a tennis shoe versus a different kind of shoe. But make them have units and it becomes real.
Vicki: That is excellent advice. Now, what grade level does abstraction come in?
When students can start understanding abstract numbers
Rebecca: Well, I think you can bring it in as youâre starting to get into second grade, third grade. Once they see the pattern of them. Once students begin to realize, and it depends on how sophisticated the students are. Some of them can at a later date, but if you actually start with units and theyâve had a strong pre-school and itâs all about units thatâs fine. They may even need to start with the units for sure when they are in first grade.
But as they evolve after that and theyâve got the concept that youâre only adding when theyâre same things. So what is it youâre trying to add, and it goes back to the windows.
What is a window? Before you add the windows, count how many windows there are, you need to decide what a window is. Is it one of the panes or is it the complete entire piece?
Vicki: And keeping it the same and understanding those units can even set us up for Algebra. Because weâre going to have those variables. I love how youâre building these building blocks, I think with the end in mind, arenât you?
Rebecca: Yes, very much so. Because I am looking at what youâre going to be doing for math lifelong.
And getting you ready for creating new math things because the math we teach is not necessarily the math weâre going to need in the future.
Itâs an evolving subject, itâs not static.
And I think thatâs one of the things people donât realize about math. It has evolved over the centuries and it is still evolving.
And one of the fun things I have there is that out of my creating a puzzle for young children goes into adults and now is a new conjecture in Geometry. Itâs a new idea, that came out of trying to think about putting Geometry and Arithmetic together. I just wanted to put them together, I didnât realize as I started making that in fact, it evolved into a new conjecture.
So that is a very interesting lesson for children to do. And to see that there are new ideas in math all the time.
Vicki: So what is our fourth idea?
Tip #4: Put subjects in the learnerâs world
Rebecca: Put the subjects in the learnersâ world. If they like to make clothes, Iâve had a middle school Algebra teacher say, âMy children just donât like the subjectâ. I said, âYou need to make it related to their worldâ.
So you say all the girls want to do is sew clothes and decorate their lockers. I said Fabulous! Think about all the math that is in there and the measurement. Everybody measures and everybody does arithmetic and some geometry in their entire life. And he said, but I donât know anything about that. I said, Donât worry.
Theyâll teach you about whatâs interesting to them, then you work with them on where the math is relevant to their interests. It flips it, donât teach the stuff and then youâll apply it. I did this when I taught university. What are you interested in as your subject. And letâs figure out what arithmetic, math, calculus, it didnât matter what part of math it was, thatâs relevant for your area of interest.
Vicki: Make it relatable. Okay, whatâs our fifth?
Tip #5: Donât tell learners they canât do something
Rebecca: And the fifth is donât tell learners they canât do something. I have an article that went out this March that is the story of a little boy whose teacher told them you canât subtract three from two. Itâs called from Toy Trucks to Trade because it turns into a teaching lesson. I asked him what do you think it would mean?
And he talked about how he has three trucks and his other friend had two. They get together, they have five trucks, notice the units are their trucks. But he wanted to borrow his three trucks and leave him two â he owes me a truck. And I said, âthatâs precisely where it came from.â So itâs a teachable moment, ask them why they have a question, and not tell them it canât be done. I know we all as teachers have good days and bad days but let them ask and tell you what they think it means. And then you can mentor them from that.
How to be an amazing math teacher
Vicki: So Rebecca as we finish up, could you give us a thirty-secondpep talkk for math teachers about how to be amazing math teachers?
Rebecca: Well, I think the first thing is really â work with the children, learners of all ages. Cause Iâve done university and PhD students also, itâs the same.
I put it stories for young children where the numbers are trying to match up their meaning. Theyâre wandering the world like children are, like we all are for our whole life, weâre trying to figure out what weâre here for and what weâre up to.
So I have the numbers doing that and making it fun and engaging.
They have to see that it is relevant to their world. And if they see that, theyâre off and running very fast. Textbooks and worksheets are too often just abstract.
You do need repetition but if you put units on them and if you count the wheels they you can say are they all the same kind of wheels?
So you get into sorting and counting by putting them together in groups. Then the arithmetic makes sense to the things they are interested in and off they go.
Vicki: Well, we got some great advice from Dr. Rebecca Klemm, the Numbers Lady, about how to make numbers come alive in our classroom. And you know what, it relates to every subject we teach. Because itâs all about helping things relate to a studentâs world, so that it means something. And that my friends is remarkable!
Bio as submitted
Dr. Rebecca Klemm, also known as The Numbers Lady, is an accomplished mathematician, statistician, world traveler, and teacher. Since receiving her Ph.D. in Statistics, she has specialized in explaining mathematical concepts via everyday language.
After running her own research firm for many years, she founded NumbersAlive! (http://www.numbersalive.org) to share her love of numbers with kids. Dr. Klemm has received numerous awards for her NumbersAlive!Âź apps, books, puzzles, and games which make math meaningful for all ages.
Blog: http://www.numbersalive.org/
Twitter: https://twitter.com/numbersalive
Disclosure of Material Connection: This is a âsponsored podcast episode.â The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commissionâs 16 CFR, Part 255: âGuides Concerning the Use of Endorsements and Testimonials in Advertising.) This company has no impact on the editorial content of the show.
The post 5 Ways to Help Numbers Come Alive appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!
from Cool Cat Teacher BlogCool Cat Teacher Blog http://www.coolcatteacher.com/e175/
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History is made! For the first time, three women, the Iron Dames, took turns behind the wheel of a Ferrari 488 GTE to vie for a top spot alongside 61 other cars in Franceâs most famous endurance race: the 24 Hours of Le Mans. This is a rare occurrence in the world of motor racing, and one that the brand is supporting through its partnership with Kessel Racing. To mark the occasion, the teamâs drivers wore the Hublot Big Bang Unico 42 mm White unisex calibre HUB1280. Also partnering Ferrari, Hublot saw its colours sported by four cars in total as they graced the starting grids of the famous Le Mans track this weekend.
Hublot Iron Dames
Since its first edition in 1923, only 21 teams out of 4237 have been all-female, totalling just 0.5% of participants. Not enough is done to showcase female drivers. Despite this, they continue to push boundaries, both mechanical and physical, ensuring every last tenth of a second counts. Daring, passion, precision⊠these values drive both them and us. If Hublot can help to shine the spotlight on them⊠then why not aim for the highest accolade, the podium? â Ricardo Guadalupe, CEO of HUBLOT
Hublot Iron Dames
Only the 22nd all female team ever, the Iron Dames were led by Deborah Mayer, with co-drivers Manuela Gostner (Italy), Rahel Frey (Switzerland) and Michelle Gatting (Denmark). These incredible women had already raced together, at the Gulf 12 Hours in Abu Dhabi last December, where they finished sixth in the overall classification, and second in their category!
Hublot & Iron Dames & Kessel
Through its partnership with Kessel Racing, the manufacture also supported Iron Lynx, a team that included Claudio Schiavoni, Sergio Pianezzola, and Andrea Piccini. In timeless white, the symbol of unity and harmony, the Big Bang Unico 42 White worn by these women is a stark contrast to the powerful Ferrari red of the Hublot Big Bang Ferrari Red Ceramic that the menâs team wore. A 45 mm carbon case houses the UNICO HUB1241 manufacture movement.
Hublot Iron Dames
The helmets, suits and cars of the four sponsored teams featured full Hublot branding.
Hublot passes on its congratulations to the drivers of Ferrari #51 (Pier Guidi, Calado and Serra) and AF Corse for their victory in the LMGTE PRO category at the 24 Hours of Le Mans.
HUBLOT
Founded in Switzerland in 1980, HUBLOT is defined by its innovative concept, which began with the highly original combination of gold and rubber. This âArt of Fusionâ stems from the imagination of its visionary Chairman, Jean-Claude Biver, and has been driven forward by CEO Ricardo Guadalupe since 2012.
The release of the iconic, multi-award-winning Big Bang in 2005 paved the way for new flagship collections (Classic Fusion, Spirit of Big Bang), with complications ranging from the simple to the highly sophisticated, establishing the extraordinary DNA of the Swiss watchmaking house and ensuring its impressive growth.
Keen to preserve its traditional and cutting-edge expertise, and guided by its philosophy to âBe First, Different and Uniqueâ, the Swiss watchmaker is consistently ahead of the curve, through its innovations in materials (scratch-resistant Magic Gold, ceramics in vibrant colours, sapphire), and the creation of Manufacture movements (Unico, Meca-10, Tourbillon).
Ricardo Guadalupe
HUBLOT is fully committed to creating a Haute Horlogerie brand with a visionary future: a future which is fused with the key events and brands of our times (FIFA World CupTM, UEFA Champions LeagueTM, UEFA EUROTM and Ferrari) and the finest ambassadors our era has to offer (Kylian Mbappé, Usain Bolt, Pelé).
Discover the HUBLOT universe at our network of boutiques located in key cities across the globe: Geneva, Paris, London, New York, Hong Kong, Dubai, Tokyo, Singapore, and at HUBLOT.com
Iron Lynx & Hublot & Kessel
KESSEL RACING
Born to drive, Loris Kesselâs passion is still at the heart of the groupâs activities. The soul of the Swiss driver lives on in our racing division, Kessel Racing. Kessel Racing has participated in Ferrari GT and Ferrari Challenge races since its inception. In addition to its involvement in motor racing competitions, the Kessel Group also has a classic car division and a dealership selling four different makes (Ferrari, Maserati, Bentley, Pagani).
Iron Dames
IRON DAMES
Iron Dames is a project headed by Deborah Mayer and officially backed by the FIA WIMC (Women in Motorsport Commission). The Iron Dames brand was specially conceived to combine passion, femininity and innovation. Fans can follow the fortunes of the Iron Dames on social media: Instagram (@iron.dames), Facebook (Iron Dames).
Iron Linx
IRON LYNX
Iron Lynx introduces itself on the international motoring scene. Based in Cesena (Italy), it offers the broadest range of services focused on the driver and the automotive product: Racing and Driving Academy, Exclusive Events and Incentive Agency, Gentleman Drivers Club, a garage for storage, maintenance and management of top-level cars, Testing & Support for automotive product development. Thanks to an obsessive attention to detail and in-depth knowledge of this extraordinary sector, it is able to guide promising young and gentlemen drivers towards optimal performance; specialised support for motorsport professionals; specific advice for automotive players; services tailored to specific needs.
Hublot & Iron Dames & Iron Lynx & Kessel
Hublot Big Bang Unico White Ceramic Technical Specifications
REFERENCE 441.HX.1170.RX
Hublot Big Bang Unico White Ceramic Ref. 441.HX.1170.RX
CASE
White microblasted and polished ceramic
Diameter: 42 mm
Thickness: 14.50 mm
Water resistance: 10 ATM (100 m)
CASE BACK
White microblasted ceramic
BEZEL
White microblasted and polished ceramic
6 H-shaped titanium screws
DIAL & HANDS
Matt black skeleton
MOVEMENT
UNICO HUB1280: Self-winding flyback chronograph manufacture movement with column wheel on the dial side
Frequency: 4 Hz (28,800 Vib/h)
Power reserve: 72 Hours
No. of components: 354
Jewels: 43
STRAP & BUCKLE
Black and white lined and structured rubber strap
White ceramic and black-plated titanium deployant buckle
PRICE
17,900 CHF
18,600 EUR
18,800 USD
15,600 GBP
Hublot Big Bang Ferrari Red Ceramic Technical Specification
REFERENCE 402.QF.0110.WR Limited edition of 500 pieces
CASE
Hublot Big Bang Ferrari Red Ceramic Ref. 402.QF.0110.WR
Unidirectional carbon fibre
Diameter: 45 mm
Thickness: 16.70 mm
Water resistance: 10 ATM (100 m)
CASE BACK
Black-plated titanium and sapphire crystal
BEZEL
Polished red ceramic
6 H-shaped black-plated titanium screws
DIAL & HANDS
Sapphire crystal
MOVEMENT
UNICO HUB1241: Self-winding flyback chronograph proprietary movement with column wheel on the dial side
Frequency: 4 Hz (28,800 Vib/h)
Power reserve: 72 Hours
No. of components: 330
Jewels: 38
STRAP & BUCKLE
Black rubber and alcantara straps
Additional black rubber and Schedoni leather straps with embossed decor included
Black ceramic and black-plated titanium deployant buckle
PRICE
27,900 CHF
29,000 EUR
29,400 USD
24,300 GBP
For more information, please visit the Hublot Watches Website.
Hublot Iron Dames
Hublot Iron Dames
Ricardo Guadalupe
Hublot Iron Linx
Iron Lynx & Hublot & Kessel
Hublot Iron Dames
Hublot Iron Dames
Iron Dames
Hublot & Iron Dames & Kessel
Hublot Iron Dames
Hublot & Iron Dames & Iron Lynx & Kessel
Hublot Big Bang Ferrari Red Ceramic Ref. 402.QF.0110.WR
Hublot sponsors the Iron Dames History is made! For the first time, three women, the Iron Dames, took turns behind the wheel of a Ferrari 488 GTE to vie for a top spot alongside 61 other cars in France's most famous endurance race: the 24 Hours of Le Mans.
#hublot#hublot big bang#Hublot Big Bang Ferrari Red Ceramic#Hublot Big Bang Unico White Ceramic#Iron Dame#Iron Lynx#Kessel racing#lifestyle#news#Press release
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SPRINGFIELD â Smith & Wesson Corp. announced it has contributed more than $32,000 to the Pioneer Valley USO. Proceeds raised from the companyâs annual game dinner have benefited the Pioneer Valley USO and its programs supporting American military personnel and their families for more than a decade. Armed-forces members and families access the USO for social, recreational, educational, and entertainment programs and services.
âWe always appreciate the tremendous support this event receives,â said David Mendoza, Pioneer Valley USO board president. âWe are honored to be the recipient of the funds raised from the annual Smith & Wesson game dinner. This event is a wonderful opportunity for the USO to raise awareness of our presence in the Pioneer Valley and provide needed support to our military personnel and their families in Western Massachusetts.â
At the annual event, Smith & Wesson game dinner attendees enjoy a variety of wild game dishes prepared by a team of dedicated volunteers. One of the most popular events of its kind, the dinner hosts nearly 500 guests, and this year featured menu items including pheasant, elk, bear, boar, moose, and venison. Led by Chef Norm Boucher from Chicopee Comprehensive High Schoolâs culinary department, volunteers created dishes like antelope meatballs marinara, southern-style pulled boar, pot roast of Maine black bear, and wild bird pot pie. In addition to the food-preparation team, Smith & Wesson volunteers donated more than 500 personal hours to make the event a success. The game meat was donated by hunters affiliated with Smith & Wesson, Foggy Mountain Guide Service, and Linx Wildlife Management, among others. This yearâs event included a limited number of sponsorships, giving local businesses the opportunity to show their support. Big-game sponsor Thorn Industries of Three Rivers, as well as other area businesses, provided additional support for the USO.
âIt is always wonderful to see such a dedicated team of volunteers come together for this event year after year,â said Mark Smith, president of Smith & Wessonâs Manufacturing Services Division. âWe want to thank our volunteers and generous contributors who support this event and the Pioneer Valley USO, which offers critical aid to American service personnel and their families.â
The post Smith & Wesson Donates Proceeds from Game Dinner to Pioneer Valley USO appeared first on BusinessWest.
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https://soundcloud.com/sponsored-linx/adwords-management-service-sponsored-linx
#google adwords#ppc#sem#paid ads#google ads agency#paid ads management#google ads experts#google ads consultants#google ads for small business#ads management services#sponsored linx
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5 Ways to Help Numbers Come Alive
Dr. Rebecca Klemm on episode 175 of the 10-Minute Teacher Podcast
From the Cool Cat Teacher Blog by Vicki Davis
Follow @coolcatteacher on Twitter
Dr. Rebecca Klemm @numbersalive shares how to help numbers come alive for all ages. From toddler to teenager to Ph.D., Rebecca informs us about the building blocks that build math success.
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Below is an enhanced transcript, modified for your reading pleasure. All comments in the shaded green box are my own. For guests and hyperlinks to resources, scroll down.
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Enhanced Transcript
5 Ways to Help Numbers Come Alive
Shownotes: http://ift.tt/2hWxr5D
Vicki: So today we are talking with Dr. Rebecca Klemm, the âNumbers Ladyâ about five ways to help numbers come alive in our math classroom. So Rebecca, whatâs our first way to help numbers come alive?
Tip #1: Notice numbers and shapes everywhere with students
Rebecca: First of all, math is everywhere and I like to use the numbers to tell the story of where they are in either shape, quantity, order, or name. So, you just look around the classroom.
And one of the things I love to use, cause you probably have windows or if you donât something elseâŠjust look around and find where the numbers are and let the kids pick them out and maybe make a book of it.
So some of them will find shapes. If theyâre looking for five, theyâre gonna find a pentagon somewhere. If youâre looking at windows you get to decide what is a window, and thatâs a really good place sometimes to do multiplication. Because you see them in pairs and you have the horizontal and vertical.
But use that for a great introduction a lot of time in could be whatever size windows you have and you decide what a window is. Or you look at the colors of the shoes, you look at whatever is around the classroom and relate geometry, order, name, and quantity in all the different ways that we encounter numbers.
Pick up the clock, look at the calendar for seven days of the week, or if they figure it out. And let them make a little list and book of the things they find. They can draw them or you take pictures. And itâs a great homework. I like that kind of homework where you go home and you do the same activity with the people you live with. So you look around your environment, take pictures or draw examples of what you see and bring them back. You see that theyâre everywhere in all those varieties.
Math Tip #1: Look for Math in the Classroom Russian Classroom windows â Wikimedia Commons
Vicki: That is so important because of we want kids to relate math to the real world. Rebecca, whatâs our second?
Tip #2: Combine Geometry and Arithmetic
Rebecca: The second is combine geometry with arithmetic. So often, we teach shapes with colors, Iâve seen everywhere on all kinds of posters and books.
And then thereâs counting.
No, the counting and geometry should go together, and thatâs one of the things that I put together in my Number Linx puzzle. That, in fact, teaches them together.
Using simple language: points instead of âverticesâ
So you count the points or sometimes people like to call them vertices. But Iâm a Ph.D. mathematician and I like to keep the language simple for learners. But let them count with the shapes that actually relate geometrically to the counting of the size or points.
I use a heart for two because it comes into a point at the top and at the bottom.
Math Tip #2: Combine Math and Geometry
Heart â Wikimedia Commons
I use a teardrop for one point and an oval for zero. So I like to relate geometry with counting rather than separately as it typically is done.
Vicki: And you know so many times kids will take algebra and then they go into geometry and they just feel like itâs two separate things. And really they are connected.
Rebecca: Very much so. And in fact, they were developed together.
Geometry is not proofs
And Geometry by the way, because I taught everything from elementary through Ph.D.
Geometry is not proofs. The Greeks did it as proofs because they didnât have Algebra yet. Their language was beauty, their language was Geometry, there was no zero at the time. So the history concept is really an important part of what I do in teaching teachers about what math is. Itâs rarely part of the curriculum for getting people ready to teach that subject.
Vicki: Whatâs our third?.
Tip #3: Use Units when youâre counting
Rebecca: Third is, use units when you are counting. Two plus three equals five, well letâs make it two dolls plus three dolls, letâs make it three socks plus four socks, make it something thatâs relatable, leave the abstraction for later. And in fact, it brings the idea in also of sorting by color and size and shape.
So if itâs one of your shoes that may be different from one of my shoes.
So you can say, âOh, this is a tennis shoe versus a different kind of shoe. But make them have units and it becomes real.
Vicki: That is excellent advice. Now, what grade level does abstraction come in?
When students can start understanding abstract numbers
Rebecca: Well, I think you can bring it in as youâre starting to get into second grade, third grade. Once they see the pattern of them. Once students begin to realize, and it depends on how sophisticated the students are. Some of them can at a later date, but if you actually start with units and theyâve had a strong pre-school and itâs all about units thatâs fine. They may even need to start with the units for sure when they are in first grade.
But as they evolve after that and theyâve got the concept that youâre only adding when theyâre same things. So what is it youâre trying to add, and it goes back to the windows.
What is a window? Before you add the windows, count how many windows there are, you need to decide what a window is. Is it one of the panes or is it the complete entire piece?
Vicki: And keeping it the same and understanding those units can even set us up for Algebra. Because weâre going to have those variables. I love how youâre building these building blocks, I think with the end in mind, arenât you?
Rebecca: Yes, very much so. Because I am looking at what youâre going to be doing for math lifelong.
And getting you ready for creating new math things because the math we teach is not necessarily the math weâre going to need in the future.
Itâs an evolving subject, itâs not static.
And I think thatâs one of the things people donât realize about math. It has evolved over the centuries and it is still evolving.
And one of the fun things I have there is that out of my creating a puzzle for young children goes into adults and now is a new conjecture in Geometry. Itâs a new idea, that came out of trying to think about putting Geometry and Arithmetic together. I just wanted to put them together, I didnât realize as I started making that in fact, it evolved into a new conjecture.
So that is a very interesting lesson for children to do. And to see that there are new ideas in math all the time.
Vicki: So what is our fourth idea?
Tip #4: Put subjects in the learnerâs world
Rebecca: Put the subjects in the learnersâ world. If they like to make clothes, Iâve had a middle school Algebra teacher say, âMy children just donât like the subjectâ. I said, âYou need to make it related to their worldâ.
So you say all the girls want to do is sew clothes and decorate their lockers. I said Fabulous! Think about all the math that is in there and the measurement. Everybody measures and everybody does arithmetic and some geometry in their entire life. And he said, but I donât know anything about that. I said, Donât worry.
Theyâll teach you about whatâs interesting to them, then you work with them on where the math is relevant to their interests. It flips it, donât teach the stuff and then youâll apply it. I did this when I taught university. What are you interested in as your subject. And letâs figure out what arithmetic, math, calculus, it didnât matter what part of math it was, thatâs relevant for your area of interest.
Vicki: Make it relatable. Okay, whatâs our fifth?
Tip #5: Donât tell learners they canât do something
Rebecca: And the fifth is donât tell learners they canât do something. I have an article that went out this March that is the story of a little boy whose teacher told them you canât subtract three from two. Itâs called from Toy Trucks to Trade because it turns into a teaching lesson. I asked him what do you think it would mean?
And he talked about how he has three trucks and his other friend had two. They get together, they have five trucks, notice the units are their trucks. But he wanted to borrow his three trucks and leave him two â he owes me a truck. And I said, âthatâs precisely where it came from.â So itâs a teachable moment, ask them why they have a question, and not tell them it canât be done. I know we all as teachers have good days and bad days but let them ask and tell you what they think it means. And then you can mentor them from that.
How to be an amazing math teacher
Vicki: So Rebecca as we finish up, could you give us a thirty-secondpep talkk for math teachers about how to be amazing math teachers?
Rebecca: Well, I think the first thing is really â work with the children, learners of all ages. Cause Iâve done university and PhD students also, itâs the same.
I put it stories for young children where the numbers are trying to match up their meaning. Theyâre wandering the world like children are, like we all are for our whole life, weâre trying to figure out what weâre here for and what weâre up to.
So I have the numbers doing that and making it fun and engaging.
They have to see that it is relevant to their world. And if they see that, theyâre off and running very fast. Textbooks and worksheets are too often just abstract.
You do need repetition but if you put units on them and if you count the wheels they you can say are they all the same kind of wheels?
So you get into sorting and counting by putting them together in groups. Then the arithmetic makes sense to the things they are interested in and off they go.
Vicki: Well, we got some great advice from Dr. Rebecca Klemm, the Numbers Lady, about how to make numbers come alive in our classroom. And you know what, it relates to every subject we teach. Because itâs all about helping things relate to a studentâs world, so that it means something. And that my friends is remarkable!
Bio as submitted
Dr. Rebecca Klemm, also known as The Numbers Lady, is an accomplished mathematician, statistician, world traveler, and teacher. Since receiving her Ph.D. in Statistics, she has specialized in explaining mathematical concepts via everyday language.
After running her own research firm for many years, she founded NumbersAlive! (http://ift.tt/2hVRotf) to share her love of numbers with kids. Dr. Klemm has received numerous awards for her NumbersAlive!Âź apps, books, puzzles, and games which make math meaningful for all ages.
Blog: http://ift.tt/2hVRotf
Twitter: https://twitter.com/numbersalive
Disclosure of Material Connection: This is a âsponsored podcast episode.â The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Regardless, I only recommend products or services I believe will be good for my readers and are from companies I can recommend. I am disclosing this in accordance with the Federal Trade Commissionâs 16 CFR, Part 255: âGuides Concerning the Use of Endorsements and Testimonials in Advertising.) This company has no impact on the editorial content of the show.
The post 5 Ways to Help Numbers Come Alive appeared first on Cool Cat Teacher Blog by Vicki Davis @coolcatteacher helping educators be excellent every day. Meow!
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