Introduction:

In an Algebra class, I gave the following two problems as an in-class assignment. We had just finished the material on solving equations and we had spent considerable time on what are called application problems. 573 more words

Introduction:

In an Algebra class, I gave the following two problems as an in-class assignment. We had just finished the material on solving equations and we had spent considerable time on what are called application problems. 573 more words

Introduction

As I was presenting a topic one day, a student said that what I was saying didn’t make any sense and could I please say it differently. 1,119 more words

Introduction

I like coincidences. Particularly when they provide learning opportunities for my students. We had just spent time learning about percent and percent increase and decrease. 873 more words

**Math Instruction**

- I love my
**guided math groups**. It allows for immediate differentiation. Students can still hear thinking from each other as a whole class during whole class introductory lessons and daily at closure time. 144 more words

Introduction

To do traditional subtraction one has to know the operation of “borrowing”. Most students can do it, but if there are double zeros (or multiple zeroes in either or both numbers), students find this troublesome. 723 more words

Introduction

After presenting percent and having students work many problems from the text, I decided to give them a set of problems from 1868. I did this for several reasons: first, I gave this as an in-class quiz in which I allowed the entire class to discuss strategies, compare answers, and work with others. 535 more words

Introduction.

In Hutton’s 1851 *A Course of Mathematics* he shows how the duodecimal system can be used to determine the area of a rectangular space where the dimensions are feet and inches. 1,024 more words