The Domino Effect

Mathalicious posted on Twitter a lesson involving real world math. He created a math lesson based on figuring out how much Domino's pizza charges for pizza. His objectives were for students to understand the ideas of slop and y-intercept within the context of Domino's pizza pricing, to write and graph a linear equation given two points on the line, and to understand what it means for a function to be linear (constant rate of change). The students were to use linear equations to find the base price (y-intercept) and cost per additional topping (slope).

Mathalicious takes the students to the actual Domino's website through a tutorial. He completes an order and then has the students compare the items from his order to answer the question. I think this is an excellent real world lesson. Kids love pizza and almost every kid has ordered pizza once in there life. So it becomes something that all the students can relate to, which in turn makes the lesson more interesting for them. It also draws their attention to look for little things like hidden fees and, depending on what you order, how to get the most for your money.

A Video from Ms. Cassidy's Class

Ms. Cassidy posted a video in her blog of her first grade class answering questions they were asked by a class of six and seven year olds from Dublin, Ireland.  The students answer cute questions about the school and about themselves. They then ask questions to the students in Dublin. Ms. Cassidy always uses technology in her classroom. These short, little videos are great ways for both groups of students to understand that everyone all across the world is different. I feel as though this is an important aspect to instill in children.

One thing I also took away from the video was the setup of Ms. Cassidy's classroom. I personally love the stationed classroom set up. After doing some observing in a preschool classroom, I think this is a great way for students to learn. The students are broken up into four groups of three and the students go to their stations. Some of the stations require students to practice their handwriting, their colors, their numbers, their shapes, etc. Some of the stations are more “real world”. For example, Ms. Janet sometimes has chef stations, waiter stations, news desk stations, fire fighter stations, police officer stations, etc. Some stations involve crafting and other things to stimulate creativity. Some stations allow the students to play with different educational apps on the iPad. In stations like handwriting, she has the ability to sit with each student and go over each letter with them. She pays very close attention to who goes into each group, focusing on their abilities and their interests. I feel it is a wonderful way for the students to get the most out of their day.

Food and Math

Joe Schwartz blogged this week about how he incorporated simple snacks into his math class. He used foods with simple shapes and asked his students to find the perimeter of them.

The students were first asked what units they would use to determine the perimeter of the graham cracker.

Schwartz revealed to them the measurements of two of the sides and then asked them to find the perimeter.

He used anglelegs to represent the sides of the cracker.

He then measured the anglelegs and revealed to the students the perimeter of the graham cracker.

The students were then asked to find the perimeter of the Wheat Thin.

Once they found the perimeter, they used it to compare it to other snacks.

The activity proved to be a great review and covered many topics including, perimeter, comparing, rectangles, measurements, and units. These fun activities are not only beneficial, but fun for the students.

Summer Learning Loss

The School Superintendents Association is collaborating with TenMarks, an Amazon company, to reverse the summer learning loss in math. Research has shown that students lose two to three months of math over the summer, so TenMarks Summer Math Program was created at no cost to students. They offer personalized learning for every students. "As school districts are making the transition to the new curriculum standards, this program will help students build their math skills over the summer break at their own pace and time". The program starts with an assessment to figure out where the student is at. They then set up a program that creates an individualized program for the student. The program will review concepts the students have gone over in the previous grade and introduction new concepts the student is expected to learn in the next grade.  TenMarks also offers reports that will be available to parents and school districts. This is a wonderful program that will be greatly beneficial to students.


www.webwire.com/ViewPressRel.asp?ald=186902#.U0ahZim9LCS

Ten Questions to Ask about a Math Problem

This week Joe Schwartz blogged about his fifth graders learning about order of operations and connecting the concept to solving number stories.

The students were given these number stories and asked to pick one.

They were then asked to pick one of these choices and change the story.

These are just two examples of what Schwartz's students came up with. He had volunteers share their new problems with the class, and the class was asked to hold up one, two, three, or four fingers to identify which way the story was changed. The students found the activity to be "creative", "imaginative", and "fun". As teachers, we all understand the importance of finding activities that are not only educational, but keep the students interest. Schwartz was able to have the students solve all of the different stories they had created.

Brain Chase

Mathalicious posted an article about Brain Chase, an online entertainment and education company based out of Austin. Brain Chase has announced a six week summer learning challenge and global treasure hunt for students in grades two to eight. Students must complete weekly learning challenges over the summer to unlock webisodes. These webisodes contain hidden clues to the location of the treasure, which is a $10,000 globe with gold plated continents. The weekly assignments focus on reading, math and writing, plus six bonus subjects. The assignments use sites like Khan Academy, myOn digital library, Google Sky, and the virtual Smithsonian. The first participant to complete the six week challenge and guess the location of the treasure within a two mile radius wins the $10,000 globe. The six week challenge is a great idea for students to not fall behind during the summer. According to the article, studies have shown students lose a month of math and reading ability during the summer. This challenge is a great way for students to stay motivated and educated throughout the summer.

http://finance.yahoo.com/news/brain-chase-announces-massive-6-131500045.html

Nings

Nings are online platforms that are created for people to make their own social networks. They create a community for educators to stay in contact with other educators and learn from one another. Classroom 2.0 is the ning I found most interesting. Classroom 2.0 has a forum section which I particularly like. Here educators are able to post questions they have, ideas they have used in their classrooms, and different tools and technology they use. One post I found interesting was by Karen Cameron titled "10 Engaging Activities for Students Who Finish Work Early". Karen remarks on how as a student herself, she would never had in work early for the fear of being "rewarded with more work". She presents us with ten activities for students who finish their work early.

1. Newspaper Blackout - Give the student any newspaper article and a sharpie and ask them to say something about themselves by blacking out the words.
2. Write a Six-Word Story - Using Hemingway as an inspiration, write a story in six words.
3. Read Whatever You Want - Allow the student to grab any book, comic, magazine, or newspaper to read.
4. Wikipedia - Allow student to pick an article about anything that interests them. Then ask them to find a link on the page to a different website where they learn something that they never knew about the topic.
5. Reviews - Have the student read a review about a movie, game, music or book they like and summarize it.
6. Another Middle School - Have the student look up the website of another middle school that they don't know about. Talk about what they learned from their website.
7. World News - Have the student use Google news to find a current world news event and summarize what they have learned.
8. Found Poem -Have the student find any webpage they want and create a poem from it.
9. Suggestion for Class - Ask the student to find a website, game, or online program they would like to seen used in the classroom.
10. Make a Timeline - Have the student create a timeline with at least 6 events starting from the time of their birth.

I think that Nings are a great way for educators to communicate with one another and share ideas. It is definitely a valuable tool for all educators, both new and old.


10 Engaging Activities for Student Who Finish Work Early

Math of Khan

Matholicious tweeted this week about the Math of Khan. Khan Academy has created "Math Missions" which are Common Core-aligned, adaptive math exercises. Khan created these new features to facilitate teachers in Common Core integration.

Math missions consist of interactive math problems that are aligned with the Common Core standard. Every problem has a step by step solution. When students first log into Khan Academy, they will be given a test to determine their level of skills in math. The levels range from kindergarten math to calculus. Once their level is decided, students must answer three to five exercises in a row correctly to gain energy points and helps them move closer to finishing a mission. When students finish missions, they are reported for parents, teachers, etc. The Common Core Map feature allows teachers to "assign material that is most appropriate for each student's needs without spending countless hours developing and grading different classroom and homework assignments," according to the Khan Academy's Manager of External Relations Charlotte Koeniger.

The Khan Academy has always helped students. This new feature introduces new concepts to students and allows them to practice. The incorporation of the Common Core Map is an excellent tool for teachers to use and it is definitely something that I will look further into.

Math of Khan

Stations

This week Joe Schwartz created a post about visiting Nicole Rocha's first grade class. In her classroom, the students are broken up into stations to work on their math skills. Stations in classrooms has been around for a while, but it takes a lot of work and patience to get it right, especially with young students. Nicole Rocha did a great job. She begins her math section everyday by having the students count the days they have been in school.

Rocha has her students add a straw to the pocket each day of school. Once there are ten straws in the ones place, the students remove them and place one in the tens. The same is done in the tens place to the hundreds place.

Rocha also has her students count the number of days in school by using coins. She then breaks her students up into what she calls "exploration" centers.

Rocha has the students place blocks into a number egg container. The students then close and shake the container up. When they open it, they are to added up the numbers where the blocks lye.

Another station used geoboards and rubber bands to create different types of triangles.

In this station, students used shaped blocks to create other shapes. They were then asked to write the numbers of blocks used to recreate the shape.

The final station consisted of students working in their workbook.

The Perfect Bracket

I am following Mathalicious on Twitter, where I found an interesting tweet about an article from the New York Times. This article is titled Mathematicians Are Hoping Their Calculations Add Up to the Perfect Bracket. According to this article, 50 mathematicians got together at the National Museum of Mathematics in Manhattan, where they used linear algebra and computer codes to predict the outcome of all 67 games of the NCAA men's basketball tournament. They estimated that the odds of picking every winner were one in nine quintillion. Tim Chartier, a math professor at Davidson College, gave a presentation of the mathematical models he uses for choosing winners. People were willing to pay as much as $100 to get in. Chartier has been developing his bracket program since 2009. Several of his students have finished in the 90th percentile of ESPN's annual contest and three students finished in the 96th to 99th percentiles. I found this article extremely interesting. With such absurd probability of every getting a perfect bracket, it is amazing how well Chartier and his students have done. I think it is great for him to pass along his methods and ideas with others.

http://www.nytimes.com/2014/03/16/sports/ncaabasketball/mathematicians-are-hoping-their-calculations-add-up-to-the-perfect-bracket.html?_r=0

Math and Basketball

With March Madness upon us, I found a post from Joe Schwartz's blog , Exit 10A, very interesting. The post is titled Factors, Primes, Composites, and some NBA action. Schwartz talks about how him and a colleague tried a game called Factor Captor earlier in the year with football. The students were given the New York Giants roster and then asked some questions.

Schwartz realized that with such a large roster and too many questions, this game did not work for all students. Only the ones he considered "high achievers" really understood the game.

So Schwartz decided to try this game with basketball, but with a twist. This was his game, "My idea was to play off the rules for "Factor Captor" and have the kids take each player's jersey number, find its factors, identify the number as prime or composite, and then add the factors together to come up with a "score" for that player.  The player with the highest score would be the team MVP.  Then all the scores would be added, giving the team one final, total team score.  Then we'd set up a tournament where you would match up against another team, and the team with the highest total score would win and advance."

The edit the game a little and change total score vs. total score to player vs. player. By doing this, the game became more strategic. One team may have more total points over all, but you could still win if you put your players against the correct players. Or so Schwartz thought..

Upon further evaluation, Schwartz and his colleague realized that the order did not matter. The only thing the order changed was the total points scored by each team, but the same team would each time by the same number of points. So Schwartz set up his own Eastern Conference vs. Western Conference All Stars game for the students to figure out that no matter the order, one team would always win by the same number of points.

Schwartz and his colleague created a great game that ended up turning into an even better game for their students. They were able to teach their students about factors, primes and composites while adding the fun of the NBA to it.

Flipped Classrooms

When looking at the flipped classroom from the perspective of a teacher, my first thought was it seems like a lot of work. The "Algebros" mentioned in one of Rosenberg's articles said it took them 40 to 60 hours to complete only one unit. You have to record all your lessons. You need to make individual assessments when taking the mastery approach. It can become very time consuming; however, it does have its positives. There would be less papers to grade at home because you are going over the work with your students in class. Once you record those lessons, you can use them over and over again for all different students. From a teacher's perspective, I feel as though it may be a lot of work and overwhelming in the beginning. But, I think it is worth it in the long run. Rosenberg mentions a teacher who taught the same material to two of his classes; however, he taught one how he normally would and he taught the other one flipped. She writes, "No student in the flipped class received a grade lower than a C+. The previous semester 13 percent had failed. This semester, none did. In the traditional classroom, there was no change in achievement." What educator wouldn't want to see all their student's excel?

When looking at the flipped classroom from the parent's perspective, the first thought might be confusion. Parents might feel like sending the student's home to learn a lesson leaves the "teaching" to them. When will my kid find time to do all that? What if we don't have the technology at home? As Rosenberg mentions in her articles, students can have access to computers at school during lunch, after school etc. They are even able to access the videos from their smartphones. Students will not be doing the traditional homework at home. The video lessons will take their place. When a student does not understand a lesson at home, they can come in with questions for the teacher and get individual help. The students would not move on until they understand each lesson. For a parent, this can seem like a big change at first. However, once again in the long run I think it is beneficial. It would prevent our children from falling behind and ultimately setting them up for failure down the road.

When looking at the flipped classroom from the student's perspective, they will most likely think it is too much work. Students have to realize how much better it will be to watch the lesson at home and do the application in class. This allows for more fun and interactive class time. Students are able to work in groups to complete work and help one another. When they are having trouble, they can receive individual help from the teacher.

Taking problems apart

This week Dan Meyer suggested we visit one of his subscribers blogs, Exit 10A by Joe Schwartz. Using one of Meyer's ideas, Schwartz wrote a blog about taking apart a problem to put it back together. Him and a colleague took a question and removed a bunch of the information before they gave it to their fourth grade math students.


This is the information they were given. The students were then asked to imagine what the question could have possibly been.


These are the responses the students came up with. The students were then given more information about the problem.


And they continued to guess what the question could be...

          

And after being given a little bit more information, they were able to come up with really interesting questions. Schwartz hung the students question all around the room. The questions ranged from easy to hard. Students wanted to solve the problems, some wanting to solve their own and some wanting to solve a friends. Some students realized they did not include enough information to solve their question so they had to make adjustments. The students really enjoyed this activity and it stimulated critical thinking. It helped students to realize the components of a problem and what information you would need to give for a problem to be solved. This is a wonderful activity for the classroom.

Ratios

Dan Meyer posts a comical video about ratios this week in his blog. Titled, "Nana's Paint Mix Up", he is texting Nana about mixing paint. She asks him to mix paint for her at a ratio of one red to five white. Dan completes the task only to find out she messed up the ratio. Nana realized it was suppose to five red to one white. This cute, comical video could be a creative way to open a lesson about ratios. It could be a tool to use to get the attentions of students at the beginning of class.

Making Numbers

Ms. Cassidy's first graders have been working with numbers up to one hundred this week. They have been counting and making piles of numbers. Then they use their iPads to take pictures and record their numbered piles. Ms. Cassidy is always incorporating technology into her classroom. She makes learning fun for her students by making everything interactive.

Visually Appealing

I work in a restaurant five days a week. I have looked at our menu over and over again. I know that thing like the back of my hand, so I don't really pay much attention to it anymore. Our menu is extremely large and when looking through it, customers seem to get lost. Taking a closer look at it the other day, I noticed how the managers try to make certain items more visually appealing. They always tell us to sell, sell, sell! But, the way they set up the written presentation is important. They will always put the most "appealing", aka what they want to sell the most of, appetizer or entree first. They create a lightly shaded, colored box around certain items that they want to draw the customer's eye to. Another thing we do in the restaurant to appeal to customers visually is dessert. We do not just have a dessert menu, we have a dessert tray. We create a dessert tray each day so that way the desserts are visually appealing to our customers. It is way easier to sell that chocolate mousse cake when it is right in front of the customer's face than if we just had a description on a piece of paper.

Visual Communication in Education

Life on the Screen: Visual Literacy in Education

George Lucas is an American cinema legend, known for his films Star Wars, American Graffiti, and Raiders of the Lost Arc. He believes that we need to begin working on the American education system now. He feels as though schools are not using the tools of today. The schools are stuck in a "time capsule" and using the methods and ideas of the past. Lucas feels as though we need to work on communication, not only written and spoken, but graphics, music, and cinema as well. These are the types of communication intertwined with the culture of today. Lucas does make a great point when he says that measuring these types of visual communication in an institution would be difficult. However, he does believe there is rules to these visual communications just there is in math. Lucas feels as though you can teach how different colors and different chords can be used to convey different emotions. He believes in a circle of communication. He begins with math, the least emotional, then to the written and spoken communication, and finally to the visual communications, like art and music. Lucas fears we have do not focus enough on the visual and the emotional, and we have put all our focus on the intellectual. He makes a very great point about the dangers of not teaching visual communication to students. We have doctors, lawyers, and even professors who are extremely intelligent. Yet, they cannot communicate visually and can struggle to get a point across. Lucas feels we need to focus on teaching students to tell a story rather than teaching them to store facts. Another great point Lucas makes is how different the business world and the education world are. The business world thrives on change and if you do not keep up, you will never make it. The education world, on the other hand, looks for stability. He sees the faults in our society. Not enough money or emphasis is put on our education system. He puts it best, "Nothing is accomplished through conquest. Everything is accomplished through education."

Reading Film: The Story of Movies

A sixth grade class from Santa Barbara is analyzing scenes from films like "To Kill a Mockingbird", for a project called "The Story of Movies" developed by Martin Scorsese . This project challenges students and teachers to look at film through three different lenses, a communication tool , a historical document, and a work of art. Scorsese wants to train "the eye and the heart of the students to look at a film in a different way by asking questions and pointing to different  ideas, different concepts." This program helps to teach students that everything they see on film and on television is not real. It teaches them to analyze how it is made and how it is fake. "The Story of Movies" program is a free program that is accessible to educators all across the country. The goal is for students to learn the history of the movie, learn about the tools filmmakers use to make these movies, and learn how to convey different emotions.

Pick a Point

Dan Meyer posted a video in his blog this week of a workshop he did in Spokane last week. He had two different people pick a point from the image below.

The first person had to describe to the other where his point was located, describing it as in the middle, third up from the bottom. The other person was asked on a scale of 1 to 10 if they knew where the point being described was located. They did not. So the first person was asked to describe their point more specifically, which was described as having two points not directly under neither it, but off a little bit on an angle to the right.

This was the chosen point.

The second person was then asked to describe their point, except they had a little help.

Clearly, this made it very simple to describe where the point was located. The point of this activity was about naming points. One of the first things students learn in geometry is naming points and lines. Meyer created this activity to make it more interesting for his students. He did not want to do the boring, old defining terms and just letting the students forget about them.

iPad's in the Classroom

This podcast by Meghna Chakrabarti is about tablets and the challenge of building the best twenty first century classroom. Her first guest is Shayne Evans, the director of the four campuses of the University of Chicago Charter School. This includes elementary, middle schools, and high schools. Here, students in grades six, seven, and eight have had access to laptops for about eight years. Now, they have introduced iPad carts to classrooms in the high schools which allows for a one to one ratio, student to iPad. This allows students to to take notes in class on the iPad. They are able to access Google Drive and work on their research projects for engineering. Lower grade levels do not have the one to one ratio, but they share iPads and work in stations with apps such as Study Island. Notability is another app they use in the classroom which enables students to record classes. This app is a digital graphic organizer. It allows students to organize their notes and thoughts. Classrooms are both textbook and tablet friendly. Evans stresses the importance of having both written text and technology in the classroom. He feels as though the increase in test scores comes from many things, but technology has definitely helped. There is always the concern for distraction. Evans stresses the importance of engagement. Teachers have always had to get students excited about learning. The best teachers hae management systems for the use of technology. An example would be the way the students seating is arranged. There is also programs in which you can view all of your students screens. Creating chat rooms just for the classroom allows teachers to see which students are actually participating. Evans makes a great point that it is using strategies that teachers would normally use and apply them to technology. Chakrabarti also mentions that according to Chicago public schools technology director, iPads have boosted test scores in math, reading, and science fifty to sixty percent.

The second guest is Janet Frazier, a mother and candidate for school board in Lexington, South Carolina. Her son in seventh grade has been issued an iPad from school to take home with him. Right now in her school district, the technology is new. They just issued 16,500 iPads to middle school and high school students at $6.25 million. She feels as though this has not made a difference yet. They have only downloaded five educational apps to the iPads. Frazier is concerned about server capacity. Students iPads are freezing up. The district has blocked some apps, like Facebook, but not other apps (Instagram, FaceTime) and games. Frazier makes a great point when she says that the teachers should have received the iPads a year prior to giving them to all the students so that they would be able to learn about them. Evans supports this argument. In his schools, they have technology nights for parents so they can learn about the devices and apps their students are using. It is not just about giving students the technology, it is about teaching students to critically think. Social skills is a concern of many parents. Operating only electronically diminishes social skills. Other parents feel as though the iPad encourages social skills. Examples include students working in groups on the iPads, sharing documents, filming projects, reading out loud in class, etc.

The third guest is Daniel Willingham, a professor of psychology at the University of Virginia. He believes technology is a tool and the extent to which is helps depends on how it is implemented. Young minds very intuitive, but how quickly they learn basic applications is less important than critical thinking. Willingham mentions that critical thinking is nothing without the facts. Both need to be intertwined when teaching students. Evans brings up the point again about the importance of both textbooks and technology. He uses the example of students reading their textbook for facts and then using their tablet to see what is on the web. Another concern they address is the importance of being able to identify the validity of a website, teaching students to be good decision makers. Teachers need to find a way to balance technology in their classroom. We need a better way to engage students while still teaching them something at the same time.

Function Carnival

Dan Meyer created a post last week about the program that I had mentioned in a previous post, Function Carnival. Meyer helped create this online math program to make test taking more fun for students. In this recent post, he shows us three different examples for students to graph the motion of rides at the carnival. 

Cannon Man's Graph 

The students would be given cannon man and be asked to graph his motion. Here, they would end up with a graph that is both quadratic and linear.

Bumper Car's Graph

The students would be given the path of a bumper car and asked to graph the motion. Here, they would have drawn a piece-wise linear function.

Ferris Wheel Graph

Students would be given the motion of a Ferris wheel and be asked to graph it. Here, the graph would be sinusoidal.

I think this is a great program and a wonderful way to get students more interested in what they are learning. It would be much more fun for them to view carnival rides and then try to graph them with this program then for them to sit there with pencil and paper. The graphs go from simple linear to sinusoidal graphs so varying ages and grades could use this program.

"Real World" Math

"Real World" math is a term that I noticed is used in several posts throughout Dan Meyer's blog. Because of all the snow and the freezing temperatures we have gotten over the past couple weeks, Meyer mentioned that the school district would let the buses idle over night in fear they would not start. One of the students then posed the question, "How much did that cost?" And this is where the term "Real World" math comes into play. A great question and a great conversation starter. "Real World" math would be considered math that you can relate to real life scenarios. Meyer points out that just because its real world math does not necessarily make it more interesting and effective for students. He posed the question and received this great response:


2014 Feb 02. Molly:

Ineffective: If gas costs 3.38 per gallon, and the bus burns 1.1 gallons per hour idling, what is the cost of the fuel burned by 32 buses over a period of 13 hours?

Effective: 1. What questions do we need to ask in order to answer this question?

I find things like this interesting as a future math teacher because you want to keep excitement in your classroom. You do not want to sit there and bore your students by lecturing and getting the dreaded question "But will I ever really need to know this?". Posing the question what do we need to know in order to answer the how much does it cost question is much more effective then just throwing numbers at students and letting the calculator do all the work.

Blogging

In Ms. Cassidy's blog this week, she posted a couple more videos of challengers from the Snow Clothes Challenge. As explained in one of my earlier posts, Ms. Cassidy challenged teachers and students from all over to post YouTube videos completely the same challenge. It was a cute and fun way for the students to see other classrooms all over the country.

Another interesting post that I found on Ms. Cassidy's blog was her teaching her own first grade students about blogging. I also mentioned in an earlier post how Ms. Cassidy has created blogs for each of her students for them to track their personal progress on activities they do in class. This week she was teaching her students how to comment on other kids' blogs. "We’re learning to say kind things, to make connections and to ask questions." I think that this idea is great. I personally did not know how to blog until now, and I am twenty three years old. She has taught first grade students how to do the same. I feel as though this goes along with what we spoke of in class, how this generation is so much different than ours. Incorporating technology into teaching is so important now.

My Two Blogs

Ms. Cassidy's Classroom Blog

This blog is written by Kathy Cassidy, a first grade teacher from Canada. Cassidy's blog records her classroom activities through text, pictures, and videos. Cassidy incorporates many different types of technology into her classroom. She has used Twitter so her class could play the "Guess My Number" game with another class in Milan, Italy. She created the "Snow Clothes Challenge" in her classroom and then aired the video so other classrooms all over could also do the challenge. She uses technology like YouTube and Skype to communicate with teachers and classes all over the world. She has even created blogs from each of the children in her class to track their individual progress.

Technology in classrooms is so important, especially with this generation. Similar to what we discussed in class, Cassidy teaches her students through technology. She keeps them interested and entertained while teaching them important lessons. Cassidy not only implements using technology in her classroom, but also in classrooms all over the world.

http://mscassidysclass.edublogs.org/

dy/dan

This blog is written by Dan Meyer, who previously taught high school math teacher and is currently studying math education at Stanford. His blog is primarily math based, which was my reason for choosing it. I am interested in teaching middle school or high school math. Meyer's blog contains helpful hints and tools to use in the classroom. Reading through some of his post, I found a post about Function Carnival, an online math program. As Meyer explains, this is program allows students to do so much more than just fill in the blank or respond to a multiple choice question.

Example from Function Carnival

The above image from Meyer's blog shows an example of a question that would come from Function Carnival. The program is interactive, as opposed to your typical online math programs. Meyer's blog also contains other math related posts that give advice on how to make your class more interesting for the students.

http://blog.mrmeyer.com/

Welcome

Welcome to Heather's Blog for INTC2610.