Slide 1

Slide 2 Pick an identity Work with polynomials Find/Collect like terms Make a trinomial What is the GCF of your binomial? Multiply your terms What is your coefficient? Who is the leading term? Raise your card if you are the constant ETC.. Slide 3 I like to Move it, Move it Get your students moving and learningand loving it! Slide 4 IN-FEAR-ior teaching Dont teach in fear.the lesson you think might be a disaster could be your best one yet Slide 5 Are you a winner? Defining a Linear/Quadratic Function Systems of Equations Graphing Linear Inequalities Reviewing Quadratic Functions Slide 6 Slide 7 Slide 8 Slide 9 Slide 10 C:\Users\Eric\Desktop\Understanding my Brain.pptx Slide 11 My Brain Hurts http://www.youtube.com/watch?v=EGdlpaWi3rc Slide 12 The brain, not hormones, is to blame for the inexplicable behavior of teens. Short term memory increases by about thirty percent during adolescence. The activities teens invest their time and energy in influence what activities theyll invest in as adults. Teens are ruled far more by their emotions than by logic. Slide 13 Rhonda Marquardt Mariner High School Everett, WA Math Conference 2014 NOVELTY Slide 14 The complex nature of teaching math is difficult to describe to someone not in the world of education. http://www.youtube.com/watch?v=KdxEAt91D7k Slide 15 Are you functional? Introducing Functions https://teacher.desmos.com/carnival https://teacher.desmos.com/carnival Slide 16 Move it! Discovering Domain and Range with Human Graphs Slide 17 Domain Slide 18 Range Slide 19 Linear: Discrete, finite Slide 20 Linear: continuous, finite Slide 21 Absolute Value: finite, discrete Slide 22 The adolescent brain really does want to learn more about the world we live in and less about the student who enters the classroom to collect the attendance, but it values novelty and unpredictability. (Feinstein, p. 16) Novelty and surprise can be planned for any lesson or content! It gives the same release of dopamine, which brings pleasure, that many adolescents get from risky behavior or addictive habits. Slide 23 Is my dog normal?! Standard Deviation Slide 24 Standard Deviation of a small population Slide 25 Dog Weight What is an average dog weight? Which dogs are above average weight and which are below average weight? First, we need to know what an average dogs weight is. Lets use some different dogs that I know to see what an average weight is. Slide 26 Charlotte and Buddy Charlotte is an Australian Cattle Dog, she is small for her breed and weighs 34 pounds. Buddy is a Vizsla, he is big for his breed and weighs 62 pounds. Slide 27 Charlotte and friends Charlotte: 34 pounds Buddy: 62 pounds Rosey (a Wheaton Terrier) weighs 25 pounds. A Boxer she know weighs 60 pounds A Dachshund she knows weighs 15 pounds Norman, another ACD, weighs 50 pounds. A Great Dane down the street weighs 120 lbs. Slide 28 Slide 29 Slide 30 Slide 31 Make Marquardt a Loser! Solving Linear Inequalities Slide 32 Teenagers do not plot their unruliness; they are just trying to cope in a school run and designed by adults from an adult perspective. (Feinstein, p. 16) Slide 33 https://www.youtube.com/watch?v=OUGc15GPpH8 https://www.youtube.com/watch?v=uU3hpF7XLPghttps://www.youtube.com/watch?v=uU3hpF7XLPg Slide 34 RESOURCES Slide 35 https://www.youtube.com/watch?v=sYSvdXTCd50 Slide 36 Find your match Using matching activities to reinforce/introduce concepts Slide 37 Memory Parallel and Perpendicular lines Slide 38 Mix it up! Solving Equations Slide 39 Educators need to rethink the role of emotions and acknowledge emotions not just as a piece of life, but as a critical part of learning and memory. An educators time is better spent focusing on a students emotional feelings about the content. Its difficult for content to override emotion. Until the students emotional disposition toward a topic changes, info has little chance of making it to memory. (Feinstein, pgs.56-60) Slide 40 The Danger of Flaming Hot Cheetos http://abcnews.go.com/Health/super-spicy-snacks-send-kids-emergency-room/story?id=20899643 Slide 41 Using narratives to explain mathematical concepts resonates because it relates to the structure of stories that children have heard their whole lives. The presentation of the information is familiar, evokes positive memories, and is easy to follow. Studies show that information presented as stories rates as more interesting and has higher content recall than the same information presented in other types of text or verbal formats (Britton, 2008). (Willis, p. 76) Slide 42 Gossip about it Finding Slope Slide 43 Thank you, Peru Greatest Common Multiple Slide 44 Come visit me Multiplying polynomials Factoring Slide 45 One at a time Simplifying Exponents Slide 46 It wasnt me!! Simplifying Radicals Slide 47 Cartoon Allies Slide 48 Slide 49 A strong cerebellum is essential for efficient problem-solving skills and mental planning. Without regular physical activity, the teen brain gets the signal that the neurons in the cerebellum arent as important as neurons in other places and they are in danger of being pruned. Without a strong and healthy cerebellum, that multi-step math problem or essay is harder to do. (Feinstein, p. 36) Boys have a 14% larger cerebellum than girls. Both benefit from movement, but boys love to be in motion. Slide 50 Toddler or Teenager? Solving Absolute Value Equations and Inequalities Slide 51 https://www.healthtap.com/topics/what-are-the-odds-of-two-different-colored-eyes Slide 52 A walk through history Classifying Numbers Slide 53