MathsClass

I really appreciate having my own classroom for many reasons, but one is the ability to place student work (the fun stuff) around the classroom.

I just posted on my personal blog about how I use the web, looking at how the various technologies (RSS) and tools (Google Reader, Delicious, Twitter) fit together.

Some chocolate discussion starters for looking at bar graphs: a series of chocolate bar graphs.

The end of term/year often brings lots of disruptions. So, as much as I like to keep teaching till the end, some days require something a little different. I like hands-on quasi-mathematical activities that allow every student to engage with and complete. And on Thursday, just before having one of those disrupted days, I found this…

I’m about to get into Surface Area with Year 8. Of course, there will be chocolate. But, since I last looked at Surface Area with Year 9 I’ve been thinking about Heat Sinks.

This is an amusing video to introduce probability… some of my Year 8s found it hilarious.

Year 8 were recently assessed on solving equations and I was a little perplexed by the results.

An excuse to use chocolate in a maths lesson…

This week, Year 9 were looking at finding the perimeter of shapes that include curves (parts of a circle).

Here’s a quirky little activity that uses the DER laptops.

Google Sketchup is one of the applications bundled on the DER netbooks being rolled out into NSW Public High Schools in Term 3. But as it’s free, you can download it now for Windows XP/Vista & Mac OS X.

What else could you do with capacity? As I was getting a glass of juice to have with my breakfast, I was thinking that I could use this image as a quick question at the start of a lesson.

With laptops rolling out shortly and projectors appearing in some classrooms, we should be thinking about collecting digital media for use as stimulus or investigation material. So, the other day when filling up my young daughter’s bottles, I took some pictures.

I was preparing for part of a presentation to the staff at my school tomorrow, highlighting the importance of numeracy being included in all subject areas.

I used to think that I knew what 1 billion was, i.e. 1 000 000 000 000. Then a couple of years ago, I looked on Wikipedia and found there were two defintions: Long and short scales.