The post Graphing Calculator Emulator appeared first on Teaching Math with Technology.

]]>The calculator shows up well on the screen, with choices of using a light, dark or having just an outline for the calculator body style.

I have always liked the fact that the emulator will allow the user to make the calculator screen larger. This helps considerably when showing the students live during a class or taking screenshots of the output.

With the added benefit of color, it will help students see the difference more quickly when graphing more than one graph or plot at a time. They have a free 90 day trial if you have not already tried out the new emulator, I would highly suggest it!

I plan on using the new emulator to create tutorials that include the graphing calculator for On Demand Curriculum.

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]]>The post 10 Simple Ways To Get Better In Math appeared first on Teaching Math with Technology.

]]>For most students—grade school, high school, and college students alike—they consider mathematics as probably one of the most difficult subjects in school, one that they usually fear. Numbers can get confusing sometimes and you tend to lose count of the times you have tried so hard to solve a problem to no avail.

We have all been there. But once you have started to realize that mathematics is not something you should fear or hate, you will soon find yourself actually having fun. Math is challenging, yes, but the satisfaction you can get with each problem solved is worth it.

For those of you out there who have not yet conquered their fear of numbers, word problems, fractions, and equations that are too long to even write on a sheet of paper, we have compiled a list on simple ways how you can get better in mathematics.

- Clear Unnecessary Distractions – When studying, it is preferable that you avoid doing unnecessary things that may distract you from understanding your chosen topic. It is very difficult to concentrate if you keep on peeking on your phone for Facebook notifications. Study where it is quiet to give yourself the needed concentration.
- Ask For Help – If you are having a hard time understanding something, it is best if you seek for help. It could be your parents, or your older siblings who have taken the same subject in the past. Or it could be an online tutor who you can ask questions from. If there is a mathematics coursework that you have some questions about, the tutors from homeworkhelp.today will help you understand them. Some people like working alone, but if you are the type of person who works better with others, you might want to consider starting a study group with people who are equally dedicated to improve their math skills.
- It’s All About Persistence – Sometimes, it is just a matter of willingness to learn more. Be persistent and do not give up. You will get frustrated at times but once you are over that problem, that feeling will be replaced by fulfillment. There is no better feeling in the world than being able to solve something you thought was impossible.
- Take Notes From Your Class – Listening to your professor or teacher during classes help but taking notes makes it better so you will have something to go back to in case you encounter a roadblock. Notes are also good review materials especially if you have a test coming up. You can go back to your notes and find out what you might have missed and correct it.
- Ask Questions – During your math classes, do not sit there and just listen. Raise your hand if you know the answer and make yourself recognized by your teacher. If something is unclear, do not hesitate to ask your teacher to repeat it or explain it better. Asking for clarification does not make you look dumb. No matter how your other classmates see it, your teacher will see it as eagerness to learn.
- Practice, Practice, Practice – Clichéd as it may sound, practice makes perfect. In order to get better at something, you must burn hours doing it all over again. And again. You will soon find out that, after a few more practice, the problem was not actually that difficult. From there, it will be etched into your muscle memory. And no matter how the problem is presented in the future, say an examination, you know that you have solved this in the past and you will not have any problems solving it now.
- Always Keep Your Solutions Neat – Work your problems vertically, with each step on every line. This way, you are able to follow your steps easily. Not only that, your teacher will be able to see how you came up with the answer and could give you partial credit. It will also be easier to see where you might have gone wrong so you could correct it.
- Never Ever Use Pens – There is nothing more frustrating that a dirty sheet of paper full of erasure. In Math, more often than not, you will have to erase a line, or an equation, to correct it. Mistakes are inevitable. The best way to work your math problems is to use mechanical pencils and an eraser. You will be saving yourself some paper and the frustration of writing everything down again.
- In Case of Doubt, Draw – We are visual beings and word problems are sometimes made to be really tricky. If you find yourself confused with a word problem, especially in Trigonometry, Physics or Calculus, bring out a separate sheet and draw what you have in mind. Visualizing the problem while drawing it helps us understand the question better. Draw a picture of those pencils Jack gave to Rose, or the three-dimensional problems. It will pave the way to solving the problem.
- Rinse, Lather, Repeat – In reality, it is going to take you hours of work and effort before you can consider yourself better in Math. But so long as you enjoy what you are doing, half the battle is already won. Talk to your teachers and ask how you are doing. Download apps that hone your skills. Drop the calculator and compute small numbers mentally.

Being better in Math opens a lot of doors. A lot of careers—perhaps including what you have in mind—have strong foundations in mathematics. Whether or not you wish to be a university professor or a scientist, improved mental calculation and good math reasoning skills will be important weapons in the real world to be successful.

Mathematics is the center of it all. Without math, the world will cease to move. Everyone needs mathematics one way or another. And when you think about it, though not literally, mathematics makes the world go round. Some may develop fear of math at an early age, but it is not something you can conquer. Bring our your pen and notebook and visit the nearest library. Get the first mathematics book you can find and read. Challenge yourself today.

*Images by **Geralt** and under Creative Commons License.*

* **Author’s Bio: Liz Wachowski had developed a fear of math at early age, but chose to overcome it later on. Now, she holds a degree in Physics and works as a mathematics tutor. *

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]]>The post Published Work in New Edition! appeared first on Teaching Math with Technology.

]]>Apparently it was revised recently to create a new edition, and it came in the mail. Pretty cool having my name on something! I have created about a thousand professional videos for textbook companies, but they don’t have my name on them. I don’t mind because I really enjoy creating digital media. It allows me to continue teaching students all around the world, and I get to work from anywhere, including my sailboat!

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]]>I am working steadily from home (and the sailboat) now, and love having the time to do more research on technology in education. If you have a product or application you would like me to review, please email me at tech4mathed.sg@gmail.com and I will do some research and write a blog post about my findings.

For many years I have had companies wanting to sponsor me and have me, in turn, place a link to their website on my blog. I resisted in the past since I had a full time teaching position and wanted to do the research for my own students. Now that I no longer have students, I have decided to accept sponsors to help fund my research on the best technology for teaching math. If you are a company, or know someone who would like to sponsor my blog, please reach out at tech4mathed.sg@gmail.com.

Sue

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]]>The post Common Core in Action Part II appeared first on Teaching Math with Technology.

]]>I recently wrote about the video series I created for Pearson, entitled Common Core in Action. I wanted to share one more screen shot from the videos and talk a little bit more about what using Hyperstudio can do to make videos more engaging and visually appealing for students.

Here is a screen shot from the video entitled “Common Core In Action: Adding Fractions”.

The screenshot above is showing the portion of the video where I am adding two fractions with a common denominator of sixths. The sixths are visually represented by purple one-sixth fraction strips.

I used Hyperstudio to create the stage for my video because I can move objects around the stage during the video. In this case, I used the stack of one-sixth strips on the bottom of the screen to show two-sixths plus five-sixths as adding a set of 2 purple one-sixth strips and 5 more purple one-sixth strips to obtain 7 of the purple one-sixth strips.

The point in the video where this screenshot is taken, is where I am showing how the improper fraction seven-sixths, can be turned into a mixed number by bringing a red strip to the stage, which is worth one whole. Lining up the purple one-sixth strips along the edge of the red one-whole strip, I am able to show that 6 of the one-sixth strips are equal in length to the one-whole red strip, leaving me with 1 one-sixth strip left over. Having the ability to move around the fraction strips during the video makes it easier to explain visually why seven-sixths is the same as one and one-sixth.

Using the fraction strips is important to the Common Core Standards for explaining WHY a common denominator is needed when adding fractions, and not just having the student perform an algorithm by showing them “how” to add fractions.

To give you a better idea of what the fraction strips can do for students when I use them in fraction lesson videos, I created a small video where I move around the fraction strips showing how to visualize equivalent fractions. You can see that HERE.

In the screen shot above, I have created all of my fraction strips so that they are relative in size to the red one-whole strip. For example, it takes 2 of the one-half strips to equal the one-whole strip, 3 of the one-third strips, 4 of the one-fourth strips, and 6 of the one-sixth strips. Another reason I use Hyperstudio, rather than real fraction strips and a document camera to create the videos I teach with, is because I can create any size and color fraction strips I want.

If you would like me to create a lesson for you, please send me details about the manipulatives (like fraction strips) you would like me to use, along with desired colors, and I will design and create a personalized video lesson for you, on demand!

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]]>The post Creating More Engaging Videos appeared first on Teaching Math with Technology.

]]>I recently finished designing and creating a set of professional videos for Pearson Higher Education called “Common Core In Action”. It was such a fun project! The videos are going to be used with math content texts for college students studying to be K-8 teachers. This particular set of videos shows how to teach some of the topics in elementary mathematics, to align with the Common Core Standards.

These videos would be a great resource for parents trying to understand their child’s homework, which could utilize many of these methods. Therefore, I am working with Pearson to try to get permission to set up a site where parents could view these valuable resources. Stay tuned!

I was given permission by Pearson to show a couple of screenshots from the videos. I will talk about each screenshot in a separate blog post. The first video screenshot I want to show you is from a video entitled “Common Core in Action: Addition Algorithms”.

To align to the Common Core State Standards when teaching addition, teachers often have the students use Place Value Disks. In this video I created a set of place value disks, where white disks are worth 1 (one) unit, and red disks are worth 10 (ten) units, to match the actual physical items elementary schools are using. I also included 5-frames and 10-frames to help teach addition involving regrouping, which used to be called “carrying” when I was in elementary school.

I used Hyperstudio to design and build the background to my video because I wanted to be able to interact with the place value disks during the video, as I taught the lesson on adding whole numbers using place value.

In the screenshot of the video, the bottom row is comprised of the movable objects:

I have created multiple copies of each object, sitting on top of one another. During the video I “pick up” place value disks or 5-and 10-frames, as needed, and move them onto the place value board. The eraser on the side of the screen (see the original screen shot) is used when I create subtraction videos, so that I am able to “erase” objects I am removing, or subtracting.

As I talk through the process of adding 28 and 34 in the video using place value disks, I actually move the disks into the appropriate columns in the place value chart shown.

The screen shot shows the point in the video where I have 2 ten disks plus 3 ten disks. I also have 8 one disks plus 4 one disks, but in this screenshot I have already regrouped 10 of the one disks to create a set of 10 ones inside of a 10-frame. This left me with one 10-frame of one disks and 2 one disks left over. The next step in the video would show me trading the 10-frame for 1 ten disk, and moving the ten disk into the “Tens” column. This allows me to explain in arithmetic where the “carried 1” comes from.

When I complete the process, and have the final tens and ones disks in the place value chart, I relate the place value disks to the final numeric representation of the sum by hitting the button on the screen labeled “Sum”. The screen will then show the number 62 (which is later in the video than this screen shot), where the digit 6 represents the 6 red ten disks which will be on the screen and the digit 2 represents the 2 white one disks that will be left on the screen.

If you would like me to create a video showing how to use classroom manipulatives to teach a topic in your curriculum, please contact me at sue@ondemandcurriculum.com, and I would love to work with you!

To see the original blog post go here: http://www.ondemandcurriculum.com/common-core-in-action-part-i/

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]]>The post Using Hyperstudio To Create Videos appeared first on Teaching Math with Technology.

]]>I recently finished creating a set of twenty professional videos related to the Common Core for Pearson Higher Education’s textbook: A Problem Solving Approach to Mathematics for Elementary School Teachers 12/E by Billstein, Libeskind and Lott. The video series is called Common Core In Action.

*Screenshot taken from http://www.pearsonhighered.com/billstein-12e-info/features.html*

Yup, I am the “experienced faculty shedding light on what the CCSS really means for the classroom and for teachers”.

I really enjoyed this latest video project for several reasons:

- This was one of the first times I was given the freedom to use any platform I wished to use to create the videos. I chose Hyperstudio 5.0 because I could move objects around the screen during the videos, which is very important when teaching how to use manipulatives for the Common Core.
- I was not required to create videos according to a textbook author’s wording and style. (These are the types of videos I have mostly created for textbook companies) The Common Core videos were to go with a textbook, but they were not section videos; they were strictly videos to show how the Common Core would have teachers approach particular topics from the textbook.
- I got to learn more about the Common Core, and was given a consultant to work with me to make sure the videos were true to representing how the new standards approach the particular areas the videos were covering.

I am trying to acquire permission to show one of the Common Core in Action videos, but since Pearson Higher Education owns all the work I have done for this project, I cannot show anything without their permission. However, I did want to show you how much more interesting a video can be with interactives, so I created this quick (very quick!) video using Hyperstudio 5.0 and Camtasia Studio to show how you could teach equivalent fractions:** Why use Hyperstudio for Videos** .

If you would like me to create a video tutorial for you, you can go to my new website at www.ondemandcurriculum.com and contact me.

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]]>The post On Demand Curriculum – My Latest Adventure appeared first on Teaching Math with Technology.

]]>I have been very busy these past few years trying to build up my contract business with textbook companies. I have created videos, PowerPoints, and other types of lessons for several large companies.

I was teaching full time and doing these contract jobs, trying to build up my business enough to retire from teaching in the classroom….well, that time finally came. I retired in May 2015 from teaching at Mesa Community College, and have spent the past few weeks building a new business website so I will be able to share my experience with students, teachers, parents, home school businesses, along with other curriculum creation companies.

I am starting On Demand Curriculum by building up the first area, On Demand Math. My goal is to make personalized math lessons and tutorials for students, based on their learning style, on demand. In my experience, students who asked me a question during office hours tended to forget what they learned more quickly than students who asked me a question through email and receive a tutorial that I built just for them that they can watch as many times as they need to. I want to take that concept and expand it so that more students across the globe can receive help, based on their individual needs.

I also realize that there are many parents out there struggling to help their child with their math homework. I want to be there for them as well. A quick tutorial, based on the question they are trying to help their child with, might make a real difference in the child starting to enjoy math (and the parents).

Please help me spread the word that I am now available to help everyone succeed in all levels of math!

You can follow On Demand Curriculum on the following social media sites:

**Twitter** as @OnDemandMath

**Pinterest** as OnDemandMath

**Instagram** as @OnDemandCurriculum

**Facebook** as On Demand Curriculum

Find out more information at www.ondemandcurriculum.com

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]]>The post Adobe Campus Leader appeared first on Teaching Math with Technology.

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I am so excited to find out all that this exciting program entails! This past semester I took workshops on Photoshop, InDesign and Adobe Acrobat Pro! I look forward to learning more about using Adobe products to help ignite passion in teaching and learning!

Hopefully I will get back to blogging on a more regular basis!

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]]>The post Doceri Workshop at ICTCM 2014 appeared first on Teaching Math with Technology.

]]>Presenting lessons and creating videos using Doceri on the iPad.

https://sites.google.com/site/ictcm2014glascoe/

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