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This is definitely something to look into further. Being able to provide quality feedback fast is beneficial for both teachers and students. From Niknaknoodle's Digital pedagogy

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There are over 2 million Kahoots for Maths that can be used to get students in the right mind set to be ready your maths lesson. Or you can create your own.

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Can be used for warm up quizzes or for assignments and homework.

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Wayground - The world's most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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An assessment tool made by a teacher who was looking for a quick and simple way to check student understanding. This assessment tool allows teachers to collect on-the-spot formative assessment data without the need to have students use devices or paper and pencil.  Download the cards and keep them.  This requires a little preparation.
From Top Draw resources

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Formative assessment has never been faster.

Plickers is the free card activity your students will love.

Join millions and play in your next lesson.
Sign up for free
Used by K-12 teachers in over 100 countries

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Formative assessment has never been faster. Plickers is the free card activity your students will love. Join millions and play in your next lesson. Sign up for free Used by K-12 teachers in over 100 countries

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Catherin Olson describes how you can use technology to transform the maths classroom.

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SAMR Model and the Mathematics Classroom Catherine Olson ET520.webm

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This is a great tool for graphing linear and non linear equations.

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Explore math with our beautiful, free online graphing calculator. Graph functions, plot points, visualize algebraic equations, add sliders, animate graphs, and more.

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I've been experimenting with this tool a lot lately. In maths, students explore perimeter, surface area and volume. To transform the teaching of these topics you could give students a scenario and have them design a building, landscape, pool etc. For example, students could design a lap pool for a proposed Aquatic centre that is a complex 3D shape with a shallow end for wading and deep end for diving. Students could be given some criteria as to the length or volume of the pool and then create a scaled model to show their understanding of the concepts.

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Visual thinking strategy to encourage critical and creating thinking.
From Monique Thorpe's Digital Pedagogy in Maths

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This slideshow requires JavaScript.

Quite often we'll ask children to "Put your thinking cap on". Empowering learners with the skills to think creatively and critically is a gift which we can facilitate as teachers. The Developing Thinking and Reading Between the Lines PowerPoints in the Literacy Toolkit provide professional learning resources for staff to engage with materials that promote thinking.

Many of our posts have referred to the work of Bloom; however, when I was at an Active Literacy CPD session in Falkirk recently, the Six Hat materials were mentioned during a round table discussion.

Edward de Bono's Six Thinking Hats is a tool which can be used by practitioners to promote thinking. Each hat colour represents a different aspect of thinking.

Some of the resources, tailored to middle/upper Primary and Secondary, suggest physically wearing coloured representations of the hats when beginning to engage with the materials. This way, learners are physically moving between the hats; therefore they are moving between the different modes of thinking.

There are banks of free resources that are available to support the teaching of thinking skills using the De Bono's Six Hats materials. The Six Hats materials can be used in conjunction with other Higher Order Thinking materials. Check out the resources below:

CLICK HERE - Using Six Hats as a reflection tool
CLICK HERE - Using the Six Hats to Respond to Literature
CLICK HERE - Six Hats Display
CLICK HERE - Thinking Display
CLICK HERE - FREE De Bono Thinking Resources

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Quite often we'll ask children to "Put your thinking cap on". Empowering learners with the skills to think creatively and critically is a gift which we can facilitate as teachers. The Developing Thinking and Reading Between the Lines PowerPoints in the Literacy Toolkit provide professional learning resources for staff to engage with materials that promote thinking.

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Instructions on how to use Sketchup. Great if you have no idea what Sketchup does or where to start.

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SketchUp - Tutorial for Beginners in 10 MINUTES!  [ COMPLETE ]

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This task involves students using area to design a pool. It includes some guiding questions that can be used as a basis for creating a similar task for your school context.
From PDF4PRO.com

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1 Using math to Build a Swimming Pool Imagine that you have decided to Build a Swimming pool. You have some requirements for the pool, and need to know how much it is going to cost. You can use math to answer your questions. Calculating the design for the pool. Question 1: (3 Points) Pools are either measured in yards or meters. How many feet are in a yard? About how many feet are in a meter? (You can round to the nearest foot.) Which is longer, a yard or a meter? The design for the pool is: It should be rectangular, 25 meters long and 15 meters wide. Top View15 Meters Wide25 Meters Long The bottom of the first five meters of the pool is flat and is 1 meter deep. In the next 10 meters, the pool gets deeper at a rate of 1 meter of depth for every one meter of length, so that at 15 meters from the shallow end of the pool, the pool is 6 meters deep. The last 10 meters of the pool also have a flat bottom, and are 6 meters deep. 1 m deep6 m deep10 meters10 meters5 metersSide View Use the information above to figure out the next questions.

2 Questions 2 - 7 will help you answer later questions: Question 2 (1 point) What is the area of the surface of the pool? Question 3 (1 point) What is the area of the wall at the shallow end of the pool? Question 4 (1 point) What is the area of the wall at the deep end of the pool? These next two questions are tricky. Think how you could divide up the shape you have to measure so that it will be easier. Question 5 (2 points) What is the area of one of the sides of the pool? Question 6 (1 point for a good estimate. 2 points for an exact answer) What is the area of the bottom of the pool? Question 7 (3 points) How many cubic meters of water are you going to need to fill the pool? (In other words, what is the volume of the pool?) (Hint: Use the areas you just figured out to answer this question.) Bonus (2 points) Explain how to divide up the pool (in your head) to most easily figure out the volume of the pool. Question 8 (1 point) You have picked out a blue tile to cover the bottom and sides of the pool.

3 Each tile is 25 centimeters on a side. How many of them does it take to cover a square meter? Question 9 (1 point) How many tiles will it take to cover the sides and bottom of the pool? Question 10 (1 point) Each tile costs $ How much will it cost to cover the pool in tile? Question 11 (1 point) The local digging company charges by the cubic meter. They charge $100 for each cubic meter of dirt they remove. How much will it cost to dig the pool? Question 12 (2 points) How many gallons of water will our pool hold? (Hint: The metric system unit for volume is the liter. There are 2 liters in one of those large soft drink bottles. It takes 1000 liters to fill a cubic meter with water. There are about 4 liters in a gallon.) Question 13 (3 Points) There are two common measurement systems used in America, the English system and the metric system. You are probably more familiar with the English system, which uses pounds, miles and feet. The metric system uses units like the kilogram, the kilometer and the centimeter.

4 The contractor has decided that he will only use the metric system because he doesn t like the English system. He says it is hard to work with. Your plans are in the English system. Since you can t use the English system, what units in the metric system match best? English Metric 1. Yard 1. 2. Gallon 2. 3. Square foot 3.

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Using Math to Build a Swimming Pool - High school math / using-math-to-build-a-swimming-pool-high-school-math.pdf / PDF4PRO

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1 Using math to Build a Swimming Pool Imagine that you have decided to Build a Swimming pool. You have some requirements for the pool, and need to know how much it is going to cost. You can use math to answer your questions. Calculating the design for the pool.

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Calculator.net has lots of different calculators including probability calculators.

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Probability of Two Events

To find out the union, intersection, and other related probabilities of two independent events.

Please input values between 0 and 1.

Probability Solver for Two Events

Please provide any 2 values below to calculate the rest probabilities of two independent events.

Please input values between 0 and 1.

Probability of a Series of Events

Probability of a Normal Distribution

Use the calculator below to find the area P shown in the normal distribution, as well as the confidence intervals for a range of confidence levels.

Related
Standard Deviation Calculator | Sample Size Calculator | Statistics Calculator

Probability of Two Events

Probability is the measure of the likelihood of an event occurring. It is quantified as a number between 0 and 1, with 1 signifying certainty, and 0 signifying that the event cannot occur. It follows that the higher the probability of an event, the more certain it is that the event will occur. In its most general case, probability can be defined numerically as the number of desired outcomes divided by the total number of outcomes. This is further affected by whether the events being studied are independent, mutually exclusive, or conditional, among other things. The calculator provided computes the probability that an event A or B does not occur, the probability A and/or B occur when they are not mutually exclusive, the probability that both event A and B occur, and the probability that either event A or event B occurs, but not both.

Complement of A and B

Given a probability A, denoted by P(A), it is simple to calculate the complement, or the probability that the event described by P(A) does not occur, P(A'). If for example P(A) = 0.65 represents the probability that Bob does not do his homework, his teacher Sally can predict the probability that Bob does his homework as follows:

P(A') = 1 - P(A) = 1 - 0.65 = 0.35

Given this scenario, there is therefore a 35% chance that Bob does his homework. Any P(B') would be calculated in the same manner, and it is worth noting that in the calculator above, can be independent; i.e. if P(A) = 0.65, P(B) does not necessarily have to equal 0.35, and can equal 0.30 or some other number.

Intersection of A and B

The intersection of events A and B, written as P(A ∩ B) or P(A AND B) is the joint probability of at least two events, shown below in a Venn diagram. In the case where A and B are mutually exclusive events, P(A ∩ B) = 0. Consider the probability of rolling a 4 and 6 on a single roll of a die; it is not possible. These events would therefore be considered mutually exclusive. Computing P(A ∩ B) is simple if the events are independent. In this case, the probabilities of event A and B are multiplied. To find the probability that two separate rolls of a die result in 6 each time:

The calculator provided considers the case where the probabilities are independent. Calculating the probability is slightly more involved when the events are dependent, and involves an understanding of conditional probability, or the probability of event A given that event B has occurred, P(A|B). Take the example of a bag of 10 marbles, 7 of which are black, and 3 of which are blue. Calculate the probability of drawing a black marble if a blue marble has been withdrawn without replacement (the blue marble is removed from the bag, reducing the total number of marbles in the bag):

Probability of drawing a blue marble:

P(A) = 3/10

Probability of drawing a black marble:

P(B) = 7/10

Probability of drawing a black marble given that a blue marble was drawn:

P(B|A) = 7/9

As can be seen, the probability that a black marble is drawn is affected by any previous event where a black or blue marble was drawn without replacement. Thus, if a person wanted to determine the probability of withdrawing a blue and then black marble from the bag:

Probability of drawing a blue and then black marble using the probabilities calculated above:

P(A ∩ B) = P(A) × P(B|A) = (3/10) × (7/9) = 0.2333

Union of A and B

In probability, the union of events, P(A U B), essentially involves the condition where any or all of the events being considered occur, shown in the Venn diagram below. Note that P(A U B) can also be written as P(A OR B). In this case, the "inclusive OR" is being used. This means that while at least one of the conditions within the union must hold true, all conditions can be simultaneously true. There are two cases for the union of events; the events are either mutually exclusive, or the events are not mutually exclusive. In the case where the events are mutually exclusive, the calculation of the probability is simpler:

A basic example of mutually exclusive events would be the rolling of a dice where event A is the probability that an even number is rolled, and event B is the probability that an odd number is rolled. It is clear in this case that the events are mutually exclusive since a number cannot be both even and odd, so P(A U B) would be 3/6 + 3/6 = 1, since a standard dice only has odd and even numbers.

The calculator above computes the other case, where the events A and B are not mutually exclusive. In this case:

P(A U B) = P(A) + P(B) - P(A ∩ B)

Using the example of rolling a dice again, find the probability that an even number or a number that is a multiple of 3 is rolled. Here the set is represented by the 6 values of the dice, written as:

Exclusive OR of A and B

Another possible scenario that the calculator above computes is P(A XOR B), shown in the Venn diagram below. The "Exclusive OR" operation is defined as the event that A or B occurs, but not simultaneously. The equation is as follows:

As an example, imagine it is Halloween, and two buckets of candy are set outside the house, one containing Snickers, and the other containing Reese's. Multiple flashing neon signs are placed around the buckets of candy insisting that each trick-or-treater only takes one Snickers OR Reese's but not both! It is unlikely however, that every child adheres to the flashing neon signs. Given a probability of Reese's being chosen as P(A) = 0.65, or Snickers being chosen with P(B) = 0.349, and a P(unlikely) = 0.001 that a child exercises restraint while considering the detriments of a potential future cavity, calculate the probability that Snickers or Reese's is chosen, but not both:

0.65 + 0.349 - 2 × 0.65 × 0.349 = 0.999 - 0.4537 = 0.5453

Therefore, there is a 54.53% chance that Snickers or Reese's is chosen, but not both.

Normal Distribution

The normal distribution or Gaussian distribution is a continuous probability distribution that follows the function of:

where μ is the mean and is the variance. Note that standard deviation is typically denoted as σ. Also, in the special case where μ = 0 and σ = 1, the distribution is referred to as a standard normal distribution. Above, along with the calculator, is a diagram of a typical normal distribution curve.

The normal distribution is often used to describe and approximate any variable that tends to cluster around the mean. For example, the heights of male students in a college, the leaf sizes on a tree, the scores of a test, etc. Use the "Normal Distribution" calculator above to determine the probability of an event with a normal distribution lying between two given values (i.e. P in the diagram above); for example, the probability of the height of a male student is between 5 and 6 feet in a college. Finding P as shown in the above diagram involves standardizing the two desired values to a z-score by subtracting the given mean and dividing by the standard deviation, as well as using a Z-table to find probabilities for Z. If for example it is desired to find the probability that a student at a university has a height between 60 inches and 72 inches tall given a mean of 68 inches tall with a standard deviation of 4 inches, 60 and 72 inches would be standardized as such:

The graph above illustrates the area of interest in the normal distribution. In order to determine the probability represented by the shaded area of the graph, use the standard normal Z-table provided at the bottom of the page. Note that there are different types of standard normal Z-tables. The table below provides the probability that a statistic is between 0 and Z, where 0 is the mean in the standard normal distribution. There are also Z-tables that provide the probabilities left or right of Z, both of which can be used to calculate the desired probability by subtracting the relevant values.

For this example, to determine the probability of a value between 0 and 2, find 2 in the first column of the table, since this table by definition provides probabilities between the mean (which is 0 in the standard normal distribution) and the number of choice, in this case 2. Note that since the value in question is 2.0, the table is read by lining up the 2 row with the 0 column, and reading the value therein. If instead the value in question were 2.11, the 2.1 row would be matched with the 0.01 column and the value would be 0.48257. Also note that even though the actual value of interest is -2 on the graph, the table only provides positive values. Since the normal distribution is symmetrical, only the displacement is important, and a displacement of 0 to -2 or 0 to 2 is the same, and will have the same area under the curve. Thus, the probability of a value falling between 0 and 2 is 0.47725 , while a value between 0 and 1 has a probability of 0.34134. Since the desired area is between -2 and 1, the probabilities are added to yield 0.81859, or approximately 81.859%. Returning to the example, this means that there is an 81.859% chance in this case that a male student at the given university has a height between 60 and 72 inches.

The calculator also provides a table of confidence intervals for various confidence levels. Refer to the Sample Size Calculator for Proportions for a more detailed explanation of confidence intervals and levels. Briefly, a confidence interval is a way of estimating a population parameter that provides an interval of the parameter rather than a single value. A confidence interval is always qualified by a confidence level, usually expressed as a percentage such as 95%. It is an indicator of the reliability of the estimate.

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This free probability calculator can calculate the probability of two events, as well as that of a normal distribution. Learn more about different types of probabilities, or explore hundreds of other calculators covering the topics of math, finance, fitness, and health, among others.

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Online dice, bingo, numbers games and more fun activities to kick-off your lesson.

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MathsStarters is a collection of activities for the start, middle or end of maths lessons. Each activity can be used over and over with a new set of numbers each time.

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Online equation solver, can also keep notes and work collaboratively by assigning questions to group members.

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Symbolab Math Calculator - Step by Step calculator

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Symbolab: equation search and math solver - solves algebra, trigonometry and calculus problems step by step

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Algebra calculator with step-by-step instructions, lessons and practice questions

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Examples: 1+2, 1/3+1/4, 2^3 * 2^2
(x+1)(x+2) (Simplify Example), 2x^2+2y @ x=5, y=3 (Evaluate Example)
y=x^2+1 (Graph Example), 4x+2=2(x+6) (Solve Example)

Algebra Calculator is a calculator that gives step-by-step help on algebra problems.

See More Examples "

Disclaimer: This calculator is not perfect. Please use at your own risk, and please alert us if something isn't working. Thank you.

How to Use the Calculator

Type your algebra problem into the text box.

For example, enter 3x+2=14 into the text box to get a step-by-step explanation of how to solve 3x+2=14.

More Examples

Trying the examples on the Examples page is the quickest way to learn how to use the calculator.

Math Symbols

If you would like to create your own math expressions, here are some symbols that the calculator understands:

Tutorial

Read the full tutorial to learn how to graph equations and check your algebra homework.

Mobile App

Get the MathPapa mobile app! It works offline!

Feedback (For students 13+)

Please use this feedback form to send your feedback. Thanks!

Need more practice problems? Try MathPapa Math Practice

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Algebra Calculator shows you the step-by-step solutions! Solves algebra problems and walks you through them.

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Detailed explanations with no assumed prior knowledge.

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Learn More at mathantics.com
Visit http://www.mathantics.com for more FREE math videos and additional subscription based content!

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In-depth explanations across a large number of topics.

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Math explained in easy language, plus puzzles, games, worksheets and an illustrated dictionary. For K-12 kids, teachers and parents.

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Create different geometric figures points, lines, angles, triangles, polygons, circles, elipses, 3D planes, pyramids, cones, spheres.

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Geogebra is the best online geometry software for creating different geometric figures - points, lines, angles, triangles, polygons, circles, elipses, 3D planes, pyramids, cones, spheres....
Please wait while loading(approx. 1-2 minutes).
Open in full-screen mode

Open in full-screen mode
You can also draw graphs of functions.
You can create geometric animation and sliders.
If you do not need the default coordinate system you are able to hide it.

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Geogebra is the best online geometry software for creating different geometric figures - points, lines, angles, triangles, polygons, circles, elipses, 3D planes, pyramids, cones, spheres.... Please wait while loading(approx. 1-2 minutes). Open in full-screen mode Open in full-screen mode You can also draw graphs of functions. You can create geometric animation and sliders.

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Great resources on cognitive verbs in a maths context.

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These short videos are created as teaching tools for students of Mathematics, using the Australian curriculum for grades 7-10 (ACARA) and QLD syllabuses for senior students. Disclaimer: All videos are filmed unedited and without a script. Hence, from time to time, I make minor errors, or my working will be imperfect.

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Creating Project Opportunities for Project-based learning in Maths

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Creating Project Opportunities for Project-based learning in Maths

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Some practical guidance on how to start thinking about incorporating projects in maths.
From edutopia

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Taking the plunge into project-based learning can seem difficult in an age when standardized testing seems to reign supreme as an indicator of achievement in secondary classrooms. But the pathway to project-based learning doesn't have to be scary for secondary math teachers. Utilizing your own expertise and curriculum materials, you can create projects that are real, relevant, and rigorous, and that answer the age-old question, "When am I ever going to need this?"

Selecting a Project Topic

Project-based learning challenges students to answer or solve real problems in an authentic and meaningful way. The authenticity is key to ensuring that students are invested in the project. One of the best ways to determine what students will find relevant is to survey them. By repurposing the traditional beginning-of-the-year student inventory, you can build in specific questions about students' interests and passions, goals and aspirations. Then, along with keeping an eye on current events, you'll be able to identify relevant topics that can serve as the foundation for a project-based learning experience.

For example, access to the internet has been a long-standing issue in certain communities, and remote learning has highlighted and exacerbated these issues for many of our students. Another timely topic is the spread of communicable disease.

Choosing Appropriate Math Content

Determine the suitable math content to connect with the topics you've chosen. While not every content standard is an appropriate standard for a project, it's important to consider the domain of rigor for the standard (applicable, conceptual, procedural), as well as the role of the standard within a curriculum. Prioritizing standards that meet a combination of applicable rigor, Common Core modeling standards, and/or Widely Applicable Prerequisites (WAP) standards will ensure that you're utilizing standards that are rich in opportunity for deep learning throughout the project process.

With the internet-access issue, students in geometry class can use circles and coordinate geometry overlaid on maps of their city or town to analyze cell service in rural and urban areas to address the digital divide and connectivity issues within their community.

For the spread of disease, functions provide a great background on which to build a project-based learning unit. Functions model relationships between variables and are useful for designing projects around communicable diseases like the cold, the flu, or Covid-19 and how to slow or stop the spread through analyzing data and modeling with exponential functions. You can design projects around data analysis and modeling of spread using actual data from the real world or simulate the spread of germs in the classroom or school building using glow powder, and collect data from the simulation.

Project-based learning gives you the opportunity to represent problems algebraically (through creating equations, writing functions, graphing, and analyzing graph features). Help students discover the complexities of credit and loans when preparing plans for financing their future by bringing algebraic exponentials and rationals to life through the study and application of financial formulas.

Planning the Project

When designing your project, your textbook or curriculum can serve as a great anchor, providing students with familiar resources and structures for acquiring mathematical content knowledge and skill practice.

It's helpful to break the project down into manageable chunks, or milestones, each with its own driving question. Use these driving questions to determine the best content from your curriculum to include within that milestone. You can then select the appropriate lessons and practice assignments from your curriculum that will support the students' learning, but be prepared that it may alter the order in which you teach some of the lessons.

Including Test Prep

In addition to the inherent elements of critical thinking that arise within each project-based learning experience, there are clear connections between projects and preparation for standardized assessments, such as the SAT.

Incorporate skills from the "Problem Solving and Data Analysis" section of the SAT Study Guide, directly within a project through project launches, where data is presented and discussed to elicit critical thinking, reasoning, and sense making as students develop their need-to-know questions. Focusing on data relevant to the project through daily or weekly data talks provides additional opportunities for students to practice these reasoning skills.

Additionally, you can focus on associated topics from the "Heart of Algebra" and "Passport to Advanced Math" sections of that study guide. Project-based learning provides the lens to view the algebra contextually, giving you the opportunity to support students in representing the problems algebraically (through creating equations, writing functions, graphing and analyzing graph features). For projects with a focus on geometry or trigonometry, you can make direct connections to the " Additional Topics in Math " section through geometric modeling and analysis and problem-solving with trig or complex numbers, as appropriate.

We have the ability to use our expertise and our resources to provide authentic and engaging project-based learning experiences within our secondary math classrooms. There are many possible projects-analyzing the geometry of packaged goods and recycling statistics to determine the environmental impact and proposing more sustainable alternatives, or using systems of equations to analyze time and budget constraints to better determine student lunch options. Because of these rich project-based learning experiences, ultimately it will be not the teacher but the student who has the answer to the age-old question "When am I ever going to need this?"

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Creating Opportunities for Project-Based Learning in Math

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Taking the plunge into project-based learning can seem difficult in an age when standardized testing seems to reign supreme as an indicator of achievement in secondary classrooms. But the pathway to project-based learning doesn't have to be scary for secondary math teachers.

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9 Strategies for Motivating Students in Mathematics 

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9 Strategies for Motivating Students in Mathematics 

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Motivation tips for engaging students in maths.
From edutopia

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9 Strategies for Motivating Students in Mathematics

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Keep your high school math students engaged with these techniques.

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Resources that connect maths to the real-world with real-life maths activities.
From YummyMaths blog

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We think that this is a very good time to wish for peace. Above is a picture of the wreath that I made for this winter's season. Do you know this symbol? Where did it originate? Do you ever use a different symbol for peace (for instance, sideways "V"s)?

In this activity students learn about the semaphore flag symbols and how this peace symbol was first designed. They design their own symbol and try to figure out how many possibilities there are in this kind of communication.

The activity: PeaceSymbol.pdf

How should I cook my turkey? - Students judge timing, cost, tastiness, and quantity necessary as they plan for the feast. 4.MD, 5.NBT, 4.MD, 6.RP, 6.NS, 7.NS + Great video on a deep frying fire with William Shatner.

Shopping season already! - Students will be able to add some understanding and analysis to holiday shopping trips after calculating savings in dollars and percents with this timely investigation. 6.RP, 7.EE, 7.EE

Not enough mashed potatoes - Use Brian's famous mashed potatoes recipe to practice changing decimals to fractions; calculating ingredient measure for various-sized Thanksgiving servings; have students explain their reasoning; and to have students figure out how many servings 7½ pounds of potatoes would make. 5.NF, 6.RP, 7.RP

Consumers in the U.S. spend a lot of money. In this activity we look at historical data to see if there are any patterns in our spending. How does our holiday spending show up in these graphs? What accounts for spikes or drops in spending? What patterns do you notice? Which patterns will likely continue and which patterns won't? Let the class see, think, wonder and discuss in this timely activity.

Soo Yeon is a Mathematics teacher at an international school in Asia and has be an avid user of YummyMath. Formerly she was a chemical engineer and shares our intent of providing practical, relatable, and real-world contexts in teaching mathematics.

She would like to share the following with YummyMath users:

"As you know Leslie and Brian's hard work and vision of exploring math in real life contexts has been instrumental in helping students develop critical thinking, questioning skills, and a positive attitude towards Mathematics. I wholeheartedly share their vision and am dedicated to upholding their mission. Moving forward, YummyMath will continue to evolve, enhancing content and user experiences to better meet your needs both now and in the future. I understand the challenges teachers and parents face in balancing engaging activities with time management. To address this, I kindly request your input through a survey ( ) to ensure that YummyMath effectively supports your needs.

Thanks so much for your support as YummyMath starts this new chapter. "

In this activity, students work through the nomenclature to understand the possibilities of nano science and quantum dots. Questions that are answered; How many nanometers are in a millimeter? What is a semiconductor? What and why does this nano technology increase our ability to closely examine, understand and modify our tools?

The activity: Quantum-dot.pdf

On Veterans Day we honor the men and women that have served in the Armed Forces of the United States. There are now 16.2 million living veterans. We found these maps that show where veterans live in the U.S.

What do you notice and what do you wonder when seeing these maps?

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We think that this is a very good time to wish for peace. Above is a picture of the wreath that I made for this winter's season. Do you know this symbol? Where did it originate? Do you ever use a different symbol for peace (for instance, sideways "V"s)?

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Heaps of PowerPoint resources for all topics for ages 10 - 18.
From Don Steward blog

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Unfortunately, my father Don Steward passed away from Covid-19 on 3rd May 2020.

Throughout his working life he was passionate about improving the teaching of mathematics and has requested that all of his work remains freely available.

As per his wishes, I have uploaded all of his work to this Blog in the pages section which contains links to google drive where slides and presentations can be downloaded for free.

Don has also requested that those who use his work make a discretionary donation to charities supporting education in Africa.

We have set up a Justgiving fundraising page to support this wish below:
https://www.justgiving.com/fundraising/jessesteward

Many thanks for all of the kind messages we have received which are of great comfort to myself and the family.

Kind regards,

Jess

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ideas and resources for mathematics teachers of 10 to 16 year olds

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I love Eddie's passion for teaching maths and find his explanations of concepts to be very thorough.
Thanks Jaydon Busiko for sharing this on your Digital teaching and learning padlet

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mathematics maths math technology australian hsc teacher high school

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I teach mathematics at a comprehensive public high school in Sydney, Australia. I'm also an author (Woo's Wonderful World of Maths, It's a Numberful World, Eddie Woo's Magical Maths 1 & 2, Whodunnit Eddie Woo?) and TV host (Ultimate Classroom on Channel 10, Teenage Boss on ABC ME).