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https://v.gd/Nx4i6D

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I challenge Jason's dimensional sheet that we use in Romania. We use A4 sheet which has dimensions of 210 x 297 mm square. So, the radius of the largest circle that can be drawn on this

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I tried to join the 4 ways of organizing learning activities:

a) collective activity, characterized by the transmission of information from teacher to student;
b) group activity generally homogeneous, constituted by a certain criterion;
c) work in teams, heterogeneous groups, formed after the preference of students for an activity;
d) individual activity, independent).
I use frontal activity to help them to acquire the knowledge taught to observe and analyze data or results from a problem / exercise to teach them how to use geometrical tools. I sometimes work with students in groups heterogeneous in terms of problem solving, implementation of projects. Worksheets are not missing ever, where I select exercises for different levels. So, the students who work more quickly to not get bored, and those working slower to understand exercises of minimum-medium level.
course work in mathematics individual can not miss. I mean all themes that are given to each student's level.

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http://creativplace.blogspot.ro/2012/06/matematica-si-origami.html

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https://v.gd/Zs5X07

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these are the applications for the first example, in "Maths in every day life"

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"Maths in every day life"

1.Solving equations using practical applications.
For example:    in a store  we found the following label:
pig chop
Net weight:  .....     kg
price:                25.34 m. u.
Price per kg:  16, 35 m. u.

complete the label with the missing dates.

2.the use of mathematics in landscaping.

Changing the shape of a lawn with flowers which have some form into another geometric figure, but without change the area  of the initial figure.

For example:  turning a rectangle into a triangle with the same area as a rectangle. (Use equivalent areas), etc

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https://v.gd/N0j0ML

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Finnally I"m writting my learning diary! all my life I wanted to become a math teacher. where this desire? perhaps seeing my mother as a teacher or maybe I don't liked my math teacher in middle school grades how he addressed each math topic.  he only emphasizes the negative side of things. and then I wanted to change something, this approach. I think that is really the problem that have children with mathematics. students identify the matter with the teacher. every time I teach  my students a new lesson I begin by explaining the utility of these concepts, starting from simple examples,   less theory and  more applications. Another issue regarding math is the theme, which is sometimes enormous. so I try not to give the topic more than 3-4 exercises similar to what we did in class and optional different exercises. I care about the atmosphere in the class. I want to have a pleasant, friendly one. I"m  their teacher but their friend. I feel when everything is fine but when things are not quite clear. This year I had in framinga class that was considered quite poorly trained in mathematics and I wanted to be patient with them and surprise maximum came faster than I expected. We study the matrix algebra this year and I was really excited that they understood very well all matrix operations.they liked it very much and  all wanted to go out  the blackboard to solve exercises.  there were a few students who solved  alone , at home, all exercises on that chapter.I felt great. I took care to motivate and reward them every success  small or large. this is the role of teacher: to present the matter that he teach in a way more attractive, more interesting!

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Hello,everyone! I'm Germina from Romania. I  teach mathematics at the high school.

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Hello,everyone! I'm Germina from Romania. I  teach mathematics at the high school.