# Weekly (2011/09/17)

• “Common Core State Standards. The standards clearly communicate what is expected of students at each grade level. This will allow our teachers to be better equipped to know exactly what they need to help students learn and establish individualized benchmarks for them. The Common Core State Standards focus on core conceptual understandings and procedures starting in the early grades, thus enabling teachers to take the time needed to teach core concepts and procedures well—and to give students the opportunity to master them.”

• “The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning and absorbing the critical information they need to succeed at higher levels – rather than the current practices by which many students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.”

• ” to design and develop well-engineered assessment tools to support US schools in implementing the Common Core State Standards for Mathematics (CCSS).

Tools for formative and summative assessment that make knowledge and reasoning visible, and help teachers to guide students in how to improve, and monitor their progress. These tools comprise:

* Lesson Units for Formative Assessment: some focused on math concepts, others on non-routine problem solving – 20 per grade for Grades 7-12.
* Professional Development Modules: to help teachers with the new pedagogical challenges that formative assessment presents.
* Summative Assessment Task Collection: to illustrate the range of performance goals required by CCSS.
* Prototype Summative Tests: designed to help teachers and students monitor their progress, these tests provide a model for examinations that may replace or complement current US tests.”

• To define a function: f = (x,y) -> x^2 + y^2
To evaluate: show f(3,4).
If you exclude the arguments: show f
you get: *function (x, y) { return add(pow(x, 2), pow(y, 2)); }*.
That’s really cool.* *Provides a great way to discuss functions both mathematically and computationally.

• “Whether you’re interested in math news, getting connected with other math geeks, or even learning about math education, you should check out these Twitter feeds that feature some of the most prominent math lovers online.”

• 2011-2012 FTC Game: Bowled Over!
The object of the game is to score more points than your opponent’s alliance by placing racquet balls into crates and then stacking the crates. Teams will be challenged to complete tasks during autonomous and driver controlled periods and will score special racquetballs and six pound bowling balls for additional points.

• “With Glean PEMDAS (Please Excuse My Dear Aunt Sally), we present a math learning environment to help teachers extend students’ understanding of order of operations concepts. Glean PEMDAS can be used to introduce Order of Operations, and is best applied to critical application of order.

Critical application of Order of Operations moves beyond understanding how operations are applied to understanding what happens when operations within an expression are done in a different order. This process adds flexibility to how students think about number and operations, which is important with the introduction of algebra. “

• Hercules and the Four Horsemen
Filmed in 1960 – The Four Horsemen were the world’s only four engine per aircraft demonstration team. Flying four C-130As in close formation, the team would perform a number of maneuvers over a twenty-three minute airshow that closed with a bomb burst — or as the team called it, Horseman Burst. The show was performed at an altitude of 500 to 1,000 feet.

Posted from Diigo. The rest of Look Up! Educator Network group favorite links are here.

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