Free Virtual Calculator

PLEASE NOTE: THE CREATORS OF THIS SOFTWARE ASKED THAT ONLY OWNERS OF TI 83'S AND 84'S USE THIS PROGRAM. (I ACTUALLY THINK THE MORE THIS PROGRAM IS DISTRIBUTED, THE MORE BUSINESS TI WILL MAKE) THE LINK BELOW IS NOT MY WEBSITE.

http://www.cecisafadi.com/virtualti/ti83.htm

Do you have a virtual calculator on your computer? It is easy to download. Follow the instructions on the website and you will have yourself a TI 83 on your computer and for the data projector in a snap. The best part of this is if you have a IWB, then you can have a student model the keystrokes that you should use when using the calculator. If you are not too techie, then ask someone who can help you to take these steps. It will not take too long. With a restart about 10 minutes.

Here is what I did to get the calculator on my laptop:
1. Make a folder called "Virtual TI83" in the Programs folder
2. Click the "vti.zip" file and all of the files should show (if you don't have a zip program, there is one at the bottom of the website "unzip32-312.exe" that you can install to be able to unzip the files)
3. Put the unzipped files into the folder "Virtual TI83" from step 1.
4. Download "ti83 Plus v1.03.rom" to the folder "Virtual TI83" from step 1.
5. Go to the folder "Virtual TI83" and click on the "vti.exe" file to start the program. It will ask you to set the ROM calculator version and then you will be ready to go.
6. When using the calculator and you would like to turn it off, right click while you are pointed on the calculator, and click on Exit without saving state or Exit and save state.
7. Now make a shortcut for your desktop. I do this by right clicking on the "vit.exe" file and sending it to make a shortcut on the desktop.

The Human Ambigous Case

Today was something new for me. I put a masking tape angle on the floor. It was an acute angle. Then I had a tall person and a short person volunteer for the activity.
I had the tall person on the ground in line with the acute angle already on the floor. I had the short person forming a triangle with the tall person and the tape on the ground. It was quite a site. The students were really interested in what was happening. Keeping the same vertex, I asked the students to make another triangle if possible. The students found it quickly. I had a third student put masking tape on the triangle positions that were formed. I had the students talk with their partner and write down any observations they had about the resulting figure. We had a rich discussion sharing out their ideas.
Then I formed groups of three with the class. One of the three was to cut out a longer strip of paper, another was to cut out a short strip of paper, and the third was to cut out an acute angle. The were to physically make the SSA example with their paper Side, Side and Angle. All groups worked well with this and some interesting results occurred. The usual two case scenerio occurred. One group found that theirs did not reach. Another group found that theirs only formed one triangle. Each group of three drew their results on the board.
It gave me a way to describe something mathematical in an easy way. I used language like Side (Anthony) Side (Michelle) and Angle (Acute). After I felt like the students were much more engaged in the process. It took most of the period to do it. We did one problem at the end of the class and that problem went extremely well. I think that moving while learning is important for the brain to remember what is happening.

Pythagorean Theorem using an IWB

First, this activity will take about 20 minutes.
Show the students the problem and make sure they know what is being asked. Don't give any clues as to how to solve it. Have them work in pairs to come up with a plan to solve it.
After about 3-5 minutes pick a pair at random to explain their plan. A class discussion will take place on the plan. Then that pair will start executing the plan and all in the class will do the math for that plan. Plans have differed from class to class. But, they will definitely need to use the Pythagorean Theorem to get the answer.

The students solution: Usually it will be to measure two sides with the ruler, and then find the third side using the Pythagorean Theorem. They now have the 3 sides in centimeters. Then they measure the key in centimeters. They sometimes use a proportion to convert the centimeters to miles.

It is great fun to watch the student trying to use the ruler on the IWB to measure. The students are using collaboration, problem solving, and math skills with this activity.
Hope you can try something like this in your class,
Dave

Pumping up the Brain Video

CBS's Debbie Turner Bell came out to our school in December and she made a very nice 3 minute story called "Pumping up the Brain" It aired nationally in January. Debbie and her crew made us all feel very comfortable. Hope you enjoy it.
Dave




CBS Early Show Link Video

CBS Early Show Written Story

Fill in the Missing Pieces

My colleague coined it scaffolding for our students. He is right. We need to build some structure help to our weaker students. Here is what I did. Instead of just solving an equation, I solved the equation myself and then took out key parts. I made labeled these "blanks" with letters so that the students could communicate with each other which "blank" they were referring to. The students then were given time to work this out with their partner. Then I randomly picked a student to go up to the board and fill in a missing spot. Interestingly the student who started picked the middle to start with. See video. Students came up one by one until they hardest spot was left. All of the explanations were very good. Things like, "you have to add it to both sides" came out. I like when that happens. I'm trying to build a little challenge for my stronger students as well as a little guided help for my weaker students.

The second video looks at a different class in a pre-calculus example. This uses the same idea as above, except it has some diagrams involved.

What do you think?

Remember to Take Time to Enjoy Teaching,

Dave

My Dream Classroom Design

Our school is undergoing some renovation. Every room will be changed. We are trying to design the ultimate classroom. Will you help? I have put down a few of my ideas on the Voice Thread. I would love to hear your ideas on this. You can comment on Voice Thread by typing in a comment, or using a microphone and verbally giving your comment, or you could even phone in your comment. Just click on the comment button (on the Voice Thread above) and join in. If you want to hear or see other peoples comments just click on their image.
Hope to hear from you,
Dave

www.voicethread.com

Front of the Class A book by Brad Cohen

I am amazed at how Brad Cohen overcame his Tourette Syndrome and became a wonderful teacher. Tourette Syndrome is a neurological condition that is exhibited through twitches, yelps, verbal outbursts, and more. The problem is that with TS you have no control over these behaviors. It is like blinking for most of us.
Brad's main theme in the book is that he would educate people about TS and they would generally accept it. He would honestly explain his condition to any audience that would listen. Most importantly he would educate his students. His students would then in turn ask questions which Brad answered frankly. As kids are, they accepted Mr. Cohen quickly. It is really a great story of how positive attitude and fortitude will get you to realize your dreams. In this case Brad's dream was being a teacher.
Brad's story reminds me as a teacher how I treat all my students. It makes me think of how sometimes I assume that students have complete control of themselves at all times. I always need to investigate before I make assumptions. It has been a great lesson for me.
Thanks Brad for your inspiring story. I hope you get a chance to read it.
Here is Brad's Website http://www.classperformance.com/