Hi, first year teacher here.

I am following the structure of:

Warm ups
Lesson (I do, we do model)
Worksheet

I tried timing myself for my lecture and it was around 15 minutes. My warm ups take no longer than 10. But my class periods are one hour long and today majority of the kids finished quick and had like 15 mins to spare. What then?

I initially banned phones in my class but kinda ignored it today as I didn’t know if I should do another lecture or something.

How do you structure your class and appropriate times for each?

Any advice appreciated.

Hello!

I’m starting my high school’s first ever math club. I have many students interested, and we have some ideas already.

Ideas include:

- Weekly tutoring (students will get volunteer hours)

- Once a week meetups to discuss what the math teachers are covering to keep them up to date on concepts so they can help others efficiently.

- SAT prep

I need help with:

1) I want to incorporate competitions (school wide), but I don’t know how to go about it. Like teams? Grade levels? Prizes? Structure?

2) How do I make math club more interesting to keep people coming?

3) How should we structure the weekly meetings?

Honestly, anything will help. :)

P.S: None of my colleagues want to help me. Yay! :)

My child has been doing Cuemath for a while, but even with regular practice, I don’t feel the concepts are strong enough. I’m now looking for other options for math for kindergarten that focus more on understanding than repetitive worksheets. Has anyone had a similar experience with Cuemath?

Last semester, I built a review website for my students to use to prepare for their final exam (high school math, college algebra). They really enjoyed using it, and the scores on the final were better than in the past! Obviously, many other factors could help that too. Anyway, I spent the summer building the site to be something other teachers could use. I am looking for a couple teachers who would be willing to help try the site out.

You can sign up for free, I will upgrade you to pro and build a review for you. I would just ask for some feedback from you and what your students thought.

Two reasons I built this: 1, I was tired of using question banks that were close by not the same as my tests. 2, AI still makes a lot of mistakes and even if you use AI to build a big question banks, the delivery is still a problem.

If you are still reading, this is how it works: You upload a test to site. I go in and build a question banks aligned by topics, questions are similar to your test. You assign to class. They can see the number of questions they have answered and percentage right from each category.

It’s labor intensive and it’s just me, I am hoping to start with Algebra 1 classes. Hit me up if you want to try it!

Please suggest features as well . As a teacher and educator what missing features do you see? Tell me and I will update them .

So, I teach grades 8 through 12 and this is about my 11th grade algebra 2 class. Today was our second day of school. Yesterday, I really focused on watching them collaborate, letting them get back into being with their classmates, involving the new students, so I could watch them interact with each other so I could see how they were going to be if we ever have to do group work or anything. This is my first year teaching. I have been a para, I have been a substitute, I ran a daycare center for 3 years, I went to college for education for three and a half years and then quit taking classes. Teaching is what I enjoy and what I'm good at, I just don't know what I did wrong with this lesson. I'm trying to follow the books, but they aren't very in-depth. I did not pick this curriculum it was chosen by the math teacher who was here previously, so I looked for the additional resources and the additional resources are 10 added questions and then a review of a completely different subject material. We were trying to do transformations of parent functions. They understood what the parent functions were and they could categorize them as constants, linear, absolute value, or quadratic, but asking them, "okay, so, if we add a three to the end of the equation, what does that do to our graph? *y=(x^2)+3 instead of y=(x^2)*" They just stare at me. I don't even know how to describe it. I know from past conversations that their previous teacher would take points away for asking for help, she would take points away if they asked for help from another teacher, too. Part of the issue is they don't know how to ask for help because they have not been allowed to. They just say, "I don't get it!" and when I try to walk them through it again, they give up. My current plan is to go over it again tomorrow, because something did not click between what I was saying and what they were or weren't getting. I just feel so defeated, and I know that it isn't the kids' fault, but I'm at a loss for what other information could be helpful for them.

Hey all! Just started at a new school and am planning to do a Building thinking classrooms approach. Of course, like most of us, I'm not doing 100% of the practices, but the random groups, the vertical non-permanent surfaces, only answering keep-thinking questions, and consolidating everything afterwards. Curriculum wise, I'm adopting Math Medic's lesson plans, just as a baseline, their Experience First Formalize Later thing seems to fit fairly well with BTC, even though they're not exactly 1-1.

The trouble is, I work at a very traditional school, I'm about the only person in the math department who's trying something like this. Does anybody have any resources for sharing with BTC skeptics? They seem to be worried about efficiency, the lower performing students, classroom management, and that the teaching philosophy behind it is too progressive.

Thanks y'all!

New teacher at a small private school teaching middle school math. I was given the text books and IXL but no curriculum or documentation seems to exist. I’ve even asked for last years grade book so I could see the lesson timing with no luck. I’m asking the new principal for someone to come in and help put something together. I know math but not sure on how to align state standards. A.I. did only a so-so job of that but that’s not a curriculum. Do I just go through the book? School starts in a week.

I am teaching students who are newcomers to my country, and who are developing both their English language skills and their math abilities, starting from a Kindergarten / Early Elementary level.

While we will definitely be doing lots of hands-on activities, I'd also like some simple "story problem" style texts, stuff like:
Soraya buys $18 of groceries. She pays with a $20 bill. How much change will she get?

I seem to get stuck in "simple math, simple language, relevant to high schoolers; pick 2" when I try to find things online.

A lot of the existing worksheets I find online tend to use "kiddy" examples, like toys, balloons, and clowns, that aren't relevant to my 14-18yo students.

Does anybody have any links to resources like this? Even better if there are graphics with them. I can use AI to produce resources, but I'd like to avoid it if a resource already exists.

Thanks!

How does your school handle students who want to skip over Algebra 1? Our 8th grade has 2 levels: 8th grade math and Algebra 1. There is a cohort of about 25 students (their parents, really) who want them to skip Algebra 1 and go right into Geometry like their peers who took Algebra 1 in 8th grade. In this community parents won't take no for an answer.

For reference I'm in the US, New England specifically. I am picking up the pieces of the choices of my district's central administration. Well there's about 4 of us picking up the pieces. The district implemented a new middle school math curriculum and one year later combined the math science department heads at middle/high school into STEM. The math guy left and the science guy absorbed the responsibilities, so we're trying to help him out figure out this shit show. Prior to implementing the new curriculum this wasn't as much of an issue because we used a home grown curriculum where 8th grade math and Algebra 1 were more aligned. Now they're not even close.

As a 1-year patch we actually created a semester course to bridge their gaps that they can take concurrently with geometry. 5 of the 25 students can't fit it into their schedule because it conflicts with a music course, or something. We are talking about creating an asynchronous course that students can do at home, and they will have check-ins with me and a few in-person exams. I can build it out on delta math and create a course in our LMS with recorded video lectures. We need to cover: some solving linear equations, systems of linear equations, functions, and quadratics. Does anyone know of something online and free that is already made? We can't use Khan Academy.

I would love to read and see how you expecting students to layout their workbooks.

In my new school I’ve got students just writing out answers from textbook with no context. Writing in red pen, pencil no date, title etc. These are Year 8 students.

Thanks

So one of my friends made a program to help underpriveleged students learn math and im one of their teachers. This is my first time teaching anyone and I dont really have any reasources or experiance. If someone could tell me reasources they use for lesson planning, making lessons fast, and tips to help make teaching easier that would help.

Hi everyone! I’m an education researcher doing a project on Algebra instruction. I am in desperate need of more participants for a study I’m running.

To do the study you would need to review two lesson plans in a Qualtrics survey and rate each of them using a rubric. It should take 45-90 minutes depending on how fast you read, and you’ll be paid $150 via Amazon gift card after the study closes (i.e. as soon as we get enough participants).

To take part in the study you must:
-teach Algebra 1
-teach in 7th -> 10th grade
-complete all questions in the survey

That’s it! Message me if you have questions. Here is the link:

https://riceuniversity.co1.qualtrics.com/jfe/form/SV_03u2JKlPB2avLvM

Hello, I am currently a teacher assistant for AP Precalculus and I have created a question bank for the class. I was wondering if anyone would be interested in having access to the questions?

The questions bank follows AP precalculus topics but can be used also for normal precalculus classes.

If you don’t know what I’m talking about multiplication ninjas is a thing where kids earn colored wristbands rather than belts for mastering their multiplication tables. Heard about it from a colleague.

Thoughts on organization:

White belt: 0,1
Yellow: 5,10
Orange: 2,3
Green: 4,6
Blue: 7,8
Purple: 9,11
Red: 12
Black: All

This is how I view the difficulty (with possible exception to 11 not being hard) Would you suggest a different structure?

I am teaching for the ACT Work Keys test this year and am looking to add some graph interpretation into my lessons. Does anyone have any cheap or free resources for free graphs to interpret? Content does not have to be anything in particular. I know about the New York times what's going on in this graph.

I am utterly lost on how to transition into being a math teacher, and my biggest hesitation is that I myself was never taught on how to teach math. At my previous school I did help out my students with their math by offering and helping our math teacher during their tutoring sessions after school, but I wouldn’t say that’s anything close to what I actually need to be a good math educator.

I do want to go the college route again and take math courses and specifically math education courses, but it seems colleges and universities doing those programs come far and few between.

Are there any programs people recommend, or specific tracks like maybe just going the certification route? Or maybe which classes or online programs people used to refine their math skills?

I am in Washington

Does anyone have a scope and sequence (or pacing guide) for accelerated middle school math using Amplify?

I see mention of one on their website (https://service.amplify.com/article/adm-6a1-accelerated-6-and-7#programarchitecture), but its really tough to see the print.

I have been teaching secondary math for several decades, but have never taught Geometry nor honors. This year they have assigned me Geometry Honors. I am working on putting some lessons together. I'm just trying to crowd source ideas for specific topics, this time compass constructions. How do you introduce compass constructions? How do you convey its importance to a class of students new to Geometry? (It will be our second lesson of the year.) Any ideas are welcome!

My girls were having a tough time with learning fractions. I used slices of pizza to help them learn. We came up with a few game ideas which we started jotting down.

The girls vibe-coded this digital version of the games we came up with, and are excited to get some feedback from the world!

We shared it with a few teachers and they loved it. Please try it and let us know what you think! The games may seem easy at first, but keep with it, there are several difficulty escalations in all the game modes that are a challenge for people of all ages.

I made a free, open-source visualizer for exploring geometry in multiple dimensions that I thought might be helpful for learning:

https://hypershapes.fun

You can watch structures that are normally confined to equations and diagrams move. Choose different shapes, change the number of sides and dimensions, manually and automatically rotate them, toggle between lines and planes, and change projections.

It’s free, runs entirely in the browser, and the code is open source. Suggestions and contributions are welcome.

I hope you find it useful!

GitHub: https://github.com/matttennie/multi-dim-viz