Edu - Revision history

Tim at 19:41, 29 January 2013

2013-01-29T19:41:38Z

← Older revision		Revision as of 15:41, 29 January 2013
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			==[[edx]]==
			==[[coursera]]==

	===Common Core MATH===		===Common Core MATH===
	:There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from.		:There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from.

Tim at 14:30, 31 October 2012

2012-10-31T14:30:19Z

@@ Line 19: / Line 19: @@
 ;6: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers
 ::((2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?)(common factors 36 + 8 as 4 (9 + 2).), which includes negative numbers;
-:(3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.
+:(3) writing, interpreting, and using expressions and equations v=d*t; and (4) developing understanding of statistical thinking.
 ===on Is Algebra Necessary?===
 http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share

Tim at 13:33, 31 October 2012

2012-10-31T13:33:34Z

← Older revision		Revision as of 09:33, 31 October 2012
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	;4: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. Up to 1,000,000		;4: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. Up to 1,000,000
	;5: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.		;5: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.
	;6: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers::((2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?)(common factors 36 + 8 as 4 (9 + 2).), which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.		;6: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers
			::((2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?)(common factors 36 + 8 as 4 (9 + 2).), which includes negative numbers;
			:(3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.
	===on Is Algebra Necessary?===		===on Is Algebra Necessary?===
	http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share		http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share

Tim at 13:32, 31 October 2012

2012-10-31T13:32:46Z

← Older revision		Revision as of 09:32, 31 October 2012
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	;4: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. Up to 1,000,000		;4: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. Up to 1,000,000
	;5: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.		;5: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.
	;6: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers((2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?)(common factors 36 + 8 as 4 (9 + 2).), which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.		;6: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers::((2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?)(common factors 36 + 8 as 4 (9 + 2).), which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.
	===on Is Algebra Necessary?===		===on Is Algebra Necessary?===
	http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share		http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share

Tim at 13:31, 31 October 2012

2012-10-31T13:31:27Z

← Older revision		Revision as of 09:31, 31 October 2012
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	;2: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes. All up to 1000.		;2: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes. All up to 1000.
	;3: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes		;3: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes
	;4:		;4: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2) developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3) understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. Up to 1,000,000
			;5: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions and of division of fractions in limited cases (unit fractions divided by whole numbers and whole numbers divided by unit fractions); (2) extending division to 2-digit divisors, integrating decimal fractions into the place value system and developing understanding of operations with decimals to hundredths, and developing fluency with whole number and decimal operations; and (3) developing understanding of volume.
			;6: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers((2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?)(common factors 36 + 8 as 4 (9 + 2).), which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.
	===on Is Algebra Necessary?===		===on Is Algebra Necessary?===
	http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share		http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share

Tim at 13:16, 31 October 2012

2012-10-31T13:16:56Z

← Older revision		Revision as of 09:16, 31 October 2012
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	:7. Look for and make use of structure.		:7. Look for and make use of structure.
	:8. Look for and express regularity in repeated reasoning.(find patterns)		:8. Look for and express regularity in repeated reasoning.(find patterns)

			;PK K: count stuff, describe shapes
			;1: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes.
			;2: (1) extending understanding of base-ten notation; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes. All up to 1000.
			;3: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes
			;4:
	===on Is Algebra Necessary?===		===on Is Algebra Necessary?===
	http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share		http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share

Tim at 13:07, 31 October 2012

2012-10-31T13:07:07Z

← Older revision		Revision as of 09:07, 31 October 2012
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	:6. Use precision.		:6. Use precision.
	:7. Look for and make use of structure.		:7. Look for and make use of structure.
	:8. Look for and express regularity in repeated reasoning.		:8. Look for and express regularity in repeated reasoning.(find patterns)
	===on Is Algebra Necessary?===		===on Is Algebra Necessary?===
	http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share		http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share

Tim at 13:05, 31 October 2012

2012-10-31T13:05:39Z

← Older revision		Revision as of 09:05, 31 October 2012
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	:5. Use appropriate tools strategically.		:5. Use appropriate tools strategically.
	:6. Use precision.		:6. Use precision.
			:7. Look for and make use of structure.
			:8. Look for and express regularity in repeated reasoning.
	===on Is Algebra Necessary?===		===on Is Algebra Necessary?===
	http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share		http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share

Tim at 13:02, 31 October 2012

2012-10-31T13:02:06Z

← Older revision		Revision as of 09:02, 31 October 2012
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			===Common Core MATH===
			:There is a world of difference between a student who can summon a mnemonic device to expand a product such as (a + b)(x + y) and a student who can explain where the mnemonic comes from.

			:1. Make sense of problems and persevere in solving them.
			:2. Reason abstractly and quantitatively.
			:3. Construct viable arguments and critique the reasoning of others.
			:4. Model with mathematics.
			:5. Use appropriate tools strategically.
			:6. Use precision.
	===on Is Algebra Necessary?===		===on Is Algebra Necessary?===
	http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share		http://www.nytimes.com/2012/07/29/opinion/sunday/is-algebra-necessary.html?smid=pl-share

Tim at 16:25, 29 July 2012

2012-07-29T16:25:29Z

← Older revision		Revision as of 12:25, 29 July 2012
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	The same is true for the study of mathematics. You could probably teach fruit flies the long division algorithm. The problem with algebra is the process of turning a problem into relations that can be expressed. In large part this is a reading problem. The algebra whose requirements the author disparages is essentially to understand y = mx +b. How does something change linearly in relation to something else, the weighting of the consumer price index based on energy costs for instance. Ok so there is a little bit of quadratics, we have to know not everything is linear, double the span of that wind turbine and you catch 4 times the energy, for example.		The same is true for the study of mathematics. You could probably teach fruit flies the long division algorithm. The problem with algebra is the process of turning a problem into relations that can be expressed. In large part this is a reading problem. The algebra whose requirements the author disparages is essentially to understand y = mx +b. How does something change linearly in relation to something else, the weighting of the consumer price index based on energy costs for instance. Ok so there is a little bit of quadratics, we have to know not everything is linear, double the span of that wind turbine and you catch 4 times the energy, for example.

	American education needs some innovation but innovation is tough to come by in the Obama/Duncan, ~~Stand_for_America~~ race to the top-down control by corporate consultants. There are plenty of interesting things to read but for the most part they are not in textbooks. 600 page 9th grade algebra textbooks with their daily pacing guide and chapter and online tests on some phony worthless algorithm created to fill those pages are an atrocity.		American education needs some innovation but innovation is tough to come by in the Obama/Duncan, Stand_for_Children race to the top-down control by corporate consultants. There are plenty of interesting things to read but for the most part they are not in textbooks. 600 page 9th grade algebra textbooks with their daily pacing guide and chapter and online tests on some phony worthless algorithm created to fill those pages are an atrocity.

	The algebra concepts you need for a college degree or to get 700 on the SAT's could be written an 4 8/12x11 sheets of paper. You probably should learn that. Makes solving problems easier.		The algebra concepts you need for a college degree or to get 700 on the SAT's could be written an 4 8/12x11 sheets of paper. You probably should learn that. Makes solving problems easier.