Here's a sample lesson on Percent Increase and Decrease designed for a 52-minute Pre-Algebra class. 1.  Start by watching the video on 'Percent Increase'.  Make sure that students have the handout so that they don't have to write down the application problem. 2.  Have students work on the two 'Group Work' problems on percent increase. 3.  Follow the same process for 'Percent Decrease'. 4.  Have the students do the Percent Increase and Decrease 'Matching Activity'.  You need to have the tiles cut apart for them already.  If there is not enough time to complete this in class (There usually isn't),…
I just finished this new Calculus game in anticipation of teaching a lesson on The First Fundamental Theorem of Calculus.  I'm looking to give it a good name.  Any suggestions? Calculus Game.pdf Download this file Jing Video and notes to accompany my lesson: View on screencast.com » Intergal_Video.pdf Download this file Jing Video and notes for the Second Fundamental Theorem of Calculus: View on screencast.com » The_Second_Fundamental_Theorem_of_Calculus.pdf Download this file Group_Work_Problems.pdf Download this file
A Sample Lesson on Solving a System of Equations with Two Unknowns Before you begin, you may want to print the summary sheet below for reference.  The sheet happens to have a major typo, but I think that it's usually fun for the students to discover it themselves. I've been generous enough to correct the typo. SYSTEMS OF EQUATIONS Start out by watching this introductory video about solving an application problem using the addition method.  I recommend printing out the handout of what is covered in the video so that you can take notes as you follow along. View on screencast.com »…
Let's face it.  I'm Asian.  I could definitely play the race card, but I don't.  Because I don't want to.  I don't think that it's the right thing to do.  I want to believe that it is dedication, hard work, and passion for what I do that is what will get me to where I want to be in life. Last semester, on the first day of class, there was a group of rowdy students in my class that would not be quiet even after I asked them to be quiet more than five times.  The principle that this is…
I'm really happy to report that this is ALL of the student feedback from my Saturday class that recently ended: "Although I did not understand a lot of the material, the instructor was very informative and acted as if he had he students in his best interest.""Jon is a great instructor.  He really takes his time to explain the topics with out getting behimd schedule.  I wish more instructors were like him.  The course should be a week or two longer to fully grasp all of the concepts that are being taught."
I know it can be tough out there!  I just finished two of the worst semesters I have ever had back-to-back.  The students constantly had attitude problems and my supervisors scolded me for telling the students that their attitude was unacceptable for the classroom.  Well, I just received the first good news I have gotten in a while:  My online students (at at different school, that is) seem to like me.  It's comments like these that make teaching worthwhile. If I could give one recommendation for future reference, it would be: "Nothing, I really enjoyed having this class with the…
This year on Pi Day I was teaching exponents, so I created an activity surrounding many of the common errors that I see many students make when working with expressions involving exponents.  I have attached the file to this post, and I would hope that people would know what to do with it, but let me explain anyway: 1.  I printed and cut out about 10 copies of the activity (I wanted to have the students work in groups of no more than 3).  I also like to have 1-2 extra copies because it has become seemingly noticeable with my…
I am teaching a Finite Math class this semester and the majority of students in the class are business majors.  I'm trying to make the class as relevant to them as possible, so I've been reading magazines such as INC, and Entrepreneur to try to get ideas for things that I can talk about in class.  Well, here is one problem I came up with for my lesson on multiplying matrices.  And by the way, I put a copy of the pie chart from the magazine on the Document Camera before even starting (I brought the magazine to class, actually). According…
Yesterday I came across this problem while planning a lesson on ratio and proportion:"When I woke up this morning, I hit the snooze button and got 10 extra minutes to sleep.  Every time I hit the button, I get 10 extra minutes.  At this rate, if my alarm first goes off at 5:30 and I hit the snooze button 4 times before I actually get up, what time do I get up?" After careful thinking, it turns out that I wasn't actually interested in this problem at all.  I was actually interested in asking questions such as:Does it make since…