The largest number that can be written in any base

1967 ◽  
Vol 14 (3) ◽  
pp. 218
Author(s):  
Noah Monsour
Keyword(s):  
Seventh Grade ◽  
Digit Number ◽  
Accelerated Mathematics ◽  
Mathematics Class

Recently, in our seventh-grade accelerated mathematics class, we were discussing the largest number which could be written using only three digits. Many of the students thought the number was (999), until we discovered a three-digit number that was so large that, if we used one inch to write each digit, the number would measure over 12,000 miles; then later, we discovered a three-digit number even larger.

Teaching Proportionality through Robotics

2020 ◽  
Vol 113 (6) ◽  
pp. 512-515
Author(s):  
Shelli Casler-Failing
Keyword(s):  
Mathematics Classroom ◽  
Class I ◽  
Seventh Grade ◽  
Mathematics Class

This article shares the learning experienced by my seventh-grade students during a lesson incorporating LEGO robotics into my mathematics class. I provide evidence of my students' learning, which represents how LEGO robotics can benefit students in the mathematics classroom to support engagement and development of understanding.

Teacher to Teacher: Truss(t)ing Triangles

1998 ◽  
Vol 3 (6) ◽  
pp. 394-396
Author(s):  
Bobbye Hoffman Bartels
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Real Life ◽  
Seventh Grade ◽  
School Students ◽  
Mathematics Class ◽  
Traditional Mathematics ◽  
Saturday Academy ◽  
School Schedule ◽  
Rigidity Characteristic

Often middle school students see no connection between geometry and real life. The following activity was designed to help make this connection for seventh-grade students participating in a Saturday academy. The activity centers on an elementary investigation of the rigidity characteristic of triangles, a concept seldom mentioned in K-8 mathematic textbooks but essential to the construction of structures that have to absorb tremendous forces and not collapse. Although this activity was completed outside the traditional mathematics class, it can be adapted to a school schedule and completed over two or more class periods.

Teaching to Talent: Evaluating an Enriched and Accelerated Mathematics Program

1989 ◽  
Vol 12 (4) ◽  
pp. 253-267 ◽  
Author(s):  
Ann Robinson ◽  
T. D. Stanley
Keyword(s):  
Mathematics Achievement ◽  
Rockefeller Foundation ◽  
Stated Preferences ◽  
Mathematical Achievement ◽  
Seventh Grade ◽  
Accelerated Mathematics ◽  
Math Program ◽  
Mathematics Program ◽  
And Mathematics

The authors present an evaluation of the Gifted Math Program, which was established in 1984 and funded by the Rockefeller Foundation. Mathematics achievement, and mathematics preferences were assessed for second-seventh grade students who participated in the program, as compared with students who were accepted but did not participate. Significant differences were found on mathematical achievement favoring students in the program. The two groups did not differ on stated preferences for learning math, however, the groups differed dramatically on expressed opportunities in math. The authors conclude that there are programs which can address the needs of bright young mathematicians.

Things you can try: A seventh-grade mathematics class tackles the stock market

1973 ◽  
Vol 20 (1) ◽  
pp. 45-47
Author(s):  
Esther K. Friedmann
Keyword(s):  
Stock Market ◽  
Previous Experience ◽  
Seventh Grade ◽  
Mathematics Skills ◽  
Maximum Benefit ◽  
Mathematics Class

Our seventh-grade mathematics class had had no previous experience in making graphs, and I wanted to find an approach to the topic that would provide a stimulating, enrichment activity for a bright group of youngsters. I also wanted to involve other mathematics skills so there would be maximum benefit from the project. Remembering my own experience with theoretically buying and selling stocks during a college economics course I had once taken, I decided to try the same approach with the seventh grade.

Teacher to Teacher: Writing Mathematics

1993 ◽  
Vol 41 (1) ◽  
pp. 20-21
Author(s):  
Nancy M. Brown
Keyword(s):  
Class I ◽  
Motivation To Learn ◽  
Seventh Grade ◽  
Instructional Activities ◽  
Mathematics Class

Two years ago I found myself teaching a seventh-grade mathematics class. Many of the students were two or more years behind the rest of the seventh grade in this subject, and most lacked either self-discipline or motivation to learn in any class, especially a mathematics class. I was challenged to find any way ro interest these students in participating. I attempted to create unusual instructional activities to involve this group of students. The following describe a successful unit used with this class.

A Seventh Grade Mathematics Class Bank

1931 ◽  
Vol 24 (7) ◽  
pp. 453-456
Author(s):  
Georgia Day Robertson
Keyword(s):  
Mathematics Teachers ◽  
Junior High ◽  
Regular Classroom ◽  
Seventh Grade ◽  
Training School ◽  
Mathematics Class

One of the variations from our regular classroom methods this year, which proved unusually interesting to both pupils and teacher, was our way of handling the unit in banking in the seventh grade of the Training School Junior High. Mathematics teachers, who are looking for schemes to quicken and lighten the steps of boys and girls on their way to the mathematics room, may be interested in our little device and it can be used without any equipment beyond the ordinary classroom.

Evenness and Oddness Extended

1978 ◽  
Vol 25 (6) ◽  
pp. 56
Author(s):  
Harry D. Ruderman
Keyword(s):  
Seventh Grade ◽  
Mathematics Class

A challenge for the mathematics class often becomes a ch allenge for the teacher. This happened with one of my bright seventh-grade classes.

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