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Slide1
JON OAKS
AMATYC Midwest Vice President
Macomb Community College, Warren, MI
www.jonoaks.com
Slide2Slide3Slide4Source: http://www.fumblingtowardsx.com/blog/tacogate
Slide5Source: https://www.facebook.com/events/taco-garage/the-physics-of-math-and-tacos/552227345197391/
Slide6Source: https://i.pinimg.com/originals/1f/03/44/1f0344dd41cdce0945b9eb790929cd9a.jpg
Slide7Source: Mathematics and Multi-Ethnic Students: Exemplary Practices
Slide8Source: https://educationrealist.wordpress.com/2013/02/16/modeling-linear-equations-part-3/
Slide9Source: https://d1e4pidl3fu268.cloudfront.net/bd369c04-71e6-41d7-9086-abd7ef4dcf15/shoppingexample.crop_1700x1540_0,463.preview.jpg
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Slide11Source: https://www.slader.com/discussion/question/you-2/#
Slide12Source: Curricula for Teaching Students with Autism Spectrum Disorder
Slide13Source: http://mrgiomini.blogspot.com/2017_12_11_archive.html
Slide14Source: https://www.twinkl.com/resource/us2-t-283-tacos-math-cooking-and-calculating-activity-sheet
Slide15Source: https://i.pinimg.com/originals/c2/fa/09/c2fa0967049c8b8eac86defe4f51a261.jpg
Slide16Source: https://study.com/academy/lesson/t-charts-in-math-examples-problems.html
Slide17Source: https://4.files.edl.io/aa52/11/26/18/200619-59b01bb8-2900-448f-844b-38828bee6988.pdf
Slide18Source: https://www.chegg.com/homework-help/pictograph-shows-unit-sales-food-items-community-fair-use-pi-chapter-10-problem-4cr-solution-9780077636425-exc
Slide19Source: https://brainly.com/question/11765780
Slide20Source: https://www.slader.com/discussion/question/the-cost-in-dollars-of-producing-x-tacos-is-cx-000375-x215-x1000-for-0-leq-x-leq-180-a-find-the-marginal-cost-b-find-and-interpret-the-margi-9f63213c/#
Slide21Source: https://www.maa.org/sites/default/files/pdf/mathdl/CMJ/Bleecker2-12.pdf
Slide22Source: https://www.maa.org/sites/default/files/pdf/mathdl/CMJ/Bleecker2-12.pdf
Slide23Source:
https://ncatlab.org/nlab/show/Hegelian+taco
Slide24Source: https://tapintoteenminds.com/3act-math/taco-cart/
Slide25Source: https://robertkaplinsky.com/math-modeling-can-tell-us-if-we-get-free-tacos/
Slide26Source: https://www.teachthought.com/critical-thinking/10-benefits-of-inquiry-based-learning/
Slide27Source: https://www.youtube.com/watch?feature=youtu.be&v=nCw37Zo21qE
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Partnersfor Mathematics LearningTaco Twister Pass out the
clues
to
each
member
of
your
group
You
may
not
look
at
anyone
else’s
clue
If
you
have
a
question,
check
with
your
group
first
Be
sure
everyone
participates
Source: https://slideplayer.com/slide/14599008/
Slide2914
Partnersfor Mathematics LearningTaco Twister Using the cards,
each
group
is
to
decide
how
many
tacos
Nick
ate
Remember
you
may
not
look
at
any
card
except
for
your
own
You
must
communicate
the
information
on
your
card
to
the
other
group
members
Source: https://slideplayer.com/slide/14599008/
Slide3015
Partnersfor Mathematics LearningTaco Twister How many tacos
did
Nick
eat?
Justify
your
solution
Source: https://slideplayer.com/slide/14599008/
Slide3116
Taco
Twister What challenges did you face finding a
solution?
Why
is
it
important
for
students
to
understand
and
interpret
a
solution
to
an
inequality?
What
other
real
world
situations
may
have
a
range
of
solutions?
Partners
for
Mathematics
Learning
Source: https://slideplayer.com/slide/14599008/
Slide3217
Partnersfor Mathematics LearningTaco Twister How would you
use
this
activity
in
your
classroom?
How
could
you
modify
this
activity
to
meet
the
needs
of
struggling
learners?
How
could
you
make
this
activity
more
challenging?
Source: https://slideplayer.com/slide/14599008/
Slide33Source: https://slideplayer.com/slide/14599008/
Slide34JON OAKS
AMATYC Midwest Vice President
Macomb Community College, Warren, MIwww.jonoaks.com