2014 EIU Math Conference

Session 3

10:50-11:50 a.m.

13. Writing Curriculum with Focus, Coherence, and Rigor

Charleston/Mattoon Room

K–16 and Preservice Teachers 

Eric Bright,
Charleston Middle School

The Common Core demands focus, coherence, and rigor in our approach to teaching and learning. Come hear the practical meaning and application of these terms while getting some resources to help you design richer learning tasks and assessments.

14. Number Pyramids - Can Elementary School Arithmetic
       Be Tied to Middle School and Higher Mathematics?

Effingham Room

 Grade Levels K–9 


Jerry Becker,
Southern Illinois University Carbondale

Some teachers who teach mathematics believe a good problem for the elementary/junior high school levels should have the following characteristics: 

     (1) There is a simple rule that gets students into the problem; 

     (2) Solving the problem engages students in mathematical thinking; 

     (3) While solving the problem, students get practice in computation; 

     (4) The problem and solution(s) are connected to mathematics at a higher level. 

Does the Number Pyramids problem satisfy the four criteria? YES!

15. Imagine, Program, Share:
      Developing Student Interest in Computer Programming with Scratch

Sullivan Room

Grade Levels 3–12 

Rick Anderson,
Eastern Illinois University

Learn about Scratch, a free computer programming language for kids from 8 to 16. Students can make interactive stories, art, and games and share them with others. Suitable as a supplemental unit, enrichment class, or elective course. Resources for teaching Scratch will be shared.

16. Enhancing Teachers’ Understanding on Polygon’s Area
      by Exploring Incenter with Geogebra


Greenup Room

3–16 and Preservice Teachers 

Pingping Zhang,
The Ohio State University

In the Common Core Standards, the concept of area first appears in grade 3 and is highlighted in grades 6 and 7. The study investigated how a group of inservice teachers used Geogebra as a problem solving tool to explore the area of a triangle using the incenter. This was a new exploration for the group and allowed them to consider the generalization of the finding the area of a polygon with an inscribed circle. The audience will be facilitated to use Geogebra to explore the problem during the presentation. The result/discussion of the study will be shared as conclusion/extension at the end of the activity.

17. Building the Mental Number Line: The Core of Common Core

Casey Room


K–2 and Preservice Teachers 


Tina Johnson,
Peoria Public Schools, Retired

Building the mental number line is essential to meeting the grade and Common Core Standards. Mathematical principles included in building the mental number line will be discussed. Using visual models that are cognitively efficient to build the mental number line will be explored including number paths, numeral tracks, ten frames, and math racks. Hands on activities to build the mental number line and to establish quantity of number using the visual models will be experienced that you can implement into your classroom the next day! An activity handout will be given to take away from this session.

18. From Gotcha Problems to Brain Teasers

Martinsville Room

3–16 and Preservice Teachers 

Joan Henn,
Eastern Illinois University

We will discuss ways to teach problem solving and ways to teach math through problem solving. Along the way, we will solve a few of my favorite problems from more years of teaching than I care to admit.