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Ideas and Features For New Teachers
and Veterans with Class

Volume 8, Issue 21
November 2012
StarTeaching Store Advertise with us Previous Articles Submit an Article FREE Reports Feature Writers Tech Center New Teacher's Niche

Welcome back to our StarTeaching newsletter, 
Features for Teachers, packed full of tips, techniques, and ideas for educators of all students in all levels.

In This Week's Issue (Click the Quick Links below):

What's New @ StarTeaching   Tech Corner: Are You Hindering Your Students' Cognitive Ability?   Thanksgiving - Fact or Myth? Teaching Children to Investigate the Story Behind Thanksgiving
NEW! Tony Vincent's Blog: Build Positive Behavior with ClassDojo Website or App Math and Science on the Preschool Playground Themes on Life: 
"Thanksgiving Humor"
NEW! Science Activities for Any Setting   10 Days of Writing Prompts   10 Days of Math Problems
School Features: Outdoor Education (part 1) New Teacher's Niche:
Student Biographies and Interviewing
Student Teachers' Lounge: The Art of Story Telling
Book of the Month Club:
The Science Teacher's Activity-A-Day
  Website of the Month:
  Article of the Week: "The Singularity"

Remember to bookmark this page and to visit our website for more great articles, tips, and techniques!

Also, feel free to email this newsletter to a friend or colleague!


Would you be interested in becoming a Featured Writer for the StarTeaching website?

Our Newsletter is now posting a opening for a Social Studies / History Writer interested in a monthly column focusing on Historical Events and Education.

We are also looking for an administrator interested in sharing 21st century leadership skills and ideas in schools.  

Email your resume and letter of interest to:  editor@starteaching.com


Feature Writer

Thanksgiving - Fact or Myth? Teaching Children to Investigate the Story Behind Thanksgiving

By Kathy Colthran

For years Kathy has been a "Gadget Girl." She loves technology! Tie that to her extensive teaching background and she has been able to interest, invigorate, and inspire children and teachers to use technology in a rich, exciting manner.

Is what we celebrate in America today based on fact or myth? Did the pilgrims and the Native Americans really have a peaceful relationship that lead to a beautiful sharing feast? What primary documents exist to document the historical event?

Dispelling the myths and finding out what historians have to say on this topic is one of my favorite lessons of the Thanksgiving season. Share a comprehensive website that helps illustrate and teach the history behind the holiday.

Even the opening of the website can be dramatic and you can add drama by reading it in a voice that gets the attention of the students. Then, imagine your trip in the time machine back to 1621.

Within the website, you can first sort pictures based on myth and fact. Next, view the only primary document about the Harvest Celebration of 1621 written by Edward Winslow. The historians help you to understand what is written and help you and your students draw conclusions.

Another segment of the website allows you to delve deeper into the lives of the English Colonists and the Wampanoag People.

Extremely interesting is examining the time line leading up to the 1621 Harvest Celebration and the opposing points of view. Most students (and adults) have never heard these specific pieces of information or facts from history. Seeing the story from both points of view is integral to the learning of the truths behind the holiday that we celebrate today.

The website does provide a teacher's guide. The ages of your students will dictate how much of the site you will share together. It usually takes me almost a complete hour to share the whole site with upper elementary students. With lower elementary children, pick and choose what aspects you want to address and shorten the lesson.

Concluding the lesson, focus on what is believed to be true at the beginning of the lesson and some key differences learned and then how this can be shared these with family members as they gather around the feasts to give thanks. One key point worth making is to be sure everyone learns that a "Day of Thanksgiving" for the colonists meant a very long day in church. What they were engaging in was actually a Harvest Celebration and how these two ideas merge for us as people who have much to be thankful for and really don't worry too much about the harvest to sustain us through the winter.

Visit http://plimoth.org/education/olc/ to experience this website for yourself and to share with your students.

Download a free resource packet that includes this activity along with more Thanksgiving Ideas and Activities at http://technologylessonsforteachers.com


This article is courtesy of EzineArticles.  See the link below for more information:

Article Source: http://EzineArticles.com/1664553



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Build Positive Behavior with ClassDojo Website or App

By Tony Vincent

Learning in Hand is an educator's resource for using some of the coolest technologies with students.Tony Vincent

Learning in Hand is written by Tony Vincent. Tony taught fifth grade in Omaha, Nebraska for six years, and three of those years his students were pioneers in educational handheld computing. Then, as technology specialist at Willowdale Elementary, Tony brought the newest technologies into classrooms. Whether it was digital video, blogs, email, podcasts, or handhelds, Tony helped Willowdale teachers and students understand the usefulness of new technologies. Currently, Tony is self-employed as an education consultant. He conducts workshops, presents at conferences, and writes books based on his teaching experiences and passion for new technologies.

Always excited to share, Tony has documented much of what he knows about handheld computing and podcasting on his website, learninginhand.com. There you'll find useful software collections, the best webs links for handhelds, complete lesson plans, and an informative blog.

Tony is a teacher who wants to make education effective, relevant, and fun. He knows handhelds are small computers that can make a big difference in classrooms! He hopes Learning in Hand inspires and motivates teachers to use technology that students crave.

When I was a fifth grade teacher I made my own database to track student behavior on my Palm handheld. It was very effective because I could quickly take my device out of my pocket and with a few taps add a record to the database. In fact, my students knew exactly what I was doing if I looked at them and then started tapping on my device. My students knew I kept detailed records on how they behave in our classroom.
It was super handy to have all my anecdotal notes in a sortable database. It helped when I conferenced with students and parents because I had specific data collected over time. It certainly helped when completing report cards. And, for whatever reason, digital information is perceived by students and parents as more valid than if I had a paper notebook with my handwritten observations.
I used a Palm app (which is now an iOS and an Android app) called HanDBase. Years ago I wrote instructions on how to set up your very own class behavior database. Today, however, instead of buying the app, I suggest looking into ClassDojo.
I've been a fan of ClassDojo since I learned about it in the spring. Class Dojo is a free website and a way to track student behavior digitally. 
A teacher sets up a class on Class Dojo. Each student can have a cutesy monster avatar. After set up, start the class and can click any name to add a positive or negative behavior. The behaviors are tallied. If you choose to track negative behaviors, it's possible for students to have negative scores. The leader board can be private for just teacher use. However, the list of names and scores can be projected for the class to see. In fact, the leader board works well on an interactive whiteboard.
When class or the day is done, ClassDojo will show a report of the class' overall performance. Reflecting on individual and class performance and setting goals for next time can improve classroom climate. Teachers can always access a complete record for every class session for each student. 
Class Dojo has been very mobile-minded. The site works well on an iPad and through a mobile browser so teachers can use a smartphone to award behaviors when away from a computer.
And now ClassDojo has released an iOS app. The free app allows teachers to set up classes and monitor and track behaviors instantly. The app also has a random student picker.
So, before creating your own behavior-tracking database, check out ClassDojo and see if it meets you needs.



iPod Touch

Order your own iPod Touch Today with the links below:



Mastering Basic Skills software:


There are six modules designed to test the basic ability of an individual in terms of Memory & Concentration. Needless to say this is the most important basic skill for not just to survive but also to thrive in this competitive environment. Each of the six modules tests the six variants of Memory & Concentration in an individual, namely: 1. Picture recognition
2. Paired Associate Learning
3. Immediate Recall
4. Serial processing
5. Parallel processing
6. Recognition and Recall
Each of these modules runs at three different levels, from easy to difficult.

At each level, the individual's performance is depicted as Scores Obtained.

A feedback has been built into the software for all these 18 levels depending on the marks one scores during the test. 

Each individual can assess his/her performance any time by clicking on "history", which gives complete details of date and time of taking the tests, marks scored each time and even time taken to do the test. This builds the confidence level and encourages more participation to eventually culminate in improvement and enhancement of memory and concentration.

Essentially, this software is a SELF AWARENESS tool that surely motivates the individual to realize one's capability and seek or be receptive for improvement. Also, if repeatedly done over a period of time works as Training tool to enhance their capability.
This software package is specifically designed to help young children to learn basic skills that will help them in school.  Continued follow-up will give these young learners success as they mature.  

Three versions of the software exist: Individual Software on either CD or Online,   Family Version Software, and an Institutional Software package.

StarTeaching wholeheartedly supports and endorses this software.  It will make a difference with your child or student.

Click HERE to order your own copy today:



Student Teachers' Lounge: 
For The Things They Don't Teach You In College

The Art of Story Telling
by Salima Moosa Sewani

Storytelling is an art. It takes dexterity to expose the creative person inside us. When we play with any toy, we pretend to walk, talk, and act the same as that figure. We might be telling a story about a fairy, or we might be having a birthday party, or, conceivably, we may be going on some outings. The fun of playing by ourselves is in making different sounds and many gestures. We try to set different emotions in order to make our expressions clear and full of reality.

When we tell a story to anyone, for example letís suppose a child,  we do follow the outline of beginning, middle, and end. We fill in details of our senses, emotions, feelings, expressions, etc. We try to locate the timings and make our story more interesting by adding descriptive words in it.

To be frank with you all, telling a story is not a cup of tea for everyone. It requires dedication and skills to fill it with emotions. I would suggest to teachers not to duplicate any characters. Be real!  Use gestures and always move from one place to another to grasp the attention of your audience. Everyone must start as who they are and let the action and the description of the story inspire us to play. There is no right or wrong way to tell a story except to be ourselves, relax, and have fun with the pleasure of sharing a story.

During my teaching career, I have used many techniques to teach students with the help of stories full of life. Here are some of the suggestions that might help you to become a good story teller.

The first step is to write it. Make your habit to fill the your words full of expressions and ideas in your writing. I, myself, am struggling to be a good writer, and that's what the dedication is (which is required from your side too) to be passionate about trying and learning things. The idea for your story may be based on an old tale or it might come right from your mind, but it must be put into your own words and then told with your own style of telling.  Never plagiarize a story or copy words. It might make your story artificial. There are many ways to tell the same story.  When you tell a story, you must imagine it just as if you were there.

Choose a favorite story from your school or college library or you can even try newspapers to get a good story. Websites can also help you a lot to get different tales.

First: Make an outline of each important plot point of the tale in sequential order: a true beginning, middle, and end. This outline is a map that will remind us where the story is going, even if we experiment by taking a few detours. Add some details and scenes that no one has ever thought of before. It should be unique and should please your listeners.

Second: start writing your first scene. Look at your outline and brainstorm. Work in a group to get a lot of ideas. You can arrange workshops for the teachers in order to gain different ideas before transforming it into reality. I still remember that while attending workshops at the Aga Khan University , Institute of Education , we brought many ideas by working in a group, and then formulate the effective lessons on the basis of our own thoughts and unique ideas. You may discover new actions to add to your outline or change the order of the outlined actions. You may make several outlines before you are done.

Ask yourself these questions:

*  Who are the characters in your story?

*  What is happening?

*  Why is there a problem?

*  Where and when does the scene take place?

*  Can you describe what the setting looks like?

*  By whom? By what?, etc.

List the senses:  seeing, hearing, smelling, tasting, and touching details of the pretend world of the play. Imagine you can hear what the characters are saying. Imagine and write the dialogue of the scene. Pretend to walk and talk like them. 

Third:  Imagine that you are one of the characters in the play. Write down the story from your point of view.  Imagine being the character and speaking this story out loud.  Share these monologues with your team so you get to know all the characters in the play.

Fourth: Now, imagine you are one of the spectators. Using pieces of the dialogue, the monologues, and the expressive details which you and your colleagues have already written, write a new version of the story describing the whole imaginary world you have been brainstorming. Tell this story out loud. When you converse the words of the characters, let yourself move and talk like them. Sometimes you will recount the details of the scenes that you can see in your mind's eye. Sometimes you may become the characters and feel what they are feeling. Let yourself be in the middle of the world of the story, describing to the listener what is happening all around you as if it were real.

Remember, imagining things is the most challenging task to learn. The imagination is like a muscle. The more we use it the quicker and stronger it gets. Don't be discouraged if at first you feel awkward. Keep trying and soon you'll be leaping and roaring. Just like bike riding, gymnastics, football, or any other skill, the more you do it, the better you get at doing it. Practice playing, and soon you'll see your storytelling skills growing.

Last, I wish you best of luck to become a professional story teller.

Be sure to check out our website for the FREE teacher Who-I-Want-To-Be plan and other great Freebies for new teachers. Simply click the following link: http://www.starteaching.com/free.htm

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  Tech / 21st Century Teaching Corner

Are You Hindering Your Students' Cognitive Ability 

By Mark Benn, Instructional Technologist

Mark Benn is a Technology Integration Coach for VARtek Services, Inc. Having just completed almost 25 years as an educator for Inland Lakes Public Schools, and having received a Masters of Science in Educational Media Design and Technology from Full Sail University in 2010, he now works in a position that supports teachers of K-12 classrooms in the southwest Ohio region that are interested in integrating technology into their learning environments. VARtek Services mission is to be the best provider of managed technology solutions for enhanced learning in the KĖ12 marketplace. Our website is: www.vartek.com

I want you to stop and think, are you hindering your studentsí cognitive abilities? In other words, does the way you deliver learning to your students (pedagogy) help or hinder their cognitive growth?

Up to a week ago, I never would have thought about this idea. Then an e-mail from a colleague showed me an online news article that changed my thinking. After reading the article and watching the video it changed my perception when it comes to cognitive ability. When I saw third graders doing order of operations, negative numbers, and coming up with algebraic equations for solving problems, and reading about what first graders could do in math, I came to the realization that I shouldnít sell students short if (and thatís an important if) they are given a solid foundation in math that allows them to explore.

Does this apply only to math?  Could there be other areas in our curriculum that we inadvertently hold students back? Check the article and video out and see what you think.  Go to:





Your browser may not support display of this image.  

Check out our selection of past articles, including more about groups and stations, from previous issues at:




  StarTeaching Feature Writer

Math and Science on the Preschool Playground

By Mary Robertson

Article courtesy of EdArticle.com:   www.edarticle.com 

Outdoor learning equipment that provides children with the opportunity to explore with natural sensory materials such as gravel and water are perfect for teaching math and science.  Here at The Adventurous Child, where we design children's outdoor play areas and sell outdoor playground equipment for preschools, we are always thinking about ways to use the outdoors for learning.  Education doesn't have to stop when the children run out the door to play on the preschool playground.  We believe the playground can be an outdoor preschool classroom where children are learning, exploring, and discovering new and exciting things. 

We have developed several pieces of preschool play equipment to encourage the exploration of math and science concepts on the preschool playground.  One of these products is the Truck Pit which is filled with gravel.  Having a Truck Pit or a gravel pit on the preschool playground or natural playscape is a great way to incorporate math.  Children are already drawn to rocks and gravel and will naturally start sorting the gravel.  For example, the children may sort the gravel by size, color, shape, or texture.  In addition to sorting, gravel play also encourages the math concept of making patterns.  Children can make patterns of alternating colors of rocks or may line up the rocks from smallest to largest.  They can count the rocks in the pattern to incorporate more math.  For both math and science learning, add a scale to your gravel pit and children can weigh the gravel and compare the weights of different sized rocks. 

Adding a water feature such as Water Log Troughs or a sand and water table also adds to the math and science learning in the children's outdoor play area.  Water features allow children to experiment with flow, liquids vs. solids, sink vs. float, melting and freezing, making predictions and so on (all of which are science concepts).  Bring math into the picture by adding measuring cups to scoop and measure the water. 

Adding a creek to create a natural playground is a fun way to combine gravel play and water play.  With a creek, the opportunities for exploration, discovery, and sensory play are endless. Rocks, gravel, sand, water - a creek brings all of these natural manipulatives to your natural playscape in one product for your children to enjoy.

Our Build-A-Creek kit allows for children to build their own creek.  Having a creek on the natural preschool playground provides many learning opportunities, but think of all the learning taking place when the children build their own creek, from start to finish.  The children start by scooping and packing down sand and then experimenting with the location and shape of the water channel.  Next, children think of where to place the large, medium, and small rocks.  Once the channel  is shaped and all the rocks are in place, add a garden hose and the children can explore Ė digging, pouring, sifting, sorting, and rearranging with their own creek.  Building the channel, observing flow of water, comparing sizes of rocks, it's all math and science! 

So math and science are purely indoor paper and pencil kinds of learning right?  I don't think so!  There are so many fun ways to include math and science learning on the outdoor playground.  Gravel and water play are just two of the ways to use materials from a natural playscape to encourage math and science exploration.  Math and science are all around us, especially in the great outdoors!   Visit our blog to learn more about what children are learning when they play outdoors.


Mary Robertson works at The Adventurous Child.  Since 1986, The Adventurous Child has specialized in creating outdoor classrooms and preschool playground equipment for children ages six months to six years.  Dedicated to early childhood education, the company's outdoor learning equipment and natural playground equipment support and encourage the states' Early Learning Standards.  See her website at: www.adventurouschild.com


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Outdoor Education
(part 1)

Courtesy of K12Academics.com

Outdoor education (also known as adventure education) usually refers to organized learning that takes place in the outdoors. Outdoor education programs often involve residential or journey-based experiences in which students participate in a variety of adventurous challenges such as hiking, climbing, canoeing, ropes courses, and group games. Outdoor education draws upon the philosophy and theory of experiential education and may also focus on environmental education.

Observers often misunderstand the nature of outdoor education. Whilst participants may learn how to canoe or rock climb they are not expected to master the skills. The aim of outdoor education is usually not the activity per se, but rather to learn how to overcome adversity, work alongside others, and to develop a deeper relationship with nature. The three domains of self, others, and the natural world are commonly understood as the main aims in outdoor education. Whilst these are common themes, the degree to which they are emphasized in any one program varies considerably. There are also many different specific program aims.

Some examples of specific outdoor education program aims are to:

reduce recidivism

enhance teamwork

teach outdoor survival skills

promote spirituality

understand natural environments

develop leadership skills

improve problem solving skills


See more in the next issue!


Article courtesy of K12Academics.com



MythMichigan Books
Novels by Frank Holes, Jr.

Dogmanís Back!

  The legends of the Michigan Dogman come alive in six haunting tales by folklore author, Frank Holes, Jr.  Based upon both mythology and alleged real stories of the beast, this collection is sure to fire the imagination!

  Spanning the decades and the geography of the Great Lakes State , Frank weaves:

  A mysterious police report of an unsolvable death in Manistee County

A terrifying encounter in the U.P.ís remote Dickinson County

A BLOG, begun as one manís therapy, becomes a chronicle of sightings from around Michigan

A secret governmental agent investigates the grisly aftermath of Sigma

A pioneer family meets more than they expected on the trail north

A campfire tale of ancient betrayal handed down through the Omeena Tribe

Welcome to Dogman Country!

Now Available!

Click Here For The
Tales From Dogman Country Website


Now Available!

Year of the Dogman Website
Now Available!

Haunting of Sigma Website
Now Available!

Nagual: Dawn of the Dogmen Website 
Now Available!
Now Available!
The Longquist Adventures, written for elementary students, is excellent for teaching mythology and classic stories to young children.  




We now have special offers on Classroom Sets of our Novel.  Click here for more information:





New Teachers' Niche: 
A Place for Teachers New To The Craft

Student Biographies and Interviewing

Our biography project begins with careful planning long before the actual class implementation. The first step is to set up the access to information. We arrange our time with our local librarian so she's well aware of the project expectations. She always thinks of details we need, and she's really good about setting out autobiography/biography books and materials for us.

The students each check out an autobiography/biography book from the library. I require teacher's permission and approval before check out. I do allow students to use outside books, but they must still be brought in to be approved.

We allow students to 'test drive' the books for a one-week span. If the subject is just too boring or awful for the student, I do allow them to change books (though the due date stays the same!) The most important aspect to me is the reading of the book; we'll take time every day during the project to quiet read in the classroom. I want to stress the importance of the reading of biographical text, since it's much different than the fictional works they normally read.

You can also skip ahead of the reading of the book and move right into the fact finding session. If you have internet access and an updated encyclopedia you can find most or even all of the facts about your subject. But make sure your students are reading the books too.  This is important to get an overall, rounded-view of their character.  Be careful that your students have chosen biographies and not historical fiction or the various 'diary' books out there now!

This next step is to identify what information you want your students to find about their subject. We call this our 'fact-finding' stage.  We complete a note taking sheet which organizes the students' research. You can find a copy of our 'fact-finding' worksheet on our website. There are basic facts to find such as personal and family information, employment, and education.

Then there are the facts which must be uncovered, such as mentors they had, who they have influenced, their impact on society, and why they'll be remembered in history. Lastly, I'll have students complete several short writing assignments extending the new knowledge.  Sometimes students create interview questions and formulate fictional answers based on what they think the person would say. Another idea is to create a fictional conversation with that person which is held around a dinner table or around a campfire. There are many applications you can create to use the students' facts.

Finally, you need to consider what the students will do with their completed research. We have had students create PowerPoint documents and give in-class presentations. We have had them create posters to display their findings. This year we're putting our research onto each student's website along with any multi-media that is available to us (such as clip art, photos, audio and/or video clips).

Most years, we will have students pair up and interview each other.  Students find out personal information about each other, such as basic family and friends, schools and education, and where they've lived. They pose questions on likes/dislikes, favorites, and goals for the future. You can go ahead and create a short sheet of sample questions, then allow students to create their own as the interview goes on (also check out our website for a FREE printable copy of the interview sheet we use in class). Allow each student about 10-15 minutes to ask questions and write down answers, then have students trade roles.

Now you have enough information to create student biographies (or give the data sheets to the owners and have students create autobiographies). We will write these up in a narrative form to tell a life story, but we've also done projects like PowerPoints, web pages, and posters. One favorite is cutting out t-shirt shapes out of paper and having students write on them and decorate them with photos, drawings, and clip art. These are then presented to the class and hung in the hallways.

The biography project is not only required in our curriculum, but it is also fun for the students. It is also a great means of incorporating an informational text (non-fiction) into your class curriculum.

Interested in FREE writing activities you can print out and use immediately in your classroom? Simply click the following link to our writing page: http://www.starteaching.com/writing.htm

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Be sure to check out our website for more great information, tips, and techniques for new teachers, student-teachers, and interns in teacher prep programs. Also be sure to check out our Who-I-Want-To-Be teacher plan for preparing yourself to enter the educational profession.  Simply click the following link: http://www.starteaching.com/free.htm

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"Thanksgiving Humor"

Themes on Life

A bit of holiday humor...

A lady was picking through the frozen turkeys at the grocery store, but couldn't find one big enough for her family. She asked a stock boy,

"Do these turkeys get any bigger?"

The stock boy replied, "No ma'am, they're dead."


One Sunday morning, the preacher noticed little Billy was staring up at the plaque that hung in the foyer of the church. It was covered with names and small American flags were mounted on either side of it. The seven-year-old had been staring at the plaque for some time, so the preacher walked up, stood beside the little boy, and said quietly: "Good morning, Billy."

"Good morning, Preacher," replied the young man, still focused on the plaque.

"Preacher, what is this?"

"Well, son, it's a memorial to all the young men and women who died while in the service." Soberly, they stood together, staring at the plaque.

Little Billy's voice was barely audible when he asked: "Which service, the 9:45 or the 11:00?"


What's New @ StarTeaching?


Welcome to our first November issue of Features for Teachers! This month, our web partner Tony Vincent shares an app to help with positive behavior support, while tech writer Mark Benn shares thoughts on students' cognitive abilities. 

We are also featuring new articles on outdoor education, story telling, and ideas for Thanksgiving.

Look for more real math problems from Mary Ann Graziani, science activities from Helen De la Maza, and the Article of the Week from Frank Holes, Jr.  Be sure to join up on our FACEBOOK page for StarTeaching for more reader interaction as well as constant, updated streams of educational information.  

Of course, you should also check our website for a number of updates and re-designed pages.  We're starting to collect quite a few articles from educational experts all over the world.  See these archives on our website: www.starteaching.com



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Student Teachers and 
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Writing Process Articles

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* Paragraph Writing
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The Science Teacher's Activity-A-Day

Pam Walker



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Technology & Teaching: Seamless Integration into Curriculum

Writing Process and Programs

Classroom Management


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10 Days of 
Math Problems
by Mary Ann Graziani

Day 1 Tim orders a jacket that normally sells for $89.99, and he finds it on sale for 20% off.  What is the new price?
Day 2 Alex finds a pair of boots that normally sell for $145.99, and she finds it on sale for 15% off.  What is the new price?
Day 3

Guy wants to buy a motorcycle helmet that normally sells for $280.50, and he finds it on sale for 25% off.  What is the new price?

Day 4 Stacey bought a new dress that normally sells for $74.99, but she found it on sale for only $55.00.  What percent did she save?
Day 5 Alton bought a new belt that normally sells for $12.00, but he found it on sale for only $10.00.  What percent did he save?
Day 6 Bobby bought a new food processor that normally sells for $129.99, but he found it on sale for only $85.00.  What percent did he save?
Day 7 Michelle bought a new iPhone that normally sells for $399.99, but she found it on sale for only $350.00.  What percent did she save?
Day 8 Mya bought $137.52 in clothing at a local store.  If she has to pay the 6% sales tax, what is her new total?
Day 9 Ryan bought $94.16 in iPod accessories at a local store.  If he has to pay the 7% sales tax, what is his new total?
Day 10 Gilbert bought $85.33 in CDs at a local store.  If he has to pay the 5% sales tax, what is her new total?


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Tech-Ed Articles

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* Integrating Technology
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Inspirational Quotes
& Photos

Check out our entire collection of inspirational quotes and photos from our 5 years of newsletters.  








Using Photography To Inspire Writing
By Hank Kellner

Visit his blog at: hank-englisheducation.



Learning in Hand is an educator's resource for using some of the coolest technologies with students. Tony Vincent
Tony is a teacher who wants to make education effective, relevant, and fun. He knows handhelds are small computers that can make a big difference in classrooms!  He hopes Learning in Hand inspires and motivates teachers to use technology that students crave.



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