Steven A Levy Teacher Marblehead, MA, United States of America I make economics, math and science videos. www.stevenlevymath.com
North Shore Community College Math and science teacher. Created and taught a course on rain water management. Used hands on methods for teaching math. I make animated videos to help my students understand math and science concepts. ------ I explain in the description how the video was made for the teachers' and students' interest. I use DSLR and video cameras. I use a studio microphone to get good sound. I use a Bamboo tablet for calculations. The software I use is Dragonframe (stop motion), VideoScribe (animation), Audacity (audio), and Adobe Premiere Elements (final assembly).
Operation Bootstrap Taught math to adults studying for the GED and HiSET exams. Used manipulatives, maps and drawing to illustrate concepts.
NSCAP, Bootstrap Beverly, Catholic Charities GED Math
Mediclerk Keyboarding and Computer Skills
Phoenix Charter Academy Math and Physics teacher. Used origami and perspective drawing to practice visualization of geometric objects.
Westinghouse Electric Process controls for utility power generation.
Meat, Mortality and Livestock's Long Shadow from stevenlevymath.com
Meat, Mortality and Livestock's Long Shadow from stevenlevymath.com This video compares data Japan and the USA in meat consumption and life expectancy. Common Core Standard for Math: Represent and interpret data. CCSS.MATH.CONTENT.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent ... High School Social Studies: Public policy Video Production Work Flow Write narrative about every step Get an idea Research Write story board Write script Start with titles in Adobe Premiere Elements (PE) Create visuals with VideoScribe (VS) software Export from VS. Import into PE. Narrate! Fix with Audacity software (workflow) Import into PE Adjust timing Upload to Teachertube, youtube and vimeo. References: Livestock's Long Shadow Livestock's Long Shadow, Ch. 1, Page 9 World Health Organization Data Global Health Observatory data repository (Use by theme, Mortality/morbidity. Each of these: [All NCDs, deaths per 100 000], [Cancer, deaths per 100 000], [Cardiovascular diseases, deaths per 100 000]. Use "filter table" option. Select "Japan" and "USA" Data Non Communicable Diseases, Data for 2000 Mortality per 100,000 population Country--All NCD--Heart--Cancer Japan----298------112----123 USA------477------202----140 Mortality in Japan and USA NCD = Non Communicable Disease Ref: WHO Global Health Observatory List of "Slides" Japan vs. USA, Income and Meat consumption Morbidity: Cardiovascular, cancer, and all non-communicable diseases Discussion Questions Discussion Questions What are the implications for policy What additional research would be interesting? Script This is Steven Levy and this is Steven Levy Math. (Title Page) This video compares meat consumption and mortality in Japan and the USA. Japan and the United State have similar income levels. (Bar Graph). Page 9 in Livestock's Long Shadow 2006, shows per capita income in Japan and the USA as $27,000 and $36,000 per year respectively. These are figures for 2002. Yet meat consumption in the United States is almost three times that of Japan. (Bar Graph) 42 vs. 125 kg per year.
stevenlevymath: 20% discount
This lesson will look at a lesson on 20% discount using animation to explain the fraction as well as percentage.
Painless Word Problems
Painless Word Problems. How to solve word problems without pain. Problem Solving Three Problems with Math: (1) answering the wrong question (2) Mistakes in computation (3) Learning the wrong methods Students have one to two minutes to solve problems. Most math courses have about 15 types of problems. Here's my advice: (1) Read "Problem Solving Strategies" by Herr and Johnson. (2) Thoroughly learn each type of problem and all its variations. Have at least two ways to solve each problem. learn how to estimate the answer. During the test: (1) Read each problem at least three times. More if you are an ESL student. (2) Classify the problem by the types you have learned. (3) Make a guess. (4) Make an estimate. (5) Solve the problem (6) Does the answer agree with your guess and estimate? If not fix. Memorizing procedures sometimes called "steps" is a loosing battle. The older we get the harder it is to memorize unrelated facts. Younger students might be able to do it, but High School and Adult learners could have problems with memorizing.