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    <channel>
    
    <title>MathsLinks</title>
    <link>http://mathslinks.net/links/</link>
    <description>A directory of useful objects found on the web for teaching Maths.</description>
    <dc:language>en</dc:language>
    <dc:creator>simon@mathsclass.net</dc:creator>
    <dc:rights>Copyright 2012</dc:rights>
    <dc:date>2012-02-08T02:17:24+00:00</dc:date>
    <admin:generatorAgent rdf:resource="http://www.pmachine.com/" />
    

    <atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="self" type="application/rss+xml" href="http://feeds.feedburner.com/MathsLinks" /><feedburner:info uri="mathslinks" /><atom10:link xmlns:atom10="http://www.w3.org/2005/Atom" rel="hub" href="http://pubsubhubbub.appspot.com/" /><feedburner:emailServiceId>MathsLinks</feedburner:emailServiceId><feedburner:feedburnerHostname>http://feedburner.google.com</feedburner:feedburnerHostname><item>
      <title>The Irrationality of Pi - The Code - Episode 1 - BBC Two</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/qPqw92AMWkI/the-irrationality-of-pi-the-code-episode-1-bbc-two</link>
      <guid isPermaLink="false">http://mathslinks.net/links/the-irrationality-of-pi-the-code-episode-1-bbc-two#When:02:17:24Z</guid>
      <description>In episode one of The Code, Marcus du Sautoy explains the importance of irrational number pi and how any number you can possibly imagine will appear in the sequence somewhere.</description>
      <dc:subject>Video, NS Number, NS5.3.1 Real Numbers, Number, Real Numbers, 1 Basic Arithmetic and Algebra, 1.1 Review of arithmetical operati…, Number and Algebra, Real numbers, Year 8 Investigate the concept of irrational numbers, including pi, Year 10A Define rational and irrational numbers and perform operations with surds and fractional ind,</dc:subject>
      <dc:date>2012-02-08T02:17:24+00:00</dc:date>
      <content:encoded><![CDATA[<blockquote>
		<p>In episode one of The Code, Marcus du Sautoy explains the importance of irrational number pi and how any number you can possibly imagine will appear in the sequence somewhere.</p>
	</blockquote><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fyoutu.be%2FfHxY41iDvzs&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/the-irrationality-of-pi-the-code-episode-1-bbc-two">http://mathslinks.net/links/the-irrationality-of-pi-the-code-episode-1-bbc-two</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/qPqw92AMWkI" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/the-irrationality-of-pi-the-code-episode-1-bbc-two#When:02:17:24Z</feedburner:origLink></item>

    <item>
      <title>Substitution (animations)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/yMHCdaWIu8A/substitution-animations</link>
      <guid isPermaLink="false">http://mathslinks.net/links/substitution-animations#When:07:41:12Z</guid>
      <description>A set of animations that illustrate the process of algebraic substitution, including using concrete materials to model the process. Suitable for the IWB or projector. Free.</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, PAS Patterns and Algebra, PAS4.1 Algebraic Techniques, Patterns and Algebra, Expressions, Substitution, Number and Algebra, Patterns and algebra, Year 7 Introduce the concept of variables as a way of representing numbers using letters, Year 7 Create algebraic expressions and evaluate them by substituting a given value for each variabl, Year 10 Substitute values into formulas to determine an unknown,</dc:subject>
      <dc:date>2012-02-07T07:41:12+00:00</dc:date>
      <content:encoded><![CDATA[<p>A set of animations that illustrate the process of algebraic substitution, including using concrete materials to model the process. Suitable for the <span class="caps">IWB</span> or projector. Free.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--Substitution%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/substitution-animations">http://mathslinks.net/links/substitution-animations</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/yMHCdaWIu8A" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/substitution-animations#When:07:41:12Z</feedburner:origLink></item>

    <item>
      <title>Place Value Pirates (without decimals)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/4NWV-yybltU/place-value-pirates-without-decimals</link>
      <guid isPermaLink="false">http://mathslinks.net/links/place-value-pirates-without-decimals#When:04:32:00Z</guid>
      <description>Your goal is to find the buried treasure of Sir Francis PlaceValue.
	

	Correctly identify the pirate that has a particular number in the right place value.

	See also the version with decimals.</description>
      <dc:subject>Game, NS Number, NS2.1 Whole Numbers, NS2.4 Fractions and Decimals, NS3.1 Whole Numbers, Number, Place Value,</dc:subject>
      <dc:date>2012-02-07T04:32:00+00:00</dc:date>
      <content:encoded><![CDATA[<blockquote>
		<p>Your goal is to find the buried treasure of Sir Francis PlaceValue.</p>
	</blockquote>

	<p>Correctly identify the pirate that has a particular number in the right place value.</p>

	<p>See also the <a href="http://mathslinks.net/links/place-value-pirates-with-decimals">version with decimals</a>.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.mrnussbaum.com%2Fplacevaluepirates2.htm&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/place-value-pirates-without-decimals">http://mathslinks.net/links/place-value-pirates-without-decimals</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/4NWV-yybltU" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/place-value-pirates-without-decimals#When:04:32:00Z</feedburner:origLink></item>

    <item>
      <title>Place Value Pirates (with decimals)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/S-C9GjNApGI/place-value-pirates-with-decimals</link>
      <guid isPermaLink="false">http://mathslinks.net/links/place-value-pirates-with-decimals#When:04:24:13Z</guid>
      <description>Your goal is to find the buried treasure of Sir Francis PlaceValue.
	

	Correctly identify the pirate that has a particular number in the right place value.

	See also the version without decimals.</description>
      <dc:subject>Game, NS Number, NS2.4 Fractions and Decimals, NS4.3 Fractions, Decimals and Percentages, Number, Decimals, Place Value,</dc:subject>
      <dc:date>2012-02-07T04:24:13+00:00</dc:date>
      <content:encoded><![CDATA[<blockquote>
		<p>Your goal is to find the buried treasure of Sir Francis PlaceValue.</p>
	</blockquote>

	<p>Correctly identify the pirate that has a particular number in the right place value.</p>

	<p>See also the <a href="http://mathslinks.net/links/place-value-pirates-without-decimals">version without decimals</a>.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.mrnussbaum.com%2Fplacevaluepirates1.htm&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/place-value-pirates-with-decimals">http://mathslinks.net/links/place-value-pirates-with-decimals</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/S-C9GjNApGI" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/place-value-pirates-with-decimals#When:04:24:13Z</feedburner:origLink></item>

    <item>
      <title>Philip Glass - Sesame Street - Geometry of Circles</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/X2Fn_iuW1f0/philip-glass-sesame-street-geometry-of-circles</link>
      <guid isPermaLink="false">http://mathslinks.net/links/philip-glass-sesame-street-geometry-of-circles#When:02:43:37Z</guid>
      <description>“Geometry of Circles” is a series of unnumbered animation pieces created for Sesame Street in 1979. The shorts consist of the movement of six circles (each with a different color of the rainbow) that are formed by and split up into various geometric patterns. source
	

	Students could be asked to identify the parts of a circle that appear. The video could be used as the basis for students to create similar designs.</description>
      <dc:subject>Video, MS Measurement, MS4.1 Perimeter and Area, Space and Geometry, Circles, Measurement and Geometry, Using units of measurement, Year 8 Investigate the relationship between features of circles such as circumference, area, radius ,</dc:subject>
      <dc:date>2012-02-05T02:43:37+00:00</dc:date>
      <content:encoded><![CDATA[<blockquote>
		<p>&#8220;Geometry of Circles&#8221; is a series of unnumbered animation pieces created for Sesame Street in 1979. The shorts consist of the movement of six circles (each with a different color of the rainbow) that are formed by and split up into various geometric patterns. <a href="http://muppet.wikia.com/wiki/Geometry_of_Circles">source</a></p>
	</blockquote>

	<p>Students could be asked to identify the parts of a circle that appear. The video could be used as the basis for students to create similar designs.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fyoutu.be%2Fch-R1aIM-C0&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/philip-glass-sesame-street-geometry-of-circles">http://mathslinks.net/links/philip-glass-sesame-street-geometry-of-circles</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/X2Fn_iuW1f0" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/philip-glass-sesame-street-geometry-of-circles#When:02:43:37Z</feedburner:origLink></item>

    <item>
      <title>Math: Adding and Subtracting Time, Elapsed Time</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/RwCXJc_yk6k/math-adding-and-subtracting-time-elapsed-time</link>
      <guid isPermaLink="false">http://mathslinks.net/links/math-adding-and-subtracting-time-elapsed-time#When:02:06:18Z</guid>
      <description>Practice adding and subtracting time</description>
      <dc:subject>Activity, Interactive, MS Measurement, MS4.3 Time, Measurement, Time,</dc:subject>
      <dc:date>2012-02-04T02:06:18+00:00</dc:date>
      <content:encoded><![CDATA[<p>Practice adding and subtracting time </p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.quia.com%2Frr%2F6373.html%3FAP_rand%3D1912193387&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/math-adding-and-subtracting-time-elapsed-time">http://mathslinks.net/links/math-adding-and-subtracting-time-elapsed-time</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/RwCXJc_yk6k" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/math-adding-and-subtracting-time-elapsed-time#When:02:06:18Z</feedburner:origLink></item>

    <item>
      <title>TwentyFour Lite</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/qNj-cCRkZmY/twentyfour-lite</link>
      <guid isPermaLink="false">http://mathslinks.net/links/twentyfour-lite#When:05:45:12Z</guid>
      <description>“An addictive new take on a classic math card game! The goal of the game is deceptively simple: make the number 24 using the four given numbers and basic arithmetic — addition, subtraction, multiplication and division.”
	

	[iTunes link – iPhone, iPod touch, iPad – free]</description>
      <dc:subject>iPod / iPhone / iPad App, NS Number, NS4.2 Integers, Number, Order of Operations, 1 Basic Arithmetic and Algebra, 1.1 Review of arithmetical operati…, Number and Algebra, Patterns and algebra, Year 6 Explore the use of brackets and order of operations to write number sentences,</dc:subject>
      <dc:date>2012-02-02T05:45:12+00:00</dc:date>
      <content:encoded><![CDATA[<blockquote>
		<p>&#8220;An addictive new take on a classic math card game! The goal of the game is deceptively simple: make the number 24 using the four given numbers and basic arithmetic &#8212; addition, subtraction, multiplication and division.&#8221;</p>
	</blockquote>

	<p>[iTunes link &#8211; iPhone, iPod touch, iPad &#8211; free]</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fitunes.apple.com%2Fau%2Fapp%2Ftwentyfour-lite-a-fun-math%2Fid346978115%3Fmt%3D8&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/twentyfour-lite">http://mathslinks.net/links/twentyfour-lite</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/qNj-cCRkZmY" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/twentyfour-lite#When:05:45:12Z</feedburner:origLink></item>

    <item>
      <title>math teacher - math touch practice</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/ASlv9-GWT0Q/math-teacher-math-touch-practice</link>
      <guid isPermaLink="false">http://mathslinks.net/links/math-teacher-math-touch-practice#When:05:40:24Z</guid>
      <description>“Math Touch helps you visualize how to perform the Order of Operations given any mathematical operation sequence.”
[iTunes link for iPhone, iPod touch and iPad – free]</description>
      <dc:subject>iPod / iPhone / iPad App, NS Number, NS4.2 Integers, Number, Order of Operations, 1 Basic Arithmetic and Algebra, 1.1 Review of arithmetical operati…, Number and Algebra, Patterns and algebra, Year 6 Explore the use of brackets and order of operations to write number sentences,</dc:subject>
      <dc:date>2012-02-02T05:40:24+00:00</dc:date>
      <content:encoded><![CDATA[<p>&#8220;Math Touch helps you visualize how to perform the Order of Operations given any mathematical operation sequence.&#8221;<br />
[iTunes link for iPhone, iPod touch and iPad &#8211; free]</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fitunes.apple.com%2Fau%2Fapp%2Fmath-teacher-math-touch-practice%2Fid470844558%3Fmt%3D8&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/math-teacher-math-touch-practice">http://mathslinks.net/links/math-teacher-math-touch-practice</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/ASlv9-GWT0Q" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/math-teacher-math-touch-practice#When:05:40:24Z</feedburner:origLink></item>

    <item>
      <title>Percentage Calculator</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/T32hNFzEjV4/percentage-calculator</link>
      <guid isPermaLink="false">http://mathslinks.net/links/percentage-calculator#When:10:52:13Z</guid>
      <description>Percentage calculator is a web app that is used as an aid in learning / teaching percentages and fractions.

	The tool can be used on the original website and customized and embedded on external websites, for example to provide an interactie element to otherwise static lessons on percentages and let children test problems as they read about them.</description>
      <dc:subject>Calculator, Tutorial, NS Number, NS4.3 Fractions, Decimals and Percentages, Number, Fractions, Percentages, FM: Financial Mathematics, FM2: Investing money, FM3 Taxation, 1 Basic Arithmetic and Algebra, 1.1 Review of arithmetical operati…, Number and Algebra, Fractions and decimals, Year 6 Make connections between equivalent fractions, decimals and percentages, Real numbers, Year 7 Connect fractions, decimals and percentages and carry out simple conversions, Year 7 Find percentages of quantities and express one quantity as a percentage of another, with and , Year 8 Solve problems involving the use of percentages, including percentage increases and decreases, Money and financial mathematics, Year 6 Investigate and calculate percentage discounts of 10%, 25% and 50% on sale items, with and wi,</dc:subject>
      <dc:date>2012-01-27T10:52:13+00:00</dc:date>
      <content:encoded><![CDATA[<p>Percentage calculator is a web app that is used as an aid in learning / teaching percentages and fractions.</p>

	<p>The tool can be used on the original website and customized and embedded on external websites, for example to provide an interactie element to otherwise static lessons on percentages and let children test problems as they read about them.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fpercentagecalculator.info&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/percentage-calculator">http://mathslinks.net/links/percentage-calculator</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/T32hNFzEjV4" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/percentage-calculator#When:10:52:13Z</feedburner:origLink></item>

    <item>
      <title>Doodling in Math: Spirals, Fibonacci, and Being a Plant [Part 3 of 3]</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/EJDjvEil7sE/doodling-in-math-spirals-fibonacci-and-being-a-plant-part-3-of-3</link>
      <guid isPermaLink="false">http://mathslinks.net/links/doodling-in-math-spirals-fibonacci-and-being-a-plant-part-3-of-3#When:04:47:45Z</guid>
      <description>Part 3 of Vi Hart investigating spirals and Fibonacci.
See also Part 1 and Part 2.</description>
      <dc:subject>Video, NS Number, NS4.1 Operations with Whole Numbers, Number, Special Numbers,</dc:subject>
      <dc:date>2012-01-21T04:47:45+00:00</dc:date>
      <content:encoded><![CDATA[<p>Part 3 of Vi Hart investigating spirals and Fibonacci.<br />
See also <a href="http://mathslinks.net/links/doodling-in-math-spirals-fibonacci-and-being-a-plant-1-of-3">Part 1</a> and <a href="http://mathslinks.net/links/doodling-in-math-class-spirals-fibonacci-and-being-a-plant-2-of-3">Part 2</a>.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fyoutu.be%2F14-NdQwKz9w&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/doodling-in-math-spirals-fibonacci-and-being-a-plant-part-3-of-3">http://mathslinks.net/links/doodling-in-math-spirals-fibonacci-and-being-a-plant-part-3-of-3</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/EJDjvEil7sE" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/doodling-in-math-spirals-fibonacci-and-being-a-plant-part-3-of-3#When:04:47:45Z</feedburner:origLink></item>

    <item>
      <title>Absolute Value Equations - Billionaire</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/IqB1VYBc9g0/absolute-value-equations-billionaire</link>
      <guid isPermaLink="false">http://mathslinks.net/links/absolute-value-equations-billionaire#When:04:24:07Z</guid>
      <description>Do you know how to solve absolute value equations? Play this fun game to find out. … In this game students will practice solving absolute value equations.</description>
      <dc:subject>Game, Number, Absolute Value, 1 Basic Arithmetic and Algebra, 1.2 Inequalities and absolute valu…,</dc:subject>
      <dc:date>2012-01-21T04:24:07+00:00</dc:date>
      <content:encoded><![CDATA[<p>Do you know how to solve absolute value equations? Play this fun game to find out. &#8230; In this game students will practice solving absolute value equations.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.math-play.com%2FAbsolute-Value-Equations%2FAbsolute-Value-Equations.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/absolute-value-equations-billionaire">http://mathslinks.net/links/absolute-value-equations-billionaire</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/IqB1VYBc9g0" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/absolute-value-equations-billionaire#When:04:24:07Z</feedburner:origLink></item>

    <item>
      <title>Absolute Value game</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/Kx3pJH06vZs/absolute-value-game</link>
      <guid isPermaLink="false">http://mathslinks.net/links/absolute-value-game#When:04:21:26Z</guid>
      <description>Learn how to order absolute value the fun way with Number Balls.</description>
      <dc:subject>Number, Absolute Value, 1 Basic Arithmetic and Algebra, 1.2 Inequalities and absolute valu…,</dc:subject>
      <dc:date>2012-01-21T04:21:26+00:00</dc:date>
      <content:encoded><![CDATA[<p>Learn how to order absolute value the fun way with Number Balls.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.sheppardsoftware.com%2Fmathgames%2FNumberballs_absolute_value%2FnumberballsAS2_abs.htm&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/absolute-value-game">http://mathslinks.net/links/absolute-value-game</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/Kx3pJH06vZs" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/absolute-value-game#When:04:21:26Z</feedburner:origLink></item>

    <item>
      <title>Adding fractions (animations)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/EpTi_dbIuqk/adding-fractions-animations</link>
      <guid isPermaLink="false">http://mathslinks.net/links/adding-fractions-animations#When:22:10:46Z</guid>
      <description>Flash animations that show how we add fractions. Clear animated diagrams promote understanding and correct mathematical working is also demonstrated and explained. There are step-by-step explanations that can be turned off if you are presenting to a class. Free.</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, NS Number, NS3.4 Fractions and Decimals, NS4.3 Fractions, Decimals and Percentages, General, NAPLAN, Numeracy, Number, Fractions, Number and Algebra, Fractions and decimals, Year 6 Solve problems involving addition and subtraction of fractions with the same or related denom, Real numbers, Year 7 Solve problems involving addition and subtraction of fractions, including those with unrelate,</dc:subject>
      <dc:date>2012-01-18T22:10:46+00:00</dc:date>
      <content:encoded><![CDATA[<p>Flash animations that show how we add fractions. Clear animated diagrams promote understanding and correct mathematical working is also demonstrated and explained. There are step-by-step explanations that can be turned off if you are presenting to a class. Free.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--Adding-%28fractions%29%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/adding-fractions-animations">http://mathslinks.net/links/adding-fractions-animations</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/EpTi_dbIuqk" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/adding-fractions-animations#When:22:10:46Z</feedburner:origLink></item>

    <item>
      <title>Operations with Surds</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/16-gNSc7riQ/operations-with-surds</link>
      <guid isPermaLink="false">http://mathslinks.net/links/operations-with-surds#When:10:44:12Z</guid>
      <description>Match expressions to their simplified form.</description>
      <dc:subject>Activity, Practise, NS Number, NS5.3.1 Real Numbers, Number, Surds, 1 Basic Arithmetic and Algebra, 1.1 Review of arithmetical operati…, Number and Algebra, Real numbers, Year 10A Define rational and irrational numbers and perform operations with surds and fractional ind,</dc:subject>
      <dc:date>2012-01-14T10:44:12+00:00</dc:date>
      <content:encoded><![CDATA[<p>Match expressions to their simplified form.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.media.pearson.com.au%2Fschools%2Fcw%2Fau_sch_mcseveny_nsm9_5153_1%2Fdnds%2F6_surds.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/operations-with-surds">http://mathslinks.net/links/operations-with-surds</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/16-gNSc7riQ" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/operations-with-surds#When:10:44:12Z</feedburner:origLink></item>

    <item>
      <title>Cube Tour</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/xnPGcPcd1II/cube-tour</link>
      <guid isPermaLink="false">http://mathslinks.net/links/cube-tour#When:08:33:03Z</guid>
      <description>A thinking skills puzzle.</description>
      <dc:subject>Activity, Interactive, General, Puzzle,</dc:subject>
      <dc:date>2012-01-14T08:33:03+00:00</dc:date>
      <content:encoded><![CDATA[<p>A thinking skills puzzle.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.teacherled.com%2F2012%2F01%2F13%2Fcube-tour%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/cube-tour">http://mathslinks.net/links/cube-tour</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/xnPGcPcd1II" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/cube-tour#When:08:33:03Z</feedburner:origLink></item>

    <item>
      <title>Shaq’s math</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/co0ReRhCwRE/shaqs-math</link>
      <guid isPermaLink="false">http://mathslinks.net/links/shaqs-math#When:22:10:46Z</guid>
      <description>Is 18 for 39 more or less than 50%?</description>
      <dc:subject>Video, NS Number, NS4.3 Fractions, Decimals and Percentages, Number, Percentages, Number and Algebra, Real numbers, Year 7 Find percentages of quantities and express one quantity as a percentage of another, with and ,</dc:subject>
      <dc:date>2012-01-13T22:10:46+00:00</dc:date>
      <content:encoded><![CDATA[<p>Is 18 for 39 more or less than 50%?</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fyoutu.be%2FMA2sB3FrfUA&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/shaqs-math">http://mathslinks.net/links/shaqs-math</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/co0ReRhCwRE" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/shaqs-math#When:22:10:46Z</feedburner:origLink></item>

    <item>
      <title>The Search for a More Perfect Kilogram</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/ctPXxFsHRAs/the-search-for-a-more-perfect-kilogram</link>
      <guid isPermaLink="false">http://mathslinks.net/links/the-search-for-a-more-perfect-kilogram#When:02:32:43Z</guid>
      <description>The perfect kilogram is getting lighter. Can science find a better measure?</description>
      <dc:subject>Article, Interesting, MS Measurement, MS3.4 Mass, Measurement, Measurement and Geometry, Using units of measurement,</dc:subject>
      <dc:date>2012-01-13T02:32:43+00:00</dc:date>
      <content:encoded><![CDATA[<p>The perfect kilogram is getting lighter. Can science find a better measure?</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.wired.com%2Fmagazine%2F2011%2F09%2Fff_kilogram%2Fall%2F1&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/the-search-for-a-more-perfect-kilogram">http://mathslinks.net/links/the-search-for-a-more-perfect-kilogram</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/ctPXxFsHRAs" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/the-search-for-a-more-perfect-kilogram#When:02:32:43Z</feedburner:origLink></item>

    <item>
      <title>Islamic Art and Geometric Design: Activities for Learning</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/2fvnjd4G-N8/islamic-art-and-geometric-design-activities-for-learning</link>
      <guid isPermaLink="false">http://mathslinks.net/links/islamic-art-and-geometric-design-activities-for-learning#When:02:38:10Z</guid>
      <description>Examine the principles of geometric design that are the basis for the beautiful and intricate patterns in the art of the Islamic world. Includes a brief overview of Islamic art and a series of pattern-making activities (including reproducible grids) for use in the classroom.</description>
      <dc:subject>Activity, Design, Printable, SGS Space and Geometry, General, Design, Space and Geometry,</dc:subject>
      <dc:date>2012-01-12T02:38:10+00:00</dc:date>
      <content:encoded><![CDATA[<p>Examine the principles of geometric design that are the basis for the beautiful and intricate patterns in the art of the Islamic world. Includes a brief overview of Islamic art and a series of pattern-making activities (including reproducible grids) for use in the classroom.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.metmuseum.org%2Flearn%2Ffor%2520educators%2Fpublications%2520for%2520educators%2Fislamic%2520art%2520and%2520geometric%2520design&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/islamic-art-and-geometric-design-activities-for-learning">http://mathslinks.net/links/islamic-art-and-geometric-design-activities-for-learning</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/2fvnjd4G-N8" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/islamic-art-and-geometric-design-activities-for-learning#When:02:38:10Z</feedburner:origLink></item>

    <item>
      <title>Doodling in Math Class: Spirals, Fibonacci, and Being a Plant [2 of 3]</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/Q5MG0tkH8Xs/doodling-in-math-class-spirals-fibonacci-and-being-a-plant-2-of-3</link>
      <guid isPermaLink="false">http://mathslinks.net/links/doodling-in-math-class-spirals-fibonacci-and-being-a-plant-2-of-3#When:21:57:06Z</guid>
      <description>Part 2 of Vi Hart investigating spirals and Fibonacci.

	See also Part 1.</description>
      <dc:subject>Video, NS Number, NS4.1 Operations with Whole Numbers, Number, Special Numbers,</dc:subject>
      <dc:date>2012-01-11T21:57:06+00:00</dc:date>
      <content:encoded><![CDATA[<p>Part 2 of Vi Hart investigating spirals and Fibonacci.</p>

	<p>See also <a href="http://mathslinks.net/links/doodling-in-math-spirals-fibonacci-and-being-a-plant-1-of-3">Part 1</a>.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fyoutu.be%2FlOIP_Z_-0Hs&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/doodling-in-math-class-spirals-fibonacci-and-being-a-plant-2-of-3">http://mathslinks.net/links/doodling-in-math-class-spirals-fibonacci-and-being-a-plant-2-of-3</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/Q5MG0tkH8Xs" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/doodling-in-math-class-spirals-fibonacci-and-being-a-plant-2-of-3#When:21:57:06Z</feedburner:origLink></item>

    <item>
      <title>Paper Fortune Teller</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/PF4zAKEsoTg/paper-fortune-teller</link>
      <guid isPermaLink="false">http://mathslinks.net/links/paper-fortune-teller#When:20:40:11Z</guid>
      <description>Make a paper fortune teller to practise multiplication tables.</description>
      <dc:subject>Practise, Printable, NS Number, NS2.3 Multiplication and Division, NS3.3 Multiplication and Division, Number, Times Tables,</dc:subject>
      <dc:date>2012-01-11T20:40:11+00:00</dc:date>
      <content:encoded><![CDATA[<p>Make a paper fortune teller to practise multiplication tables.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.pedagonet.com%2Fvideos%2Ffortuneteller.htm&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/paper-fortune-teller">http://mathslinks.net/links/paper-fortune-teller</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/PF4zAKEsoTg" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/paper-fortune-teller#When:20:40:11Z</feedburner:origLink></item>

    <item>
      <title>Sesame Street: Two Headed: What’s a Rectangle</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/ghJdXNcz8w8/sesame-street-two-headed-whats-a-rectangle</link>
      <guid isPermaLink="false">http://mathslinks.net/links/sesame-street-two-headed-whats-a-rectangle#When:03:13:01Z</guid>
      <description>The Two Headed Monster make a rectangle
	

	And, along the way shows that two identical triangles form a rectangle.</description>
      <dc:subject>Video, MS Measurement, MS4.1 Perimeter and Area, Measurement, Area, Space and Geometry, 2D Shape, Measurement and Geometry, Using units of measurement, Year 7 Establish the formulas for areas of rectangles, triangles and parallelograms and use these in,</dc:subject>
      <dc:date>2012-01-10T03:13:01+00:00</dc:date>
      <content:encoded><![CDATA[<blockquote>
		<p>The Two Headed Monster make a rectangle</p>
	</blockquote>

	<p>And, along the way shows that two identical triangles form a rectangle.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fyoutu.be%2FtHU5n-XuhJY&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/sesame-street-two-headed-whats-a-rectangle">http://mathslinks.net/links/sesame-street-two-headed-whats-a-rectangle</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/ghJdXNcz8w8" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/sesame-street-two-headed-whats-a-rectangle#When:03:13:01Z</feedburner:origLink></item>

    <item>
      <title>Square Root Calculator &amp;amp; Solver</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/rWsEyhxTIZg/square-root-calculator-solver</link>
      <guid isPermaLink="false">http://mathslinks.net/links/square-root-calculator-solver#When:03:42:01Z</guid>
      <description>The square root calculator will reduce any square root to its simplest radical form as well as provide a brute force rounded approximation of any real or imaginary square root.</description>
      <dc:subject>Calculator, Tool, NS Number, NS5.3.1 Real Numbers, Number, Surds, 1 Basic Arithmetic and Algebra, 1.1 Review of arithmetical operati…, Number and Algebra, Real numbers, Year 10A Define rational and irrational numbers and perform operations with surds and fractional ind,</dc:subject>
      <dc:date>2012-01-08T03:42:01+00:00</dc:date>
      <content:encoded><![CDATA[<p>The square root calculator will reduce any square root to its simplest radical form as well as provide a brute force rounded approximation of any real or imaginary square root.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.mathwarehouse.com%2Farithmetic%2Fsquare-root-calculator.php&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/square-root-calculator-solver">http://mathslinks.net/links/square-root-calculator-solver</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/rWsEyhxTIZg" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/square-root-calculator-solver#When:03:42:01Z</feedburner:origLink></item>

    <item>
      <title>Numberphile</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/BWNYmwOlCRg/numberphile</link>
      <guid isPermaLink="false">http://mathslinks.net/links/numberphile#When:04:49:37Z</guid>
      <description>Videos about numbers and stuff. Play video to see the preview.</description>
      <dc:subject>Video, Number, Special Numbers,</dc:subject>
      <dc:date>2012-01-05T04:49:37+00:00</dc:date>
      <content:encoded><![CDATA[<p>Videos about numbers and stuff. Play video to see the preview.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fnumberphile.com%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/numberphile">http://mathslinks.net/links/numberphile</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/BWNYmwOlCRg" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/numberphile#When:04:49:37Z</feedburner:origLink></item>

    <item>
      <title>Suggested for Math Class (videos)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/VPZgoHL7Wh0/suggested-for-math-class-videos</link>
      <guid isPermaLink="false">http://mathslinks.net/links/suggested-for-math-class-videos#When:20:40:47Z</guid>
      <description>A curated list of videos for using in maths class.

	
		Fun, engaging videos that I might use in class to illustrate different concepts.</description>
      <dc:subject>Video,</dc:subject>
      <dc:date>2012-01-04T20:40:47+00:00</dc:date>
      <content:encoded><![CDATA[<p>A curated list of videos for using in maths class.</p>

	<blockquote>
		<p>Fun, engaging videos that I might use in class to illustrate different concepts.</p>
	</blockquote><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.youtube.com%2Fplaylist%3Flist%3DPL2DC68224DC149811&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/suggested-for-math-class-videos">http://mathslinks.net/links/suggested-for-math-class-videos</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/VPZgoHL7Wh0" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/suggested-for-math-class-videos#When:20:40:47Z</feedburner:origLink></item>

    <item>
      <title>Shown in Math Class (videos)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/9PACVCWb7so/shown-in-math-class</link>
      <guid isPermaLink="false">http://mathslinks.net/links/shown-in-math-class#When:20:38:39Z</guid>
      <description>A curated list of video for maths teaching.</description>
      <dc:subject>Video,</dc:subject>
      <dc:date>2012-01-04T20:38:39+00:00</dc:date>
      <content:encoded><![CDATA[<p>A curated list of video for maths teaching.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.youtube.com%2Fplaylist%3Flist%3DPLFF749237CA43DF57&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/shown-in-math-class">http://mathslinks.net/links/shown-in-math-class</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/9PACVCWb7so" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/shown-in-math-class#When:20:38:39Z</feedburner:origLink></item>

    <item>
      <title>Tangram Puzzle</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/-4VCgAi3Xb4/tangram-puzzle</link>
      <guid isPermaLink="false">http://mathslinks.net/links/tangram-puzzle#When:08:21:24Z</guid>
      <description>A Geogebra version of the ancient Chinese puzzle. Instructions included within the worksheet.</description>
      <dc:subject>GeoGebra, Interactive, SGS Space and Geometry, SGS3.2a Two-dimensional Space, SGS4.3 Properties of Geometrical Figures, Space and Geometry, 2D Shape, Transformations, Measurement and Geometry, Location and transformation, Year 6 Investigate combinations of translations, reflections and rotations, with and without the use,</dc:subject>
      <dc:date>2012-01-03T08:21:24+00:00</dc:date>
      <content:encoded><![CDATA[<p>A Geogebra version of the ancient Chinese puzzle. Instructions included within the worksheet.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.geogebratube.org%2Fstudent%2Fm3183&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/tangram-puzzle">http://mathslinks.net/links/tangram-puzzle</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/-4VCgAi3Xb4" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/tangram-puzzle#When:08:21:24Z</feedburner:origLink></item>

    <item>
      <title>The Discriminant of a Quadratic: YOU DON"T NEED IT!</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/IyB-Pd38kN4/the-discriminant-of-a-quadratic-you-dont-need-it</link>
      <guid isPermaLink="false">http://mathslinks.net/links/the-discriminant-of-a-quadratic-you-dont-need-it#When:01:23:05Z</guid>
      <description>In this video Dr James Tanton explains how one need not know “b^2-4ac” to answer those dreary algebra questions.</description>
      <dc:subject>Video, 9 The Quadratic Polynomial and the Parabola, 9.2 General theory of quadratic eq…,</dc:subject>
      <dc:date>2012-01-02T01:23:05+00:00</dc:date>
      <content:encoded><![CDATA[<p>In this video Dr James Tanton explains how one need not know &#8220;b^2-4ac&#8221; to answer those dreary algebra questions.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3D4IVoIuMsK0A&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/the-discriminant-of-a-quadratic-you-dont-need-it">http://mathslinks.net/links/the-discriminant-of-a-quadratic-you-dont-need-it</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/IyB-Pd38kN4" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/the-discriminant-of-a-quadratic-you-dont-need-it#When:01:23:05Z</feedburner:origLink></item>

    <item>
      <title>Standard Normal Curve</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/ccISp_K8-fo/standard-normal-curve</link>
      <guid isPermaLink="false">http://mathslinks.net/links/standard-normal-curve#When:03:59:27Z</guid>
      <description>A visualisation of the normal distribution curve, you can set the mean and standard deviation.</description>
      <dc:subject>Visualization, DS Data, DS5.2.1 Uses the interquartile range and standard deviation to analyse data, Data, Data Analysis, DA: Data Analysis, DA4: Summary statistics, DA5: Interpreting sets of data, DA6: The normal distribution, Statistics and Probability, Data representation and interpretation, Year 10A Calculate and interpret the mean and standard deviation of data and use these to compare da,</dc:subject>
      <dc:date>2012-01-01T03:59:27+00:00</dc:date>
      <content:encoded><![CDATA[<p>A visualisation of the normal distribution curve, you can set the mean and standard deviation.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.coolschool.ca%2Fcontent%2Fsamples%2Fstandnorm.swf&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/standard-normal-curve">http://mathslinks.net/links/standard-normal-curve</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/ccISp_K8-fo" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/standard-normal-curve#When:03:59:27Z</feedburner:origLink></item>

    <item>
      <title>Whack a Mole</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/FpuBXtzNp58/whack-a-mole</link>
      <guid isPermaLink="false">http://mathslinks.net/links/whack-a-mole#When:03:54:07Z</guid>
      <description>Click the correct coordinate to hit the mole.</description>
      <dc:subject>Game, PAS Patterns and Algebra, PAS4.5 Linear Relationships, PAS5.1.2 Coordinate Geometry, Patterns and Algebra, Coordinates, Straight Line Graphs, Number and Algebra, Linear and nonlinear relationships, Year 7 Given coordinates, plot points on the Cartesian plane, and find coordinates for a given point,</dc:subject>
      <dc:date>2012-01-01T03:54:07+00:00</dc:date>
      <content:encoded><![CDATA[<p>Click the correct coordinate to hit the mole.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.coolschool.ca%2Fcontent%2Fsamples%2Fwhackamole.swf&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/whack-a-mole">http://mathslinks.net/links/whack-a-mole</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/FpuBXtzNp58" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/whack-a-mole#When:03:54:07Z</feedburner:origLink></item>

    <item>
      <title>Arithmetic Avalanche</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/vTX2BtQkg5c/arithmetic-avalanche</link>
      <guid isPermaLink="false">http://mathslinks.net/links/arithmetic-avalanche#When:03:27:18Z</guid>
      <description>Help Claudio the CoolSchool Penguin get away from the avalanche by completing arithmetic sequences.</description>
      <dc:subject>Game, PAS Patterns and Algebra, PAS4.2 Number Patterns, Patterns and Algebra, Numeric and geometric patterns, Number and Algebra, Patterns and algebra, Year 6 Continue and create sequences involving whole numbers, fractions and decimals. Describe the r,</dc:subject>
      <dc:date>2012-01-01T03:27:18+00:00</dc:date>
      <content:encoded><![CDATA[<p>Help Claudio the CoolSchool Penguin get away from the avalanche by completing arithmetic sequences.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.coolschool.ca%2Fcontent%2Fsamples%2Favalanche.swf&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/arithmetic-avalanche">http://mathslinks.net/links/arithmetic-avalanche</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/vTX2BtQkg5c" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/arithmetic-avalanche#When:03:27:18Z</feedburner:origLink></item>

    <item>
      <title>Algebra vs. the Cockroaches</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/E8nnrIgUImo/algebra-vs-the-cockroaches</link>
      <guid isPermaLink="false">http://mathslinks.net/links/algebra-vs-the-cockroaches#When:03:22:36Z</guid>
      <description>Find the gradient and y-intercept of straight lines to defeat the cockroaches.
(see also the no sound version)</description>
      <dc:subject>Game, PAS Patterns and Algebra, PAS4.5 Linear Relationships, PAS5.1.2 Coordinate Geometry, Patterns and Algebra, Straight Line Graphs,</dc:subject>
      <dc:date>2012-01-01T03:22:36+00:00</dc:date>
      <content:encoded><![CDATA[<p>Find the gradient and y-intercept of straight lines to defeat the cockroaches.<br />
(see also the <a href="http://mathslinks.net/links/algebra-vs-the-cockroaches-no-sound">no sound</a> version)</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fhotmath.com%2Fhotmath_help%2Fgames%2Fkp%2Fkp_hotmath_sound.swf&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/algebra-vs-the-cockroaches">http://mathslinks.net/links/algebra-vs-the-cockroaches</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/E8nnrIgUImo" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/algebra-vs-the-cockroaches#When:03:22:36Z</feedburner:origLink></item>

    <item>
      <title>Box and Whisker Plot Maker</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/3uEPXtpMwIM/box-and-whisker-plot-maker</link>
      <guid isPermaLink="false">http://mathslinks.net/links/box-and-whisker-plot-maker#When:21:36:44Z</guid>
      <description>Create a box-and-whisker plot that can be downloaded. This tool allows you to enter the data and change colours of your plot.</description>
      <dc:subject>Interactive, Printable, Tool, DS Data, DS5.2.1 Uses the interquartile range and standard deviation to analyse data, Data, Box and Whisker Plot, Statistics and Probability, Data representation and interpretation, Year 10 Construct and interpret box plots and use them to compare data sets,</dc:subject>
      <dc:date>2011-12-26T21:36:44+00:00</dc:date>
      <content:encoded><![CDATA[<p>Create a box-and-whisker plot that can be downloaded. This tool allows you to enter the data and change colours of your plot.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.mathwarehouse.com%2Fcharts%2Fbox-and-whisker-plot-maker.php&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/box-and-whisker-plot-maker">http://mathslinks.net/links/box-and-whisker-plot-maker</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/3uEPXtpMwIM" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/box-and-whisker-plot-maker#When:21:36:44Z</feedburner:origLink></item>

    <item>
      <title>Factor Tree</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/wqSBH99Civ0/factor-tree</link>
      <guid isPermaLink="false">http://mathslinks.net/links/factor-tree#When:23:39:52Z</guid>
      <description>“This manipulative allows you to construct factor trees (to the prime factors) for two numbers, and then from the prime factorization, you are asked to identify the Least Common Multiple (LCM) and the Greatest Common Factor (GCF) of the two given numbers.”</description>
      <dc:subject>Interactive, NS Number, NS4.1 Operations with Whole Numbers, Number, Factors, Number and Algebra, Number and place value, Year 7 Investigate index notation and represent whole numbers as products of powers of prime numbers,</dc:subject>
      <dc:date>2011-12-23T23:39:52+00:00</dc:date>
      <content:encoded><![CDATA[<p>&#8220;This manipulative allows you to construct factor trees (to the prime factors) for two numbers, and then from the prime factorization, you are asked to identify the Least Common Multiple (<span class="caps">LCM</span>) and the Greatest Common Factor (<span class="caps">GCF</span>) of the two given numbers.&#8221;</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fnlvm.usu.edu%2Fen%2Fnav%2Fframes_asid_202_g_3_t_1.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/factor-tree">http://mathslinks.net/links/factor-tree</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/wqSBH99Civ0" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/factor-tree#When:23:39:52Z</feedburner:origLink></item>

    <item>
      <title>Super Ultimate Graphing Challenge</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/H9LgIzov_h8/super-ultimate-graphing-challenge</link>
      <guid isPermaLink="false">http://mathslinks.net/links/super-ultimate-graphing-challenge#When:21:51:54Z</guid>
      <description>Explore the physics of velocity, acceleration and time with this interactive graphing game.</description>
      <dc:subject>Game, PAS Patterns and Algebra, PAS5.2.5 Graphs of Physical Phenomena, PAS5.3.5 Graphs of Physical Phenomena, Data, Data Representation, Patterns and Algebra, Graphs of Physical Phenomena, AM: Algebraic Modelling, AM4: Modelling linear and non-linear relationships, 14 Applications of Calculus to the Physical World, 14.3 i the determination of the veloc…, 14.3 Velocity and acceleration as t…, 14.3 ii the determination of the dista…, Number and Algebra, Linear and nonlinear relationships, Year 9 Sketch simple nonlinear relations with and without the use of digital technologies,</dc:subject>
      <dc:date>2011-12-23T21:51:54+00:00</dc:date>
      <content:encoded><![CDATA[<p>Explore the physics of velocity, acceleration and time with this interactive graphing game.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.theuniverseandmore.com%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/super-ultimate-graphing-challenge">http://mathslinks.net/links/super-ultimate-graphing-challenge</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/H9LgIzov_h8" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/super-ultimate-graphing-challenge#When:21:51:54Z</feedburner:origLink></item>

    <item>
      <title>Doodling in Math: Spirals, Fibonacci, and Being a Plant [1 of 3]</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/tgFbrI8vUb8/doodling-in-math-spirals-fibonacci-and-being-a-plant-1-of-3</link>
      <guid isPermaLink="false">http://mathslinks.net/links/doodling-in-math-spirals-fibonacci-and-being-a-plant-1-of-3#When:05:54:03Z</guid>
      <description>A great investigation of spirals and Fibonacci by Vi Hart.</description>
      <dc:subject>Video, NS Number, NS4.1 Operations with Whole Numbers, Number, Special Numbers,</dc:subject>
      <dc:date>2011-12-22T05:54:03+00:00</dc:date>
      <content:encoded><![CDATA[<p>A great investigation of spirals and Fibonacci by Vi Hart.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fyoutu.be%2FahXIMUkSXX0&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/doodling-in-math-spirals-fibonacci-and-being-a-plant-1-of-3">http://mathslinks.net/links/doodling-in-math-spirals-fibonacci-and-being-a-plant-1-of-3</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/tgFbrI8vUb8" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/doodling-in-math-spirals-fibonacci-and-being-a-plant-1-of-3#When:05:54:03Z</feedburner:origLink></item>

    <item>
      <title>Box Plot/Histogram</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/wabYH_MufzE/box-plot-histogram</link>
      <guid isPermaLink="false">http://mathslinks.net/links/box-plot-histogram#When:03:25:41Z</guid>
      <description>An interactive for drawing a box-and-whisker plot and histogram from the same data.</description>
      <dc:subject>Interactive, DS Data, DS5.2.1 Uses the interquartile range and standard deviation to analyse data, Data, Box and Whisker Plot, Data Analysis, Data Representation, DA: Data Analysis, DA3: Displaying single data sets, Statistics and Probability, Data representation and interpretation, Year 9 Construct back-to-back stem-and-leaf plots and histograms and describe data, using terms incl, Year 10 Determine quartiles and interquartile range, Year 10 Construct and interpret box plots and use them to compare data sets, Year 10 Compare shapes of box plots to corresponding histograms and dot plots,</dc:subject>
      <dc:date>2011-12-21T03:25:41+00:00</dc:date>
      <content:encoded><![CDATA[<p>An interactive for drawing a box-and-whisker plot and histogram from the same data.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fnlvm.usu.edu%2Fen%2Fnav%2Fframes_asid_200_g_3_t_5.html%3Fopen%3Dinstructions%26from%3Dcategory_g_3_t_5.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/box-plot-histogram">http://mathslinks.net/links/box-plot-histogram</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/wabYH_MufzE" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/box-plot-histogram#When:03:25:41Z</feedburner:origLink></item>

    <item>
      <title>Exploring the Diameter and Circumference of Circles</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/3o188yvItVU/exploring-the-diameter-and-circumference-of-circles</link>
      <guid isPermaLink="false">http://mathslinks.net/links/exploring-the-diameter-and-circumference-of-circles#When:09:58:59Z</guid>
      <description>This multimedia mathematics resource demonstrates how circles can be found all around us. An interactive activity allows students to explore the value of pi by investigating the relationship between circumference and diameter. A print activity is provided.</description>
      <dc:subject>Interactive, Video, MS Measurement, MS4.1 Perimeter and Area, Space and Geometry, Circles, Number and Algebra, Real numbers, Year 8 Investigate the concept of irrational numbers, including pi, Measurement and Geometry, Using units of measurement, Year 8 Investigate the relationship between features of circles such as circumference, area, radius ,</dc:subject>
      <dc:date>2011-12-18T09:58:59+00:00</dc:date>
      <content:encoded><![CDATA[<p>This multimedia mathematics resource demonstrates how circles can be found all around us. An interactive activity allows students to explore the value of pi by investigating the relationship between circumference and diameter. A print activity is provided.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.learnalberta.ca%2Fcontent%2Fmejhm%2Findex.html%3Fl%3D0%26ID1%3DAB.MATH.JR.SHAP%26ID2%3DAB.MATH.JR.SHAP.CIRC%26lesson%3Dhtml%2Fvideo_interacti&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/exploring-the-diameter-and-circumference-of-circles">http://mathslinks.net/links/exploring-the-diameter-and-circumference-of-circles</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/3o188yvItVU" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/exploring-the-diameter-and-circumference-of-circles#When:09:58:59Z</feedburner:origLink></item>

    <item>
      <title>Hooda Math</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/voJsZOZCc98/hooda-math</link>
      <guid isPermaLink="false">http://mathslinks.net/links/hooda-math#When:00:16:28Z</guid>
      <description>Free online math site for teachers, parents, and kids featuring math games, math worksheets, math tutorials, and math movies.</description>
      <dc:subject>Game, General, Games,</dc:subject>
      <dc:date>2011-12-16T00:16:28+00:00</dc:date>
      <content:encoded><![CDATA[<p>Free online math site for teachers, parents, and kids featuring math games, math worksheets, math tutorials, and math movies.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fhoodamath.com%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/hooda-math">http://mathslinks.net/links/hooda-math</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/voJsZOZCc98" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/hooda-math#When:00:16:28Z</feedburner:origLink></item>

    <item>
      <title>Cool math 4 kids</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/zCUN7CxEcFM/cool-math-4-kids</link>
      <guid isPermaLink="false">http://mathslinks.net/links/cool-math-4-kids#When:00:13:17Z</guid>
      <description>Cool math 4 kids is an amusement park of math, games and more – especially designed for fun, fun, FUN!</description>
      <dc:subject>Game, General, Games,</dc:subject>
      <dc:date>2011-12-16T00:13:17+00:00</dc:date>
      <content:encoded><![CDATA[<p>Cool math 4 kids is an amusement park of math, games and more &#8211; especially designed for fun, fun, <span class="caps">FUN</span>!</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.coolmath4kids.com%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/cool-math-4-kids">http://mathslinks.net/links/cool-math-4-kids</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/zCUN7CxEcFM" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/cool-math-4-kids#When:00:13:17Z</feedburner:origLink></item>

    <item>
      <title>Parabola Equation</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/I8EIuqVCjIc/parabola-equation</link>
      <guid isPermaLink="false">http://mathslinks.net/links/parabola-equation#When:09:45:13Z</guid>
      <description>This interactive graphs the parabolas of (x-h)²=4p(y-k) and 4p(x-h)=(y-k)². Use the sliders to adjust the values of h, k, and p and use the checkboxes to show or hide the graphs.</description>
      <dc:subject>GeoGebra, Interactive, Manipulative, PAS Patterns and Algebra, PAS5.3.4 Coordinate Geometry, Patterns and Algebra, Quadratics, 9 The Quadratic Polynomial and the Parabola,</dc:subject>
      <dc:date>2011-12-13T09:45:13+00:00</dc:date>
      <content:encoded><![CDATA[<p>This interactive graphs the parabolas of (x-h)²=4p(y-k) and 4p(x-h)=(y-k)². Use the sliders to adjust the values of h, k, and p and use the checkboxes to show or hide the graphs.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.geogebratube.org%2Fmaterial%2Fshow%2Fid%2F2692&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/parabola-equation">http://mathslinks.net/links/parabola-equation</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/I8EIuqVCjIc" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/parabola-equation#When:09:45:13Z</feedburner:origLink></item>

    <item>
      <title>SPENT</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/8NOC2R5HosQ/spent</link>
      <guid isPermaLink="false">http://mathslinks.net/links/spent#When:09:30:54Z</guid>
      <description>Spent is an interactive game created that challenges you to manage your money, raise a child and make it through the month getting paid minimum wage after a stretch of unemployment.</description>
      <dc:subject>Game, NS Number, NS5.1.2 Consumer Arithmetic, NS5.2.2 Consumer Arithmetic, Number, Consumer Arithmetic, FM: Financial Mathematics, FM1: Earning money,</dc:subject>
      <dc:date>2011-12-13T09:30:54+00:00</dc:date>
      <content:encoded><![CDATA[<p>Spent is an interactive game created that challenges you to manage your money, raise a child and make it through the month getting paid minimum wage after a stretch of unemployment.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fplayspent.org%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/spent">http://mathslinks.net/links/spent</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/8NOC2R5HosQ" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/spent#When:09:30:54Z</feedburner:origLink></item>

    <item>
      <title>Three different ways to solve a ratio problem</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/KvwjSGsk9go/three-different-ways-to-solve-a-ratio-problem</link>
      <guid isPermaLink="false">http://mathslinks.net/links/three-different-ways-to-solve-a-ratio-problem#When:06:18:33Z</guid>
      <description>A set of flash animations that demonstrate the different ways of looking at and solving a ratio problem. Students develop their proportional reasoning by looking at a problem from several perspectives. The are step-by-step explanations can be turned off if you are presenting these animations to a class.</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, NS Number, NS4.3 Fractions, Decimals and Percentages, Number, Ratio and Rates, Number and Algebra, Real numbers, Year 8 Solve a range of problems involving rates and ratios, with and without digital technologies,</dc:subject>
      <dc:date>2011-12-13T06:18:33+00:00</dc:date>
      <content:encoded><![CDATA[<p>A set of flash animations that demonstrate the different ways of looking at and solving a ratio problem. Students develop their proportional reasoning by looking at a problem from several perspectives. The are step-by-step explanations can be turned off if you are presenting these animations to a class.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--Finding-other-parts%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/three-different-ways-to-solve-a-ratio-problem">http://mathslinks.net/links/three-different-ways-to-solve-a-ratio-problem</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/KvwjSGsk9go" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/three-different-ways-to-solve-a-ratio-problem#When:06:18:33Z</feedburner:origLink></item>

    <item>
      <title>Expression diagrams (animations)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/HKjsDOvuNaY/expression-diagrams-animations</link>
      <guid isPermaLink="false">http://mathslinks.net/links/expression-diagrams-animations#When:06:11:07Z</guid>
      <description>These animations introduce and demonstrate expression diagrams, also known as arrow diagrams or flowcharts. Expression diagrams show how an algebraic expression is built. They promote a deeper understanding of algebra and also help students to solve equations. There are some optional step-by-step explanations that can be turned off if you are presenting to a class.</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, PAS Patterns and Algebra, PAS4.4 Algebraic Techniques, Patterns and Algebra, Equations, Expressions, Number and Algebra, Patterns and algebra, Year 7 Create algebraic expressions and evaluate them by substituting a given value for each variabl, Linear and nonlinear relationships, Year 7 Solve simple linear equations, Year 8 Solve linear equations using algebraic and graphical techniques. Verify solutions by substitu,</dc:subject>
      <dc:date>2011-12-13T06:11:07+00:00</dc:date>
      <content:encoded><![CDATA[<p>These animations introduce and demonstrate expression diagrams, also known as arrow diagrams or flowcharts. Expression diagrams show how an algebraic expression is built. They promote a deeper understanding of algebra and also help students to solve equations. There are some optional step-by-step explanations that can be turned off if you are presenting to a class.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--Expression-diagrams%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/expression-diagrams-animations">http://mathslinks.net/links/expression-diagrams-animations</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/HKjsDOvuNaY" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/expression-diagrams-animations#When:06:11:07Z</feedburner:origLink></item>

    <item>
      <title>Factors and Multiples Game</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/ijXhjFHUo3c/factors-and-multiples-game</link>
      <guid isPermaLink="false">http://mathslinks.net/links/factors-and-multiples-game#When:00:31:29Z</guid>
      <description>This game can replace standard practice exercises finding factors and multiples. In order to play strategically, pupils must start to think of numbers in terms of their factors, utilising primes and squares to develop winning moves.</description>
      <dc:subject>Game, Interactive, IWB, Projector, NS Number, NS4.1 Operations with Whole Numbers, Number, Special Numbers,</dc:subject>
      <dc:date>2011-12-12T00:31:29+00:00</dc:date>
      <content:encoded><![CDATA[<p>This game can replace standard practice exercises finding factors and multiples. In order to play strategically, pupils must start to think of numbers in terms of their factors, utilising primes and squares to develop winning moves.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fnrich.maths.org%2F5468&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/factors-and-multiples-game">http://mathslinks.net/links/factors-and-multiples-game</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/ijXhjFHUo3c" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/factors-and-multiples-game#When:00:31:29Z</feedburner:origLink></item>

    <item>
      <title>Doodling in Math Class: Triangle Party</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/AxuSdwFKL1s/doodling-in-math-class-triangle-party</link>
      <guid isPermaLink="false">http://mathslinks.net/links/doodling-in-math-class-triangle-party#When:20:51:45Z</guid>
      <description>Vi Hart gets distracted by triangles!</description>
      <dc:subject>Interesting, Stimulus, Video, MS Measurement, MS5.1.2 Trigonometry, SGS Space and Geometry, SGS4.3 Properties of Geometrical Figures, Space and Geometry, Triangles, Measurement and Geometry, Geometric reasoning, Year 7 Demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum , Year 7 Classify triangles according to their side and angle properties and describe quadrilaterals, Pythagoras and trigonometry, Year 9 Apply trigonometry to solve right-angled triangle problems,</dc:subject>
      <dc:date>2011-12-08T20:51:45+00:00</dc:date>
      <content:encoded><![CDATA[<p>Vi Hart gets distracted by triangles!</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3Do6KlpIWhbcw&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/doodling-in-math-class-triangle-party">http://mathslinks.net/links/doodling-in-math-class-triangle-party</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/AxuSdwFKL1s" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/doodling-in-math-class-triangle-party#When:20:51:45Z</feedburner:origLink></item>

    <item>
      <title>Nets (3D Models) : Free Printables</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/cJwF6GNLTCk/nets-3d-models-free-printables</link>
      <guid isPermaLink="false">http://mathslinks.net/links/nets-3d-models-free-printables#When:11:01:19Z</guid>
      <description>This generator prints a selection of nets for the construction of common 3D shapes. 

	Nets for the following polyhedra are included: cube, cuboid, cylinder, cone, regular pyramid, octahedron, rhombic prism, tetrahedron, icosohedron, hexagonal prism, hexagonal pyramid, pentagonal prism and pyramid.</description>
      <dc:subject>Printable, MS Measurement, MS4.2 Surface Area and Volume, SGS Space and Geometry, SGS2.1 Three-dimensional Space, SGS3.1 Three-dimensional Space, SGS4.1 Properties of Solids, Space and Geometry, 3D Shapes,</dc:subject>
      <dc:date>2011-12-08T11:01:19+00:00</dc:date>
      <content:encoded><![CDATA[<p>This generator prints a selection of nets for the construction of common 3D shapes. </p>

	<p>Nets for the following polyhedra are included: cube, cuboid, cylinder, cone, regular pyramid, octahedron, rhombic prism, tetrahedron, icosohedron, hexagonal prism, hexagonal pyramid, pentagonal prism and pyramid.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.senteacher.org%2FWorksheet%2F12%2FNets.xhtml&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/nets-3d-models-free-printables">http://mathslinks.net/links/nets-3d-models-free-printables</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/cJwF6GNLTCk" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/nets-3d-models-free-printables#When:11:01:19Z</feedburner:origLink></item>

    <item>
      <title>GeoGebra Applet Start</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/TfV6LCjXc48/geogebra-applet-start</link>
      <guid isPermaLink="false">http://mathslinks.net/links/geogebra-applet-start#When:09:42:00Z</guid>
      <description>Open a fully functional GeoGebra applet in your web browser. Nothing will be installed on your computer.</description>
      <dc:subject>GeoGebra, Tool,</dc:subject>
      <dc:date>2011-12-08T09:42:00+00:00</dc:date>
      <content:encoded><![CDATA[<p>Open a fully functional GeoGebra applet in your web browser. Nothing will be installed on your computer.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.geogebra.org%2Fwebstart%2Fgeogebra.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/geogebra-applet-start">http://mathslinks.net/links/geogebra-applet-start</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/TfV6LCjXc48" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/geogebra-applet-start#When:09:42:00Z</feedburner:origLink></item>

    <item>
      <title>City Creator</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/7OFH36ZAvoI/city-creator</link>
      <guid isPermaLink="false">http://mathslinks.net/links/city-creator#When:03:32:20Z</guid>
      <description>Build one of three styles of cities in an isometric view.</description>
      <dc:subject>Interactive, General, Design, End of Term, Fun, Space and Geometry, 3D Shapes, Isometric, Measurement and Geometry, Shape, Year 7 Draw different views of prisms and solids formed from combinations of prisms,</dc:subject>
      <dc:date>2011-12-08T03:32:20+00:00</dc:date>
      <content:encoded><![CDATA[<p>Build one of three styles of cities in an <em>isometric</em> view.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.citycreator.com%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/city-creator">http://mathslinks.net/links/city-creator</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/7OFH36ZAvoI" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/city-creator#When:03:32:20Z</feedburner:origLink></item>

    <item>
      <title>Short division (animations)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/iMOFyCanYBs/short-division-animations</link>
      <guid isPermaLink="false">http://mathslinks.net/links/short-division-animations#When:22:58:51Z</guid>
      <description>Animated explanations of the process of short division. Remainders and regrouping are fully covered with the emphasis on an understanding of place value. There are some optional step-by-step explanations. These can be turned off if you are presenting to a class. Free.</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, NS Number, NS3.1 Whole Numbers, NS3.3 Multiplication and Division, NS4.1 Operations with Whole Numbers, General, NAPLAN, Numeracy, Number, Operations, Place Value, Number and Algebra, Number and place value, Year 8 Carry out the four operations with integers, using efficient mental and written strategies an,</dc:subject>
      <dc:date>2011-12-05T22:58:51+00:00</dc:date>
      <content:encoded><![CDATA[<p>Animated explanations of the process of short division. Remainders and regrouping are fully covered with the emphasis on an understanding of place value. There are some optional step-by-step explanations. These can be turned off if you are presenting to a class. Free.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--With-working-%28dividing%29%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/short-division-animations">http://mathslinks.net/links/short-division-animations</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/iMOFyCanYBs" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/short-division-animations#When:22:58:51Z</feedburner:origLink></item>

    <item>
      <title>Dividing using base ten blocks (animations)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/zTwIJjinQxQ/dividing-using-base-ten-blocks-animations</link>
      <guid isPermaLink="false">http://mathslinks.net/links/dividing-using-base-ten-blocks-animations#When:22:55:51Z</guid>
      <description>Clear animations that use base ten blocks to model the process of division. There are some step-by-step explanations that can be turned off if you are presenting these animations to your class. Free.</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, NS Number, NS2.3 Multiplication and Division, NS3.1 Whole Numbers, NS3.3 Multiplication and Division, NS4.1 Operations with Whole Numbers, General, NAPLAN, Numeracy, Number, Operations, Place Value, Number and Algebra, Number and place value, Year 8 Carry out the four operations with integers, using efficient mental and written strategies an,</dc:subject>
      <dc:date>2011-12-05T22:55:51+00:00</dc:date>
      <content:encoded><![CDATA[<p>Clear animations that use base ten blocks to model the process of division. There are some step-by-step explanations that can be turned off if you are presenting these animations to your class. Free.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--Using-base-ten-blocks-%28dividing%29%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/dividing-using-base-ten-blocks-animations">http://mathslinks.net/links/dividing-using-base-ten-blocks-animations</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/zTwIJjinQxQ" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/dividing-using-base-ten-blocks-animations#When:22:55:51Z</feedburner:origLink></item>

    <item>
      <title>Multiplication wih mathematical working (animations)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/IcW1ag6FhKg/multiplication-wih-mathematical-working-animations</link>
      <guid isPermaLink="false">http://mathslinks.net/links/multiplication-wih-mathematical-working-animations#When:22:51:51Z</guid>
      <description>Animated explanations of the process of multiplication. Carrying (regrouping, trading) is covered and a deep understanding of place value is emphasised. The optional step-by-step explanations that can be turned off if you are presenting the animations on the IWB or projector. Free.</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, NS Number, NS2.3 Multiplication and Division, NS3.1 Whole Numbers, NS3.3 Multiplication and Division, NS4.1 Operations with Whole Numbers, General, NAPLAN, Numeracy, Number, Operations, Place Value, Number and Algebra, Number and place value, Year 8 Carry out the four operations with integers, using efficient mental and written strategies an,</dc:subject>
      <dc:date>2011-12-05T22:51:51+00:00</dc:date>
      <content:encoded><![CDATA[<p>Animated explanations of the process of multiplication. Carrying (regrouping, trading) is covered and a deep understanding of place value is emphasised. The optional step-by-step explanations that can be turned off if you are presenting the animations on the <span class="caps">IWB</span> or projector. Free.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--With-working-%28multiplying%29%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/multiplication-wih-mathematical-working-animations">http://mathslinks.net/links/multiplication-wih-mathematical-working-animations</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/IcW1ag6FhKg" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/multiplication-wih-mathematical-working-animations#When:22:51:51Z</feedburner:origLink></item>

    <item>
      <title>Multipication using base ten blocks (animations)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/R7J-SstvqoA/multipication-using-base-ten-blocks-animations</link>
      <guid isPermaLink="false">http://mathslinks.net/links/multipication-using-base-ten-blocks-animations#When:22:47:51Z</guid>
      <description>A set of clear, engaging  animations showing how we multiply using base ten blocks. Carrying (regrouping, trading) is also covered in depth. There are step-by-step explanations that can be turned off if you are presenting the animations to a class on the IWB or projector. Free.</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, NS Number, NS2.1 Whole Numbers, NS2.3 Multiplication and Division, NS3.3 Multiplication and Division, NS4.1 Operations with Whole Numbers, General, NAPLAN, Numeracy, Number, Operations, Place Value, Number and Algebra, Number and place value, Year 8 Carry out the four operations with integers, using efficient mental and written strategies an,</dc:subject>
      <dc:date>2011-12-05T22:47:51+00:00</dc:date>
      <content:encoded><![CDATA[<p>A set of clear, engaging  animations showing how we multiply using base ten blocks. Carrying (regrouping, trading) is also covered in depth. There are step-by-step explanations that can be turned off if you are presenting the animations to a class on the <span class="caps">IWB</span> or projector. Free.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--Using-base-ten-blocks-%28multiplying%29%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/multipication-using-base-ten-blocks-animations">http://mathslinks.net/links/multipication-using-base-ten-blocks-animations</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/R7J-SstvqoA" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/multipication-using-base-ten-blocks-animations#When:22:47:51Z</feedburner:origLink></item>

    <item>
      <title>Buffon’s Needle simulation to generate Pi</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/czTPAQ_VR9k/buffons-needle-simulation-to-generate-pi</link>
      <guid isPermaLink="false">http://mathslinks.net/links/buffons-needle-simulation-to-generate-pi#When:23:45:03Z</guid>
      <description>A high quality Flash Animation to demonstrate Buffon’s Needle Theorem. Fire it up on your IWB and leave it running for a good while to get closer and closer to the value of Pi.
A great resource to use when introducing students to the surprising mathematics involving Pi.</description>
      <dc:subject>Simulation, Stimulus, MS Measurement, MS4.1 Perimeter and Area, Space and Geometry, Circles, Number and Algebra, Real numbers, Year 8 Investigate the concept of irrational numbers, including pi,</dc:subject>
      <dc:date>2011-12-02T23:45:03+00:00</dc:date>
      <content:encoded><![CDATA[<p>A high quality Flash Animation to demonstrate Buffon&#8217;s Needle Theorem. Fire it up on your <span class="caps">IWB</span> and leave it running for a good while to get closer and closer to the value of Pi.<br />
A great resource to use when introducing students to the surprising mathematics involving Pi.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.metablake.com%2Fpi.swf&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/buffons-needle-simulation-to-generate-pi">http://mathslinks.net/links/buffons-needle-simulation-to-generate-pi</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/czTPAQ_VR9k" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/buffons-needle-simulation-to-generate-pi#When:23:45:03Z</feedburner:origLink></item>

    <item>
      <title>pasthsc.com.au</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/JFGxsrftOe8/pasthsc.com.au</link>
      <guid isPermaLink="false">http://mathslinks.net/links/pasthsc.com.au#When:23:33:27Z</guid>
      <description>Free answers to past NAPLAN, HSC and SC(School Certificate) examination papers.</description>
      <dc:subject>Practise, General, Higher School Certificate, NAPLAN, School Certificate,</dc:subject>
      <dc:date>2011-12-01T23:33:27+00:00</dc:date>
      <content:encoded><![CDATA[<p>Free answers to past <span class="caps">NAPLAN</span>, <acronym title="Higher School Certificate"><span class="caps">HSC</span></acronym> and SC(School Certificate) examination papers.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.pasthsc.com.au%2FWelcome.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/pasthsc.com.au">http://mathslinks.net/links/pasthsc.com.au</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/JFGxsrftOe8" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/pasthsc.com.au#When:23:33:27Z</feedburner:origLink></item>

    <item>
      <title>Area and Perimeter Interactive</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/RUsUeWWuczY/area-and-perimeter-interactive</link>
      <guid isPermaLink="false">http://mathslinks.net/links/area-and-perimeter-interactive#When:00:03:59Z</guid>
      <description>Investigate the perimeter and area of triangles, rectangles, parallelograms and trapeziums. Dimensions of the shape can be change to create many questions.</description>
      <dc:subject>Flash, Interactive, IWB, Manipulative, MS Measurement, MS4.1 Perimeter and Area, MS5.1.1 Perimeter and Area, Measurement, Area, Perimeter, M: Measurement, M2: Applications of area and volume,</dc:subject>
      <dc:date>2011-12-01T00:03:59+00:00</dc:date>
      <content:encoded><![CDATA[<p>Investigate the perimeter and area of triangles, rectangles, parallelograms and trapeziums. Dimensions of the shape can be change to create many questions.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fiamteacher.net%2Finter-activities%2Farea-perimeter.swf&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/area-and-perimeter-interactive">http://mathslinks.net/links/area-and-perimeter-interactive</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/RUsUeWWuczY" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/area-and-perimeter-interactive#When:00:03:59Z</feedburner:origLink></item>

    <item>
      <title>Frequency Distribution Table with Cumulative Frequency</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/8wYdJ3tkSFw/frequency-distribution-table-with-cumulative-frequency</link>
      <guid isPermaLink="false">http://mathslinks.net/links/frequency-distribution-table-with-cumulative-frequency#When:10:02:13Z</guid>
      <description>For use by students, a Frequency Distribution Table with Cumulative Frequency column. Frequency is entered using +/- buttons, cumulative frequency is entered manually and the tool shows whether the entry is correct (green) or not (red).</description>
      <dc:subject>Interactive, Tool, DS Data, DS5.1.1 Data Representation and Analysis, Data, Data Analysis, DA: Data Analysis, DA3: Displaying single data sets,</dc:subject>
      <dc:date>2011-11-26T10:02:13+00:00</dc:date>
      <content:encoded><![CDATA[<p>For use by students, a Frequency Distribution Table with Cumulative Frequency column. Frequency is entered using +/- buttons, cumulative frequency is entered manually and the tool shows whether the entry is correct (green) or not (red).</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fmathsstarters.net%2Fdata%2Ffdtcf1&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/frequency-distribution-table-with-cumulative-frequency">http://mathslinks.net/links/frequency-distribution-table-with-cumulative-frequency</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/8wYdJ3tkSFw" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/frequency-distribution-table-with-cumulative-frequency#When:10:02:13Z</feedburner:origLink></item>

    <item>
      <title>Bablyonian use of square root of two</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/2kVxxID9ahw/bablyonian-use-of-square-root-of-two</link>
      <guid isPermaLink="false">http://mathslinks.net/links/bablyonian-use-of-square-root-of-two#When:22:14:01Z</guid>
      <description>Photographs and analysis of an 1800 BC Babylonian table showing the diagonal of a square and ancient knowledge of the value of square root of two – expressed in base 60. A great extension resource. No previous knowledge of Babylonian required, but will make more sense if students know about different number base system. Full mathematical analysis on the site.</description>
      <dc:subject>Image, Interesting, MS Measurement, MS4.1 Perimeter and Area, Measurement, Pythagoras, Patterns and Algebra, Quadratics, M: Measurement, M4: Right-angled triangles,</dc:subject>
      <dc:date>2011-11-25T22:14:01+00:00</dc:date>
      <content:encoded><![CDATA[<p>Photographs and analysis of an 1800 BC Babylonian table showing the diagonal of a square and ancient knowledge of the value of square root of two &#8211; expressed in base 60. A great extension resource. No previous knowledge of Babylonian required, but will make more sense if students know about different number base system. Full mathematical analysis on the site.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.math.ubc.ca%2F%7Ecass%2FEuclid%2Fybc%2Fybc.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/bablyonian-use-of-square-root-of-two">http://mathslinks.net/links/bablyonian-use-of-square-root-of-two</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/2kVxxID9ahw" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/bablyonian-use-of-square-root-of-two#When:22:14:01Z</feedburner:origLink></item>

    <item>
      <title>Pascal’s Triangle and the Binomial Theorem</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/hrJC22JPyuc/pascals-triangle-and-the-binomial-theorem</link>
      <guid isPermaLink="false">http://mathslinks.net/links/pascals-triangle-and-the-binomial-theorem#When:10:38:16Z</guid>
      <description>This Demonstration illustrates the direct relation between Pascal’s triangle and the binomial theorem.
Requires Wolfram CDF Player (free) or Mathematica.</description>
      <dc:subject>Demonstration, 17 E Binomial Theorem, 17.1 E Expansion of (1 + x)^n for n =…,</dc:subject>
      <dc:date>2011-11-25T10:38:16+00:00</dc:date>
      <content:encoded><![CDATA[<p>This Demonstration illustrates the direct relation between Pascal&#8217;s triangle and the binomial theorem.<br />
<em>Requires Wolfram <acronym title="Computable Document Format"><span class="caps">CDF</span></acronym> Player (free) or Mathematica.</em></p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fdemonstrations.wolfram.com%2FPascalsTriangleAndTheBinomialTheorem%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/pascals-triangle-and-the-binomial-theorem">http://mathslinks.net/links/pascals-triangle-and-the-binomial-theorem</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/hrJC22JPyuc" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/pascals-triangle-and-the-binomial-theorem#When:10:38:16Z</feedburner:origLink></item>

    <item>
      <title>Binomial Theorem (Step-by-Step)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/d30Zk_Igg1I/binomial-theorem-step-by-step</link>
      <guid isPermaLink="false">http://mathslinks.net/links/binomial-theorem-step-by-step#When:10:35:10Z</guid>
      <description>The Binomial Theorem illustrated through termwise expansion.
Requires Wolfram CDF Player (free) or Mathematica.</description>
      <dc:subject>Demonstration, 17 E Binomial Theorem, 17.1 E Expansion of (1 + x)^n for n =…,</dc:subject>
      <dc:date>2011-11-25T10:35:10+00:00</dc:date>
      <content:encoded><![CDATA[<p>The Binomial Theorem illustrated through termwise expansion.<br />
<em>Requires Wolfram <acronym title="Computable Document Format"><span class="caps">CDF</span></acronym> Player (free) or Mathematica.</em></p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fdemonstrations.wolfram.com%2FBinomialTheoremStepByStep%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/binomial-theorem-step-by-step">http://mathslinks.net/links/binomial-theorem-step-by-step</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/d30Zk_Igg1I" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/binomial-theorem-step-by-step#When:10:35:10Z</feedburner:origLink></item>

    <item>
      <title>Tangent lengths</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/q4oSuDe2Eow/tangent-lengths</link>
      <guid isPermaLink="false">http://mathslinks.net/links/tangent-lengths#When:09:34:59Z</guid>
      <description>GeoGebra applet to investigate the tangents to a circle from an external point.</description>
      <dc:subject>GeoGebra, Interactive, SGS Space and Geometry, SGS5.3.4 Circle Geometry, Space and Geometry, Circles, 2 Plane Geometry, 2.9 E Derivation of further angle, c…,</dc:subject>
      <dc:date>2011-11-25T09:34:59+00:00</dc:date>
      <content:encoded><![CDATA[<p>GeoGebra applet to investigate the tangents to a circle from an external point.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.timdevereux.co.uk%2Fmaths%2Fgeompages%2Fcircthe5.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/tangent-lengths">http://mathslinks.net/links/tangent-lengths</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/q4oSuDe2Eow" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/tangent-lengths#When:09:34:59Z</feedburner:origLink></item>

    <item>
      <title>Angles in a Cyclic Quadrilateral</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/kNWwOud6QwU/angles-in-a-cyclic-quadrilateral</link>
      <guid isPermaLink="false">http://mathslinks.net/links/angles-in-a-cyclic-quadrilateral#When:09:33:05Z</guid>
      <description>GeoGebra applet to investigate angles in a cyclic quadrilateral.</description>
      <dc:subject>GeoGebra, Interactive, SGS Space and Geometry, SGS5.3.4 Circle Geometry, Space and Geometry, Circles, 2 Plane Geometry, 2.9 E Derivation of further angle, c…,</dc:subject>
      <dc:date>2011-11-25T09:33:05+00:00</dc:date>
      <content:encoded><![CDATA[<p>GeoGebra applet to investigate angles in a cyclic quadrilateral.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.timdevereux.co.uk%2Fmaths%2Fgeompages%2Fcircthe4.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/angles-in-a-cyclic-quadrilateral">http://mathslinks.net/links/angles-in-a-cyclic-quadrilateral</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/kNWwOud6QwU" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/angles-in-a-cyclic-quadrilateral#When:09:33:05Z</feedburner:origLink></item>

    <item>
      <title>Angles in the same segment</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/F63rfBRd5A0/angles-in-the-same-segment</link>
      <guid isPermaLink="false">http://mathslinks.net/links/angles-in-the-same-segment#When:09:30:15Z</guid>
      <description>GeoGebra applet to investigate angles in the same segment.</description>
      <dc:subject>GeoGebra, Interactive, SGS Space and Geometry, SGS5.3.4 Circle Geometry, Space and Geometry, Circles, 2 Plane Geometry, 2.9 E Derivation of further angle, c…,</dc:subject>
      <dc:date>2011-11-25T09:30:15+00:00</dc:date>
      <content:encoded><![CDATA[<p>GeoGebra applet to investigate angles in the same segment.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.timdevereux.co.uk%2Fmaths%2Fgeompages%2Fcircthe3.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/angles-in-the-same-segment">http://mathslinks.net/links/angles-in-the-same-segment</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/F63rfBRd5A0" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/angles-in-the-same-segment#When:09:30:15Z</feedburner:origLink></item>

    <item>
      <title>Circle theorems</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/HRVm3Z6lUF0/circle-theorems</link>
      <guid isPermaLink="false">http://mathslinks.net/links/circle-theorems#When:09:23:06Z</guid>
      <description>Investigate using GeoGebra these circle theorems: angles at the centre and at the circumference, angle in a semicircle, angles in the same segment, angles in a cyclic quadlateral, length of tangents, angle between circle tangent and radius, alternate segment theorem.</description>
      <dc:subject>GeoGebra, Interactive, SGS Space and Geometry, SGS5.3.4 Circle Geometry, 2 Plane Geometry, 2.9 E Derivation of further angle, c…,</dc:subject>
      <dc:date>2011-11-25T09:23:06+00:00</dc:date>
      <content:encoded><![CDATA[<p>Investigate using GeoGebra these circle theorems: angles at the centre and at the circumference, angle in a semicircle, angles in the same segment, angles in a cyclic quadlateral, length of tangents, angle between circle tangent and radius, alternate segment theorem.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.timdevereux.co.uk%2Fmaths%2Fgeompages%2Findex.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/circle-theorems">http://mathslinks.net/links/circle-theorems</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/HRVm3Z6lUF0" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/circle-theorems#When:09:23:06Z</feedburner:origLink></item>

    <item>
      <title>Angle in a semicircle</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/4AZz5fhQ7ZA/angle-in-a-semicircle</link>
      <guid isPermaLink="false">http://mathslinks.net/links/angle-in-a-semicircle#When:09:21:23Z</guid>
      <description>GeoGebra applet to investigate the angle in a semicircle.</description>
      <dc:subject>GeoGebra, Interactive, SGS Space and Geometry, SGS5.3.4 Circle Geometry, Space and Geometry, Circles, 2 Plane Geometry, 2.9 E Derivation of further angle, c…,</dc:subject>
      <dc:date>2011-11-25T09:21:23+00:00</dc:date>
      <content:encoded><![CDATA[<p>GeoGebra applet to investigate the angle in a semicircle.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.timdevereux.co.uk%2Fmaths%2Fgeompages%2Fcircthe2.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/angle-in-a-semicircle">http://mathslinks.net/links/angle-in-a-semicircle</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/4AZz5fhQ7ZA" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/angle-in-a-semicircle#When:09:21:23Z</feedburner:origLink></item>

    <item>
      <title>A Tangled Web, practise solving angles</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/yzKKvyli6A0/a-tangled-web-practise-solving-angles</link>
      <guid isPermaLink="false">http://mathslinks.net/links/a-tangled-web-practise-solving-angles#When:00:08:39Z</guid>
      <description>Help Itzi the spider climb the clock to rescue his family! Solve cunning angle puzzles to reveal a path through each level’s maze of tangled webs and reach the goal. It’s sure to make your head spin!
	
		Basic angle rules
		Parallel lines
		Polygons
		Circle theorems</description>
      <dc:subject>Game, SGS Space and Geometry, SGS4.2 Angles, SGS4.3 Properties of Geometrical Figures, SGS4.4 Properties of Geometrical Figures, SGS5.3.4 Circle Geometry, Space and Geometry, Angles, Circles, 2 Plane Geometry, 2.3 Properties of angles., Measurement and Geometry, Geometric reasoning, Year 7 Identify corresponding, alternate and cointerior angles when two parallel straight lines are , Year 7 Investigate conditions for two lines to be parallel and solve simple numerical problems using, Year 7 Demonstrate that the angle sum of a triangle is 180° and use this to find the angle sum ,</dc:subject>
      <dc:date>2011-11-25T00:08:39+00:00</dc:date>
      <content:encoded><![CDATA[<p>Help Itzi the spider climb the clock to rescue his family! Solve cunning angle puzzles to reveal a path through each level’s maze of tangled webs and reach the goal. It’s sure to make your head spin!
	<ul>
		<li>Basic angle rules</li>
		<li>Parallel lines</li>
		<li>Polygons</li>
		<li>Circle theorems</li>
	</ul></p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.mangahigh.com%2Fen_au%2Fgames%2Fatangledweb&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/a-tangled-web-practise-solving-angles">http://mathslinks.net/links/a-tangled-web-practise-solving-angles</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/yzKKvyli6A0" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/a-tangled-web-practise-solving-angles#When:00:08:39Z</feedburner:origLink></item>

    <item>
      <title>Subtracting with mathematical working (animations)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/GKqGk7sKN_o/subtracting-with-mathematical-working-animations</link>
      <guid isPermaLink="false">http://mathslinks.net/links/subtracting-with-mathematical-working-animations#When:20:35:41Z</guid>
      <description>These clear and captivating animations with an emphasis on place value are perfect for the IWB or projector. Borrowing (regrouping) is fully covered. Step-by-step explanations of the process can also be displayed. Free.</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, NS Number, NS2.2 Addition and Subtraction, NS3.2 Addition and Subtraction , NS4.1 Operations with Whole Numbers, General, NAPLAN, Numeracy, Number, Operations, Place Value,</dc:subject>
      <dc:date>2011-11-15T20:35:41+00:00</dc:date>
      <content:encoded><![CDATA[<p>These clear and captivating animations with an emphasis on place value are perfect for the <span class="caps">IWB</span> or projector. Borrowing (regrouping) is fully covered. Step-by-step explanations of the process can also be displayed. Free.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--With-working-%28subtracting%29%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/subtracting-with-mathematical-working-animations">http://mathslinks.net/links/subtracting-with-mathematical-working-animations</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/GKqGk7sKN_o" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/subtracting-with-mathematical-working-animations#When:20:35:41Z</feedburner:origLink></item>

    <item>
      <title>Dividing a quantity in a given ratio (animations)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/XRrpVObMd7U/dividing-an-interval-in-a-given-ratio-animations</link>
      <guid isPermaLink="false">http://mathslinks.net/links/dividing-an-interval-in-a-given-ratio-animations#When:20:19:33Z</guid>
      <description>The division of a quantity in a given ratio is demonstrated with a variety of methods. These animations are perfect for the IWB or projector. Clear and intuitive explanations gently lead students to visualise and understand the unitary method. Free.</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, NS Number, NS4.3 Fractions, Decimals and Percentages, Number, Ratio and Rates,</dc:subject>
      <dc:date>2011-11-15T20:19:33+00:00</dc:date>
      <content:encoded><![CDATA[<p>The division of a quantity in a given ratio is demonstrated with a variety of methods. These animations are perfect for the <span class="caps">IWB</span> or projector. Clear and intuitive explanations gently lead students to visualise and understand the unitary method. Free.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%3Fmid%3D52%23%2FMenu--Decomposition-in-a-given-ratio%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/dividing-an-interval-in-a-given-ratio-animations">http://mathslinks.net/links/dividing-an-interval-in-a-given-ratio-animations</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/XRrpVObMd7U" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/dividing-an-interval-in-a-given-ratio-animations#When:20:19:33Z</feedburner:origLink></item>

    <item>
      <title>The Intuitive Notion of the Chain Rule</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/t0oEVOUQwEM/the-intuitive-notion-of-the-chain-rule</link>
      <guid isPermaLink="false">http://mathslinks.net/links/the-intuitive-notion-of-the-chain-rule#When:07:01:56Z</guid>
      <description>In the applet we see an x-wheel, a u-wheel, and a y-wheel. You can change the speed of the x-wheel, and you can connect the wheels with belts and change their radii. We’ll use this model to explore the chain rule and try to get an intuitive understanding of where the formula comes from.</description>
      <dc:subject>GeoGebra, Interactive, Visualization, 8 The Tangent to a Curve and the Derivative of a Function,</dc:subject>
      <dc:date>2011-11-13T07:01:56+00:00</dc:date>
      <content:encoded><![CDATA[<p>In the applet we see an x-wheel, a u-wheel, and a y-wheel. You can change the speed of the x-wheel, and you can connect the wheels with belts and change their radii. We&#8217;ll use this model to explore the chain rule and try to get an intuitive understanding of where the formula comes from.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwebspace.ship.edu%2Fmsrenault%2FGeoGebraCalculus%2Fderivative_intuitive_chain_rule.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/the-intuitive-notion-of-the-chain-rule">http://mathslinks.net/links/the-intuitive-notion-of-the-chain-rule</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/t0oEVOUQwEM" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/the-intuitive-notion-of-the-chain-rule#When:07:01:56Z</feedburner:origLink></item>

    <item>
      <title>Conic Section Explorer</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/hFQwg_KEy_g/conic-section-explorer</link>
      <guid isPermaLink="false">http://mathslinks.net/links/conic-section-explorer#When:04:51:38Z</guid>
      <description>Explore the different conic sections and their graphs.</description>
      <dc:subject>Interactive, Visualization, Topic 3 Conics,</dc:subject>
      <dc:date>2011-11-12T04:51:38+00:00</dc:date>
      <content:encoded><![CDATA[<p>Explore the different conic sections and their graphs.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Filluminations.nctm.org%2FActivityDetail.aspx%3FID%3D195&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/conic-section-explorer">http://mathslinks.net/links/conic-section-explorer</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/hFQwg_KEy_g" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/conic-section-explorer#When:04:51:38Z</feedburner:origLink></item>

    <item>
      <title>Tessellation Interactivity</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/xVIQYCfUK44/tessellation-interactivity</link>
      <guid isPermaLink="false">http://mathslinks.net/links/tessellation-interactivity#When:05:37:38Z</guid>
      <description>Use the interactivity to investigate tessellations.
The alternative link takes you to the instruction page.</description>
      <dc:subject>Interactive, SGS Space and Geometry, SGS4.3 Properties of Geometrical Figures, SGS4.4 Properties of Geometrical Figures, Space and Geometry, 2D Shape, Tessellations,</dc:subject>
      <dc:date>2011-11-06T05:37:38+00:00</dc:date>
      <content:encoded><![CDATA[<p>Use the interactivity to investigate tessellations.<br />
<em>The alternative link takes you to the instruction page.</em></p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fnrich.maths.org%2Fcontent%2Fid%2F6069%2Fpolygons.swf&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/tessellation-interactivity">http://mathslinks.net/links/tessellation-interactivity</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/xVIQYCfUK44" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/tessellation-interactivity#When:05:37:38Z</feedburner:origLink></item>

    <item>
      <title>Combinations and Permutations Calculator</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/90NMZ77gUxU/combinations-and-permutations-calculator</link>
      <guid isPermaLink="false">http://mathslinks.net/links/combinations-and-permutations-calculator#When:00:11:47Z</guid>
      <description>Find out how many different ways you can choose items.</description>
      <dc:subject>Demonstration, Interactive, 18 E Permutations, Combinations and Further Probability, 18.1 E Systematic enumeration in a fi…,</dc:subject>
      <dc:date>2011-11-06T00:11:47+00:00</dc:date>
      <content:encoded><![CDATA[<p>Find out how many different ways you can choose items.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.mathsisfun.com%2Fcombinatorics%2Fcombinations-permutations-calculator.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/combinations-and-permutations-calculator">http://mathslinks.net/links/combinations-and-permutations-calculator</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/90NMZ77gUxU" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/combinations-and-permutations-calculator#When:00:11:47Z</feedburner:origLink></item>

    <item>
      <title>Collecting ‘like’ terms (animations)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/14T7FK3AwY4/collecting-like-terms-animations</link>
      <guid isPermaLink="false">http://mathslinks.net/links/collecting-like-terms-animations#When:00:09:37Z</guid>
      <description>A set of engaging animations that help students to understand how and why ‘like’ terms are collected. The emphasis is on deep understanding with several alternative models and illustrations. Suitable for the IWB or projector. Free.</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, PAS Patterns and Algebra, PAS4.3 Algebraic Techniques, Patterns and Algebra, Like Terms,</dc:subject>
      <dc:date>2011-11-06T00:09:37+00:00</dc:date>
      <content:encoded><![CDATA[<p>A set of engaging animations that help students to understand how and why &#8216;like&#8217; terms are collected. The emphasis is on deep understanding with several alternative models and illustrations. Suitable for the <span class="caps">IWB</span> or projector. Free.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--Adding-and-Subtracting-%28algebra%29%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/collecting-like-terms-animations">http://mathslinks.net/links/collecting-like-terms-animations</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/14T7FK3AwY4" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/collecting-like-terms-animations#When:00:09:37Z</feedburner:origLink></item>

    <item>
      <title>Subtracting using base ten blocks (animations)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/Kds-bhN58Bw/subtracting-using-base-ten-blocks-animations</link>
      <guid isPermaLink="false">http://mathslinks.net/links/subtracting-using-base-ten-blocks-animations#When:00:01:29Z</guid>
      <description>A set of base ten block animations with an emphasis on place value to promote conceptual understanding. Borrowing tens, hundreds and thousands (regrouping, trading) is animated and explained. Suitable for the IWB or projector. Free.</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, NS Number, NS2.2 Addition and Subtraction, NS3.2 Addition and Subtraction , NS4.1 Operations with Whole Numbers, General, NAPLAN, Numeracy, Number, Operations, Place Value,</dc:subject>
      <dc:date>2011-11-06T00:01:29+00:00</dc:date>
      <content:encoded><![CDATA[<p>A set of base ten block animations with an emphasis on place value to promote conceptual understanding. Borrowing tens, hundreds and thousands (regrouping, trading) is animated and explained. Suitable for the <span class="caps">IWB</span> or projector. Free.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--Using-base-ten-blocks-%28subtracting%29%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/subtracting-using-base-ten-blocks-animations">http://mathslinks.net/links/subtracting-using-base-ten-blocks-animations</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/Kds-bhN58Bw" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/subtracting-using-base-ten-blocks-animations#When:00:01:29Z</feedburner:origLink></item>

    <item>
      <title>Ratios, simplification and equivalence (animations)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/w4z68QM4TJE/ratios-simplification-and-equivalence-animations</link>
      <guid isPermaLink="false">http://mathslinks.net/links/ratios-simplification-and-equivalence-animations#When:23:51:20Z</guid>
      <description>A set of animations that can assist students to develop proportional reasoning. These animations are perfect for the IWB or projector and provide alternative ways to understand the simplification of ratios. Free,</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, NS Number, NS4.3 Fractions, Decimals and Percentages, Number, Ratio and Rates,</dc:subject>
      <dc:date>2011-11-05T23:51:20+00:00</dc:date>
      <content:encoded><![CDATA[<p>A set of animations that can assist students to develop proportional reasoning. These animations are perfect for the <span class="caps">IWB</span> or projector and provide alternative ways to understand the simplification of ratios. Free,</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--Simplification-and-Equivalence-%28ratios%29%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/ratios-simplification-and-equivalence-animations">http://mathslinks.net/links/ratios-simplification-and-equivalence-animations</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/w4z68QM4TJE" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/ratios-simplification-and-equivalence-animations#When:23:51:20Z</feedburner:origLink></item>

    <item>
      <title>The Weird Number</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/kefv8Q1f9nE/the-weird-number</link>
      <guid isPermaLink="false">http://mathslinks.net/links/the-weird-number#When:19:03:25Z</guid>
      <description>A very strange but interesting animated story about the reaction of a town of natural numbers to their invasion by rational number. Made in the 1970s, should be a treat for a class who can appreciate something different. Some fun fractions jokes – good for those with ‘fraction fear’!</description>
      <dc:subject>Video, NS Number, NS5.1.1 Rational Numbers,</dc:subject>
      <dc:date>2011-11-05T19:03:25+00:00</dc:date>
      <content:encoded><![CDATA[<p>A very strange but interesting animated story about the reaction of a town of natural numbers to their invasion by rational number. Made in the 1970s, should be a treat for a class who can appreciate something different. Some fun fractions jokes &#8211; good for those with &#8216;fraction fear&#8217;!</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DbFNmmqzQj7U&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/the-weird-number">http://mathslinks.net/links/the-weird-number</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/kefv8Q1f9nE" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/the-weird-number#When:19:03:25Z</feedburner:origLink></item>

    <item>
      <title>Wrecks Factor</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/PgVGzvo6wuE/wrecks-factor</link>
      <guid isPermaLink="false">http://mathslinks.net/links/wrecks-factor#When:08:59:12Z</guid>
      <description>From MangaHigh.com, factorise quadratic expressions to answer the ships’ distress calls and save their stricken crews!

	The Wrecks Factor’s four increasingly challenging game modes cover a huge range of quadratics, from simple ones in the form of (x + 2)(x + 3) right up to tougher examples in the form of (2x + 3)(x + 1), including quadratics with common factors.</description>
      <dc:subject>Game, PAS Patterns and Algebra, PAS5.3.1 Algebraic Techniques, PAS5.3.2 Algebraic Techniques, Patterns and Algebra, Factorisation, Quadratics, 1 Basic Arithmetic and Algebra, 1.4 Linear equations and inequalit…,</dc:subject>
      <dc:date>2011-11-02T08:59:12+00:00</dc:date>
      <content:encoded><![CDATA[<p>From MangaHigh.com, factorise quadratic expressions to answer the ships’ distress calls and save their stricken crews!</p>

	<p>The Wrecks Factor&#8217;s four increasingly challenging game modes cover a huge range of quadratics, from simple ones in the form of (x + 2)(x + 3) right up to tougher examples in the form of (2x + 3)(x + 1), including quadratics with common factors.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.mangahigh.com%2Fen_au%2Fgames%2Fwrecksfactor&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/wrecks-factor">http://mathslinks.net/links/wrecks-factor</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/PgVGzvo6wuE" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/wrecks-factor#When:08:59:12Z</feedburner:origLink></item>

    <item>
      <title>Addition with mathematical working (animation)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/-fjo6XDHO6U/addition-with-mathematical-working-animation</link>
      <guid isPermaLink="false">http://mathslinks.net/links/addition-with-mathematical-working-animation#When:23:59:14Z</guid>
      <description>A series of clear, engaging animations suitable for the interactive whiteboard or projector. Optionally, step-by-step explanations that emphasize an understanding of place value can be displayed. Free,</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, NS Number, NS2.2 Addition and Subtraction, NS3.2 Addition and Subtraction , NS4.1 Operations with Whole Numbers, Number, Operations, Place Value,</dc:subject>
      <dc:date>2011-10-28T23:59:14+00:00</dc:date>
      <content:encoded><![CDATA[<p>A series of clear, engaging animations suitable for the interactive whiteboard or projector. Optionally, step-by-step explanations that emphasize an understanding of place value can be displayed. Free,</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--With-working-%28adding%29%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/addition-with-mathematical-working-animation">http://mathslinks.net/links/addition-with-mathematical-working-animation</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/-fjo6XDHO6U" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/addition-with-mathematical-working-animation#When:23:59:14Z</feedburner:origLink></item>

    <item>
      <title>The magic elevator</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/K16LjqqrTnw/the-magic-elevator</link>
      <guid isPermaLink="false">http://mathslinks.net/links/the-magic-elevator#When:23:53:58Z</guid>
      <description>A set of animations that help students to visualise and understand addition and subtraction of directed numbers. Optionally, step-by-step explanations can be shown. Suitable for the IWB or projector. Free.

	Also see The magic elevator – a teaching sequence and The magic elevator and equivalent expressions.</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, NS Number, NS4.2 Integers, Number, Directed Numbers,</dc:subject>
      <dc:date>2011-10-28T23:53:58+00:00</dc:date>
      <content:encoded><![CDATA[<p>A set of animations that help students to visualise and understand addition and subtraction of directed numbers. Optionally, step-by-step explanations can be shown. Suitable for the <span class="caps">IWB</span> or projector. Free.</p>

	<p>Also see <a href="http://www.seemath.com/blog/2011/10/21/the-magic-elevator-a-teaching-sequence/">The magic elevator – a teaching sequence</a> and <a href="http://www.seemath.com/blog/2011/10/24/the-magic-elevator-and-equivalent-expressions/">The magic elevator and equivalent expressions</a>.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--The-magic-elevator%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/the-magic-elevator">http://mathslinks.net/links/the-magic-elevator</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/K16LjqqrTnw" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/the-magic-elevator#When:23:53:58Z</feedburner:origLink></item>

    <item>
      <title>Addition using base ten blocks (animation)</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/YWd8MuYgRCQ/addition-using-base-ten-blocks-animation</link>
      <guid isPermaLink="false">http://mathslinks.net/links/addition-using-base-ten-blocks-animation#When:23:46:57Z</guid>
      <description>Clear animations of the process of addition with an emphasis on place value. Carrying (or regrouping, trading, renaming) tens, hundreds and thousands are also explained in a set of animations suitable for the IWB or projector. Free.</description>
      <dc:subject>Demonstration, Flash, IWB, Projector, Visualization, NS Number, NS2.1 Whole Numbers, NS2.2 Addition and Subtraction, NS3.2 Addition and Subtraction , NS4.1 Operations with Whole Numbers, General, NAPLAN, Numeracy, Number, Operations, Place Value,</dc:subject>
      <dc:date>2011-10-28T23:46:57+00:00</dc:date>
      <content:encoded><![CDATA[<p>Clear animations of the process of addition with an emphasis on place value. Carrying (or regrouping, trading, renaming) tens, hundreds and thousands are also explained in a set of animations suitable for the <span class="caps">IWB</span> or projector. Free.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com%2F%23%2FMenu--Using-base-ten-blocks-%28adding%29%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/addition-using-base-ten-blocks-animation">http://mathslinks.net/links/addition-using-base-ten-blocks-animation</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/YWd8MuYgRCQ" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/addition-using-base-ten-blocks-animation#When:23:46:57Z</feedburner:origLink></item>

    <item>
      <title>Locus Pocus</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/2oo2ycm-NO0/locus-pocus</link>
      <guid isPermaLink="false">http://mathslinks.net/links/locus-pocus#When:23:16:26Z</guid>
      <description>A fun video illustrating locus.</description>
      <dc:subject>Video, 9 The Quadratic Polynomial and the Parabola, 9.5 The parabola defined as a locu…,</dc:subject>
      <dc:date>2011-10-28T23:16:26+00:00</dc:date>
      <content:encoded><![CDATA[<p>A fun video illustrating locus.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DqLj55p7BQGY&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/locus-pocus">http://mathslinks.net/links/locus-pocus</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/2oo2ycm-NO0" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/locus-pocus#When:23:16:26Z</feedburner:origLink></item>

    <item>
      <title>Wishball</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/7axY5XiFBYg/wishball</link>
      <guid isPermaLink="false">http://mathslinks.net/links/wishball#When:21:54:26Z</guid>
      <description>iPad application. Link to iTunes launch page.
Challenge your understanding of place value in whole numbers and decimal fractions, from 0.001 to 9999. Either add or subtract numbers to reach a target number.</description>
      <dc:subject>iPod / iPhone / iPad App, NS Number, NS3.4 Fractions and Decimals, NS4.3 Fractions, Decimals and Percentages, Number, Decimals,</dc:subject>
      <dc:date>2011-10-28T21:54:26+00:00</dc:date>
      <content:encoded><![CDATA[<p><em>iPad application. Link to iTunes launch page.</em><br />
Challenge your understanding of place value in whole numbers and decimal fractions, from 0.001 to 9999. Either add or subtract numbers to reach a target number.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fitunes.apple.com%2Fau%2Fapp%2Fwishball%2Fid465601699&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/wishball">http://mathslinks.net/links/wishball</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/7axY5XiFBYg" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/wishball#When:21:54:26Z</feedburner:origLink></item>

    <item>
      <title>The world at seven billion</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/d3ptmmv9ucQ/the-world-at-seven-billion</link>
      <guid isPermaLink="false">http://mathslinks.net/links/the-world-at-seven-billion#When:21:30:28Z</guid>
      <description>The world’s population is expected to hit seven billion in the next few weeks. After growing very slowly for most of human history, the number of people on Earth has more than doubled in the last 50 years. Where do you fit into this story of human life? Fill in your date of birth below to find out.</description>
      <dc:subject>Interactive, Interesting, Stimulus, Visualization, DS Data, DS4.1 Data Representation, DS4.2 Data Analysis and Evaluation, Data, Data Analysis, DA: Data Analysis, DA1: Statistics and society,</dc:subject>
      <dc:date>2011-10-28T21:30:28+00:00</dc:date>
      <content:encoded><![CDATA[<p>The world&#8217;s population is expected to hit seven billion in the next few weeks. After growing very slowly for most of human history, the number of people on Earth has more than doubled in the last 50 years. Where do you fit into this story of human life? Fill in your date of birth below to find out.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.bbc.co.uk%2Fnews%2Fworld-15391515&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/the-world-at-seven-billion">http://mathslinks.net/links/the-world-at-seven-billion</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/d3ptmmv9ucQ" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/the-world-at-seven-billion#When:21:30:28Z</feedburner:origLink></item>

    <item>
      <title>Calculus Rhapsody</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/Ha7vRgEYwxY/calculus-rhapsody</link>
      <guid isPermaLink="false">http://mathslinks.net/links/calculus-rhapsody#When:10:36:15Z</guid>
      <description>Calculus Rhapsody
By Phil Kirk &amp;amp; Mike Gospel</description>
      <dc:subject>Video, 8 The Tangent to a Curve and the Derivative of a Function, 11 Integration,</dc:subject>
      <dc:date>2011-10-27T10:36:15+00:00</dc:date>
      <content:encoded><![CDATA[<p>Calculus Rhapsody<br />
By Phil Kirk &amp; Mike Gospel</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DuqwC41RDPyg%26hd%3D1&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/calculus-rhapsody">http://mathslinks.net/links/calculus-rhapsody</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/Ha7vRgEYwxY" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/calculus-rhapsody#When:10:36:15Z</feedburner:origLink></item>

    <item>
      <title>Reading a Credit Card Statement</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/FDpBaVdVR0U/reading-a-credit-card-statement</link>
      <guid isPermaLink="false">http://mathslinks.net/links/reading-a-credit-card-statement#When:03:49:39Z</guid>
      <description>An interactive credit card statement for becoming familiar with the terms commonly included on a real statement.</description>
      <dc:subject>Interactive, NS Number, NS5.1.2 Consumer Arithmetic, Number, Consumer Arithmetic, FM: Financial Mathematics, FM4: Credit and borrowing,</dc:subject>
      <dc:date>2011-10-23T03:49:39+00:00</dc:date>
      <content:encoded><![CDATA[<p>An interactive credit card statement for becoming familiar with the terms commonly included on a real statement.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.aie.org%2FManaging-your-money%2FCredit-cards%2Freading-a-credit-card-statement.cfm&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/reading-a-credit-card-statement">http://mathslinks.net/links/reading-a-credit-card-statement</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/FDpBaVdVR0U" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/reading-a-credit-card-statement#When:03:49:39Z</feedburner:origLink></item>

    <item>
      <title>SeeMath mathematics animations</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/1_dSPA59fsg/seemath-mathematics-animations</link>
      <guid isPermaLink="false">http://mathslinks.net/links/seemath-mathematics-animations#When:04:03:00Z</guid>
      <description>Free, engaging, professional-quality animations of mathematical concepts that can help students to make deeper connections between areas of mathematics. Perfect for the interactive whiteboard (IWB) or data projector. You can link directly to any animation and new animations are added every few days.</description>
      <dc:subject>Demonstration, Flash, Interesting, IWB, Projector, Resources, Visualization, Number, Decimals, Directed Numbers, Fractions, Number Line, Operations, Order of Operations, Place Value, Patterns and Algebra, Equations, Expansion, Expressions, Factorisation, Like Terms, Simplification, Substitution,</dc:subject>
      <dc:date>2011-10-22T04:03:00+00:00</dc:date>
      <content:encoded><![CDATA[<p>Free, engaging, professional-quality animations of mathematical concepts that can help students to make deeper connections between areas of mathematics. Perfect for the interactive whiteboard (<span class="caps">IWB</span>) or data projector. You can link directly to any animation and new animations are added every few days.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.seemath.com&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/seemath-mathematics-animations">http://mathslinks.net/links/seemath-mathematics-animations</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/1_dSPA59fsg" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/seemath-mathematics-animations#When:04:03:00Z</feedburner:origLink></item>

    <item>
      <title>Volume of Geometric Solids</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/wVBmmAkuG8E/volume-of-geometric-solids</link>
      <guid isPermaLink="false">http://mathslinks.net/links/volume-of-geometric-solids#When:02:58:06Z</guid>
      <description>Investigate the relationship for the volume of various solids. For example it takes three square pyramids to fill the cube.</description>
      <dc:subject>Interactive, Manipulative, Visualization, MS Measurement, MS5.2.2 Surface Area and Volume, Measurement, Volume, M: Measurement, M2: Applications of area and volume,</dc:subject>
      <dc:date>2011-10-22T02:58:06+00:00</dc:date>
      <content:encoded><![CDATA[<p>Investigate the relationship for the volume of various solids. For example it takes three square pyramids to fill the cube.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fconnectedmath.msu.edu%2FCD%2FGrade7%2Fpouring%2Fpouring.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/volume-of-geometric-solids">http://mathslinks.net/links/volume-of-geometric-solids</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/wVBmmAkuG8E" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/volume-of-geometric-solids#When:02:58:06Z</feedburner:origLink></item>

    <item>
      <title>Flasks and Graphs</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/D8zatafOqHE/flasks-and-graphs</link>
      <guid isPermaLink="false">http://mathslinks.net/links/flasks-and-graphs#When:02:44:12Z</guid>
      <description>Various flasks are filled with liquid and their volume graphed.</description>
      <dc:subject>Demonstration, Interactive, Visualization, PAS Patterns and Algebra, PAS5.3.5 Graphs of Physical Phenomena, AM: Algebraic Modelling, AM2: Modelling linear relationships, AM4: Modelling linear and non-linear relationships,</dc:subject>
      <dc:date>2011-10-22T02:44:12+00:00</dc:date>
      <content:encoded><![CDATA[<p>Various flasks are filled with liquid and their volume graphed.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.cleo.net.uk%2Fconsultants_resources%2Fmaths%2Fmaths%2Ffgplusi%2FallFlasks180105_content.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/flasks-and-graphs">http://mathslinks.net/links/flasks-and-graphs</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/D8zatafOqHE" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/flasks-and-graphs#When:02:44:12Z</feedburner:origLink></item>

    <item>
      <title>Epic pi quest sets 10 trillion digit record</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/DtTywD74jzk/epic-pi-quest-sets-10-trillion-digit-record</link>
      <guid isPermaLink="false">http://mathslinks.net/links/epic-pi-quest-sets-10-trillion-digit-record#When:23:35:46Z</guid>
      <description>From NewScientist:

	
		A pair of pi enthusiasts have calculated the largest chunk of the mathematical constant yet, reaching just over 10 trillion digits.</description>
      <dc:subject>Article, Interesting,</dc:subject>
      <dc:date>2011-10-21T23:35:46+00:00</dc:date>
      <content:encoded><![CDATA[<p>From NewScientist:</p>

	<blockquote>
		<p>A pair of pi enthusiasts have calculated the largest chunk of the mathematical constant yet, reaching just over 10 trillion digits.</p>
	</blockquote><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.newscientist.com%2Fblogs%2Fshortsharpscience%2F2011%2F10%2Fpi-10-trillion.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/epic-pi-quest-sets-10-trillion-digit-record">http://mathslinks.net/links/epic-pi-quest-sets-10-trillion-digit-record</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/DtTywD74jzk" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/epic-pi-quest-sets-10-trillion-digit-record#When:23:35:46Z</feedburner:origLink></item>

    <item>
      <title>Number Line</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/cAaDUxecbuQ/number-line</link>
      <guid isPermaLink="false">http://mathslinks.net/links/number-line#When:09:34:02Z</guid>
      <description>Free on iTunes
Number Line is an educational game app to help students learn about fractions, decimals, and percents by ordering equivalent fractions, decimals, and percents on a number line. The app features multiple levels where the player must drag circles with either a percent, decimal or fraction onto a number line in the correct sequence.</description>
      <dc:subject>Interactive, iPod / iPhone / iPad App, NS Number, NS2.1 Whole Numbers, NS2.4 Fractions and Decimals, NS3.1 Whole Numbers, NS3.4 Fractions and Decimals, Number, Number Line,</dc:subject>
      <dc:date>2011-10-20T09:34:02+00:00</dc:date>
      <content:encoded><![CDATA[<p><em>Free on iTunes</em><br />
Number Line is an educational game app to help students learn about fractions, decimals, and percents by ordering equivalent fractions, decimals, and percents on a number line. The app features multiple levels where the player must drag circles with either a percent, decimal or fraction onto a number line in the correct sequence.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fitunes.apple.com%2Fus%2Fapp%2Fnumber-line%2Fid319589184%3Fmt%3D8&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/number-line">http://mathslinks.net/links/number-line</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/cAaDUxecbuQ" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/number-line#When:09:34:02Z</feedburner:origLink></item>

    <item>
      <title>Function Machine</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/y--XA9D0rY4/function-machine1</link>
      <guid isPermaLink="false">http://mathslinks.net/links/function-machine1#When:09:03:57Z</guid>
      <description>Investigate the relationship between input and output values. Beginner and Advanced.</description>
      <dc:subject>Interactive, PAS Patterns and Algebra, PAS2.1 Patterns and Algebra, PAS3.1a Patterns and Algebra, PAS3.1b Patterns and Algebra, PAS4.2 Number Patterns, Patterns and Algebra, Numeric and geometric patterns,</dc:subject>
      <dc:date>2011-10-20T09:03:57+00:00</dc:date>
      <content:encoded><![CDATA[<p>Investigate the relationship between input and output values. Beginner and Advanced.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.mathplayground.com%2Ffunctionmachine.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/function-machine1">http://mathslinks.net/links/function-machine1</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/y--XA9D0rY4" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/function-machine1#When:09:03:57Z</feedburner:origLink></item>

    <item>
      <title>The Function Machine</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/f5ORHzuuiMs/the-function-machine</link>
      <guid isPermaLink="false">http://mathslinks.net/links/the-function-machine#When:08:58:25Z</guid>
      <description>Function Machine can be used as a teaching aid for teaching the concept of Functions to primary aged children.</description>
      <dc:subject>Interactive, PAS Patterns and Algebra, PAS2.1 Patterns and Algebra, PAS3.1a Patterns and Algebra, PAS3.1b Patterns and Algebra, PAS4.2 Number Patterns, Patterns and Algebra, Numeric and geometric patterns,</dc:subject>
      <dc:date>2011-10-20T08:58:25+00:00</dc:date>
      <content:encoded><![CDATA[<p>Function Machine can be used as a teaching aid for teaching the concept of Functions to primary aged children.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.littlefishsw.co.uk%2Fcard%2Ffunctionmachine.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/the-function-machine">http://mathslinks.net/links/the-function-machine</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/f5ORHzuuiMs" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/the-function-machine#When:08:58:25Z</feedburner:origLink></item>

    <item>
      <title>IWB Raw#1: Angle sum of a triangle</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/Wce3zt3OV0g/iwb-raw1-angle-sum-of-a-triangle</link>
      <guid isPermaLink="false">http://mathslinks.net/links/iwb-raw1-angle-sum-of-a-triangle#When:03:28:54Z</guid>
      <description>Using your Interactive Whiteboard to show the angle sum of triangle equals 180 degrees. Students can easily do this with their own triangles, so it makes a great lesson activity.</description>
      <dc:subject>IWB, SMART Notebook, Tutorial, SGS Space and Geometry, SGS4.3 Properties of Geometrical Figures, Space and Geometry, Triangles,</dc:subject>
      <dc:date>2011-10-16T03:28:54+00:00</dc:date>
      <content:encoded><![CDATA[<p>Using your Interactive Whiteboard to show the angle sum of triangle equals 180 degrees. Students can easily do this with their own triangles, so it makes a great lesson activity.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DdnaTIEZGZss%26hd%3D1&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/iwb-raw1-angle-sum-of-a-triangle">http://mathslinks.net/links/iwb-raw1-angle-sum-of-a-triangle</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/Wce3zt3OV0g" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/iwb-raw1-angle-sum-of-a-triangle#When:03:28:54Z</feedburner:origLink></item>

    <item>
      <title>IWB Raw: Similar triangle diagrams</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/qEzsYJG0ABw/iwb-raw-similar-triangle-diagrams</link>
      <guid isPermaLink="false">http://mathslinks.net/links/iwb-raw-similar-triangle-diagrams#When:23:04:04Z</guid>
      <description>A video tutorial showing how to break apart similar triangle problems using SMART Notebook.</description>
      <dc:subject>IWB, SMART Notebook, Tutorial, SGS Space and Geometry, SGS5.2.2 Properties of Geometrical Figures, SGS5.3.3 Deductive Geometry, Space and Geometry, Similarity, Similar Triangles, 2 Plane Geometry, 2.3 Properties of angles.,</dc:subject>
      <dc:date>2011-10-15T23:04:04+00:00</dc:date>
      <content:encoded><![CDATA[<p>A video tutorial showing how to break apart similar triangle problems using <span class="caps">SMART</span> Notebook.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DIFI8RHXgtHo%26hd%3D1&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/iwb-raw-similar-triangle-diagrams">http://mathslinks.net/links/iwb-raw-similar-triangle-diagrams</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/qEzsYJG0ABw" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/iwb-raw-similar-triangle-diagrams#When:23:04:04Z</feedburner:origLink></item>

    <item>
      <title>NLVM Congruent Triangle Manipulative</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/JrWBDkEpBHY/nlvm-congruent-triangle-manipulative</link>
      <guid isPermaLink="false">http://mathslinks.net/links/nlvm-congruent-triangle-manipulative#When:07:49:33Z</guid>
      <description>Top quality Java app to explore triangle congruency conditions SSS, SAS, AAS and the problems with SSA. User has to build two triangles from given components and show the result has to be (or not in the case of SSA) congruent.</description>
      <dc:subject>Interactive, SGS Space and Geometry, SGS5.2.2 Properties of Geometrical Figures, SGS5.3.1 Deductive Geometry, Space and Geometry, Construction, Triangles, 2 Plane Geometry, 2.3 Properties of angles.,</dc:subject>
      <dc:date>2011-10-11T07:49:33+00:00</dc:date>
      <content:encoded><![CDATA[<p>Top quality Java app to explore triangle congruency conditions <span class="caps">SSS</span>, <span class="caps">SAS</span>, <span class="caps">AAS</span> and the problems with <span class="caps">SSA</span>. User has to build two triangles from given components and show the result has to be (or not in the case of <span class="caps">SSA</span>) congruent.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fnlvm.usu.edu%2Fen%2Fnav%2Fframes_asid_165_g_3_t_3.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/nlvm-congruent-triangle-manipulative">http://mathslinks.net/links/nlvm-congruent-triangle-manipulative</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/JrWBDkEpBHY" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/nlvm-congruent-triangle-manipulative#When:07:49:33Z</feedburner:origLink></item>

    <item>
      <title>The On-Line Encyclopedia of Integer Sequences</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/r20TfCHtGBc/the-on-line-encyclopedia-of-integer-sequences</link>
      <guid isPermaLink="false">http://mathslinks.net/links/the-on-line-encyclopedia-of-integer-sequences#When:19:28:58Z</guid>
      <description>Type in a sequence of integers – ANY sequence – and discover where that sequence appears in a registry of 195,549 sequences.  Many of the results are advanced mathematics, but should be great exploration for students. The concept alone that there are so many known sequences and ways to make them is of value.</description>
      <dc:subject>Reference, PAS Patterns and Algebra, PAS4.2 Number Patterns, Patterns and Algebra, Numeric and geometric patterns, 7 Series and Applications, 7.4 E Mathematical induction. Applic…,</dc:subject>
      <dc:date>2011-10-10T19:28:58+00:00</dc:date>
      <content:encoded><![CDATA[<p>Type in a sequence of integers &#8211; <span class="caps">ANY</span> sequence &#8211; and discover where that sequence appears in a registry of 195,549 sequences.  Many of the results are advanced mathematics, but should be great exploration for students. The concept alone that there are so many known sequences and ways to make them is of value.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Foeis.org%2F&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/the-on-line-encyclopedia-of-integer-sequences">http://mathslinks.net/links/the-on-line-encyclopedia-of-integer-sequences</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/r20TfCHtGBc" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/the-on-line-encyclopedia-of-integer-sequences#When:19:28:58Z</feedburner:origLink></item>

    <item>
      <title>Babylonian Maths</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/_Rs6TL7CNvk/babylonian-maths</link>
      <guid isPermaLink="false">http://mathslinks.net/links/babylonian-maths#When:08:29:12Z</guid>
      <description>A full teaching resource kit on maths in Ancient Babylon, including videos presented by a mathematical archaeologist, worksheets and activities – including making cuneform style base60 numbers in clay or plasticine tablets, looking at the area of Babylonian house and how Babylon students did their maths homework and multiplication tables.</description>
      <dc:subject>NS Number, NS4.1 Operations with Whole Numbers, Number, History of Number,</dc:subject>
      <dc:date>2011-10-07T08:29:12+00:00</dc:date>
      <content:encoded><![CDATA[<p>A full teaching resource kit on maths in Ancient Babylon, including videos presented by a mathematical archaeologist, worksheets and activities &#8211; including making cuneform style base60 numbers in clay or plasticine tablets, looking at the area of Babylonian house and how Babylon students did their maths homework and multiplication tables.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fmotivate.maths.org%2Fcontent%2FBabylonianMaths&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/babylonian-maths">http://mathslinks.net/links/babylonian-maths</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/_Rs6TL7CNvk" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/babylonian-maths#When:08:29:12Z</feedburner:origLink></item>

    <item>
      <title>Sundae Times</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/PxoPdIQfZJA/sundae-times</link>
      <guid isPermaLink="false">http://mathslinks.net/links/sundae-times#When:02:28:52Z</guid>
      <description>A multiplayer multiplication maths game for primary level students. Use times tables to build the tallest, most incredible ice cream sundae possible!</description>
      <dc:subject>Game, NS Number, NS2.3 Multiplication and Division, NS3.3 Multiplication and Division, Number, Operations, Times Tables,</dc:subject>
      <dc:date>2011-09-29T02:28:52+00:00</dc:date>
      <content:encoded><![CDATA[<p>A multiplayer multiplication maths game for primary level students. Use times tables to build the tallest, most incredible ice cream sundae possible!</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.mangahigh.com%2Fen_au%2Fgames%2Fsundaetimes&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/sundae-times">http://mathslinks.net/links/sundae-times</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/PxoPdIQfZJA" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/sundae-times#When:02:28:52Z</feedburner:origLink></item>

    <item>
      <title>Equation of Line</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/ync_W_lHPAs/equation-of-line</link>
      <guid isPermaLink="false">http://mathslinks.net/links/equation-of-line#When:04:15:52Z</guid>
      <description>Experiment with equation and properties of a line.</description>
      <dc:subject>GeoGebra, Interactive, PAS Patterns and Algebra, PAS4.5 Linear Relationships, Patterns and Algebra, Straight Line Graphs,</dc:subject>
      <dc:date>2011-09-27T04:15:52+00:00</dc:date>
      <content:encoded><![CDATA[<p>Experiment with equation and properties of a line.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.jsommer.com%2FMathTutor%2FGraphSimulations%2FLineEquation.html&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/equation-of-line">http://mathslinks.net/links/equation-of-line</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/ync_W_lHPAs" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/equation-of-line#When:04:15:52Z</feedburner:origLink></item>

    <item>
      <title>Frequency Distribution Table</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/GuFdZW4NRUk/frequency-distribution-table</link>
      <guid isPermaLink="false">http://mathslinks.net/links/frequency-distribution-table#When:01:31:54Z</guid>
      <description>An online frequency distribution table for recording data on an interactive whiteboard or student laptop. The tool allows you to have 3 to 10 scores. You can increment/decrement the tally for each score with the plus/minus buttons. The frequency and total are added up as you go.</description>
      <dc:subject>Interactive, IWB, Projector, Tool, DS Data, DS4.1 Data Representation, Data, DA: Data Analysis, DA2: Data collection and sampling,</dc:subject>
      <dc:date>2011-09-25T01:31:54+00:00</dc:date>
      <content:encoded><![CDATA[<p>An online frequency distribution table for recording data on an interactive whiteboard or student laptop. The tool allows you to have 3 to 10 scores. You can increment/decrement the tally for each score with the plus/minus buttons. The frequency and total are added up as you go.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fmathsstarters.net%2Fdata%2Ffdt&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/frequency-distribution-table">http://mathslinks.net/links/frequency-distribution-table</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/GuFdZW4NRUk" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/frequency-distribution-table#When:01:31:54Z</feedburner:origLink></item>

    <item>
      <title>Consumer Arithmetic - Word Search</title>
      <link>http://feedproxy.google.com/~r/MathsLinks/~3/f-WlW11sAXo/consumer-arithmetic-word-search</link>
      <guid isPermaLink="false">http://mathslinks.net/links/consumer-arithmetic-word-search#When:08:53:07Z</guid>
      <description>A word search for a Consumer Arithmetic topic. Words about earning, spending, investing and borrowing money.</description>
      <dc:subject>Interactive, IWB, Word Search, NS Number, NS5.1.2 Consumer Arithmetic, NS5.2.2 Consumer Arithmetic, Number, Consumer Arithmetic, FM: Financial Mathematics, FM1: Earning money, FM2: Investing money, FM3 Taxation,</dc:subject>
      <dc:date>2011-09-21T08:53:07+00:00</dc:date>
      <content:encoded><![CDATA[<p>A word search for a Consumer Arithmetic topic. Words about earning, spending, investing and borrowing money.</p><img src="http://www.bitpixels.com/getthumbnail?code=41794&url=http%3A%2F%2Fwww.teachers-direct.co.uk%2Fresources%2Fwordsearches%2Fpreview.aspx%3Fpuzzle-number%3D877391&size=200" width="200" class="websnapr" /><br />On MathsLinks: <a href="http://mathslinks.net/links/consumer-arithmetic-word-search">http://mathslinks.net/links/consumer-arithmetic-word-search</a><br />Follow MathsLinks on Twitter:<a href="http://twitter.com/mathslinks">@mathslinks</a> or <a href="http://www.facebook.com/mathslinks">Facebook</a><img src="http://feeds.feedburner.com/~r/MathsLinks/~4/f-WlW11sAXo" height="1" width="1"/>]]></content:encoded>
    <feedburner:origLink>http://mathslinks.net/links/consumer-arithmetic-word-search#When:08:53:07Z</feedburner:origLink></item>

    
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