Week 1
Patterns everywhere
I have always loved working with patterns, and just seeing where they are used. I have also worked with kindergartners past couple years and have watched them work with patterns. I had the opportunity to watch the students work with different types of patterns and got to ask them what they knew about them. All the students that I worked with loved doing the patterns and would normal want to make even more then want I asked them too.
I took some time to go and look up example math pattern worksheets for kindergarten. I choose kindergarten because that is the grade that I would love to work with in the future. There are so many different ones that can be used or you can even make your own worksheets.
Patterns are everywhere in life. Most of the time we don't even notice the patterns. Patterns are not just in things around us but also with the way we doing different tasks. We end up making a patterned to the way we get ready in the morning or the way we do work or anything. These patterns go unnoticed sometimes until someone says something to us about it. Patterns are a part of life.
With animals they even have patterns. They have pattern in the way they look. For a lot of animals this is for safety.
With animals they even have patterns. They have pattern in the way they look. For a lot of animals this is for safety.
Patterns are truly everywhere it's just the thing of noticing them. But patterns are a way that can make math fun. When math is fun and creative the students normal understand it better and will actually enjoy learning math. I actually do like math, it is my favorite subject that is why I am going into math on top of education. Math was made to be fun for me at times when I was learning things and that has had a big part of it for me. I want to be able to make math fun and enjoyable to my students in the future. I want them to not dislike math and not understand it. I want to make it fun and creative for them.
Week 2
Problem Solving
Problem solving is used so much in every day life. Problem solving in the terms from a psychological view is "Problem-solving is a mental process that involves discovering, analyzing and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue."
resource: http://psychology.about.com/od/problemsolving/f/problem-solving-steps.htm
The process that people use for problem solving my be different from others. Also the process can change just based on the situation. Problem solving in math has or can have a different process then in a relationship or other personal problem. Below is some different loops that are all for problem solving.
resource: http://psychology.about.com/od/problemsolving/f/problem-solving-steps.htm
The process that people use for problem solving my be different from others. Also the process can change just based on the situation. Problem solving in math has or can have a different process then in a relationship or other personal problem. Below is some different loops that are all for problem solving.
Problem solving is a great skill that everyone needs in life. Some problem solving can be simple or hard. There is a lot of problem solving that goes on it math, some can be easier then others.
But then problems that we may face in life may not be as easy, as laid out and straight forward. Problems in life can be harder to solve and can take a lot longer to with multiple tries.
Everyone has a different way of solving problems. Problem solving is a very needed skill for everyone, because it gets used so much.
Everyone has a different way of solving problems. Problem solving is a very needed skill for everyone, because it gets used so much.
Week 3
Mix
I started of finishing up my pattern art and thinking about how a project like this could be helpful with students. My tessellation I did is the above picture. I remember making a tessellation when I was younger in a art class. I remember that my classmates and I had so much fun making this project. There ended up being so many different ones, and it was cool to see how people saw some the the shapes and patterns differently. This project gives the students the chance to be creative and use their minds. Here are some other examples of simple tessellations made out of triangles that I found.
After I finished the tessellation I decided to look at the mindset change activity. From reading it, O recognized that I have had a fixed mindset before but I have also had a growth mindset a lot too. Having a growth mindset is a better way of things about things but it can always be harder to have that kind of mindset. The fear that we have inside over takes most the time and keeps us the the fixed mindset, and I think it is more like this as we get older. When we were younger we really didn't care that much about failing but now a lot of people are. I think a lot of it has to do with the way schools are. We get that fixed mindset because growing up it was that everything had to be right and just so, and failing was not something that was good.
Week 4
Triangle Art
This week I worked on some triangle art. I messed with doing some on the computer and then also just drawing some out on different notes. The ones I did on the computer were done in paint. Something like this can help students learn some about computers and also triangles.
On top of doing the triangle art I also went and looked up some different examples of art that is made of triangles. There is a lot of cool art that is made with triangles.
Some of the art that I found I would have never thought it could be made with triangles, the the tiger or the one of the world. Triangle art can be something simple or it can be more complex.
Art like this could be good when you have taught about triangles and the students get done with work earlier, they could just do some simple triangle art. Or even for higher up grades you can try and challenge them to make a more complex triangle art piece. Or set how many triangles that they can use and of what type, as a way to see if the understand the different types of triangles when having to draw them themselves.
Art like this could be good when you have taught about triangles and the students get done with work earlier, they could just do some simple triangle art. Or even for higher up grades you can try and challenge them to make a more complex triangle art piece. Or set how many triangles that they can use and of what type, as a way to see if the understand the different types of triangles when having to draw them themselves.
Reading plan
What's Math Got to do With it?
I plan on reading a chapter or about 30 pages a week to have it done the week before Thanksgiving.
I plan on reading a chapter or about 30 pages a week to have it done the week before Thanksgiving.
Week 5
GeoGebra
I was able to finally get GeoGebra to work so I took time to go through everything and look at it better on my own.
I do not remember having anything like this when I was learning shapes, but find this to be cool. When learning all this back in school it may have been easier to remember the different shapes and principles of each. I believe that it is easier when first learning something to have something fun and hands on. Learning through games and activities is a great way, and seems to work the best for a lot of students. The way I look at it is; that they are to busy having fun with an activity to really notice that they are learning or using what is being taught. In the end they have a better understanding of the topic.
I do not remember having anything like this when I was learning shapes, but find this to be cool. When learning all this back in school it may have been easier to remember the different shapes and principles of each. I believe that it is easier when first learning something to have something fun and hands on. Learning through games and activities is a great way, and seems to work the best for a lot of students. The way I look at it is; that they are to busy having fun with an activity to really notice that they are learning or using what is being taught. In the end they have a better understanding of the topic.
Week 6
Cyberchase
I watched a few different episodes of Cyberchase. Each episode there is some kind of math used. There are episodes for all kinda a math and normally have a real world applications. The episodes are great to watch and have the students take notes on the different math that is used.
I also took the time to look into some of the games on the cite. There are so many different games and on all kinds of topics. It is a great way to have the students having fun and learning.
I loved it when we would watch videos or play games in school, made things fun and easier to understand.
I also took the time to look into some of the games on the cite. There are so many different games and on all kinds of topics. It is a great way to have the students having fun and learning.
I loved it when we would watch videos or play games in school, made things fun and easier to understand.
Week 7
Glyph
I chose to look more at glyphs. I first decided to just look at the one we did for class and explained it to my roommate. We sat down and went through the different questions and she made a glyph with the same questions we did. Then after we sat and talked about some different questions that could be done or different themes. She is also an education major. Some themes we talked about were for the different holidays and different things about school. One that I really liked was the idea of doing a glyph with students the first week or so of school to get to know each other. Depending on the age group would depend on the questions that would be asked. Some simple question that can always be asked are; age, eye color, siblings, favorite hobby, or favorite color. Glyphs are a great way to get art in the class room and to get the students to learn more about each other. And then you can also get the students involved in coming up with the questions that they want to know about each other.
Week 8
I was taking some time to just thing about different things in everyday life that use math.
Counting
Nature
Shapes, Curves & Patterns
Games & Puzzles
Time
talking to someone on the phone
study time
sleep
Money
shopping
tip at dinner
Cooking
Home Repair and Landscaping
Gas mileage
Is just a small list of home math is used in everyday life. Math truly is used everyday by people, even if they know it or not. Some of the smallest of things that we do during the day use math. All I can do is remember hearing sometimes from people is; "why do we need math?" But if we did not have math we would not have all that we do now a days, and we wouldn't be able to do all the things we have a chance to do.
How could you do lessons on some of the different topics? What other ones could people/students come up with?
Counting
Nature
Shapes, Curves & Patterns
Games & Puzzles
Time
talking to someone on the phone
study time
sleep
Money
shopping
tip at dinner
Cooking
Home Repair and Landscaping
Gas mileage
Is just a small list of home math is used in everyday life. Math truly is used everyday by people, even if they know it or not. Some of the smallest of things that we do during the day use math. All I can do is remember hearing sometimes from people is; "why do we need math?" But if we did not have math we would not have all that we do now a days, and we wouldn't be able to do all the things we have a chance to do.
How could you do lessons on some of the different topics? What other ones could people/students come up with?
Week 9
Area/Perimeter
I remember when I was younger, area was always something that I had a hard time understanding. Yeah I learned the formula, Area=base*height, but I never really understood what area really was. I want to make it so that my students have a better understanding of area, and not just the formula. I took some time to look up some different activities that could be done with area.
Area Robot. After making a robot on graph paper the students find the area, squares their robot is.
Find areas using cheese-its. Or finding the area of your name. These are just a few different things that could be used to teach area. Being taught area this way would have helped me, and would have just been fun.
Area Robot. After making a robot on graph paper the students find the area, squares their robot is.
Find areas using cheese-its. Or finding the area of your name. These are just a few different things that could be used to teach area. Being taught area this way would have helped me, and would have just been fun.
Week 10
Next weekend, Nov 8-10, I will be at a big conference, so I choosing to look at some math that can be done with it. Last year there were around 700 students around the state, this year it's going to be close to 800 or more. The conference center we use, uses round tables with about 8 chairs at each. Lets say that 832 people show up at the conference this year and they put 8 chairs at each round table, how many tables would be needed for meals?
832/8= 104 round tables
The break out group that I am apart of has a group of 156 students. For the students alone they would need 20 round tables, and more because of the leaders helping to run the large group.
There is a total of 12 different break out groups and one is split into 2 rooms, so pretty much 13 break out groups that all need tables and chairs.
So thinking that they have to keep all the table in the large room, for meal times this means for this one weekend that the conference center would have to have over 200 round tables and over 1,664 chairs to make everything possible.
832/8= 104 round tables
The break out group that I am apart of has a group of 156 students. For the students alone they would need 20 round tables, and more because of the leaders helping to run the large group.
There is a total of 12 different break out groups and one is split into 2 rooms, so pretty much 13 break out groups that all need tables and chairs.
So thinking that they have to keep all the table in the large room, for meal times this means for this one weekend that the conference center would have to have over 200 round tables and over 1,664 chairs to make everything possible.
Week 11
FMN game write up
My partner did the write up for our activity.
http://getmathematicalwithjay.weebly.com/
"Family Math Night is almost here! So excited to start playing "Addition Jenga Towers" with the kids and their families.
To play Addition Jenga Towers is quite simple yet gives players a challenge. Playing this is not like the original Jenga. To start the game the players have to build the tower. How? This is where the additions comes in, each row must equal to ten. It can be done by using all the blocks to build the tower. Once the tower is built the players then actually play Jenga like how it's originally suppose to be played, but it's not that easy. Players can only pull out the even numbers first successfully without the tower tumbling down. Now for the younger kids that will be playing this My partner and I have decided to just originally play Jenga but taking out only evens or having them build with the blocks little towers of their own and measuring which tower was the highest.
Building The Tower: By building the tower we want them to think of ways they can add up to ten using all the numbers/blocks, They have to find three block numbers to add to ten and actually building the jenga tower. Once they run of ways they can add up to ten they can then Add and subtract to get to ten. For example they can have 8+8-6=10 would be ten and would work. This is the actual challenge the kids have and like.
By going to the school and testing our games I've learned that all kids are at a different levels in math and need more help than others. Also I learned how to be patient and how their feed back is so helpful. Alot of the kids (I think all of them) said the game was fun. Even a teacher liked it! The kids said the challenge part was what made it fun and building the tower. Some said building the tower was actually more fun than playing the Jenga part. There wasn't much to fix on our game but change some numbers and adding zero's and taking some numbers out and replacing them with "wilds" which can be any number the kid chooses it to be but they have to let us know what number it is before they use it. They gave great helpful suggestions that we took the effort to change to make our game more suitable for them to enjoy."
http://getmathematicalwithjay.weebly.com/
"Family Math Night is almost here! So excited to start playing "Addition Jenga Towers" with the kids and their families.
To play Addition Jenga Towers is quite simple yet gives players a challenge. Playing this is not like the original Jenga. To start the game the players have to build the tower. How? This is where the additions comes in, each row must equal to ten. It can be done by using all the blocks to build the tower. Once the tower is built the players then actually play Jenga like how it's originally suppose to be played, but it's not that easy. Players can only pull out the even numbers first successfully without the tower tumbling down. Now for the younger kids that will be playing this My partner and I have decided to just originally play Jenga but taking out only evens or having them build with the blocks little towers of their own and measuring which tower was the highest.
Building The Tower: By building the tower we want them to think of ways they can add up to ten using all the numbers/blocks, They have to find three block numbers to add to ten and actually building the jenga tower. Once they run of ways they can add up to ten they can then Add and subtract to get to ten. For example they can have 8+8-6=10 would be ten and would work. This is the actual challenge the kids have and like.
By going to the school and testing our games I've learned that all kids are at a different levels in math and need more help than others. Also I learned how to be patient and how their feed back is so helpful. Alot of the kids (I think all of them) said the game was fun. Even a teacher liked it! The kids said the challenge part was what made it fun and building the tower. Some said building the tower was actually more fun than playing the Jenga part. There wasn't much to fix on our game but change some numbers and adding zero's and taking some numbers out and replacing them with "wilds" which can be any number the kid chooses it to be but they have to let us know what number it is before they use it. They gave great helpful suggestions that we took the effort to change to make our game more suitable for them to enjoy."
Week 12
Family Math Night Reflection
I enjoyed Family Math Night, even if there were not a lot of families that came. It was great to watch the kids and their parents interacting and having fun. The kids that we did get we had to change our activity but it still worked out really well and the kids had fun.
We ended up starting with the tower already being built and telling/showing the kids how tall the tower was. We asked them how tall they believed they could make it before it fell. We had them only pulling odds to start and after a little they could change it, and when it got to a point that it was to hard to do just even or odds we let them just pull any to try and build the tower as high as they could. Some of the kids did not know what numbers were even and odd, so we taught them which were which and would help some as they played, but over all they learned them quite well. We would stop every now and then just to measure how tell it was getting.
1 piece: 1.5 cm high
Tower start: 27 cm 18 rows
Group Guess Actual # of Rows
1 40 cm 37.5 cm 25
2 37 cm 37.5 cm 25
3 39 cm 42 cm 28
It was great to watch the kids working together and the excitement as the tower get bigger each time and knowing how close to a goal they choose.
We ended up starting with the tower already being built and telling/showing the kids how tall the tower was. We asked them how tall they believed they could make it before it fell. We had them only pulling odds to start and after a little they could change it, and when it got to a point that it was to hard to do just even or odds we let them just pull any to try and build the tower as high as they could. Some of the kids did not know what numbers were even and odd, so we taught them which were which and would help some as they played, but over all they learned them quite well. We would stop every now and then just to measure how tell it was getting.
1 piece: 1.5 cm high
Tower start: 27 cm 18 rows
Group Guess Actual # of Rows
1 40 cm 37.5 cm 25
2 37 cm 37.5 cm 25
3 39 cm 42 cm 28
It was great to watch the kids working together and the excitement as the tower get bigger each time and knowing how close to a goal they choose.
Cloninger Responds
It was not what I thought it would be. It was a little boring and I didn't really get how it went with education. It did kinda open my eyes to some things in my own life again. But overall it just was a little boring and hard to figure out at times, and just a disappointing.
Week 13
Volume
Looking at volume I found a website that has different games and worksheets all doing with; volume and surface area, and volume and capacity. http://www.onlinemathlearning.com/volume-games.html
I took time to pull up some of the worksheets and some of the games. The links take you to different website. There was ones I did it took me to Cyberchase's website and others. I played quite a few of the games just seeing how they where different and looking out how some of the games don't have to be on-line but can actually be done in class, hands on. Then a looked at some of the worksheets, which were more the formulas, which nothing work with that if it's not just that is used.
I took time to pull up some of the worksheets and some of the games. The links take you to different website. There was ones I did it took me to Cyberchase's website and others. I played quite a few of the games just seeing how they where different and looking out how some of the games don't have to be on-line but can actually be done in class, hands on. Then a looked at some of the worksheets, which were more the formulas, which nothing work with that if it's not just that is used.
What's Math Got to do With it?
In this straightforward and inspiring book, Jo Boaler, outlines concrete solutions that can change things for the better. This includes different classroom approaches, essential strategies for students, and advice for parents. The example of the classroom that Jo visited is amazing, it truly is not something you see much for an grade level. And the fact that students actually liked the class and math, I want to be able to do with with my students in the future.
“What’s Math Got to Do with It?” Intro and Ch. 1 There are so many people, Americans, that complain about math and say that they hate it and ask why we need it. But it is that they don't like it in school. Knowledge is good, but problem solving is what is really needed.
Ch. 2 What’s Going Wrong in Classrooms? Math is not a changing, it is always in the same format. The curriculum in school that is mainly focused on, forces information to be taught quickly which doesn't allow for the students to interact with material to help them learn better. Two ways of teaching was talked about, traditional and reformed. Traditional is more about memorizing, which students find extremely hard and frustrating. Real life applications is an important part too. Schools should develop flexible thinkers who can problem solve and not just memorize things.
Ch. 3 A Vision for a Better Future.
Communicative approach to mathematics: using multiple representations to show how math could be communicates through words, diagrams, tables, symbols, objects, and graphs. Math is not just a set of rules, it’s more a form of communication—a language. Students should be asked to explain the work to each other, it will help them learn and others. Classrooms should be organized in groups so that the students can work together on the work.
Project-Based approach: problems are set up to require the use of mathematics, but not in the normal traditional classroom teaching math way. Instead the students have a choice from a variety of projects and encouraged to make their own choices as far as how things are done. The teacher is there to help the students when need, not making it into a lesson. This makes the students work together to solve problems and not just use a textbook.
Ch. 4 Taming the Monster. Students in the US are over tested. “Standardized testing has swelled and mutated, like a creature in one of those old horror movies, to the point that it now threatens to swallow our schools whole.” There is a new method of testing called “assessment for learning.” It is like want we do for our testing, SBG's. Right now the math test we are given only test if we get the right answer or not, they don't test for thinking, reasoning, or problem solving. Standardized tests push anxiety onto students who want to do well, but can’t due to the pressure and insecurities they have about grades and a score. Some methods of self and peer assessment help teach students about the goals of the work and the nature of high quality work. It also is important students can see how they can improve after some diagnostic feedback from teachers and other assessments. “Feedback to learners should focus on what they need to do to improve, rather than on how well they have done, and should avoid comparisons with others.” Testing/assessments should help the student know what they are learning, not hurt them.
Ch. 5 Stuck in the Slow Lane. Grouping students based on their skill level will actually slow down their learning. Students need to be able to learn from each other, to help each other. The students that would be higher up can help those who need some more help. And these levels can change based on the subject. Every student is different and has something different they can help others with. Mixing ability groups is the best way to go.
Ch. 6 Paying the Price for Sugar and Spice. Girls asked more questions on why the certain math methods were being used. But those question were not answered girls scored lower on national tests. Boys seemed to be okay with accepting one answer and leaving math concrete. While girls just wanted more from it. Math should be a place to explore and not just all be about the rules and nothing else. This is not that all girls follow the same patterns and similarly boys, but each learner is different. Barriers and stereotypes between men and women are hindering learning in the classroom. Girls should be considered just as much as boys for math and sciences.
Ch. 7 Key Strategies and Ways of Working. This chapter talked a lot about her research in a San Francisco school when she taught a summer school class. It’s hard for parents to connect with their children and help them especially if the kids are having a tough time connecting in school. Which is very true. She worked on breaking down the barriers the kids had that were having a hard time with a traditional classroom.
Ch. 8 Giving Children the Best Mathematical Start. A lot of activities and advice toward pushing children in the right direction with their math lives. Math setting should be inviting and have room for the students to explore and achieve. Use fun math books, experiments, and activities. Building blocks, puzzles, and other games that involve rotating pieces or solving how something works encourages spatial awareness. The mind is a muscle, if you don’t use it, it gets weak, so give them the chance to use their own minds.
Ch. 9 Making a Difference through Work with Schools. Four helpful contact points to bring about improvement are: the classroom teacher, the department head, the principal, and the parent teacher association.
There are many books and with the internet thousands of other resources to help with teaching math. She lists a ton of books and authors she recommends.
Let's remember how meth was done for us, and how we didn't like it and change it. Make students enjoy math.
“What’s Math Got to Do with It?” Intro and Ch. 1 There are so many people, Americans, that complain about math and say that they hate it and ask why we need it. But it is that they don't like it in school. Knowledge is good, but problem solving is what is really needed.
Ch. 2 What’s Going Wrong in Classrooms? Math is not a changing, it is always in the same format. The curriculum in school that is mainly focused on, forces information to be taught quickly which doesn't allow for the students to interact with material to help them learn better. Two ways of teaching was talked about, traditional and reformed. Traditional is more about memorizing, which students find extremely hard and frustrating. Real life applications is an important part too. Schools should develop flexible thinkers who can problem solve and not just memorize things.
Ch. 3 A Vision for a Better Future.
Communicative approach to mathematics: using multiple representations to show how math could be communicates through words, diagrams, tables, symbols, objects, and graphs. Math is not just a set of rules, it’s more a form of communication—a language. Students should be asked to explain the work to each other, it will help them learn and others. Classrooms should be organized in groups so that the students can work together on the work.
Project-Based approach: problems are set up to require the use of mathematics, but not in the normal traditional classroom teaching math way. Instead the students have a choice from a variety of projects and encouraged to make their own choices as far as how things are done. The teacher is there to help the students when need, not making it into a lesson. This makes the students work together to solve problems and not just use a textbook.
Ch. 4 Taming the Monster. Students in the US are over tested. “Standardized testing has swelled and mutated, like a creature in one of those old horror movies, to the point that it now threatens to swallow our schools whole.” There is a new method of testing called “assessment for learning.” It is like want we do for our testing, SBG's. Right now the math test we are given only test if we get the right answer or not, they don't test for thinking, reasoning, or problem solving. Standardized tests push anxiety onto students who want to do well, but can’t due to the pressure and insecurities they have about grades and a score. Some methods of self and peer assessment help teach students about the goals of the work and the nature of high quality work. It also is important students can see how they can improve after some diagnostic feedback from teachers and other assessments. “Feedback to learners should focus on what they need to do to improve, rather than on how well they have done, and should avoid comparisons with others.” Testing/assessments should help the student know what they are learning, not hurt them.
Ch. 5 Stuck in the Slow Lane. Grouping students based on their skill level will actually slow down their learning. Students need to be able to learn from each other, to help each other. The students that would be higher up can help those who need some more help. And these levels can change based on the subject. Every student is different and has something different they can help others with. Mixing ability groups is the best way to go.
Ch. 6 Paying the Price for Sugar and Spice. Girls asked more questions on why the certain math methods were being used. But those question were not answered girls scored lower on national tests. Boys seemed to be okay with accepting one answer and leaving math concrete. While girls just wanted more from it. Math should be a place to explore and not just all be about the rules and nothing else. This is not that all girls follow the same patterns and similarly boys, but each learner is different. Barriers and stereotypes between men and women are hindering learning in the classroom. Girls should be considered just as much as boys for math and sciences.
Ch. 7 Key Strategies and Ways of Working. This chapter talked a lot about her research in a San Francisco school when she taught a summer school class. It’s hard for parents to connect with their children and help them especially if the kids are having a tough time connecting in school. Which is very true. She worked on breaking down the barriers the kids had that were having a hard time with a traditional classroom.
Ch. 8 Giving Children the Best Mathematical Start. A lot of activities and advice toward pushing children in the right direction with their math lives. Math setting should be inviting and have room for the students to explore and achieve. Use fun math books, experiments, and activities. Building blocks, puzzles, and other games that involve rotating pieces or solving how something works encourages spatial awareness. The mind is a muscle, if you don’t use it, it gets weak, so give them the chance to use their own minds.
Ch. 9 Making a Difference through Work with Schools. Four helpful contact points to bring about improvement are: the classroom teacher, the department head, the principal, and the parent teacher association.
There are many books and with the internet thousands of other resources to help with teaching math. She lists a ton of books and authors she recommends.
Let's remember how meth was done for us, and how we didn't like it and change it. Make students enjoy math.
Week 14
Trip Home
I am about 2 hours and 30 mins away from home when at Grand Valley, and with the break coming up I thought about some things that go with a trip. Thought about the distance and gas and the time it could take at different rates, if the rate did not change.
The total distance is 164 miles.
Price of gas right now is about $3.17
And lets say the car has a gas mileage of 18mpg.
total gallons of gas needed would be: 164/18=9.11111 gallons
total amount spent for said gas: 9.11111*3.17=$28.88
There was 2 of us in the car home so if we anted to split cost of gas it would be: $28.88/2=$14.44 each
Normal time: 2 hours and 36 mins
At a rate of 70mph, time would be: 164/70=2.34 hours
At a rate of 60mph, time would be: 164/60=2.73 hours
And at a rate of 50mph, time would be: 164/50=3.28 hours
This trip home took 3 hours this time. The rate that we had to go had to change at times, because of the weather. There were points that we were only going 40 mph.
The total distance is 164 miles.
Price of gas right now is about $3.17
And lets say the car has a gas mileage of 18mpg.
total gallons of gas needed would be: 164/18=9.11111 gallons
total amount spent for said gas: 9.11111*3.17=$28.88
There was 2 of us in the car home so if we anted to split cost of gas it would be: $28.88/2=$14.44 each
Normal time: 2 hours and 36 mins
At a rate of 70mph, time would be: 164/70=2.34 hours
At a rate of 60mph, time would be: 164/60=2.73 hours
And at a rate of 50mph, time would be: 164/50=3.28 hours
This trip home took 3 hours this time. The rate that we had to go had to change at times, because of the weather. There were points that we were only going 40 mph.
Exemplars
Doing Math:
Week 10
Next weekend, Nov 8-10, I will be at a big conference, so I choosing to look at some math that can be done with it. Last year there were around 700 students around the state, this year it's going to be close to 800 or more. The conference center we use, uses round tables with about 8 chairs at each. Lets say that 832 people show up at the conference this year and they put 8 chairs at each round table, how many tables would be needed for meals?
832/8= 104 round tables
The break out group that I am apart of has a group of 156 students. For the students alone they would need 20 round tables, and more because of the leaders helping to run the large group.
There is a total of 12 different break out groups and one is split into 2 rooms, so pretty much 13 break out groups that all need tables and chairs.
So thinking that they have to keep all the table in the large room, for meal times this means for this one weekend that the conference center would have to have over 200 round tables and over 1,664 chairs to make everything possible.
Week 14
Trip Home
I am about 2 hours and 30 mins away from home when at Grand Valley, and with the break coming up I thought about some things that go with a trip. Thought about the distance and gas and the time it could take at different rates, if the rate did not change.
The total distance is 164 miles.
Price of gas right now is about $3.17
And lets say the car has a gas mileage of 18mpg.
total gallons of gas needed would be: 164/18=9.11111 gallons
total amount spent for said gas: 9.11111*3.17=$28.88
There was 2 of us in the car home so if we anted to split cost of gas it would be: $28.88/2=$14.44 each
Normal time: 2 hours and 36 mins
At a rate of 70mph, time would be: 164/70=2.34 hours
At a rate of 60mph, time would be: 164/60=2.73 hours
And at a rate of 50mph, time would be: 164/50=3.28 hours
This trip home took 3 hours this time. The rate that we had to go had to change at times, because of the weather. There were points that we were only going 40 mph.
Teaching:
Week 2
Problem Solving
Problem solving is used so much in every day life. Problem solving in the terms from a psychological view is "Problem-solving is a mental process that involves discovering, analyzing and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue."
resource: http://psychology.about.com/od/problemsolving/f/problem-solving-steps.htm
The process that people use for problem solving my be different from others. Also the process can change just based on the situation. Problem solving in math has or can have a different process then in a relationship or other personal problem. Below is some different loops that are all for problem solving.
Problem solving is a great skill that everyone needs in life. Some problem solving can be simple or hard. There is a lot of problem solving that goes on it math, some can be easier then others.
But then problems that we may face in life may not be as easy, as laid out and straight forward. Problems in life can be harder to solve and can take a lot longer to with multiple tries.
Everyone has a different way of solving problems. Problem solving is a very needed skill for everyone, because it gets used so much.
Everyone should be able to problem solve, it is a skill that we all need, so why not try and teach how to problem solve better?
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/cross-discipline-skills/teaching-problem-solving-skills
This page I found lays out a great set on how to teach problem solving. Principles for teaching problem solving and a problem solving model.
Week 7
Glyph
Just because we are doing math does not mean that it can't be fun too.
I chose to look more at glyphs. I first decided to just look at the one we did for class and explained it to my roommate. We sat down and went through the different questions and she made a glyph with the same questions we did. Then after we sat and talked about some different questions that could be done or different themes. She is also an education major. Some themes we talked about were for the different holidays and different things about school. One that I really liked was the idea of doing a glyph with students the first week or so of school to get to know each other. Depending on the age group would depend on the questions that would be asked. Some simple question that can always be asked are; age, eye color, siblings, favorite hobby, or favorite color. Glyphs are a great way to get art in the class room and to get the students to learn more about each other. And then you can also get the students involved in coming up with the questions that they want to know about each other.
There are so many different ways to do math in a fun way, using art, playing games, or just getting up out of the desk and maybe going outside.
Week 10
Next weekend, Nov 8-10, I will be at a big conference, so I choosing to look at some math that can be done with it. Last year there were around 700 students around the state, this year it's going to be close to 800 or more. The conference center we use, uses round tables with about 8 chairs at each. Lets say that 832 people show up at the conference this year and they put 8 chairs at each round table, how many tables would be needed for meals?
832/8= 104 round tables
The break out group that I am apart of has a group of 156 students. For the students alone they would need 20 round tables, and more because of the leaders helping to run the large group.
There is a total of 12 different break out groups and one is split into 2 rooms, so pretty much 13 break out groups that all need tables and chairs.
So thinking that they have to keep all the table in the large room, for meal times this means for this one weekend that the conference center would have to have over 200 round tables and over 1,664 chairs to make everything possible.
Week 14
Trip Home
I am about 2 hours and 30 mins away from home when at Grand Valley, and with the break coming up I thought about some things that go with a trip. Thought about the distance and gas and the time it could take at different rates, if the rate did not change.
The total distance is 164 miles.
Price of gas right now is about $3.17
And lets say the car has a gas mileage of 18mpg.
total gallons of gas needed would be: 164/18=9.11111 gallons
total amount spent for said gas: 9.11111*3.17=$28.88
There was 2 of us in the car home so if we anted to split cost of gas it would be: $28.88/2=$14.44 each
Normal time: 2 hours and 36 mins
At a rate of 70mph, time would be: 164/70=2.34 hours
At a rate of 60mph, time would be: 164/60=2.73 hours
And at a rate of 50mph, time would be: 164/50=3.28 hours
This trip home took 3 hours this time. The rate that we had to go had to change at times, because of the weather. There were points that we were only going 40 mph.
Teaching:
Week 2
Problem Solving
Problem solving is used so much in every day life. Problem solving in the terms from a psychological view is "Problem-solving is a mental process that involves discovering, analyzing and solving problems. The ultimate goal of problem-solving is to overcome obstacles and find a solution that best resolves the issue."
resource: http://psychology.about.com/od/problemsolving/f/problem-solving-steps.htm
The process that people use for problem solving my be different from others. Also the process can change just based on the situation. Problem solving in math has or can have a different process then in a relationship or other personal problem. Below is some different loops that are all for problem solving.
Problem solving is a great skill that everyone needs in life. Some problem solving can be simple or hard. There is a lot of problem solving that goes on it math, some can be easier then others.
But then problems that we may face in life may not be as easy, as laid out and straight forward. Problems in life can be harder to solve and can take a lot longer to with multiple tries.
Everyone has a different way of solving problems. Problem solving is a very needed skill for everyone, because it gets used so much.
Everyone should be able to problem solve, it is a skill that we all need, so why not try and teach how to problem solve better?
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/developing-assignments/cross-discipline-skills/teaching-problem-solving-skills
This page I found lays out a great set on how to teach problem solving. Principles for teaching problem solving and a problem solving model.
Week 7
Glyph
Just because we are doing math does not mean that it can't be fun too.
I chose to look more at glyphs. I first decided to just look at the one we did for class and explained it to my roommate. We sat down and went through the different questions and she made a glyph with the same questions we did. Then after we sat and talked about some different questions that could be done or different themes. She is also an education major. Some themes we talked about were for the different holidays and different things about school. One that I really liked was the idea of doing a glyph with students the first week or so of school to get to know each other. Depending on the age group would depend on the questions that would be asked. Some simple question that can always be asked are; age, eye color, siblings, favorite hobby, or favorite color. Glyphs are a great way to get art in the class room and to get the students to learn more about each other. And then you can also get the students involved in coming up with the questions that they want to know about each other.
There are so many different ways to do math in a fun way, using art, playing games, or just getting up out of the desk and maybe going outside.
Sorry have been having a lot of problems with my computer and then also internet. But I have been trying to get them all done and submitted.
