Mathematics is the brain's sharpener.

Sunday 13 October 2013

DAY SIX 28 SEPTEMBER 2013

28 SEPTEMBER 2013

Logic and mathematics are nothing but specialised linguistic structures.
-Jean Piaget

Friday, 27th September 2013, Elementary Mathematics brought us closer to Art.

We hunt for an artwork that can create a series of interdisciplinary lessons; for group assignment. And we learn how to appreciate art, of course.

Saturday, the last day of EDU 330 Elementary Mathematics with Dr Yeap Ban Har.

Dr Yeap actually showed us the easy division that will be useful for struggling learners.

354 / 3 = 100 + 10 + 8 = 118

/ / /

300 30 24

Here is a video I have watched for the simple division,

SALUTE!
Great game for multiplication.
The person standing in front of the two people who are holding the cards has to sum up both cards.
The two people holding the cards have to figure out their numbers.

I love getting hands-on.
This time around we have to create a rectangular box few times bigger than the box we received.

Note taken: When teaching children shapes, show children the thin ones like tangrams.

Quote for the day,

"Mathematics is an excellent vehicle for the development and improvement of a person's intellectual competencies."

I found this Math website, maybe teachers can view it;
http://www.seemath.com/#/Featured--Featured/

Logic and mathematics are nothing but specialised linguistic structures.

Jean Piaget

Read more at http://www.brainyquote.com/quotes/quotes/j/jeanpiaget206642.html#i6G3eD5I58RDmqc6.99

Logic and mathematics are nothing but specialised linguistic structures.
Jean Piaget
Read more at http://www.brainyquote.com/quotes/authors/j/jean_piaget.html#QCjeAoVMzEVSZqWO.99

Thank you Dr Yeap, for the fruitful journey of Elementary Mathematics.

Friday 27 September 2013

DAY FIVE

Children at the Math (and science discovery) learning centre today

This is my children's favourite activity; manipulating with pattern blocks.

Pattern blocks are flat and come in a set of six geometric shapes.

Pattern cards are available to provide designs to copy.

Level 1 (Simple)- Children use the pattern cards and places the pattern blocks directly above the shape accordingly; like matching. They can be used to reinforce basic shape recognition and shape matching.

Level 2 (Moderate)- Pattern blocks can be used with the pattern cards as an activity to learn spatial relations. Instead of making the design directly on the card, which is more of a matching task, the child can build the design on black foam mat, using the card only as a visual guide.

Level 3 (Complex)- Children create their own mosaics or pictures with them.

Today, i decided to add Geoboards in my learning centre.

I gave them a task and modeled one to the children about the different squares they can make using the Geoboards and the rubber bands.

Look what they have got;

Then, they tried with triangles;

"I have different sizes of triangles."

"I have so many triangles inside the Geoboard."

"Big ones and small ones and even bigger ones. "

" I can get many triangles in one Geoboard."

(Quoted by the children)

Number conservation of 7

Children must develop an understanding of conservation-knowing that a given amount remains the same though its appearance may change.

Children explored different ways to use green apples and red apples to make 7.

Indeed, it seemed challenging for some children.

This activity got the children thinking and explored the different ways;

1 and 6

6 and 1

2 and 5

5 and2

3 and 4

4 and 3

Back at Seed Institute

Problem 18 - Making squares with Tangrams

How many many different sets can you make with the tangrams?

Here you go,

We managed to figure out 7 sets.

(We got 8 but we had to minus that as we tried to get a square in kind of unique way).

The 7th square was kind of hard, though it looked easy when my children did that few days ago (Day Two entry).

Here is a video of children who were challenged to make the square using the 7 pieces of the tangrams:

They did quite quick!

******

Multiplication and division problem structures

(pages 168-170)

There are four different classes of multiplicative structures:

- Equal-group problems

- Comparison problems

- Combination problems

- Area and other product-of-measure problems

Addition and subtraction problem structures

(pages 159- 161)

Join

For the action of joining, there are 3 quantities involved: a start amount, a change amount and the resulting amount.

Separate

In separating problems, the start amount is the whole or the largest amount. In separating problems, the change is that amount is being taken away from the start value.

Part-part whole

Part-part whole problems involve 2 parts that are combined into one whole.

Compare

Compare problems involve comparison of 2 quantities. The third amount is the difference of the 2 amounts.

Problem 19- Triangle

How do you know a triangle is 180 degrees?

A right angle is 90 degrees.

Fold the two side of the triangle, to get 90 degrees.

Hence, add the 2 right angles,

90 + 90 = 180.

Tear 3 sides of the triangle and lat them out in a straight line, it will show that the triangle is indeed 180 degrees.

Problem 20- Triangle

We continued with making rectangles using the triangle by folding, cutting and moving the pieces of 1 triangle.

That sums up for the evening!

Thursday 26 September 2013

DAY FOUR.

MULTIPLICATION, ADDITION, SUBTRACTION, FRACTIONS, AREA, LENGTH, GEOMETRY.

Now, that's sum up my Thursday night.

Problem 13. Mind reading. The first thing that came to my mind when I saw the agenda Mind reading- The Mentalist and Patrick Jane.

So here's the steps:

First, combine the two digits.

So, I have the two digits in mind:

and I put each other side by side,

Second, I have to add the two digits,

2 + 4 = 6

Third, I have to subtract the 6 from 24,

and I get the answer,

18!

The amazing part when listing the number on the board, all final answer are multiples of 9.

And, when the answer added up with the first digit (tens), it's a whole number:

18 + 2 = 20!

There's always relationships with the numbers!

Alright here goes the second task:

Pick 2 digits:

3 and 6, 36

Reverse:

Subtract:

63 - 36 = 27

There are three methods for this scenario.

First,

63 - 36 = 27

40 23

So I will take 40 - 36 = 4

Then I add 23 + 4 = 27

Second method,

Counting on.

Lastly,

Counting back.

Problem 14. Fractions, Models

3 1/4 - 1/2 = 13/4 - 2/4 = 11/4 = 2 3/4

This is how I actually calculate my answer at first. I change the denominator (must have the same nouns) so I can subtract.

There's another method:

3 1/4 - 1/2 = 2 3/4

1 1/4 2

Problem 15. Fractions.

Sharing is caring, and so we share pizza, with only 3 of us.

And there are 4 pizza.

Please divide equally:

First method, 4 divide 3 = 3 3/3 divide 3

=1 1/3

Second method,

4 divide 3

12 thirds

= 12/ 3 divide 4 = 4/3

which is also, 1 1/3

Problem 16. MULTIPLICATION.

I was taught or perhaps, conditioned to memorize multiplication numbers when I was young.

Tough one, but yeah, it's kind of true, we will never learn to solve or figuring out.

Thus, children should never be made to memorize multiplications.

1 row, 7 birds

2 rows, 14 birds

3 rows, 21 birds

4 rows, 28 birds

....7th row, ? birds

Now here's the right calculation:

7th row, isn't it 4 rows add with 3 rows which means,

21 + 28 = 49

Same as 7 X 7 = 49

As quoted by MOE;

Mathematics is an excellent vehicle for the development and improvement of a person's intellectual competencies.

Problem 17. Polygons.

Creating shapes with the dots, with only one dot inside the shape.

The picture below is for illustration purposes.

I concluded that, from the lesson of problem 17,

to find the area of the shape is to count how many squares inside the created shape.

Another one, is to count the dots that linked the shapes and divide them into 2, and you will get the area of the shape. Awesome right, especially when you're able to figure out things like this when you're already more than 20 years old and realised you're not taught this way when you're struggling Maths in school back then.

And someone ended the night by telling me, "You can use your shawl to join the dots!"

Wednesday 25 September 2013

DAY THREE.

Ahhh...

"Do not worry too much about your difficulties in mathematics, I can assure you that mine are still greater."

Albert Einstein

PROBLEM 9

Use 2 digits number and add with another two digits number to get two digits answer:

24+56=80

12+78=90

29+39=60

12+38=50

17+23=40

?+?=30 (Impossible)

All the addition gave us to a whole number; like 80, 90, 60, 50, 40.

PROBLEM 10 (QUIZ)

This time around, I need to figure out the 2013th letter in my name.

S H A H I R A

1            2     3         4          5          6          7
    8           9        10       11       12       13      14
                                                                             21
                                                                             28
                                                                             35

                                                                            ..
                                                                                1995
         2002
                                                                                 2009
2010 2011    2012    2013

TA-DA! Hence, H is the 2013th letter.
I have 7 letters in my name, so I multiply by 7 at each of the last letter in my name, which is the letter A. Till I managed to get 2009th and I counted to the 2013th letter.
*****

Enrichment is in addition to and different from the regular classroom activities by way of offering challenges. Enrichment are learning activities providing depth and breadth to regular teaching according to the child abilities and needs.

Whereas, in practice, acceleration occurs when children are exposed to new content at an earlier age than other children or when they cover the same content in less time.

Alright, I doubt I answered my quiz right for the second question. Sobs.

PROBLEM 11 & PROBLEM 12

Share equally among 4 people.

A piece of rectangle paper, find ways how to share an imaginary item to be cut and share equally.
There are many ways. I will present these ways in my journal.

FRACTIONS

The thing is, it is 1 forth!
not 1 upon 4, 1 over 4 or 1 out of 4.

It is important to use the right nouns or words to explain or describe the mathematical concepts to the children.

To end my blog entry for the third day,
here is One big Mob by RED HOT CHILI PEPPER
Listen (they sang one, two buckle my shoes)- like what Dr Yeap Ban Har mentioned to us in class the previous day.