Wednesday, November 11, 2009

Section 6.4

In section 6.4 we had an introduction to geometry. In the workbook we used the geoboard method of finding the area of a region. They were easy at first but, were more complex as we went along. We had to learn how to visually break units down to figure out the total area. I will need more practice with this as well as many other concepts in this unit, but the geoboard method was helpful. I think it has some to do with perspective and breaking units down into simpler parts.

In class we also had a reminder of square and cubed roots. I really thought the concept of using the factor trees and then putting the prime numbers from the factor trees under the root was a simple way to learn the concept of roots. We paired up the numbers for square root and matched the triples for the cubed roots. I wish I would have learned this method before I learned the algebraic method. I think I may have understood it better and I can see how this method would be a great way to teach students roots for the first time.

Section 6.3

In section 6.3 we talked about percentages. I think this concept is naturally difficult for many people but, is an important part of everyday life. I know how to calculate percentages but in class I realized I need more practice. If I have more practice I will be better at recognizing percentages and in everyday situations better understand how percentages are beneficial. For example, if I am shopping I can recognize if something is a good deal or a bad deal that I should just ignore.

The worksheet that we did in class with percent was helpful. One thing I learned was to find the "easy 10%" of the total amount first. Then it is easier to find the total amount. This is a good concept for figuring percents in a lot of situations. I will be using this method in the future.

This website is good for recognizing percent, it's fraction and an example of what it visually represents. I thought it was a little more difficult so it would probably be more appropriate for older ages.

In section 6.3 we also talked about scientific notation. We learned scientific notation is based on using powers of ten. We learned that positive powers of 10 are really big and negative powers of 10 are really small. This was a good reminder of the things I have already learned in my algebra classes, a new way of understanding scientific notation, how powers work and reinforcement of place value.

Monday, November 9, 2009

Section 6.2

In section 6.2 we covered operations with decimals. We worked a lot with decimal squares and shaded in areas that represent numbers. I learned the visual way for decimal representation and have a different understanding of how decimals work. Especially in the area of multiplication. We used our index cards to represent the multiplication of decimals using area diagrams. This was a helpful exercise and as we went around the room to see the different area diagrams. It helped me have more practice in figuring out which decimals were being multiplied.

The area diagrams are a great tool for teaching students. It would be cool to have some sort of colored transparency paper or something with the grids of the decimal representation. If you used primary colors (for example yellow and blue) you could put the yellow transparent paper down to represent a decimal (.6), and then lay down the blue transparent paper down over the blue to represent the other decimal you are representing (1.3). The shaded area of yellow and blue that makes green would show your answer (.78). This would be a great way visually to separate the decimal representation and to show the overall answer. This is also a great way for students to use manipulatives (kind of like how we do).

I also found this game for kids on this website. It is a way to show addition with decimals and is a good resource.

Monday, November 2, 2009

More on 6.1

The workbook pages for section 6.1 were really helpful. I have known about place value for a long time now, but seeing how the unit is broken down into smaller pieces that make decimals is a great tool. It was a new and simple way of explaining how decials work and why they make sense. It also makes sense that the smaller the boxes get in the unit the larger the place value. For example, the thousandths place is more accurate than the hundredths or the tenths. You can shade more exact in the broken up unit in the thousandths and can visually see how it is more accurate because of how much more precise the shading is. I liked these examples.

Even though Cory's bingo game today was fun and a great learning tool, it showed me I will have to practice and study the relationship with decimals and fractions. I will have to pay attention to the placement, for example .7 is 7/10, and how some fractions break down or simplify even if they are the smaller numbers that are more defined. An example of this would be 0.250 is 250/1000 which can be simplified to 25/100, and 1/4. The more I practice the better I will understand these concepts and eventually be able to teach to students more effectively. I also had trouble with finding the fraction between two fractions. I remember having trouble with that on the homework so I will have to do some studying to figure that out. For some reason it seems hard for me.

I also found this game that kids can play to practice place value and numbers with decimals. The students are put in pairs and have a secret number the other student has to guess. I thought this was a cool game to play, and is a non-threatening way to learn. .Click here.