Get Mathematical with jay!! :d
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Here is my creative weekly work on MATH
2+2= <>< FISH! MIND BLOWN
Here is my creative weekly work on MATH
2+2= <>< FISH! MIND BLOWN
Weekly 14: volume and angry birds
http://www.rundesroom.com/2013/05/angry-birds-happy-students.html
While looking for fun volume activities a class could do I stumbled upon this. The link above shows a fun way how to incorporate both math and science and angry birds which kids now a days are absolutely obsessed with. Focusing just on the math here the teachers unit was 3D shapes, constructing solids, and measuring volume and surface area. First she had her students create their 3D angry bird nets. When her students were done constructing their solids they had to find the volume and surface area of four different sized solids. The birds were made out of paper. She shares her work sheets on the site. For this project her students had to build the tower using popsicle sticks, straws, tape, paper clips and a sheet of paper. Their tower also had to be 30cm tall, have a platform on the top that is 10 cm x10cm. Their tower was then tested against the forces of gravity, hurricane winds and earthquake (this would be the science portion of this project.) I just thought this was a neat and creative way to incorporate both math and science in a class.
While looking for fun volume activities a class could do I stumbled upon this. The link above shows a fun way how to incorporate both math and science and angry birds which kids now a days are absolutely obsessed with. Focusing just on the math here the teachers unit was 3D shapes, constructing solids, and measuring volume and surface area. First she had her students create their 3D angry bird nets. When her students were done constructing their solids they had to find the volume and surface area of four different sized solids. The birds were made out of paper. She shares her work sheets on the site. For this project her students had to build the tower using popsicle sticks, straws, tape, paper clips and a sheet of paper. Their tower also had to be 30cm tall, have a platform on the top that is 10 cm x10cm. Their tower was then tested against the forces of gravity, hurricane winds and earthquake (this would be the science portion of this project.) I just thought this was a neat and creative way to incorporate both math and science in a class.
Weekly week 13: Cloninger Responds
Well-being was the topic at the event we attended last Wednesday.
What is well-being?
Why well-being?
What do you think or what comes to mind when you think of well-being?
These were questions he asked us at the beginning of his presentation. Most of us answered him with health, art, yogo, ect. Then he went on to ask us "why do so few of us act on the knowledge we know is necessary for physical health?" the answer he gave us was that "Neglect the whole person (i.e. they are uni or bi dimensional.)
Well-being refers to a state of health happiness, creativity, vitality,and satisfaction with life.
He then talked about the matter of the 21st Century; how we live in a period of unprecedented challenges. How the planet has a fever and were all getting "sick." As well as depression and how it's killing us because stress in linked and everything is linked. He said we crave and want something to satisfied us but were not getting it and that's what is making us become ill.
The skills we have nowadays with media ad technology and the four C's which include: critical thinking, communication, collaboration and creativity. Finally he talked about education but not much of it. He said educators have lost sight of noble purpose for education, the pursuit of the good life has been transformed into
the search for a good job.
For me this presentation was like a new way of seeing things and how he talked about things that people dont do anymore and what we should do. I never thought about well-being until he brought it up. Now I how I want to do things and not fall into others presumption.
What is well-being?
Why well-being?
What do you think or what comes to mind when you think of well-being?
These were questions he asked us at the beginning of his presentation. Most of us answered him with health, art, yogo, ect. Then he went on to ask us "why do so few of us act on the knowledge we know is necessary for physical health?" the answer he gave us was that "Neglect the whole person (i.e. they are uni or bi dimensional.)
Well-being refers to a state of health happiness, creativity, vitality,and satisfaction with life.
He then talked about the matter of the 21st Century; how we live in a period of unprecedented challenges. How the planet has a fever and were all getting "sick." As well as depression and how it's killing us because stress in linked and everything is linked. He said we crave and want something to satisfied us but were not getting it and that's what is making us become ill.
The skills we have nowadays with media ad technology and the four C's which include: critical thinking, communication, collaboration and creativity. Finally he talked about education but not much of it. He said educators have lost sight of noble purpose for education, the pursuit of the good life has been transformed into
the search for a good job.
For me this presentation was like a new way of seeing things and how he talked about things that people dont do anymore and what we should do. I never thought about well-being until he brought it up. Now I how I want to do things and not fall into others presumption.
WEekly work 12: fmn
Family math night went great! It was so fun to meet kids and their families. During our game we had to completely change it from what we originally planned it. Why? Well we noticed a lot of the students that were coming to play our game were pretty young and our game was more challenging than we thought it would be. So my partner and I found that it would be good to have the kids and their parents to play original jenga but they had to only pull out the evens firsts, but if they pulled out a "wild" block they could change it to odds and start pulling out old numbers. some kids didn't know what odds and evens were, so briefly my partner and I went over what they were and they got the gist of it. not only did they play jenga but we had it where we had them make a goal at how high the tower would get at and they would try to achieve it without knocking the tower over. The highest a family got was 42 cm! watching the kids do this you could see them stratigize what they're next move was, what one to pull out and they were all about balancing and they were very cautions not to knock the tower over. Every time they finished a layer we would measure it and show them where the tower was at and how much more they needed to achieve their goal. They were so determined to get to their goal and they used team work and had a strategy. Some kids pulled out all the lose one first other went for the middle blocks. In all family math night was great ad enjoyable! I learned that not all kids are at the same level. we didnt think that we'd change our game because the fifth graders had so much fun and got how to play but they are also older and more experience in math than the younger kids obviously, but everything turned out to be okay and we still had a blast working with kids and their parents.
Weekly work 11: FMN activity
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.
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.
Weekly work 10: area lessons
Area!! \(^,^)/
Grrr what is area???
When I think of area I think of the size of the surface and the formula I learned way back. Area=w*h
Thinking of area I wanted to know what cool learning activities you could do for a class. While on pinterest I saw this cool thing where kids could find the area of their name by writing their name on a piece of grid paper by putting each letter in each box and finding the units there are in their name. There's also one cool activity where a teacher made her students do a project called area and perimeter people. Students create a pixel looking person and found the area and perimeter of every color they used.
Grrr what is area???
When I think of area I think of the size of the surface and the formula I learned way back. Area=w*h
Thinking of area I wanted to know what cool learning activities you could do for a class. While on pinterest I saw this cool thing where kids could find the area of their name by writing their name on a piece of grid paper by putting each letter in each box and finding the units there are in their name. There's also one cool activity where a teacher made her students do a project called area and perimeter people. Students create a pixel looking person and found the area and perimeter of every color they used.
Weekly work 9: addition Jenga tower
I am so psyched for family math night! My partner and I decided to make a game using jenga. First on the blocks I put numbers on them 0-8. I wrote the number in it's word form, then made dots on the sides of them and wrote the numbers on the ends. To start the game we want the children to build 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 game gives children a challenge and really think about problems. Once the tower is built they actually play jenga but they can only pull out the even numbers. They have to try to pull out the block without knocking down the tower. For this game we decided too that yes it seems like too much of a challenge for the young ones but we could just have build the tower like normal but by asking them to identify each block before they lay it down and then actually play jenga but ask them to pull out a specific number and lay it up on top of the tower. Example: Can you pull out a two and lay it on top of the tower. This helps children identify numbers better.
Weekly work 8: equations
So for my weekly work I thought it would be cool if I got a children's book based on math and how i could ever introduce algebra to a class. This book I thought was really cute because it has a Halloween theme just cause Halloween is like right around the corner and this book had information that could really grab a kids attention and learn how to make equations. This book show's and teaches kids about what a equation is. In the book it says that this little girl named Mandy and this little boy Billy go into a haunted house where they find out about equations and do fun math problems to find out neat things in the haunted house like how many bats there where, black cats, and skeletons. first in this book they explain what an equation is. they said an equation is a sentence with an equal sign and it must be balanced. it gives cute examples by shows 5 owls on one tree branch and another 5 on another tree branch with the equation: 4+1=3+2.and how each side of the = adds up to 5. They are balanced.
Then it goes on in the book explaining algebra equation and how it has an equal sign and an unknown, a "Mystery Number," like for example 4+x=5 and x is the mystery number. it goes on explaining what a variable is and how addition, subtraction, multiplication, and division can help you solve word problems and algebra equations by showing examples. I thought this was too cute and nice to have during a holiday to help bring u a topic like this to a class. to read the book as a class then discuss equations, do some and make some problems up for each other to figure equations as practice and all and maybe apply some art too based on the book like a poster with a word problem drawn out and the finding an equation that fits it and using that equation to solve the problem.
This book also got me thinking about patterns and how sometimes we have those bumps in the roads where we don't see an equation for a pattern or we can find the mystery number/shape. For being a children's book it was nice to read it and review back equations.
Then it goes on in the book explaining algebra equation and how it has an equal sign and an unknown, a "Mystery Number," like for example 4+x=5 and x is the mystery number. it goes on explaining what a variable is and how addition, subtraction, multiplication, and division can help you solve word problems and algebra equations by showing examples. I thought this was too cute and nice to have during a holiday to help bring u a topic like this to a class. to read the book as a class then discuss equations, do some and make some problems up for each other to figure equations as practice and all and maybe apply some art too based on the book like a poster with a word problem drawn out and the finding an equation that fits it and using that equation to solve the problem.
This book also got me thinking about patterns and how sometimes we have those bumps in the roads where we don't see an equation for a pattern or we can find the mystery number/shape. For being a children's book it was nice to read it and review back equations.
Weekly work 7: Glphy Design
So this week for my weekly work I decided I would try to attempt to how my two younger siblings how to make a glyph. Since I wasn't in class Friday, it was a bit challenging cause I didn't even know what it was either. But after researching it and looking at some examples I got it. i began by first explaining what a glyph is to them and how it's like a picture or image that represents information about someone using symbols shapes and colors to describe someone. Then I explained to them our theme with Halloween and making pumpkins and got them to do the same as us. They got it right away and went to work as i told them what to do but I grew very frustrated with them because with them being 18 and 12 they thought this was way too easy and we're playing/messing around. I had to use my teacher voice to them and tried to get them to finish there pumpkin. The upside was they did finish everything but the downside was that they weren't going to color there picture. I didn't want to fight them anymore and let them win. They understood what I was showing them but they weren't just taking me serious. Moral for the story I should get my neighborhood kids to teach stuff with.
My reflection: I think this is a very neat way to know someone and very creative. This is also a great way to teach kids the first week of school to know one another and be creative and have a blast. Can't wait to do something like this with my future students :)
Below the picture are my brothers and sister. My brothers is the first one my sister's is the second one
My reflection: I think this is a very neat way to know someone and very creative. This is also a great way to teach kids the first week of school to know one another and be creative and have a blast. Can't wait to do something like this with my future students :)
Below the picture are my brothers and sister. My brothers is the first one my sister's is the second one
Weekly work 6: math art
It's math art! This week I just wasn't satisfied with making another tessellation and went out to do more art stuff haha. For this weekly work I had really didn't know how to do something with math and art. It was some what a challenge but I found something that caught my eye. It was this here. It look like this hexagon shape with triangles and weird rectangles inside it. i thought this was very interesting and did some research on it finding out it's actually really is a shape called a cuboctahedron. A cuboctahedron is a polyhedron with eight triangular faces and six square faces. ( I also found out that a "polyhedron" is a solid in thee dimension with flat faces and straight edges.) Anyways back to the point, this cuboctahedron has a total of 14 faces: 8 of them being equilateral triangles and 6 squares. As well as 12 vertices (two triangles and two squares) and has 24 edges. Each edge separating a triangles from a squares. I decided I would give it a try and draw this cuboctahedron for my math art this week :)
Weekly work 5: Introducing QUADRILATERALS
Going from last Monday when we started class, the question came up how would we introduce quadrilateral in our future classrooms. My idea for a little lesson on introducing quadrilateral is a bit cheesy but I think it could work. I'd start by introducing some four sided shapes and asking the class what they all have in common. Then I would introduce the class to our new classroom shapes that I would have funny silly name that would be kind of similar to the actual name of the shapes. I'd give them personalities and make them appeal to the students. Then I'll make a big house too to put the shapes in and call it the "Quad house or Quad family." After I introduced the four sided shapes I'd put them in their home. When I'm done with that I'd put up the actual names of the shapes on a word wall and go over them again with the class and periodically during the school year. Here are is a couple of picture of the shapes I make and the big house they'd go into.
weekly work 4: Mindset and success
I found this video that was up on the course page. I found it while i was looking at what to do for one of my daily work. This video I found pretty inspiring that was presented by Eduardo Briceno. He talks about fixed minds sets and growth mind sets. He starts off his lecture by talking about this guy named Josh Waitzkin who did martial arts and played chess. He won the world champion in martial arts 2 nation championships and never lost a national chest tournament. When Josh was asked what was the greatest thing that ever happen happened to him, he said it was it was losing his first chest nation championship, Why? well because it helped him avoid many of the psychological traps. the key trap Josh avoided was believing that he was special that he was smarter than other people and that he didn't have to work hard. he doesn't think he has extraordinary intelligence. he says "the moment we believe that success is determined by an ingrained level of ability, we will be brittle in the face of adversity." Eduardo then goes off explaining what a fixed mind set and what a growth mind set and giving examples of the two based on research and how we have to start thinking differently. He says the key inside he want us to walk away with is when we realize that we can change our own ability, when we have a growth mind set we bring our game to new levels. Having a growth mind set is people who thought they can change their own intelligence. and what they could do better next time and on learning.people with fixed mind set their brain becomes most active when they receive how they perform like a grade or score. they worry how their being looked at. and see effort as a bad thing something that people with low capability's need while those with a growth mind set see effort as a way to grow. When they've hit a failure people with a fixed mind set tend they are incapable so to protect their ego they lose interest or withdraw. Eduardo says we observe that as lack of motivation but behind it is a fixed mind set. This hit me hard and made me see that me myself, I am a Fixed mind set. I am everything he said a fixed mind set was. I hate math and Every year i took it in school I would totally forget what i had learned the year before. I thought wow i don't want to be this fixed mind set. I need to change, and if i want to be a teacher i need to figure a way how i can make my students all growth minds and not fixed minds. What Eduardo says next about what teachers say can go into the category's of a fixed mind set and growth mind set makes sense and makes you think carefully how you would speak to a child that did good on a math quiz. saying something like "wow that's a really good score u must be smart at this." would be in fixed mind category because it portrays intelligence or ability as a fixed quality. where as if you said something like "wow that's a really good score you must have really tried hard." that would be growth mind set because it focuses on the process. seeing this video really made me think how i change myself for the better of my future and set up other to success in life as well.
Reading plan
INTRO and CH 1 Sept. 27
CH 2 Oct. 4
CH 3 Oct 11
CH 4 Oct 18
CH 5 Oct 25
CH 6 Nov 1
CH 7 Nov 8
CH 8 Nov 15
CH 9 Nov 22
CH 2 Oct. 4
CH 3 Oct 11
CH 4 Oct 18
CH 5 Oct 25
CH 6 Nov 1
CH 7 Nov 8
CH 8 Nov 15
CH 9 Nov 22
Week three: TESSELLATIONS
Working with the Art side of class (helping to add some pretty art to the walls) I chose to do what the portion of the class did with patterns and worked at making a tessellation. I found this pretty challenging because I had to make a shape that would fit each perfectly next to each other with having it overlap or having gaps. I remember doing one my freshman year in high school in geometry class making a weird shapely frog. It didn't work too well because of it's angles and it wasn't fitting nicely together. This time I wanted to make my tessellation a bit simpler and creative. My first tried I made some arrows going in one direction in one line and the opposite direction in the next line down but I was messing up a bit and it thought it wasn't too creative. So I started from scratch again and ended up making this sort of wavy cloud shape and just stuck with it. It ended up fitting nicely together. I figured for the pattern look I'd make it a color pattern as well as a face expression pattern. Making one cloud happy and one cloud lookin kind of up set. It kind of reminded me of Michigan's could's and weather, HAHA.
I don't think I would try this out yet if I was working with second graders because I think it might be a little too advance for them but maybe even if I did try, I'd make a little puzzle for them to at least introduce tessellations to them and describe to them what a tessellation is to help prepare them for it. But I think I would definitely try the on the bus game with the students as a lesson plan on patterns.
I don't think I would try this out yet if I was working with second graders because I think it might be a little too advance for them but maybe even if I did try, I'd make a little puzzle for them to at least introduce tessellations to them and describe to them what a tessellation is to help prepare them for it. But I think I would definitely try the on the bus game with the students as a lesson plan on patterns.
Week two: There's domino's, Hexonimoes, and problem solving!
Oh boy this was one interesting week. We got to mess with domino's on Wednesday then extend what we were doing on Wednesday to Friday with hexonimoes then to have it all conclude to problem solving. Well Wednesday everyone got back from their long labor weekend; we started the class off with domino's. These little domino's had to do with patterns (what we did last week) and how many were in a set and the rule we could find for them. Then on Friday we all got a a thing of little mini squares here we had to make a pentomino which is compose of five equally sized squares connected along their edges creating 12 different shapes. While working on the shapes with our groups we had to find the shapes then tell the class how many we found. This is when some of our ideas were shared thinking that their were 18 different shapes because they were flipping and doing mirror but i disgreed those because to me no matter what way you flip or mirror it's practically the same shape no matter what. As we were building and making these shapes a lot of us were thinking of the game tetris. A title matching puzzle game fitting shapes together getting a high score. After we were done with the pentomino we were asked if we could find out how many shapes could be made from a hexoninoe. A hexonimoe is a polyomino of order 6, and a polygon in the plane made of 6 equal-sized squares connected edge-to-edge. This was not as easy as finding the twelve shapes. Me giving up and googling how many shapes there were i came to find out there was 35 different possible shapes. Finding out the shapes took some problem solving. We discussed problem solving in class. asking each group what they thought problem solving was. Some saying a problem is something that needs to be understood. some saying that it was a time to brainstorm and thinking it through and identifying the problem takes figuring out the steps as well as acting on those steps in order to solve a problem. We all have different definitions of problem solving but the same idea. We should be able to go through our lives and soon to be classrooms problem solving through everything and teaching it to our soon to be students.
Week One: PAtterns sir
This week in class patterns was the hottest topic to start off the semester. Awe yes patterns. We learn them while we're young in elementary. Our teachers plant that seed in our heads every well so it's not hard to forget it. We see patterns on clothes, furnishers, bluidings, on the road, in nature and in math of course . We can't escape patterns, they're just everywhere we go. I went around my house and saw all kinds of patterns that are planted everywhere i never really noticed. Here are some pictures were i found patterns around my house like on blankets, plants, my clothing, and even my dog!
So I realize that no matter how much I dread mathematics I'll need to make it fun and enjoyable for the children I'll be one day teaching. With much thinking on figuring how to make a lesson like patterns fun I figured out that making a game up would be an awesome way to plant that seed in children's heads. To play the game I would draw things on a strip of paper and have the children try and find and match the pattern out of 4 other strips of paper.
<- like this in a way.
As well as having them make their own patterns with blocks and shapes. Not that just but showing them pictures and walking on the playground or the building and showing them what patterns look like and asking them what kinds of patterns they see at home. Also showing the kids the patterns in numbers because they're definitely going to see it as they progress throughout their years in school and I wanna make sure they'll be ready and prepared for that. :)
<- like this in a way.
As well as having them make their own patterns with blocks and shapes. Not that just but showing them pictures and walking on the playground or the building and showing them what patterns look like and asking them what kinds of patterns they see at home. Also showing the kids the patterns in numbers because they're definitely going to see it as they progress throughout their years in school and I wanna make sure they'll be ready and prepared for that. :)