Make squares (problem 18)

Make squares

In making squares, you should be tactful in letting which group of children do the easy and difficult tasks.

For the structured learners, you should set aside an easy task for them.  Get them to make squares.
Whereas the advanced learner, give them the difficult one; complete the task into a square.

Though they do not look simple but with practice, they will surely get the tasks right.

Try using the same size squares in all possible ways to see the possibility that you can make it in different ways.

It'll be fun!

Mind Reading (problem 13)

Mind reading

There is a connection or pattern in doing the mind reading, for example....

                                      5  and ?  = 45

You need to guess what is the number for ?. Let's look at the working.

                                      a)   59 - 14 (5+9) = 45

                

                                      b)   54 - 9 (5+4) = 45

This shows that as long as there is the equation sum falls under 9, there is no mistake to say that your answer will be right.  Remarkable isn't it?

Base ten blocks (problem 10)

We have learnt that a child must learn the starting point before knowing the final point. Don't understand? Not to worry. Here's the sample of getting the total sum easily without much hassle.

An example of starting point:                  25 + 12 = ?

Let's take the 1st numbers                         2   + 1   = 3

Now take the second numbers                    5 +  2 = 7

3 and 7 makes 37 which is the total sum.

A story of a man with seven wives (problem 5)

I felt more confused after hearing the story of a man with seven wives. More confusing was when the wives got to each carry a sack filled with cats and kittens. We needed to find the total number of wives and animals going on a trip.

One look at it, you will get more and more confuse. Therefore the idea is to look at the numbers carefully and clearly.

Let's figure this out..........

1 man

7 wives

49 sacks

343 cats

2401 kittens

Got it? Just need to double times the number. Then you can get the total. Easy right.

Tangrams (problem 2)

Tangram is such an eye-catching piece of artwork that is astonishingly beautiful. 

I guess everyone agrees with me.

We have learnt that tangram has shapes of squares, rectangles and triangles. Just by moving some squares and triangles, you can make a long rectangle. Isn't that great! Surely my children will love playing with tangram.

For our final assignment, our group will be focusing on a tangram by an artist. She has done tremendous tangrams that are captiviting to the eyes.

Teaching Maths

Loving Maths!!!

Most of us experienced the love-hate relationship with Maths during our time in school. We had less than effective teachers to guide us in thinking critically in problem-solving maths. Today, effective and experimental teachers encourage students to explore ideas to problem-solve the maths concepts. Hence, effective teachers can produce well-effective students too.

Never have thought of this before.

This is so true.......

Chapter 1

 I am not familiar with almost half of the maths concept except for number and operations which I think I am quite good with. Well, its the easiest of the lots and also, with the help of technologies i.e. using calculator. 

As for the rest, I am very sure I might take longer period of time, probably days for me to solve the problems.

The knowledge collected from the 6 Principles of Principals and Standards, surprised me so much as I thought that as long as teachers know the basic route in finding answers to the problems, there will be no issues for students to understand and grasp what the teachers are teaching. These principles; equity, curriculum, teaching, learning, assessment and technology are an eye-opener for teachers to take note of before deliver the knowledge of mathematics to the students.

Also, not forgetting the Five Process Standards in which the students can grasp and use the mathematical knowledge. 

• Problem Solve: Students develop mathematics through problem solving.
• Reasoning and Proof: Guide students in deciding whether the answers make sense.
• Communication: Talk about, write about, describe, and explain the mathematical concepts.
• Connections: See how concepts build on another in a network of connected ideas, and be connected to the real world and to other disciplines.
• Representation: Emphasizes the use of symbols, charts, graphs, manipulatives, and diagrams as great methods of expressing the ideas and relationships.

Chapter 2 

There are some interesting ideas to solve the mathematical problems that do require higher-level of thinking and reasoning that I have never contemplate of doing in different ways. As quoted by Walt Disney, "We keep moving forward, opening new doors, and doing new things, because we're curious and curiosity keeps leading us down new paths". Therefore with the teachers learning and knowing maths, students will develop deep understanding on the subject matter.

Reference: http://www.brainyquote.com/quotes/authors/w/walt_disney.html,