Saturday, December 12, 2009
Sunday, November 22, 2009
Assignment #3: Math Project
Grade 8 Math Project: The Number Devil
(1) Reader’s Theatre, Poster, Puzzle
We have chosen to do a reader’s theatre on Chapter 6 (pg. 112 – 116). As for the assigned presentation, we have a rough sketch of a poster focused on the chapter reading along with how to challenge the puzzle given at the end of chapter 6.
(2) Looking from the Teacher’s Perspectives
From the Number Devil, we saw that the project had various potential benefits. By incorporating the use of the reader’s theatre, the students have the opportunity to express their creativity. By acting out the mathematics, students may “own” the concept and ideas more, leading to a much more meaningful learning experience. The project also has its benefits as it is an exciting and new idea and furthermore, the Number Devil makes a great introduction to topics that may never be covered in class much. The book itself also provides a different perspective on mathematics and may help the students see that math is not purely number crunching. The reader’s theatre and poster project is a decentralized project that encourages independent thinking and encourages teamwork in the math environment- which is not often seen. The project could also reach out to other students aside from the classroom as well. The students in the math class could put on the play for the rest of the student body. By doing so, it would promote mathematical learning to an even larger audience.
On the other hand, there are a few restrictions on the Number Devil project as well. If not introduced well or if the students are not interested in the project, they could end up merely reading the book word for word without thinking too much for the mathematics. Furthermore, the purpose the author was to introduce concepts, so in return, the material is not covered in depth. If students do not get involved in the material, it could easily change from a meaningful learning activity to one that is geared towards fixed-mindedness. This is because there is not much higher learning and bloom’s taxonomy involved in the story. Another disadvantage to this project is that most of the material in the Number Devil does not cover the IRP. The project may also be very time consuming as well.
To modify this project, our group members have considered extending the reader’s theatre. Perhaps the each group can read a chapter and using the concepts found in that chapter, they could create their own script. By doing so, they could change the context of the story, however, the ideas introduced in the Number Devil would be present. This would promote the students skills in analyzing and synthesizing. Looking at Chapter 6 in particular, students can extend the project by answering higher level Bloom’s taxonomy questions such as “Would the numbers still be considered Bonacci numbers if we start at something instead of 1?”
(3) Our Designed Math Project
Grade level:
Grade 9 enriched
Purpose:
To further expand/extend students’ mathematical experience and adding their creativity into it. Through the activity, they will also be teaching their classmates about what kind of math they’re incorporating in the game.
Description:
Create a math board game that incorporates grade 9 math into the game. They must include rules and strategies for the game. Write up of what math concept they’re using and how it applies to the game.
Length of time in/out of class:
2 weeks in groups of 3 or 4 (with 2-3 classes dedicated to working on them and asking teacher questions)
What students are required to produce:
One board game for 2 actual days of fun (game days)!
Marking Criteria:
1) Peer assessment PMI (for extra mark):
-If it’s fun
-If they learn/practice any mathematical concepts during the game
2) Teacher Rubric
(1) Reader’s Theatre, Poster, Puzzle
We have chosen to do a reader’s theatre on Chapter 6 (pg. 112 – 116). As for the assigned presentation, we have a rough sketch of a poster focused on the chapter reading along with how to challenge the puzzle given at the end of chapter 6.
(2) Looking from the Teacher’s Perspectives
From the Number Devil, we saw that the project had various potential benefits. By incorporating the use of the reader’s theatre, the students have the opportunity to express their creativity. By acting out the mathematics, students may “own” the concept and ideas more, leading to a much more meaningful learning experience. The project also has its benefits as it is an exciting and new idea and furthermore, the Number Devil makes a great introduction to topics that may never be covered in class much. The book itself also provides a different perspective on mathematics and may help the students see that math is not purely number crunching. The reader’s theatre and poster project is a decentralized project that encourages independent thinking and encourages teamwork in the math environment- which is not often seen. The project could also reach out to other students aside from the classroom as well. The students in the math class could put on the play for the rest of the student body. By doing so, it would promote mathematical learning to an even larger audience.
On the other hand, there are a few restrictions on the Number Devil project as well. If not introduced well or if the students are not interested in the project, they could end up merely reading the book word for word without thinking too much for the mathematics. Furthermore, the purpose the author was to introduce concepts, so in return, the material is not covered in depth. If students do not get involved in the material, it could easily change from a meaningful learning activity to one that is geared towards fixed-mindedness. This is because there is not much higher learning and bloom’s taxonomy involved in the story. Another disadvantage to this project is that most of the material in the Number Devil does not cover the IRP. The project may also be very time consuming as well.
To modify this project, our group members have considered extending the reader’s theatre. Perhaps the each group can read a chapter and using the concepts found in that chapter, they could create their own script. By doing so, they could change the context of the story, however, the ideas introduced in the Number Devil would be present. This would promote the students skills in analyzing and synthesizing. Looking at Chapter 6 in particular, students can extend the project by answering higher level Bloom’s taxonomy questions such as “Would the numbers still be considered Bonacci numbers if we start at something instead of 1?”
(3) Our Designed Math Project
Grade level:
Grade 9 enriched
Purpose:
To further expand/extend students’ mathematical experience and adding their creativity into it. Through the activity, they will also be teaching their classmates about what kind of math they’re incorporating in the game.
Description:
Create a math board game that incorporates grade 9 math into the game. They must include rules and strategies for the game. Write up of what math concept they’re using and how it applies to the game.
Length of time in/out of class:
2 weeks in groups of 3 or 4 (with 2-3 classes dedicated to working on them and asking teacher questions)
What students are required to produce:
One board game for 2 actual days of fun (game days)!
Marking Criteria:
1) Peer assessment PMI (for extra mark):
-If it’s fun
-If they learn/practice any mathematical concepts during the game
2) Teacher Rubric
Thursday, November 12, 2009
Problem Solving Using 2 Column Approach
How many Black Fridays the 13 are there in a year?
Maximum number of Black Fridays in a year is 3!!!
Wednesday, November 4, 2009
Short Practicum Reflection
Killarney Secondary School is my practicum school. It is said to be the biggest school in Vancouver with approximately 2000 students of various backgrounds. The school has very supportive administrative and staffs. It is a great school for me to develop professionally. I definitely have a great two short weeks experience and I am looking forward to go back there for my long practicum. During my two weeks there, I have been observing different classes. Every class has its own unique culture and every teacher has his/her own style.
Some of my most memorable experiences:
- I have been in a tutorial/help class for junior students who need extra support with school work. In one class, I have tried to help this girl with her Math homework (adding/subtracting positive and negative numbers). But the girl wouldn’t have me teaching her. Instead, she was being difficult and kept saying her teacher taught it a better way and what she’s doing was right (which wasn’t). The teacher responsible there then talked to her and asked her to work on other subjects since she didn’t like any of our methods.
- I have been in this Social Studies 11 class. The teacher has an interactive activity for the class on the topic of capitalism. She put big poster papers each with a question relating to the topic around in the classroom on the desks. Students sitting in the group then had 3 minutes to answer each question and kept rotating to the next question. The teacher then would walk around and even join the small group discussion. At the end of the class, the teacher then posed an open question for everyone to answer in a 5 minutes quick write. I think I can use this format as an unit test review for my class.
Some of my most memorable experiences:
- I have been in a tutorial/help class for junior students who need extra support with school work. In one class, I have tried to help this girl with her Math homework (adding/subtracting positive and negative numbers). But the girl wouldn’t have me teaching her. Instead, she was being difficult and kept saying her teacher taught it a better way and what she’s doing was right (which wasn’t). The teacher responsible there then talked to her and asked her to work on other subjects since she didn’t like any of our methods.
- I have been in this Social Studies 11 class. The teacher has an interactive activity for the class on the topic of capitalism. She put big poster papers each with a question relating to the topic around in the classroom on the desks. Students sitting in the group then had 3 minutes to answer each question and kept rotating to the next question. The teacher then would walk around and even join the small group discussion. At the end of the class, the teacher then posed an open question for everyone to answer in a 5 minutes quick write. I think I can use this format as an unit test review for my class.
Sunday, November 1, 2009
Time Writing Exercise Reflection
At the beginning of the timed writing, I have struggled in putting what I know into words. This makes me wonder why am I being so restrictive on giving the correct/precise mathematical meaning. I shouldn't be scared in writing what I know. Math should allow for mistakes so that everyone can actually enjoy it and have fun with it.
This is a good activity for students to not be afraid of what they know about mathematics and to put it down into words (Personally when I have put my thoughts into words, I was able to understand the topic more). It allows students to be expressive which would provide a more dynamic classroom making the topic more fun to learn. Students themselves might also have a better mathematical understanding as they have the opportunity learning the concepts and be creative with them. This would be a good warm/wrap up activity where students can review and make connection of the concepts taught.
However, there are definitely some limits with this activity. Students of different learning needs might not be able to participate in this activity (ESL background, learning disability, etc). Also, students might not be able to see that big picture of how this exercise is related to their mathematical learning.
This is a good activity for students to not be afraid of what they know about mathematics and to put it down into words (Personally when I have put my thoughts into words, I was able to understand the topic more). It allows students to be expressive which would provide a more dynamic classroom making the topic more fun to learn. Students themselves might also have a better mathematical understanding as they have the opportunity learning the concepts and be creative with them. This would be a good warm/wrap up activity where students can review and make connection of the concepts taught.
However, there are definitely some limits with this activity. Students of different learning needs might not be able to participate in this activity (ESL background, learning disability, etc). Also, students might not be able to see that big picture of how this exercise is related to their mathematical learning.
"Division by Zero"
Timed Free Writing
We have this in class writing exercise where we are timed to write anything that we can think of on 'division' and 'zero'. Here's the poem that I have written from this exercise.
Zero is a special number.
I know that it will be cold if it's at zero degree.
I know that my phone bill will be up if I have zero minutes left in my cellphone plan.
I know that my bank account will be sad at the end of each month as I need to pay my bills so that I have a zero balance.
I know that there is zero gravity in space but I wish I can experience what is that like.
Zero doesn't seem to be such a bad number.
But I want to know who has invented zero?
Do you have the problem about diving a zero?
If you have a zero, how do you divide nothing?
Don't you agree with me then that it is bad have zero.
We have this in class writing exercise where we are timed to write anything that we can think of on 'division' and 'zero'. Here's the poem that I have written from this exercise.
Zero is a special number.
I know that it will be cold if it's at zero degree.
I know that my phone bill will be up if I have zero minutes left in my cellphone plan.
I know that my bank account will be sad at the end of each month as I need to pay my bills so that I have a zero balance.
I know that there is zero gravity in space but I wish I can experience what is that like.
Zero doesn't seem to be such a bad number.
But I want to know who has invented zero?
Do you have the problem about diving a zero?
If you have a zero, how do you divide nothing?
Don't you agree with me then that it is bad have zero.
Wednesday, October 14, 2009
MAED 314 Assignment #2 - Reflection
The 15 minutes microteaching is a very simplified version of an actual lesson. My group and I have tried to teach the lesson of solving for the unknowns of grade eight mathematics. One area that I think we did well is that we have a clear pictorial illustration of sample word problems and we have tried to lead the class by working together using a clear detailed step-by-step approach to get the solution. However, I do admit that we did not have a variety of participatory activities or relating this to subject areas other than Mathematics(we did want to implicitly allow them realize how useful is it to be able to solve unknowns in our daily life).
Some comments that we have received from our peers:
-classroom management issues: we might need to play the stern teacher's role when students don't pay attention
-more clear instruction with our last activity: many liked the last activity, but felt that they didn't have clear enough instruction as in making their "own" word problem
-suggested shared and equal amount of group work: many commented that Prem did not get to speak much (due to our limited time)
-need to consider the whole class: the group of people sitting by the door felt left out as we seem to be focusing on the groups who are actively responding to our lesson; we should work on getting everyone to participate in class
-need to consider the various types of students with different mathematics understanding: our lesson might be "boring" for those gifted students or not enough background information and support for students with exceptionality
Some comments that we have received from our peers:
-classroom management issues: we might need to play the stern teacher's role when students don't pay attention
-more clear instruction with our last activity: many liked the last activity, but felt that they didn't have clear enough instruction as in making their "own" word problem
-suggested shared and equal amount of group work: many commented that Prem did not get to speak much (due to our limited time)
-need to consider the whole class: the group of people sitting by the door felt left out as we seem to be focusing on the groups who are actively responding to our lesson; we should work on getting everyone to participate in class
-need to consider the various types of students with different mathematics understanding: our lesson might be "boring" for those gifted students or not enough background information and support for students with exceptionality
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