[Numeracy 81] Re: Times table finger tricks

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Claire Ludovico and/or TJ DeLuca tjdclaire at cox.net
Wed Jan 27 09:55:54 EST 2010


This uses the same principle but I think the way I was taught is less
open to confusion.

Linda Hartung wrote:

> Claire,

>

> I share Karen's interest in your finger tricks for 6-7-8

> multiplication facts. I know how useful some of my students find the

> trick for the 9s, so I googled around a bit and found this:

>

> http://www.googolpower.com/content/free-learning-resources/videos/finger-trick

>

> Does this video correctly explain the method you use?

>

> Linda

>

> Linda Hartung

> CSIU Adult Education

> PA CareerLink Columbia/Montour Counties

> 351 Tenny Street

> Bloomsburg, PA 17815

> 570-387-6288, ext 118

>

> ------------------------------------------------------------------------

> *From:* numeracy-bounces at nifl.gov on behalf of Karen Culver

> *Sent:* Tue 1/26/2010 1:17 PM

> *To:* numeracy at nifl.gov

> *Subject:* [Numeracy 73] Re: [BULK] Numeracy Digest, Vol 1, Issue 9

>

>

> Claire,

> Can you share a resource for the finger tricks for 6,7,8's...I know

> the one

> for 9's and it catches the attention of my nontraditional students who

> then

> think "that's cool". I can then share that math can be fun and it doesn't

> have to be so frustrating!! Please share if you can.

> Karen

>

>

>

> At 12:00 PM 1/26/2010 -0500, you wrote:

> >When replying, please edit your Subject line so it is more specific

> >than "Re: Contents of Numeracy digest..."

> >

> >

> >

> >

> >Today's Topics:

> >

> > 1. [Numeracy 71] Math as a foreign language (Susan Jones)

> > 2. [Numeracy 72] Re: Itty bitty vitti-ohs (Susan Jones)

> >

> >

> >----------------------------------------------------------------------

> >

> >Message: 1

> >Date: Tue, 26 Jan 2010 09:58:57 -0600

> >From: "Susan Jones" <SUJones at parkland.edu>

> >Subject: [Numeracy 71] Math as a foreign language

> >To: "The Math and Numeracy Discussion List" <numeracy at nifl.gov>

> >Message-ID: <4B5EBCE1.84AA.0029.0 at parkland.edu>

> >Content-Type: text/plain; charset=UTF-8

> >

> > I, too, consider math a language. When I observe classes where the

> >students are left in the fog, it's almost alwasy with a teacher using

> >"fluent math" and not being aware that it's not connecting. I

> >thoroughly enjoyed sitting in on a class last year where the teacher

> >consistently either used terms students understood already, or pointed

> >out or explained what he was referring when he used a term.

> >

> >

> >Susan Jones

> >Academic Development Specialist

> >Center for Academic Success

> >Parkland College

> >Champaign, IL 61821

> >217-353-2056

> >sujones at parkland.edu

> >Webmastress,

> >http://www.resourceroom.net <http://www.resourceroom.net/>

> >http://bicyclecu.blogspot.com <http://bicyclecu.blogspot.com/>

> >

> >

> > >>> Claire Ludovico and/or TJ DeLuca <tjdclaire at cox.net> 1/25/2010

> >11:31 PM >>>

> >Hi,

> >I'm Claire Ludovico, here in Phoenix, Arizona. I have been teaching

> >ABE/GED for 16 years and was a Physical/Earth science teacher for seven

> >

> >years before that. I was part of the state's original TIAN training.

> >

> >If the state doesn't defund adult education (a distinct possibility if

> >

> >the governor gets her way), I hope to go on teaching adults for a few

> >more years. Most of my students (better than 90%) start with poor math

> >

> >skills.

> >I teach parts, also. I cannot seem to separate fractions, decimals,

> >percents because each has its place...often in the same problem. A few

> >

> >things I add for fractions are that the word numerator sounds like a

> >number...and is one, the line is the division symbol...and that is

> >probably the way they will see division denoted in the future, and the

> >

> >word denominator has the Latin word nomin (nomen) in it, which means

> >"name". And that is how the denominator must be treated when adding or

> >

> >subtracting fractions...as its name. I'm big on math as a foreign

> >language, so I also always point out that percent means per

> >hundred...and how that concept easily "translates" the percent both to

> >

> >the fraction and to the decimal.

> >I don't like to be negative, but I am not a fan of tic-tac-toe math.

> >The first students I ever showed it to never came back to class. There

> >

> >is a finger trick for 6x6, 6x7...includes the sevens, eights, nines,

> >tens (starting with times 6 always)...the worst part of the times

> >tables

> >for most students. (I tell them they had better not be using it for

> >their tens though!) They do have to know their 2's, 3's, and 4's times

> >

> >2, 3, 4 but that is not usually a problem.

> >If anyone would like a description of how this works (not why...I

> >haven't quite explained that to myself yet...but one of these days I

> >will), I will be glad to share.

> >I have students who want to ridicule other students who use their

> >fingers to do math...but I say if it works, don't worry about it.

> >Claire

> >

> >Michael Gyori wrote:

> > > Hello Charlie and everyone,

> > >

> > > When I teach "parts" (vs. whole numbers), I introduce a range of

> > > values less than one but greater than zero. I introduce parts in the

> >

> > > three ways they can be denoted in basic math: fractions, with the

> > > denominator being the total number of parts, and the numerator, the

> > > number of parts out of the total number in question. Dividing the

> > > numerator by the denominator will yield a decimal. Percentages

> > > represent a value of a particular number of parts over 100 (thus, a

> > > fraction). Dividing the numerator by the denominator (100 in this

> > > case) will yield a decimal.

> > >

> > > Perhaps such a holistic approach will assist in rendering partial

> > > values more comprehensible. As you haven't mentioned struggles with

> >

> > > decimals, you might make decimals your starting point in teaching the

> >

> > > other two expressions.

> > >

> > > Michael

> > >

> > >

> > > Michael A. Gyori

> > >

> > > Maui International Language School

> > >

> > > www.mauilanguage.com <http://www.mauilanguage.com/>

> > >

> > >

> > >

> > >

> >------------------------------------------------------------------------

> > > *From:* Charlie <charlie at durangoaec.org>

> > > *To:* The Math and Numeracy Discussion List <numeracy at nifl.gov>

> > > *Sent:* Mon, January 25, 2010 9:24:19 AM

> > > *Su

> >bject:* [Numeracy 54] Introduction, fractions and percents

> > >

> > > Hello

> > >

> > > My name is Charlie Love. I have been teaching a wide range of levels

> >

> > > of math for several years in various tutoring settings, improvising

> > > most of the lessons and using hands-on manipulatives as often as I

> > > can. Recently, I began teaching an ABE Math class. Engaging and

> > > supporting a group of students is quite a different challenge from

> > > working one-on-one. The concepts that I have had the most difficulty

> >

> > > teaching are fractions and percents. I have had trouble conveying

> >the

> > > meaning and the mechanics of fractions and percents. I am looking

> >for

> > > new ideas to try the next time I teach these concepts in class.

> > >

> > >

> > > *Charlie Love*

> > > GED/ESOL Instructor

> > > Durango Adult Education Center

> > > 701 Camino del Rio, Room 301

> > > Durango, CO 81301

> > > phone: 970-385-4354 970-385-4354 ext. 110

> > > fax: 970-385-7968

> > > charlie at durangoaec.org <mailto:charlie at durangoaec.org>

> > >

> > >

> > > On Jan 22, 2010, at 12:36 PM, Shannon Klasell wrote:

> > >

> > >> Hello All,

> > >> My name is Shannon Klasell, and I am one of two Adult Program

> > >> Coordinators at Mason County Literacy. We?re a community-based

> >adult

> > >> literacy organization located in Western Washington State . We

> > >> use trained community volunteers guided and supported by paid staff

> >

> > >> to provide most of the instruction we provide. We offer Basic

> > >> Skills, GED Prep, Financial Literacy, basic computer skills, and

> >ESOL

> > >> to our adult student community. Our services reach across two

> > >> counties; each with its own distinct demographic and issues. I am

> > >> also the lead GED instructor at a class held at our main site. Over

> >

> > >> the last couple of years I have found myself struggling with the

> > >> issue of teaching math effectively. Almost every student we serve

> > >> ?hates math? or is ?freaked out by math? or ?can?t do

> >math?. Many of

> > >> our volunteers also carry the same negative attitudes regarding math

> >

> > >> and numeracy.

> > >> I hope to listen and learn from this list. I am a bit isolated ?

> >

> > >> located in a small town in a primarily rural county and the only

> > >> Basic Skills Instructor and Coordinator for the entire organization.

> >

> > >> Currently I am trying to ?change how we think about math and math

> >

> > >> instruction? around here. I have been fortunate to have some

> >great

> > >> professional development experiences through the Washington State

> > >> Board for Community and Technical Colleges (a major funding source

> >

> > >> for us). I have been working with the EMPower series of math books

> >

> > >> by Key Curriculum. I am finding that mentoring and guiding people

> >to

> > >> improving numeracy and math skills in EMPower?s inquiry-based

> >style

> > >> is difficult to sustain in an environment where students tend to

> >come

> > >> and go, attendance can be spotty, almost everybody wants a GED

> > >> tomorrow, DSHS puts pressure on students to complete their studies

> >in

> > >> what _they_ think is a timely fashion and get a job, and many

> > >> volunteers come from the days of drill and kill.

> > >> The topics I will be most interested in are those that will help me

> >

> > >> be more effective in helping both students and volunteers not only

> > >> meet their specific educational goals, but become confident problem

> >

> > >> solvers and doers of math.

> > >>

> > >> Shannon Klasell

> > >> Adult Program Coordinator

> > >> Mason County Literacy

> > >> 360-204-4680 360-204-4680

> > >>

> > >> ----------------------------------------------------

> > >> National Institute for Literacy

> > >> Math & Numeracy discussion list

> > >> Numeracy at nifl.gov <mailto:Numeracy at nifl.gov>

> > >> To unsubscribe or change your subscription settings, please go

> > >> to http://www.nifl.gov/mailman/listinfo/numeracy

> > >> Email delivered to charlie at durangoaec.org

> ><mailto:charlie at durangoaec.org>

> > >

> > >

> > >

> >------------------------------------------------------------------------

> > >

> > > ----------------------------------------------------

> > > National Institute for Literacy

> > > Math & Numeracy discussion list

> > > Num

> >eracy at nifl.gov

> > > To unsubscribe or change your subscription settings, please go to

> >http://www.nifl.gov/mailman/listinfo/numeracy

> > > Email delivered to tjdclaire at cox.net

> > >

> >

> >

> >------------------------------

> >

> >Message: 2

> >Date: Tue, 26 Jan 2010 10:38:01 -0600

> >From: "Susan Jones" <SUJones at parkland.edu>

> >Subject: [Numeracy 72] Re: Itty bitty vitti-ohs

> >To: "The Math and Numeracy Discussion List" <numeracy at nifl.gov>

> >Message-ID: <4B5EC60A.84AA.0029.0 at parkland.edu>

> >Content-Type: text/plain; charset=US-ASCII

> >

> >Here's an angle I'm thinking of pursuing -- little videos to review

> >essential concepts and procedures. I'd like to see even more visuals -

> >more motion and interaction - but this is perhaps a start.

> >

> >http://www.resourceroom.net/math/subtractingintegers.swf

> >

> >

> >Susan Jones

> >Academic Development Specialist

> >Center for Academic Success

> >Parkland College

> >Champaign, IL 61821

> >217-353-2056

> >sujones at parkland.edu

> >Webmastress,

> >http://www.resourceroom.net <http://www.resourceroom.net/>

> >http://bicyclecu.blogspot.com <http://bicyclecu.blogspot.com/>

> >

> >

> >

> >

> >------------------------------

> >

> >----------------------------------------------------

> >National Institute for Literacy

> >Math & Numeracy discussion list

> >Numeracy at nifl.gov

> >To unsubscribe or change your subscription settings, please go to

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> >

> >

> >End of Numeracy Digest, Vol 1, Issue 9

> >**************************************

>

>

>

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> ------------------------------------------------------------------------

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