[Numeracy 81] Re: Times table finger tricks
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Wed Jan 27 09:55:54 EST 2010
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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
> >http://www.nifl.gov/mailman/listinfo/numeracy
> >
> >
> >End of Numeracy Digest, Vol 1, Issue 9
> >**************************************
>
>
>
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> Email delivered to lhartung at csiu.org
>
> ------------------------------------------------------------------------
>
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> Email delivered to tjdclaire at cox.net
>
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