[Numeracy 143] Re: introductions

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Linda Shilling-Burhans lshilling at cvabe.org
Thu Feb 11 11:05:27 EST 2010


Once again Carol, ingenious. Same to you Mary Jean. Is there more info on
teaching math to language arts learners? What a great help.

     
Linda

Linda Shilling-Burhans
Community Coordinator
Central Vermont Adult Basic Education
Bradford Learning Center
802-222-3282

-------Original Message-------

From: Carol King
Date: 2/11/2010 9:28:53 AM
To: The Math and Numeracy Discussion List
Subject: [Numeracy 139] Re: introductions

For learners who struggle with the double negative, but do well in Language
Arts I illustrate it with the double negative in a language arts context: If
I am not not going to the store, what am I doing? Answer: I must be going
to the store. If I am taking out taking out 8, as in 10 – (-8), then I
must be adding it. As very unmath-like as it is, students who are really
verbal start to grasp the issue.
Carol King
Fernley Adult Education
Cking at lyon.k12.nv.us




From: numeracy-bounces at nifl.gov [mailto:numeracy-bounces at nifl.gov] On Behalf
Of Mary Jean Wiegert
Sent: Tuesday, February 09, 2010 9:38 AM
To: gdemetrion at msn.com; The Math and Numeracy Discussion List
Subject: [Numeracy 130] Re: introductions

Re: Subtracting Negative numbers

Think about a checkbook balance. I take a check from you for $8.00. Then I
find out that your friend had already given me cash for the $8 you owed me.
We decide that I'll keep the cash (it's spent!) and you change your
checkbook balance. You are subtracting the negative $8.00 you recorded, as I
am tearing up the check.
You add the $8.00 back in, to correct your ledger, right?
Subtracting a negative number always means adding it's opposite. Always.

Another number line example is a thermometer. If I adjust a temperature
forecast to "take away" negative 8 degrees, I add 8 degrees back.
As this signed integer rule is difficult to solve/review the theory by
example or number line each problem, it is worth memorizing the 2 steps once
you (they) have seen why it is true.

Note: Adding of signed numbers is done well/easily using a number line
approach - left for negative, right for postiive. If learning that
subtraction means changing the sign to addition - you can reassure students
that they only need to know how to add signed numbers. I have taught this
successfully to level 2 students.

Mary Jean Wiegert
ABE Math Instructor
Whatcom Community College
Bellingham, WA


On Mon, Feb 8, 2010 at 6:16 PM, George Demetrion <gdemetrion at msn.com> wrote:
Thanks Carolyn:

Greatest Common Factor = Low number for reducing fractions
Lowest Common Denominator High number for adding or subtracting fractions
with different denominators

e.g 3 and 8 or (2.2.2) In this case there is no reduction possible so the
GCF is 1
3 and 8 for LCD 3 and 2.2.2. Since there are no common factors, multiply
all =24

Question: Now what is all this Absolute Number business all about, which in
itself I do get, but then we get such things as -(-8) which = 8 is read as
the opposite of negative 8." I get that in an abstract sense, but
processing that to bring it to a level of automaticity is another thing
altogether.

More importantly,
What is the significance of this level of mastery when students are working
on basic integers?
What is its actual mathematical function?
Intuitively, I'm sensing that it may have some value when it comes to
algebra (yes? no?) and if so then perhaps higher levels of absolute number
functionality can be taught at that time (yes? no?) after students mastered
more of the basics of negative numbers, fractions, decimals, proportions and
basic algebraic equations

This brings up to my mind the importance of:
Sequencing skill development from basic to more advanced
Maximum possible simplicity as a critical scaffolding strategy in its own
right
Incorporating mathematical meaning making and inquiry as a critical part of
the ongoing work
Individual and collaborative scaffolding

BTW I think these and other pivotal steps have more overall pedagogical
significance than say whether or not or the extent to which one utilizes
manipulatives. To be sure manipulatives and other methods can be important,
but I would view such methods as a secondary rather than a primary issue.
In short, they belong in the arsenal of teaching tools in the facilitation
of the primary goal--learning.

Best,

George Demetrion




Date: Mon, 8 Feb 2010 16:18:30 -0700
Subject: Re: [Numeracy 109] introductions
From: dickins2 at wncc.net
To: gdemetrion at msn.com; numeracy at nifl.gov

What is the difference between the Lowest (or least) Common Denominator and
the Least Common Multiple and what different functions do they accomplish?

The LCD is the smallest number that will go INTO each of the numbers, while
the LCM is the smallest number that each of the numbers will divide into
(the smallest number that is a multiple of both numbers).

Suppose the numbers are 15 and 21. The LCD would be 3: 15 = 3 * 5; 21 = 3 *
7. The number they have *in common* is 3.
Suppose the numbers are 49 and 98. The LCD would be 49: 49 = 7 * 7; 98 = 7 *
7 * 2. The numbers they have *in common* are 7 and 7, and 7 * 7 = 49.

Try 45 and 21 for the LCM. What is the smallest number that is a multiple of
both numbers? 45 = 3 * 3 * 5, 21 = 3 * 7. The LCM = 3 * 3 * 5 * 7 or 105.
(Each number has a 3, so the first three only counts once. There is an extra
3 in 45, plus the 5. 21 still has a 7. Multiply all those together.
Or let's try 15 and 49. 15 = 3 * 5, 49 = 7 * 7. No numbers in common, so
multiply them all together. LCM = 3 * 5 * 7 * 7 or 735.

Does that help?

Carolyn Dickinson
Western Nebraska Community College
Scottsbluff, Nebraska
On Sat, Feb 6, 2010 at 12:56 PM, George Demetrion <gdemetrion at msn.com>
wrote:

Good afternoon all.

While I am an experienced adult educator I am a newbie math teacher, but I'm
plugging away in my first transitions to college basic math course.

We've had two three hour sessions thus far in a 15 week course and things
are moving along okay.

To be sure I've put a lot of time practicing my math through basic algebra
and concentrating on the assignments in our weekly sessions.

I'm learning and I'm also getting a good experiential dose of math phobia,
which in turn, in the process of transforming in the process of learning and
then drawing on my overall teaching skills, especially incorporating basic
explanation, a lot of practice and collaborative scaffolding instructional
processes.

One technical question:

What is the difference between the Lowest (or least) Common Denominator and
the Least Common Multiple and what different functions do they accomplish?

Keep it simple and straightforward, please.


George Demetrion
East Hartford, CT

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