[Numeracy 643] Re: That old thinking style thing

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Sharon Martin sharonedge219 at yahoo.com
Mon Dec 27 15:51:02 EST 2010


Wow!  I love this.  I do something similar with the Guess My Rule boxes.  They have to fill in some of the x's and y's according to their equation..  They exchange their creations, and when the students have filled in the boxes and written the equation, they check their answers.  It makes it simpler when they have to find the patterns and the equations on the Guess My Rule worksheets.  I will use this.
 
Sharon Martin

--- On Tue, 12/21/10, tjdclaire at cox.net <tjdclaire at cox.net> wrote:


From: tjdclaire at cox.net <tjdclaire at cox.net>
Subject: [Numeracy 635] Re: That old thinking style thing
To: "The Math and Numeracy Discussion List" <numeracy at lincs.ed.gov>
Date: Tuesday, December 21, 2010, 10:14 PM


I teach solving equations by telling students that the person who made up the equation already knew the answer (certainly when I make up an equation, that is so).  What they are to do is to undo what the person who made the equation did.  (There is a lot more to my explanation, but this discussion made me stop and think...)  Perhaps it would help if students were assigned a number that x had to be equal to and then asked to write true equations using that x.  Change their perspective on what is happening.
Claire Ludovico

---- ROBERT G STEINKE <steinkedb at q.com> wrote:

> Kate Nonesuch - I'm replying to your question about "showing equations of

> the type X - 3 = 2   and X/2 = 5".

>

> Here is where the idea of "only 2 kinds of problems" comes in (see the May

> 2008 Focus of Basics article I wrote).

>

> In addition and multiplication equations (3 + 2 = x or 5 * 2 = x) the WHOLE

> is by itself on one side of the equal sign.

> In  equations using subtraction and division signs, (X - 3 = 2   and X/2 =

> 5) the WHOLE is the first number in the equation.

> When you are using the two mats that you describe, the WHOLE is in one

> location, the PARTS are in the other, regardless of the operation.

> You don't solve X - 3 = 2 by subtraction; you solve it by addition because

> it is a "find the WHOLE" problem.

> You don't solve X/2 = 5 by division; you solve it by multiplication because

> it is a "find the WHOLE" problem.

>

> Dorothea Steinke

> Dorothea at numberworks4all.com

>

>

> -----Original Message-----

> From: numeracy-bounces at lincs.ed.gov

> [mailto:numeracy-bounces at lincs.ed.gov]On Behalf Of Susan Jones

> Sent: Tuesday, December 21, 2010 9:41 AM

> To: The Math and Numeracy Discussion List

> Subject: [Numeracy 633] Re: That old thinking style thing

>

>

> I'm hoping this discussion doesn't get lost in the holidays and that people

> will chime in when they come back if they're festivating...

>

> One of our Math teachers does something really similar to this (I don't

> think he uses mats -- but I'll suggest it, since visual boundaries have a

> peculiarly positive effect on many), and this is the kind of project I may

> try in a workshop setting.

>

> I think that once the idea is grounded, with dedicated  explicit practice in

> translating the manipulative experience into "regular person" language as

> well as "math language,"   and then a few more times practicing... then we

> could show it visually ... say with something put together on the ol'

> computer... maybe a Flash exercise.   (Which I have yet to learn.   Maybe

> start this break :))   Or, draw it on the board and make an "old fashioned"

> video of it.

>

> Subtraction... let's see... that idea that something *was taken away* is

> hard to convey, but I like the six pack with the empty places idea.    And,

> I think, it's a grand place to work in the "normal people language" and make

> up situations to learn that "x - 2 = 3" is a different way of saying "what

> is three two less than?"   and working to make that statement *mean*

> something. "Three is two less than what?"   they'd probably get... show 'em

> that we're "just" turning some words around...

>

> I think that stuff coudl be conveyed with some creative graphics.  If we can

> get that "whole to part" concept, then we'll be conveying "that X in 'x -

> 3'?   That's the whole thing that you *started* with, before you yanked

> three away."   (I'm trying to think on behalf of the language-oriented

> learners as well as the visually-oriented ones.)

>

> http://www.hewlett.org/programs/education-program/open-educational-resources

> says that in Mid-December they'll accept letters of inquiry for the

> development of Open Source Materials.  Their wording talks about fairly big

> attempts -- but other things I've been reading suggest that they would

> really like to do some focus on "deeper learning" in basic math for people

> at community colleges.  I wonder if some collaborative work could be

> funded...  some lessons in Flash or getting somebody who already knows to

> put things together...

>

>

>

>

> 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.bicycleuc.wordpress.com

>

>

>

> >>> "Kate Nonesuch" <Kate.Nonesuch at viu.ca> 12/20/2010 2:26 PM >>>

> Hi Susan,

> I'm intrigued by your ideas of making videos--I should make a video of the

> following idea--it would be easier than writing it out.

>

> Here's a visual and kinaesthetic way I've used to demonstrate solving

> equations involving addition and multiplication:

>

> You need two mats, or two spaces, one for each side of the equals sign.

>

> On the left, a closed envelope represents X  (or E), with some visible

> counters as necessary. On the right are some counters. The total number of

> counters on each mat is the same.

>

> For example: To show  X + 3 = 5, on the left hand side, the envelope has 2

> counters inside it and there are 3 counters lying in the open.  The right

> hand side has 5 counters and no envelope.

> The question to learners is: The number of counters on each mat is the same.

> How many counters in the envelope? How do you know?  What operation did you

> do to find out?

>

>

> Example 2:  To show  3X = 12, on the left hand side there are three

> envelopes, each with four counters inside.  On the right hand side are 12

> counters lying in the open.

> The question to learners is:  The number of counters on each mat is the

> same.  Each envelope has the same number of counters inside.  How many

> counters in each envelope?  How do you know?  What operation did you do to

> find out?

>

> I encourage students to play with the counters on the right hand side to

> help them figure it out, e.g., in example 1, to separate out three counters

> on the right hand side to isolate the number hidden in the envelope.

>

> And, as you said in your post, the thinking is the important part--after

> I've done a few, I ask students to make up some problems for the other

> students.  Sometimes they set it up with the envelope first, then have to

> write the equation based on what they have set up;  sometimes they write an

> equation first, and then have to figure out how to represent it with

> envelope and counters.  Either way, lots of thinking about what an equation

> represents, and the difference between 2X and X+2 comes through loud and

> clear!

>

> However, this method is not so useful in showing equations of the type X - 3

> = 2   and X/2 = 5.  Anybody have ideas for that?

>

> Kate Nonesuch

> Victoria, BC

> kate.nonesuch at viu.ca

>

> ________________________________

>

> From: numeracy-bounces at lincs.ed.gov on behalf of Susan Jones

> Sent: Fri 12/17/2010 1:19 PM

> To: kabeall at comcast.net; The Math and Numeracy Discussion List

> Subject: [Numeracy 627] That old thinking style thing

>

>

>

> ... take all that stuff with the x's and show LOTS of examples of putting

> numbers in there for the x's. For students who do have some number sense,

> plugging in numbers and *testing* adding 3x + 2x and discovering that it's

> 5x no matter what you call x... as long as you call it the same thing...

> could really help.  (I'm also trying to figure out ways to do this that

> *aren't* entirely depending on language and discussion... some of my guys

> get *so* much smarter when they can see things...)

> ..........

>      I'm curious -- what are other folks doing to engage students in that

> elusive comprehension aspect?

>

> 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://www.bicycleuc.wordpress.com <http://www.bicycleuc.wordpress.com/>

>

>

>

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