Which is which?

     In class I learned about two concepts of division. It was baffling to me as to what the difference was between the two.  It did not click in my mind.  I had to think of the sharing concept as "give until you run out".  For example: 6/3, 6 Divided by 3.  There is a set number of groups, 3 people, and I want to give each person or 'group' a flower, so I hand one out to each individual one by one until I run out of flowers.  By evenly distributing the flowers I will get  2 flowers for each group or friend.

     Once I understood the first concept my mind blocked out understanding for the measurement concept.  I had to think of the phrase "count how may groups there are".  For example: 10/2, 10 Divided by 2.  I have to make groups of 2.  I don't know how many groups there will be but I know there will be 2 in each group.  I will have 2 flowers per friend for as many friends as I can, evenly, which will be 5 friends. 
     While this is a long video the first few minutes I thought was a good summery of division and the concepts of division.  http://www.youtube.com/watch?v=MTzTqvzWzm8

Sharing Concept & Measurement Concept: Here are some good links to check out.
http://letsplaymath.net/2010/04/12/the-cookie-factory-guide-to-long-division/

http://www.gigglelearn.com/3rd_grade_math.html

 For picture above:
http://www.google.com/imgres?imgurl=http://www.getchy.com/2007/about/esther/pink%2520flowers.jpg&imgrefurl=http://www.getchy.com/2007

Properties

     Learning about number properties can be confusing, especially when there are a lot of them.  For me I try to have a mental picture. In class the teacher talked about the Commutative Property of  Addition. The first part of the word commutative is commute, like how people "commute" every day to get from one place to the next, work or school. Starting at your house, Part A, and driving to work, part B, would look like this: A+B.  Going from work, Part B, back home, part A, would look like this: B+A. When they are put together it looks like: A+B=B+A.
     The picture of commuting is represented well in the video below. I think it is very relate-able because it is common for everyday. Kids can think about it when going to and from school and parents can teach their kids this property too.

http://www.youtube.com/watch?v=APOOI5TrR9E&feature=related

Estimations

     Estimation is a good tool to know how to use everyday.  It is used in temperature. For example: the temperature is 61 degrees I would round down to 60.  The rule is if the number is smaller than 5 you round down, but if the number is 5 or greater than the number is rounded up.  According to the rules for estimation if the number, 61, is to be rounded then you look at, in this case, the ones place, which is a 1. Since the one is smaller than 5 you round down to 60.
    Another area where rounding occurs is when using rulers. When measuring a book shelf one must measure how tall the tallest book is for that shelf space.  If the book measures 9 1/2 inches, the shelf will need to be a little taller to have the book fit, 10 inches.
     This link is a fun way  to remember the estimation and another way people use estimation everyday. Theses kids were so cute and creative in how they decided to teach estimation.
http://www.youtube.com/watch?v=JntUGrqa1mo

Here is a blog to check out too.
http://homeschoolmath.blogspot.com/2010/09/estimation-methods.html

Snow Day!

     My math class could not meet last week because of the blizzard. It was a nice early spring break where I thought about warmer places and being outside in the sunshine instead of trapped in doors looking out into white out conditions. Here is a picture that I hope will brighten your day. Until next time...

    

Octopus Boots

     The in class presentation was a great way to show subtraction. There was a large octopus with eight legs and boots for each one. For little kid, the picture will draw their attention and putting boots on each foot will entice them to get involved. Then putting the mathematical phrase on the board to show what the boots represented was a great way to connect the concept.  This will help visual learners too.
      When I get to teach I think this idea would be great and i hope to use a similar example.  Kids who are older and need more "legs", or their circle sections, to count a caterpillar might be a good idea.  It is fun, creative, and colorful.
 Click on the blog below. I like how this blog has problems to practice.
http://grade7math.blogspot.com/2006/02/adding-and-subtracting-integers.html

http://www.coloringpagestube.com/free-coloring-pages-caterpillar-5-p-12158.html

Number Places

     It is interesting how and when connections are made.  For example: last night i was watching a bridle show when i figured out the difference between the hundreds and thousandths place.  On the show the client was talking about the prices of two gowns, one was fourteen thousand dollars and the second was fifteen hundred dollars.  when this girl and the sales lady were comparing the tags, understanding dawned in my head.

     I have had trouble with these two number places, thousand and ten thousandths place.  I would always have to say each place like one thousand, five hundred dollars instead of fifteen hundred.  I never understood the similarity; that this was the same number, but that there was two different ways to say it.  Making connections, even ones i thought i knew, and fully understanding is quite amazing.  it may be a small battle won but very rewarding to me.
     Here is a great blog to check out. It has practice problems to try for each grade.
http://www.kidsmathblog.com/decimals-place-value/

 This video I thought was a good visual song.

This video was eye opener and a great in-class example.  Kids will understand that they have a space, or number space of their own.

my bio

     My blog will be about the math class I'm taking in hopes of better understanding the class, by winning one battle at a time.  Math has always been difficult for me; it is a constant war.   Always having to go get  help made me feel dumb when the rest of my class seemed to understand.  I have to remind myself that everyone learns at different paces. For example: when i child is two, one does not give them a rubrics-cube and expect them to know how to use it. Each person has their own time of enlightenment so i must remind myself to win a battle at a time.  Here goes...