Sunday, March 20, 2016
The Pi!
Monday, March 14, 2016
Happy Pi Day!
How could I not make a post for National Pi Day!? Today is 3/14/16!
Channeling my inner nerd, Pi is the ratio of the circumference of a circle to its diameter (which tends to be a little over 3 times as much or 3.14 to be exact).
All of the math experts have even come out of the woodworks to win free pizza from pizza hut for 3.14 years! http://blog.pizzahut.com/flavor-news/national-pi-day-math-contest-problems-are-here-2/
What am I doing? I promised the kids that I would make a pie and bring it in on Friday (I know, I'm going to be so late), but I suppose it's the thought that counts. The pie in question......Apple? Peanut butter? Strawberry? I am terrible at baking but I'll be sure to post a picture of it.
Channeling my inner nerd, Pi is the ratio of the circumference of a circle to its diameter (which tends to be a little over 3 times as much or 3.14 to be exact).
All of the math experts have even come out of the woodworks to win free pizza from pizza hut for 3.14 years! http://blog.pizzahut.com/flavor-news/national-pi-day-math-contest-problems-are-here-2/
What am I doing? I promised the kids that I would make a pie and bring it in on Friday (I know, I'm going to be so late), but I suppose it's the thought that counts. The pie in question......Apple? Peanut butter? Strawberry? I am terrible at baking but I'll be sure to post a picture of it.
Wednesday, March 9, 2016
Update
Sorry it's been a little over a month! The mid winter-recess break was in mid-February and I was away in San Francisco unable to post. Shortly after, I was in a complicated situation and ended up losing someone that I loved. The kids have been questioning why I look so sad lately, but I have to be strong as their teacher, for them and for me. I apologize for the lack of posts!
We have been learning about how to solve a one-step equation. I have not done a great job breaking this down for the kids in my past years of teaching, but this time I made it easier to understand by using NLVM's virtual algebra balance scale. It can be found here: http://nlvm.usu.edu/en/nav/frames_asid_201_g_4_t_2.html?open=instructions
And it looks like the following:
Once kids understand the two goals/concepts of isolating the variable and balancing the equation, they can move onto abstractly solving one-step equations where the answer is not so obvious
(i.e. E + 350 = 592 or 5n = 625). So far they have done a good job, especially understanding key terms such as "isolate" and "inverse"
We have been learning about how to solve a one-step equation. I have not done a great job breaking this down for the kids in my past years of teaching, but this time I made it easier to understand by using NLVM's virtual algebra balance scale. It can be found here: http://nlvm.usu.edu/en/nav/frames_asid_201_g_4_t_2.html?open=instructions
And it looks like the following:
Once kids understand the two goals/concepts of isolating the variable and balancing the equation, they can move onto abstractly solving one-step equations where the answer is not so obvious
(i.e. E + 350 = 592 or 5n = 625). So far they have done a good job, especially understanding key terms such as "isolate" and "inverse"
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