Funky Fractions!

Welcome Back Friends!

Last week's math class was all about fractions, which happened to be one of my least favourite units unfortunately. Whenever we were to start this unit in school, I definitely was not the happiest. I would always try to make the situation a little more pleasant by thinking of these mathematical expressions as delicious pizza. Although this wasn't my favourite unit growing up, I genuinely enjoyed the activities we completed in that week's class. I started to see a more interactive and fun side to this unit that I will be sure to pass along to my students as a teacher.

That week, my partner Teresa and I had our learning activity presentation. Our theme was based around the title "Equivalent Fractions" where we planned out a lesson and activity to teach the concept of equivalent fractions to a Grade 4 class. The overall objective was for students to demonstrate an understanding of counting by fractional amounts (in terms of identifying equivalent fractions). Our activity involved using a folding paper technique that would serve as a guiding tool when working with counting and equalizing fractions.

Here is a picture of the folding paper we demonstrated in front of the class, and had each student prepare:

Photo taken by Yasmine Khaizaran

The activity works by having each student pull out a blank sheet of paper. We numbered each student as either group 1 or 2. Group 1 was to take the sheet of paper and fold it right in half. We then asked the group how many parts were in the sheet of paper (or visualize as a pizza), and then how many parts would we need to shade in with a pencil/pen if we wanted to make the sheet even. They would have had to shade in 1 part out of 2. Group 2 was to do the same with their sheet of paper, except fold it twice so that there are 4 equal parts. They were also to shade in 2 parts in order to make both folding papers equal. We demonstrated on the board that Group 1's sheet was expressed as 1/2 and Group 2's sheet was expressed as 2/4. Both sets of fractions are equivalent, or the same.

Teresa and I found that this technique would work well as a visual for the students in order for them to get a better understanding of how whole numbers are divided into fractions. It was also a great technique to use for a group of grade 4's who need a refresher on fractions, and advance them further by expressing what equivalent fractions look like. The final task required for our activity was for the students to work in pairs or groups and complete a worksheet on equivalent fractions using the folding paper method as a guiding tool.

One interesting learning technique we looked at in class was using children's literature to teach math. We read one storybook called "The Hershey's Milk Chocolate Fractions Book" by Jerry Pallotta and Rob Bolster. This was really enjoyable as well as educational!

Pallotta, J., & Bolster, R. (1999, December 1). [Digital image]. Retrieved October 12, 2016, from http://www.scholastic.com/content5/media/products/92/0439135192_xlg.jpg 

Evolving From Conventional Math

Good evening and welcome back!

This week's math class was all about embracing different ways of problem solving. We began with an activity where we were split into pairs and provided with two sets of coloured blocks. We had to come up with a value for each coloured block. Afterwards, we were asked to work together with our table and collaborate our ideas and values of the block. We could either use the same value that we came up with, or drop our idea and use the rest of the table's values of the blocks. Once more, we merged with another table and were to do the same thing. Finally, we had to come together as one class and decide on what we wanted each coloured blocks values to be. This became a little difficult as some groups preferred what they had come up with, and other groups liked their own ideas. We eventually had to conform and take a vote to decide what our final block values would be. This shows how change is not an easy thing to adapt to, but it also shows the variety in thinking and learning. We each had our own method that we were comfortable with; they were all different however they were still correct.

Here is a picture I took in class of our activity (featuring James!)

On a similar subject, Sue had gone over the different methods of problem solving and algorithms for operations (addition, subtraction, multiplication and division). One technique that really caught my attention was an algorithm used to solve a multiplication question called "multiplying by drawing lines". I have never seen anything like this! This is definitely an interesting technique that promoted the idea of embracing the diversity in learning math. It is important to realize that there isn't just the one traditional method of problem solving.

Below is a video demonstrating the method of drawing lines to solve a multiplication question:

 M. (2014). Multiply Numbers And Algebra Equations By Drawing Lines. Retrieved October 02, 2016, from https://www.youtube.com/watch?v=0SZw8jpfAk0

 

This week's class was right up my alley as I always felt that I was forced to learn one way in math. I was only taught one method in solving problems, which I either was never able to grasp or understand, or was not appealing to me. I know that if I was provided with more of a choice in my years of learning math, I would have enjoyed it much more. Since I was only taught 'black or white', I had a hard time boosting my confidence in my work, as a lot of the time I was told that my answers were incorrect. This goes to show that we cannot force or provide one method of teaching. As educators, we should encourage different methods of learning, as we all learn and think differently! 

Welcome!

 Hochman, D. (2014, April 2). [Digital image]. Retrieved September 24, 2016, from https://flic.kr/p/mHv6qR 

Hello all! 

I would like to give a warm welcome to my math blog.

Here’s a little about myself. My name is Yasmine Khaizaran. I am a York University graduate with an Honours BA in French Studies. I am currently working through the Consecutive Teacher’s program at Brock University in the J/I program with a French teachable. I have a huge passion for languages and can speak 3 different ones: English, French and Arabic. Although my love for languages continues to grow, math always seemed to be a language I was never able to fully grasp and learn. It was my least favourite subject in school, mainly because I lacked confidence in my skills and abilities. Well, just like learning a new language for the first time, you have to start with the basics to build a foundation. You have to start with vocabulary words, before you could move on to sentences and phrases. I found that I did not build a strong foundation for math during my younger years in school, which caused a lag in my knowledge of math in my older years. I always had math tutors who tried to help me out, but seemed to just expect me to understand everything by explaining it in one way only. 

My motivation to becoming a valuable teacher roots from my unpleasant experience with previous math teachers. I hope that I can become a teacher that my students can appreciate. I want to be able to accommodate my lessons to all types of learners – visual, audio, kinesthetic and writers/readers. I want to make learning math enjoyable and even fun, that would be a great plus! By taking my first math course at Brock, I am hoping to gain all the confidence I lacked throughout my years of schooling. I am positive that I will learn a lot from the course instructor Sue, just like when she told us if we did not know the answer to a question in class, have the students take it home for homework (giving me time to figure out the answer myself, haha).

In my blog, or “math cave”, I will be sharing different activities that I have completed both in class, and in my placement with my students. I will be posting pictures and funny memes that relate to math. Such as this one: 

W. (2014, September 2). [Digital image]. Retrieved September 24, 2016, from http://wolfy-loves-mc.deviantart.com/art/Math-y-u-do-dis-479874879