MEASUREMENT!
In class this week, we covered the measurement unit. This for
me is definitely not my favourite unit in math. We looked at formulas as well
as examples provided by our instructor. Our task was to start coming up with
lengths and widths in order to find the perimeter and area of these equations. We
were to just add them to the table that we had already created based on the
teacher’s examples.
GotCredit. (March 16 2015). Learn. Retrieved from: https://www.flickr.com/photos/jakerust/16846023595/in/photolist-rECgUF-aoMmRf-iZuD4v-egmGV3-55fbhg-cJHGxJ-9iYGTz-5nNSSG-61HzUd-qex9y4-72n24g-a6rwJ7-rbkMWB-d27mBb-4Qou3Y-dZu4aS-66kvP2-p3ErN7-qY13Fs-crGWio-8W35Xo-raCSPN-cEJya3-9mBT1m-6oKrRd-4BErB7-niKRjD-fjyxkZ-4m5ojv-c5hdHC-ihNtgp-bpRSVN-88PM4K-9LXkW-aZhtG4-omuR6Y-dGNUyL-eaVyv6-9Md5QC-gStxEe-qPvbC2-cHF3VJ-eqxQSg-c5hcwm-dSfPUP-jr1bQZ-7J1gDR-9rjHzK-8vHsBS-7FSYt1/
In addition, there were two activities that we did as a
class. I really enjoyed the first activity where we were given five slips of
paper for each table. The task was to tell the class what you are (i.e. area –
where we started at in the task) and then state a definition for a mathematical
term, which then would be answered by whoever had the name of the term. The task
continued in this manner until everyone had a term to speak, bringing us back
to the definition of area by the end of the task. This activity might not be
the greatest activity if someone is not an auditory learner. However, it is an
engaging way to make sure students are listening to the speaker, while testing
their knowledge on definitions and terms.
The second activity we were all told to grab a card at
random. Once everyone had a card, and it came time to the activity, we had to
find one person in the class who had a card with the same number on it. This task
involves inquiry learning. We were to work through the questions on the
handout, and try to get as many questions finished in the amount of time we
were given. Furthermore, this activity is great for visual learners because we
had tools (string, scissors, stamp pad, 2 toilet paper rolls, and measuring
tape) in order to help us solve for surface area.
Dvortygirl. (December 28 2006). Miniature marshmallows, close up. Retrieved from: https://commons.wikimedia.org/wiki/File:Mini_marshmallows_in_bowl.JPG
We then moved on to student presentations. One that stood
out for me was the activity that involved marshmallows. This activity was
beneficial for me because it allowed me to learn things that I forgot. For instance,
we were given two sheets of paper that were the same size. However, we were
supposed to make cylinders out of them, by folding them differently (one was
short and large, while the other was tall and thin). When determining volume, I
assumed they would both hold the same, due to the dimensions of the flattened
sheet of paper being equal. However, I quickly learned that the taller and
thinner an object is, the less room it has inside to hold something, therefore,
the shorter larger one held more marshmallows. I was glad that I got to
participate in this activity because that is something I had completely
forgotten when dealing with volume, and therefore, this activity served as a
great refresher.
Lastly, this week I explored 2 tools on Great Games. The
first tool was “Illumination Cube”. This game allows students to look at the
flattened image (faces) that make up a cube. Students then can put the cube
together to see what it would look like assembled. The task is to find the
volume and the surface area of each cube that the tool provides you with.
Illumination Cube
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