Math Man

Here is another great game to try with your students

http://www.knowledgeadventure.com/games/math-man.htm

Math Games

This week I googled math games to see what I would find.

I came across this website; http://www.knowledgeadventure.com/math-games.htm

I decided to play: Picture Math
http://www.knowledgeadventure.com/games/picture-math.htm

You have a choice: addition, subtraction, multiplication or division.
This game is nice because if gives students a choice. You work on different math facts.
Students solve math facts. They are given an equation ___ + ____ = 9.
Students must fill in the two missing numbers. If they are correct the numbers they chose disappear and a picture appears. There is a time frame they need to complete this in.
This is a great review of math facts; and keeps the students engaged and motivated.
Below is an example of what the screen will look like.

Geoboard: Inside Outside

Does anyone know how to post a power point?

Lesson Plan #2: Inside Outside (also taken from CD)
Grade Level: K

Objective: Students will develop an understanding of area as a number of square units needed to cover a region.

Materials:

• Geoboards (1 per a child)
• Rubber bands (several different colors)
• Geodot paper
• Color Tiles
• Crayons
• Pencil
• Record Sheet
• Smartboard/ Overhead or Elmo

Procedure:

*Allow student the day before the lesson to have 20 minutes to explore with Geoboards.

1. Model to students how to use one rubber band on the geoboard to create the largest possible square. Explain this is the outside region.
2. Keep the outer region and this time create a smaller region. (Refer to Teacher made smartboard lesson)
3. Pass out geoboards and have chidren duplicate what you made using two different color rubber bands.
4. Review that they have created two different regions (the inside "smaller shape" the other region is the outside region)
5. Ask children which region they think covers more space.
6. Disscuss/brainstorm - how we can find out they are correct (ex: count the pegs; use geodot paper; record data)
7. Model to students using color tiles how they can measure the outer region or inner region.
8. Model on the smartboard the same method.
9. Allow children to explore on own for a few minutes.
10. Call children attention to brainstorm what they have discovered. Call on children/pairs to post their drawings to see if anyone had a drawing with one square inside. If so ask how many small squares were outside that shape (record) Ask which shapes had more squares outside/inside.

Follow up:

• If your guess was close to your count, what helped you make such a close guess?
• After you found the number of squares inside your shape did you ever know the number of the outside squares without counting? Explain.
• What do you see when you look closey at the chart (record/data)?
• What do you notice about shapes that can be covered by the same number of squares?

Geoboard Lesson : Picture This

Lesson Plan (taken from CD) - Picture This
Level K

Objective: Students will create Geoboard shapes to represent objects.
Keeping the objects hidden; children will try to guess them. Last; they will
copy a representation of the object.

Materials:

• Geoboards (1 per a child)
• Rubber bands
• Geodot paper to create flashcards of objects or take pictures of objects you created using the geoboard.
• Smartboard/ Over head or Elmo

Prodecure:

1. Explain to students the objective for todays lesson
2. Model an object to make (ex: kite, chair, flower, rocket, house and or fish) state different characteristics of the object. Have children guess the object.
3. Using flashcards - allow one student to go to back table to pick a flashcard.
4. The student will try to give some hints what object they picked (teacher may need to assit).
5. Students will guess what the object is; then recreate on their geoboard (or using the geodot paper).
6. The child that guesses the object will have a turn to pick a flashcard.
7. Repeat steps 3 - 6

Take pictures of each object and create a book. Write down questions or characteristics. Create a flap to cover the picture of the object/geoboard. Print out book and have students share with parents of family memebers.

Posts and Trees - Area

As discussed in class we found out the area of triangles.

Peg = post outside touching rubberband
Tree is a peg inside the rubberband not toughing a rubberband.

Posts Trees Area
0 0 .5
1 1 1.5
3 2 2.5
3 3 3.5

From these observations as a class we came up with a formula:
A (P,T) = .5(P) + 1(T) - 1

Professor Flint asked we go home and see if this formula will work with quadrilaterals.

Quadrilaterals: means "four sides"
(quad means four, lateral means side).
Any four-sided shape is a Quadrilateral. But the sides have to be straight, and it has to be 2-dimensional.

There are special types of quadrilateral:
Some types are also included in the definition of other types! For example a square, rhombus and rectangle are also parallelograms.


Posts Trees Area
4 0 1 .5(4) + 1(0) - 1
4 1 2 .5(4) + 1(1) - 2
4 2 3 .5(4) + 1(2) - 3
4 3 4 .5(4) + 1(3) - 4

In conclusion I found the formula to work the same for quadrilaterals.

NLVM Fraction Bars

This week I focused on the NLVM fraction bars.
Fractions are something we cover briefly in Kindergarten.
I felt this Virtual Math Manipulative is a good game for reinforcement of new material.

How to play:
1) First set the desired length with the up and down arrows.
2) Click the new button. You may add multiple bars by repeatedly clicking the new button.

In this game you can choose any colored bars a variety of lengths from 1 to 10.

This game can be modeled to your students first.
Students can be assigned to computers. Teacher can create a table using word.
For example if you are working on fractions (halves, thirds or forths) have 4 columns; two rows.
Ask students to show a half, by coloring the table. They may use the fraction bar games to help.

Pictures from Lesson Plan

Below are pictures from my lesson on finding area using GeoBoards

Setting the border

Teacher modeled the shape the children will make to find the area of.

Teacher also modeled how to use color tile squres to find the area of that space.

Students then worked at their desks; while one student came up to the smartboard to solve the same problem.

When completed children checked their answers to see how many squares took the space of the space.

After that they used the same shape but calculated the area outside the shape. Once again students worked at their desk and one study was working the same problem on the smartboard.

This continued for 4 more different shapes.

We tried to solve the pattern for the area. (This was a difficult concept for my students but the kind of got the idea. I had to model to them the correct problem sovling techniques).

This lesson was taken from the CD. It is called Inside Outside. I modified it by using the color tiles and the smartboard.