Please click on the thumbnail to enlarge the photo.
To leave a comment, you have to click on the word "comment" in the comment counter at the bottom of the blog :-} I smell candy!
All of these samples of student work show how creative and efficient students can be when asked to solve basic multiplication and division problems. All of these students used very efficient strategies to carry out work that is usually a very scripted set of steps (Traditional algorithms allow for very limited flexibility in mathematical thinking).
Equally important, the students were able to create their own word problems that could be answered by solving the numerical problems. This is always a very tricky situation for students of this age, (in truth, it is for students of any age) as students are so used to solving numerical problems that are written for them. Many start by imitating problems that they have read in math books. However, when students start to create problems that are really relevant to their lives, they gain a very deep insight into what multiplication and division really are.
These are works in progress, and there are some very simple errors, especially in the division problems (usually because of faulty subtraction), but the kids are showing a pretty deep understanding of what the answers really mean. In most math books, the remainders of division problems are just written as a fraction or a decimal amount, but in the real world, remainders mean something. Remainders can be valuable or inconsequential, and contrary to popular opinion, not all remainders can be split into equal pieces.....kids, puppies, and crunchy potato chips included!
In photo number 1, there is a subtraction error. 835-690 = ?
In photo number 2, one factor pair, 26 X 20, was left out.
In photo number 3, the remaining $17 could, and probably should, become 50 cents extra per person, although giving the money to charity is admirable :-}
In photo number 4, 3135-2300 = ?
As you can see, there is a ton of input to manage, but the concepts are coming together!
10 comments:
I can see how a simpel mistake can make the hole problem wrong. I will try to be more carful when I work
W!
Mr. R. U R D bestest ever!
ZP
Hey Mr.Ruark,
Love the dogs. Do you think the principal would let you bring them into class on like field day or something?I think the class would injoy that every much.
LOVE,
Kaitlyn carter
I love the double trouble split it stradiy because its just so fun.Hope we do more of it.
Love ferney
AWWWWWWWWWWWWWWWWWWWWWWWWWW CUTE LITTLE PUPPIES!!! They are adorable.I was looking over your students work and (Bravo times 1000).Your teaching the puiples right.
LOVVVVVVVVVVVVVVVVVVVVE
AND IF YOU DIDNI'T NOTICE THIS IS
MARHA JARAMILLO.
Mr.Ruark these dogs look sad why are they sad? Comment me back.
Love MARHA!!!!!!!!!!!!!!!!
I dont think your giving our class enough credit Mr.Raurk.Consider it.
Love,Ferney and Stefani
OK all peeps, be sure to give Mrs. Tamburrino a hard time. She can't figure out how to leave a comment on my blog :-}
yo yo yo yo yo what up Mr.Ruark i was looking at your blog and noticed i didnt remember any assignment on here? Did we do these ? idk but im leaving to gymnastics which is a pain sometimes rotfl haha but your puppies look sad again why do the look sad mr.r ???!!! oh wait its the same pic never mind haha
love your favorite student
MARHA NOEMI JARAMILLO (A.K.A)MIMI :} HAHAHA I LOVE YOU MY FAVORITE TEACHER OH BY THE WAY I PASSED ALGEBRA 2 WITH A B+ BECAUSE YOU TAUGHT ME WELL
PS BYE FOR REAL THIS TIME
Do we have to say something about math?........because i was going to say your dogs are soooooo cute!!!............but if we have to comment about math, go math yaaay
Rasalie and to the people who will say i spelled my name wrong i know!
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