This weeks class was focused on the big ideas such as; rate, ratio, and proportions. The main themes of this week were the big ideas for ratios, and proportional thinking. I understood a lot of the lecture, but had trouble understanding the ratios being expanded from a reduced form to a expanded form, and visually representing this. Matt did an excellent job of explaining ratios this week with visually representing the ratios while drawing a picture. I had a problem converting 7/8 to 14/16 and
drawing the border, trying to enlarge the original photo. Matt's first example of ratios was how many eyes a person has, having two eyes to one body being represented as 2:1.
This example is an extremely effective tool when using this for elementary school students, getting an overall grasp of what ratios are. The picture to the left represents the problem that Matt gave us as a class to figure out. This problem was answered in many ways by the class, with some students free handing the drawing, to some drawing a border around what they needed to draw, and transferring the image.
I did a mixture of both, originally free handing it, and then drawing a border to see where I went wrong. In the end I was only a couple boxes off the original image. Matt then had the class think about proportional thinking, more specifically how two ratios can equal the same thing, when expanded. A specific example Matt gave us was when he said represent 1/3 in 7th's which was 7/21.
Things that I learned this Lesson:
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| Heartwell, 2015 |
This example is an extremely effective tool when using this for elementary school students, getting an overall grasp of what ratios are. The picture to the left represents the problem that Matt gave us as a class to figure out. This problem was answered in many ways by the class, with some students free handing the drawing, to some drawing a border around what they needed to draw, and transferring the image.
I did a mixture of both, originally free handing it, and then drawing a border to see where I went wrong. In the end I was only a couple boxes off the original image. Matt then had the class think about proportional thinking, more specifically how two ratios can equal the same thing, when expanded. A specific example Matt gave us was when he said represent 1/3 in 7th's which was 7/21.
Things that I learned this Lesson:
- How to expand ratios
- Proportional ratios
- Equivalent ratios
Points I would Like to Make:
- Visually representing the image while drawing a picture on a grid was a very effective teaching strategy
- Group discussions about the final product and how the students got there was extremely effective
Weekly Report:
What I learned this week within the text was proportional reasoning, ratios, number lines, and solving ratio problems. The area that I related to the most to within this chapter was the common errors and misconceptions area. More specifically relating percent to multiplication inappropriately. I had trouble recognizing 4= _ % of 8 when in reality for is 1/2 or 0.5 of 8. The method that was suggested to use to fix this problem was recognizing that 4 was 1/2 of 8. This was a lot easier to visually represent this problem on paper, than mentally representing this.
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