Professional Documents
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713 Midterm
713 Midterm
713 Midterm
Gardella
SEDC713
Take Home Midterm
Skip Counting
One student with whom I am currently working is going to take the CUNY assessment exam
in early April. The first thought that arose in my mind was that she would never be ready for her
exam since she does not know her times tables. Then I thought back to our discussion of skip
counting in 723 and how misguided the idea of the times tables is in the first place. I also
realized that she was attempting to find multiplication facts by skip counting but that she
nevertheless tended to get the wrong answer. I saw hope in the situation because she was
basically doing the right thing. The problem was that she was doing it wrong.
First we identified the multiplication facts about which she was certain and correct. For
example, she knew 6x6=36 and 7x4=28. The next step was for her to actually write down the
next and then the next until she reached the multiplication fact she needed. I added this step
because she would often lose track of what she was doing when she was counting in her head.
Writing each term greatly increased her success rate. Also repetitive skip counting has increased
her inventory of multiplication facts. For example, when counting multiples of 7, she now begins
at 7x5=35, as opposed to 7x4=28. I told her to practice skip counting whenever she happens to
think about it. In a few sessions her competence with respect to multiplication has greatly
increased. This falls in line with the principle that the key to mathematics is less about
memorization and more about reconstruction. I explained to her that even now I sometimes
quickly skip count to a multiplication fact. It is simply the case that I do it so quickly that I
appear to just know it. She is already beginning to believe me. Had I not been exposed to the
idea that skip counting is the best way to learn multiplication, I never would have known that she
was basically on the right track, and we would not have gotten nearly as far in this short period
of time.
Vertical Multiplication
I introduced the multiplication of two factors of a quadratic using vertical multiplication, as
opposed to the FOIL method. I was working with the student to whom I had introduced the idea
of quantitative adjectives and quantitative nouns, so it was easy for me to explain how an
expression like 6x+8 has the same structure as 68 in the sense that 6x+8 is equivalent to 6 xs
and 8 ones and 68 is equivalent to 6 tens and 8 ones. She successfully multiplied factors into
quadratics several times using this method.
In our next session, she explained that she was not sure how to multiply out
x + 7. I explained to her that
+ 6x + 8 and
was associated with the next place value to the left, that if x is
actually equal 10, that it could be equal to anything. She made it clear that she had no confusion
about that issue. After I gave this explanation, which was really an extension and clarification of
what I had shown her in the previous lesson she was able to line the expressions up and find the
cubic expression in the following manner.
+ 6x + 8
x+7
+ 42x+56
+ 8x
7
+6
+13
+50x+56
Thus, she was able, with a little more guidance, to generalize the vertical multiplication
process to terms with larger powers, something she would not have been able to with the FOIL
method.
+a
, a , a .
decimal expression in a different category in his mind. It was at this point that I brought up the
discussions we had had about quantitative adjectives, nouns and placeholders in 723. He told me
he remembered, but he didnt see how it applied. I then asked him to consider the idea that 37 is
equivalent
to
tens
.45+.0045+.000045..is
7ones
equivalent
and
to
that,
in
45 hundredths
similar
+
45
spirit,
.4545454545=
ten-thousandths
45
millionths..or .45 ones + .45 hundredths + .45 ten-thousandths.. He was then able to
see that a non-terminating, repeating decimal is a series of quantitative adjectives paired with
quantitative nouns which pertain to place values. When I asked him what a and r were in this
case, he looked back at the general pattern a , a , a , and he was quickly able to identify a
as .45. It was easy to see that r = a hundredth or .01. Thus, he was able to calculate that .4545
is equal to (.45)/(1-.01) =.45/.99=45/99=5/11. In high school hed learned that .9999999 = 1,
since (10-1)(.999999999)=9.9999999.- .99999999= 9. Since we multiplied by 9 in the first
place, we can divide by 9 to get back to where we started. Doing so, we arrive at 1. It always
seemed like a trick to him, but, upon my challenging him, he was quickly able to confirm the
result using his new found power to sum non- terminating, repeating decimals as infinite series.
. So, I realized that she did not know how to divide fractions. Rather than
simply give her the algorithm for division, I used an explanation from 713. I asked her how
many cups which are half full could be empted into 1 cup. She responded that two such cups
could be emptied into another cup, and her tone conveyed a sense of realizing the obvious. I
thought it would be better to do a more detailed exploration of an example where both numerator
and nominator are in explicit fraction form so what that she learned could be more easily
generalized. Thus, I drew two cups, one marked off at , the other marked off at 1/3. I then
asked how much of the water that is filled up to the mark could be poured up to 1/3 mark in
other cup. We had already discussed the idea of the common denominator, so she knew to think
of as as 3/6 and 1/3 as 2/6. I had drawn the cups and marked them in proper proportion so that
2/6 mark on the cup lined up with the 2/6 mark on the 1/3 cup beside it. In this sense, I was
using the method used in our lab on percentage where we marked the left and right sides of a
ruler line showing how calibration converts from one side to another. She was able to see that 2/3
of the cup could be poured into the 1/3 cup. She saw that it followed that 2/3 of the cup fit
into the 1/3 cup. At his point, I presented her with the following method:
. She
asked me how that relates back to our original example, since 1 is not a fraction. At this point, I
asked her what1/1 is. She said of course, and I explained that that any number could be could
put in fraction form using this method. Since this episode, I have seen her successfully divide
fractions several times.