Fractional, Decimal, and Percent Notation

I think fractional, decimal, and percent notation is the most important thing I've learned/reviewed in my math class.  It's something that I use almost on a daily basis.  Although it's simple, it is easy to forget how to make the conversions. 


Because it can be confusing trying to remember how to get from fractional notation to percent notation, how to get from decimal notation to fractional notation, etc., I will share with you a few of my tricks:


Fraction---> Decimal: type into calculator
Decimal---> Percent: move decimal right two places
Percent---> Decimal: move decimal left two places
Decimal---> Fraction: put number over 100 and reduce

Here's a cool link to help convert fractions to decimals: click here.

Here's another fun link to help make the conversions: click here. 

Positive, Negative, and Zero Correlation

Positive, negative, and zero correlation isn't something very difficult for students to grasp; but, I think it is something that is overlooked in schools.  Teachers assume that students already know these terms so they never introduce them to the students.  


Simply put, positive correlation is when a line increases on the x and y access as you move from left to right.


Negative correlation is when a line decreases on the y access and increases on the x access as you move from left to right.


Zero correlation is when there are random plots on a graph in no apparent order or pattern.  


Positive and Negative Correlation





Zero (or No) Correlation



Please visit this website for more help with positive, negative, and zero correlation. Click here.

Permutations and Combinations

In my math class, we learned about permutations and combinations.  I remember learning about this in my high school finite math class.  In my opinion, I find permutations and combinations very interesting.  I always loved figuring out how many different school lunches one can choose from given the different options for drinks, dessert, sides, and main dishes.  However, I am a very visual learner so seeing the equations I need to use helps me a lot.  

For more permutations and combinations help, click here.


And here's a fun image:

Confusing Units of Measurement in the United States

In my math class we reviewed how to convert units of measurement in the metric system and the U.S. customary system.  As a student, I often wondered why we have to learn the metric system as well as the U.S. Customary Unites.  Do children in other countries have to learn both?  I did a little research to find out why the United States hasn't switched over to the metric system.  I wanted to find out:

• Why hasn't the United States switched over the the metric system?
• If the U.S. switched to the metric system, how would things change?

Here is a visual to help students make conversions in the U.S. customary system:
 



Obviously, these conversions can be hard to remember for beginner students.  Here is a trick to help them remember that two cups equal a pint, two pints equal one quart, and so on.

Geometry: A Connection to the Real World

Math students always seem to ask “Why do we need to know this?”  Sometimes it’s hard to give them concrete reasons.  This week, our topic was geometry.  I think geometry is a good way to show students why math is important.  So, when they ask that dreaded question, math teachers can be quick to respond with measuring lengths of ladders, parallel lines, lengths of soccer fields, and the construction of desks. 

Students can very easily relate their lives to math through geometry.  For example, when designing the floor plan of a house, one must also know how to create a graph that models the connecting relationships on the floor plan where vertices represent rooms and the outside and edges represent connecting doors.  Another example of how geometry can easily be connected to students’ lives is when looking at a baseball diamond.  If students want to know how far it is from home to second base, they simply use geometry after seeing the field as triangles.

For fun, introductory games to geometry, click here.  To help make connections between geometry and students’ lives, click here.  This site teaches angles through a pool game!

Are We Tested on our Vision and Counting Skills?

The difficulty of this week’s topics in my math class was not too bad.  Analyzing data is pretty easy for me.  However, I missed points in the homework assignments when counting numbers to find frequency.  The computer gives 20 numbers and we are supposed to count all of the “14s” and “41s.”  Is this a testing our math skills, our counting skills, or our vision?  This was quite frustrating for me.  Here is how this problem can be fixed:

·         Numbers should already be in ascending order

·         Lists of numbers should be no more than ten

·         There should be less frequency problems (If you get it correct the first time, chances are you understand frequency problems)

Another thing that was irritating was whether or not we needed to put commas in between numbers while making a stem-and-leaf plot and other visuals.  Sometimes we had to, sometimes not.  It took me a while to figure out when it was needed.

Here is a link on how to create stem-and-leaf plots: click here.

When it comes down to it, we need to make sure that we are giving our students valid and reliable tests.  In this case, the homework should be testing us on math.  For more information on validity and reliability, click here.