Recent Changes

Wednesday, April 25

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    Activity #2: Food for Thought
    Read the following text from “The Man Who Counted” and answer the follow up question.
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    Group Contributions:
    Carrie Clark- Summary and Review
    (view changes)
    7:48 am
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    Wonders:
    Activity #2: Food for Thought
    Read the following text from “The Man Who Counted” and answer the follow up question.
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    Group Contributions:
    Carrie Clark- Summary and Review
    (view changes)
    7:45 am
  3. page The Man Who Counted edited {manwhocounted.jpg} SUMMARY: The man who counted was written by Malba Tahan. The author is Muslim …
    {manwhocounted.jpg} SUMMARY: The man who counted was written by Malba Tahan. The author is Muslim (as noted by his acknowledgments of praise to Allah) and it is interesting to note that within the book, the Five Pillars of Faith that Muslim's adhere to are embedded in the text. The book has two man characters. The person who is telling the story, Hanak Tade Maia. Hanak is the man who stumbled upon the other character, the man who counted. The man who counted's name was Beremiz Samir. The book follows the pair. The pair comes across event after event in which the man who counted uses his skills to help solve problems. An example of the problems solved in the book are; Three brothers are given a total of 35 camels for their inheritance. 1/2 of the camels go the the oldest, 1/3 to the middle, and 1/9 to the youngest. The brothers could not come up with a solution. Beremiz added his own camel to the 35 others making a total of 36. He then did the division. The oldest got 18, the middle 12, and the youngest 4. Beremiz then explained that all the brothers should be happy with this agreement because the original count was 17.5, 11 "and some" and 3 "and sum". Beremiz explained that all the brothers received more than they would have with the division of 35. Then he explained that 18 + 12 + 4 = 34 camels. There were two camels left and Beremiz said one belonged to him because he had added one camel to the count. He then claimed that the other also belonged to him becasue he had been able to solve their dispute. All three brothers were happy with this solution. These are the kind of problems Beremiz solves throughout the whole book.
    Review: Our group really liked this book. It was an easy read with short chapters. In general, each chapter contained one problem in which the man who counted solved. These problems were very intriguing. Often when a problem was posed and then answered, we found ourselves looking back to verify the solution or see who it was derived. There are a lot of useful problems in here that could be used within a classroom. A teacher could give the students a problem, and let them try to solve it. Then the teacher could give the students the solution and have them make sense of it. In addition to math, this book can gives students a glimpse of a different culture. This could be a good book for teachers to team up with other subjects, like Social Studies or English, to create a collaborative unit. Social Studies teacher could focus on the different culture and exploring it. English teachers could focus on critical reading skills that allow students to see information that is "between the lines".
    Activities
    The Man Who Counted by Malba Tahan
    This is a captivating math story book. It is a collection of mathematical adventures of a man with remarkable mathematical skills. He uses his math skills to settle conflict and give wise advice. In the process, he earns himself some rich rewards.
    This is a book that can be used in any classroom, fifth grade and on up. It helps extend the reader’s understanding and use of arithmetic operations to integers, fractions, and rational numbers.
    The following are some activities a teacher may use as portfolio products in his/ her classroom to help extend students’ understanding and use of arithmetic operations to integers and fractions. The activities constitute of problems found in the “Man Who Counted.” The solutions to the problems can also be found in the book. However, they are not included in the activities.
    Goal: Extend student’s understanding and use of arithmetic operations to integers and fractions
    Activity #1: Beasts of Burden
    Read the following text from “The Man Who Counted” and answer the follow up question.
    Close to an old half abandoned inn, we saw three men arguing heatedly beside herd of camel.
    Amid the shouts and insults the men gestured wildly in fierce debate and we could hear their angry cries:
    “It cannot be!”
    “That is robbery!”
    “But I do not agree!”
    The intelligent Beremiz asked them why they were quarreling.
    “We are brothers,” the oldest explained, “And we received thirty-five camels as our
    inheritance. According to the express wishes of my father half of them belong to me, one-
    third to my brother Hamed, and one-ninth to Harim, the youngest. Nevertheless we do
    not know how to make the division, and whatever one of us suggests the other two
    disputes. Of the solutions tried so far, none have been acceptable. If half of 35 is 17.5 if
    neither one-third nor one-ninth of this amount is a precise-number, then how can we
    make the division?"
    Follow up: How can we make a fair division?
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    Activity #2: Food for Thought
    Read the following text from “The Man Who Counted” and answer the follow up question.
    Three days later, we were approaching the ruins of a small village called Sippar when
    we found sprawled on the ground a poor traveler, his clothes in rags and he apparently
    badly hurt. His condition was pitiful. We went to the aid of the unfortunate man, and he
    later told us the story of his misfortune.
    His name was Salem Nasair and he was one of the richest merchants in Baghdad. On
    the way back from Basra a few days before bound for el-Hillah, his large caravan had
    been attacked and looted by a band of Persian desert nomads, and almost everyone had
    perished at their hands. He, the head, managed to escape miraculously hiding in the sand
    among the bodies of his slaves.
    When he had finished his tale of woe, he asked us in a trembling voice, “Do you by
    some chance have anything to eat? I am dying of hunger.”
    “I have three loaves of bread.” I answered.
    “I have five,” said the Man Who Counted.
    “Very well,” answered the sheik. “I beg you to share those loaves with me. Let me
    make an equitable arrangement. I promise to pay for the bread with eight pieces of gold,
    when I get to Baghdad.”
    Then Salem Nazair said to us, “I take leave of you my friends. I wish however to thank you
    once more for your help and, as promised, to repay your generosity.” Turning
    to the Man Who Counted, he said, “Here are rive gold pieces for your.
    To my great surprise, the Man Who Counted made a respectful objection. “Forgive
    me, O Sheik! Such a division, although apparently simple, is not mathematically correct.
    Since I gave five loaves, I should receive seven coins. My friend, who supplied three
    loaves, should receive only one.”
    “In the name of Muhammad!” exclaimed the vizier, showing a lively interest. “How
    can this stranger justify such an absurd division?”
    Follow up: Explain Beremiz thought process?
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    Group Contributions:
    Carrie Clark- Summary and Review
    Ibrahim Konate- Activities
    (view changes)
    7:32 am
  4. page The Man Who Counted edited The Man Who Counted {manwhocounted.jpg} SUMMARY: The man who counted was written by Malba Tahan.…
    The Man Who Counted {manwhocounted.jpg} SUMMARY: The man who counted was written by Malba Tahan. The author is Muslim (as noted by his acknowledgments of praise to Allah) and it is interesting to note that within the book, the Five Pillars of Faith that Muslim's adhere to are embedded in the text. The book has two man characters. The person who is telling the story, Hanak Tade Maia. Hanak is the man who stumbled upon the other character, the man who counted. The man who counted's name was Beremiz Samir. The book follows the pair. The pair comes across event after event in which the man who counted uses his skills to help solve problems. An example of the problems solved in the book are; Three brothers are given a total of 35 camels for their inheritance. 1/2 of the camels go the the oldest, 1/3 to the middle, and 1/9 to the youngest. The brothers could not come up with a solution. Beremiz added his own camel to the 35 others making a total of 36. He then did the division. The oldest got 18, the middle 12, and the youngest 4. Beremiz then explained that all the brothers should be happy with this agreement because the original count was 17.5, 11 "and some" and 3 "and sum". Beremiz explained that all the brothers received more than they would have with the division of 35. Then he explained that 18 + 12 + 4 = 34 camels. There were two camels left and Beremiz said one belonged to him because he had added one camel to the count. He then claimed that the other also belonged to him becasue he had been able to solve their dispute. All three brothers were happy with this solution. These are the kind of problems Beremiz solves throughout the whole book.
    Review: Our group really liked this book. It was an easy read with short chapters. In general, each chapter contained one problem in which the man who counted solved. These problems were very intriguing. Often when a problem was posed and then answered, we found ourselves looking back to verify the solution or see who it was derived. There are a lot of useful problems in here that could be used within a classroom. A teacher could give the students a problem, and let them try to solve it. Then the teacher could give the students the solution and have them make sense of it. In addition to math, this book can gives students a glimpse of a different culture. This could be a good book for teachers to team up with other subjects, like Social Studies or English, to create a collaborative unit. Social Studies teacher could focus on the different culture and exploring it. English teachers could focus on critical reading skills that allow students to see information that is "between the lines".
    Group Contributions:
    Carrie Clark- Summary and Review

    (view changes)
    6:17 am
  5. 5:56 am

Tuesday, April 24

  1. page The Boy Who Reversed Himself edited ... Review: Written by Tonja Skufca, with input from Glenn Weeman Summary of Class Activity: Writ…
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    Review: Written by Tonja Skufca, with input from Glenn Weeman
    Summary of Class Activity: Written by Tonja Skufca and Glenn Weeman
    http://youtu.be/fOuXtONDAN0
    (view changes)
    8:26 pm
  2. page The Boy Who Reversed Himself edited ... Review: Written by Tonja Skufca, with input from Glenn Weeman Summary of Class Activity: Writ…
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    Review: Written by Tonja Skufca, with input from Glenn Weeman
    Summary of Class Activity: Written by Tonja Skufca and Glenn Weeman
    <iframe width="560" height="315" src="http://www.youtube.com/embed/fOuXtONDAN0" frameborder="0" allowfullscreen></iframe>
    http://youtu.be/fOuXtONDAN0
    (view changes)
    8:26 pm
  3. page The Boy Who Reversed Himself edited ... Review: Written by Tonja Skufca, with input from Glenn Weeman Summary of Class Activity: Writ…
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    Review: Written by Tonja Skufca, with input from Glenn Weeman
    Summary of Class Activity: Written by Tonja Skufca and Glenn Weeman
    <iframe width="560" height="315" src="http://www.youtube.com/embed/fOuXtONDAN0" frameborder="0" allowfullscreen></iframe>
    http://youtu.be/fOuXtONDAN0
    (view changes)
    8:25 pm
  4. page Flatland edited ... From Paul: After getting past the slow start and the old language, this was a very good book. …
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    From Paul: After getting past the slow start and the old language, this was a very good book. I was intrigued by the descriptions of the process by which the inhabitants of Flatland go about recognizing one another. I also found the great difficulty that the square had describing his world to a line as well as the difficulty that a 3 dimensional figure had explaining his world to the square to be very interesting. Flatland made me think- very good book!
    Class Activity:
    We(1)We will write
    ...
    in Flatland.
    (2) Have students discuss what the inhabitants of Flatland would see if a 3 dimensional figure other than a sphere visited them.

    Contributors:
    Matt Hoff: Synopsis and Review
    Ethan Ozinga: Class Activity and Review
    Paul Harding: Class Activity and Review
    (view changes)
    7:14 pm
  5. page The Number Devil edited ... {http://mindflight.plymouth.edu/icet/2002/icet2002/projects/kearsarge/MEDIA/images/warning_rol…
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    {http://mindflight.plymouth.edu/icet/2002/icet2002/projects/kearsarge/MEDIA/images/warning_roll_over_off.gif} Summary:
    The Number Devil follows twelve dreams of a boy named Robert. Robert hates math and he is very irritated with the pretzel problems that his math teacher, Mr. Bockel, always assigns to his class. At the beginning of the book it describes how much Robert hated dreaming at times he would dream of being swallowed by a big fish or he would slide down an endless slide. Other times he would dream of things that he really wanted, such as a mountain bike, and when he woke up he would be disappointed because it wouldn’t be there anymore. Robert started getting tired of dreaming, until one night the number devil appeared in his dream. The number devil was there to take Robert on various adventures, while he was dreaming, to help him better understand math and make it more appealing to him. Every night, when Robert would fall asleep, the number devil would appear in his dreams and create interesting scenarios to help him understand new mathematical concepts. At first, Robert wasn’t too fond of the number devil, but as each night passed by Robert began looking forward to seeing the number devil in his dreams. The number devil covered topics such as infinite numbers, prime numbers, Fibonacci numbers, numbers that mysteriously appear in triangles, and numbers that expand without end. The book uses a lot of made up words to help simplify difficult math concepts, such as using the word hopping to replace the term squaring and using the word rutabaga when they were dealing with taking the square root. At the end of the book it informs the reader that these are not the correct mathematical terms and it includes a key that matches up the correct term with the term it uses in the book. During Robert’s twelfth dream he gets invited to Number Hell/Number Heaven as the number devil’s apprentice where he gets to see a lot of famous mathematicians throughout the course of history. The book concludes with Robert going to Mr. Bockel’s math class, not in his dream, and then solving a math problem that the teacher thought no one in the class would be able to solve. So this book started out with a boy, who hates math, and then after a number devil appeared in his dreams and started helping him with various mathematical concepts he began to love math so much that he can’t get enough of it.
    Reviews:
    Overall, the whole group enjoyed this book a lot and felt it was a very good resource to use in the classroom. Some of the reasons it was so well liked was because it presented mathematics in a way it is not usually presented, was a very easy read with the large print and fun illustrations, could easily be broken up for different groups to read since each chapter was a different night, and it helped us learn things as well as get a deeper knowledge of certain topics. This book would also be a great resource for students who do not particularly like math and give them an alternative way to learn some of the material. Most students would probably enjoy this book because it is such an easy read and does not seem like a chore to read since it is exciting and interesting. As a whole, we all stayed very interested in the book and would wonder what the number devil was going to do the next night to Robert. This would also be a useful tool at home with your own children as a way to make math fun and even have them read a chapter each night at bedtime to go along with Robert's journey with the number devil. The Number Devil should be implemented where appropriate in math classrooms because it will help students realize that math does not always have to be boring book work and can actually be fun if the teacher uses this book in a good way.

    Activities:
    The website shown below is a chapter by chapter guide on how one teacher in particular had her students read through the book. After each chapter she would have them do a different activity. At the very end of the book she had the students pick one of the famous mathematicians mentioned in the book and do an online webquest about that mathematician to see what else they could discover about them. This would be a great end of book project for the students to do. The students are allowed to use the following websites during their research:
    (view changes)
    5:40 pm

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