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Problem Solving March 2001 (v25.3)
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Daily Estimation Jar: GRADES K–2
On pages 34–36 of this ComMuniCator
you will find an activity titled “Activities with a Daily Estimation
Jar.” This article stresses the daily use of an estimation jar as a
tool for assessing student knowledge about number sense. After you have
tried some of the activities suggested, record selected student
responses, especially those that have been helpful in determining the
need for possible intervention strategies.
Send
us samples of your students’ reactions and comments along with further
activities using an estimation jar that have worked for you.
Multiplication: GRADES 3–5
The focus of this edition of the ComMuniCator
is on the history of mathematics. To enrich their understanding of the
operations, have students research alternative methods of
multiplication, for instance, using Napier’s Rods, Lattice
Multiplication, or the Russian Peasant method. Students may also
investigate other numbering systems such as Mayan, Peruvian (quipa,
strings with knots), or Roman numerals.
Have
students use these ancient methods and submit work showing how they
approached and solved their multiplication problems. Also, ask students
to share what they learned from using to these methods.
Multiple Representations: GRADES 6–8
Students
create three large circles on three different sheets of variously
colored construction paper. Then the students divide the circles into
quarter segments. Each segment of one color is labeled using percents
(25%), each segment of another color is labeled using decimals (.25),
and the last color is labeled using fractions (1/4). The students then
solve addition and subtraction problems using the different segments
interchangeably, for example, 25% + .25 + 1/4 = 3/4 or .75 or 75/%.
As
the students become proficient with the original segments, they should
develop more difficult problems using different sized segments (.15,
20%, 3/4) while keeping the interchangeability of the different colors
(percent, decimal, fraction).
Problems
and solutions could be glued onto larger paper to make a poster showing
the interchangeability of equivalent decimals, fractions, and percents.
Examples of creative solutions should be sent to the ComMuniCator Panel.
Algebra Problems: GRADES 9–12
Have students solve
any of the final three problems from “Algebra from Persia and India” by
Barnabas Hughes on pages 47–48 of this issue. Be sure they use
Sridhara’s method which is explained in this article.
Send us examples of students’ solutions along with their comments on Sridhara’s method.
Return to Student Problem Soving Main Page.
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This Page was last updated: Saturday, March 6, 2004 at 11:34:58 AM
This page was originally posted: 6/30/2002; 10:00:39 PM.
Copyright 2008 cmcmath
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