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Selasa, 08 Januari 2013
Senin, 07 Januari 2013
Family Math: Origami
My son Xavier did an origami project before break for an AIMS class. (Integrated Math-Science, their website has some free samples.) He was quite proud of the cube he made, and really learned how to make the basic shape. He was happy to teach me, but it took until this last day of break to get to it.
Here's the basic shape:
A parallelogram when laid flat. The center square has flaps for tucking in tabs to build.
Xavi was upset a bit when I started experimenting to get the angles and shapes. "No extra folds!"
First: In half, then each half in half to get four parallel quarters. Then with outside edges folded in, fold the short edge to the long edge.
Second: open sheet, then fold in the corner of the right quarter, and the corner of the left half.
Third: fold in the right quarter, with the corner tucked in.
Fourth: repeat with the opposite corner. This picture shows the first corner fold. Remember to tuck in the small corner dogear.
Fifth: Once both corners are done, fold them in to the center square. Xavi had a good test for if the pieces would fit together - see how well they nest.
Sixth: Assemble into a cube.
We had no instructions for that. We built one cube, but there were gaps at the edges, which was not the case with the one he had brought home. The teacher put together the cube for anyone who was having troubles with it in class. When we noticed that each edge had a square 'covering' it, that gave us the clue to get it put together. Every tab goes in a slot turned out to be an important characteristic.
But where's the math? There was some in recognizing and naming the shapes, and some problem-solving in figuring out the cube. But then...?
I was interested in how it fit together. So I decorated our plain white cube by tracing those edge-squares that turned out to be a good clue. I added the dots because I thought it would help make the cube into a puzzle, and it would be interesting to help study how it fit together. I just asked Xavi what he thought the pieces would look like and he took off with it. Great work, and with the barest of nudges, he wrote it down.
Can you make all the faces have a 3-1 pattern? 2-2 pattern? 2-1-1? 1-1-1-1 - each face with 4 different colors?
This was a great context for talking about conjectures and proof. He repeatedly talked about how fun this was, and was very keen on sharing the results. If only he knew someone with a math blog...
While you might think the child of a mathematician is naturally interested in school mathematics, but that's not the case. At some point, teachers started to have more authority than the father did about how things could be. But maybe that's a post for another day.
Here's the basic shape:
Xavi was upset a bit when I started experimenting to get the angles and shapes. "No extra folds!"
First: In half, then each half in half to get four parallel quarters. Then with outside edges folded in, fold the short edge to the long edge.
Second: open sheet, then fold in the corner of the right quarter, and the corner of the left half.
Third: fold in the right quarter, with the corner tucked in.Fourth: repeat with the opposite corner. This picture shows the first corner fold. Remember to tuck in the small corner dogear.
Fifth: Once both corners are done, fold them in to the center square. Xavi had a good test for if the pieces would fit together - see how well they nest.
Sixth: Assemble into a cube.We had no instructions for that. We built one cube, but there were gaps at the edges, which was not the case with the one he had brought home. The teacher put together the cube for anyone who was having troubles with it in class. When we noticed that each edge had a square 'covering' it, that gave us the clue to get it put together. Every tab goes in a slot turned out to be an important characteristic.
But where's the math? There was some in recognizing and naming the shapes, and some problem-solving in figuring out the cube. But then...?
I was interested in how it fit together. So I decorated our plain white cube by tracing those edge-squares that turned out to be a good clue. I added the dots because I thought it would help make the cube into a puzzle, and it would be interesting to help study how it fit together. I just asked Xavi what he thought the pieces would look like and he took off with it. Great work, and with the barest of nudges, he wrote it down.
This was a great context for talking about conjectures and proof. He repeatedly talked about how fun this was, and was very keen on sharing the results. If only he knew someone with a math blog...
While you might think the child of a mathematician is naturally interested in school mathematics, but that's not the case. At some point, teachers started to have more authority than the father did about how things could be. But maybe that's a post for another day.
Minggu, 06 Januari 2013
നമുക്കൊരു വെബ് പേജ് ICT - 10
വെബ് പേജ് തയ്യാറാക്കുമ്പോള് സ്വീകരിക്കേണ്ട ഫയല് ഘടന തിരിച്ചറിയുക, Relative Path , Absolute path എന്നിവ തിരിച്ചറിയുക, വെബ് പേജുകളില് ചലച്ചിത്രം, ശബ്ദം എന്നിവ ഉപയോഗിക്കാനുള്ള ശേഷി നേടുക, KompoZer സോഫ്റ്റ് വെയര് ഉപയോഗിച്ച് വെബ് പേജ് നിര്മ്മിക്കാനും ആകര്ഷണീയമാക്കാനുമുള്ള കഴിവ് നേടുക, സ്ക്കൂള് ലാബിലെ എല്ലാസിസ്റ്റത്തിലും കിട്ടുന്ന വിധം വെബ് പേജുകള് ക്രമീകരിക്കുന്നതിന് പ്രപ്തരാക്കുക, വെബ് കണ്ടന്റ് മാനേജ്മെന്റ് സിസ്റ്റം ഉപയോഗിച്ച് വെബ് സൈറ്റ് നിര്മ്മിക്കുന്നതിനുള്ള ശേഷി നേടുക എന്നിവയാണ് പഠനലക്ഷ്യങ്ങള്. വെബ് പേജ് നിര്മ്മാണത്തിനാവശ്യമായ ഏതാനും ടാഗുകള് മുന്ക്ലാസുകളില് പരിചയപ്പെട്ടിട്ടുണ്ട്. കൂടുതല് ടാഗുകള് മനസിലാക്കുന്നതിനും, കമ്പോസര് എന്ന പുതിയ സോഫ്റ്റ് വെയര് പരിചയപ്പെടുത്തുന്നതിനും പത്താംക്ലാസ് പാഠപുസ്തകം പ്രാധാന്യം നല്കുന്നു. ഇതേക്കുറിച്ച് ജോണ് സാര് തയ്യാറാക്കിയ വര്ക്ക് ഷീറ്റും പഠനക്കുറിപ്പുകളും ചുവടെ നിന്നും ഡൗണ്ലോഡ് ചെയ്തെടുക്കാം.
ഇന്റെര്നെറ്റില് വിവരങ്ങള് ശേഖരിച്ചുവെച്ചിരിക്കുന്ന പേജുകളാണ് വെബ്പേജുകള്.ധാരാളം വെബ്പേജുകള് ചേര്ത്ത് നെറ്റില് ഒരുക്കിയിരിക്കുന്ന വിവരസഞ്ചയമാണ് വെബ്സൈറ്റ് . എച്ച് ടി എം എല് (HyperText Markup Language) എന്ന പ്രോഗ്രാംഭാഷയില് വെബ്പേജ് നിര്മ്മിക്കുന്നതിന് ആവശ്യമായ പ്രോഗ്രാം എഴുതുകയാണ് ആദ്യപടി .ഇത്തരം ഒരു പ്രോഗ്രാമിന് രണ്ട് ഭാഗങ്ങളുണ്ടായിരിക്കും. ശീര്ഷകഭാഗവും ബോഡി ഭാഗവും . ലളിതമായ ഒരു പ്രോഗ്രാം താഴെ കൊടുത്തിരിക്കുന്നു. എച്ച് .ടി . എം . എല് ടാഗുകള് നേരിട്ട് ഉപയോഗിക്കാതെ വെബ് പേജുകള് തയ്യാറാക്കുന്നതിന് ഉപയോഗിക്കുന്ന സോഫ്റ്റ് വെയറുകളാണ് എച്ച് ടി എം എല് എഡിറ്ററുകള്. KampoZer , Quanta Plus എന്നിവ എച്ച് ടി എം എല് എഡിറ്ററുകളാണ്. പേജുകള് മെച്ചപ്പെടുത്താനും ടാഗുകള് തിരുത്താനും ഇതില് സാധിക്കും.
ഐടി@സ്ക്കൂള് ഉബുണ്ടുവില് Application --- Internet --- KampoZer എന്ന ക്രമത്തിലാണ് കമ്പോസര് സ്ഫോഫ്റ്റ്വെയര് തുറക്കുന്നത്. ഒരു വെബ്സൈറ്റ് തുറന്നുവരുമ്പോള് ആദ്യം കാണുന്ന പേജാണ് ഹോം പേജ് എന്ന് അറിയാമല്ലോ. ആ വെബ്സൈറ്റില് ചേര്ത്തിരിക്കുന്ന പേജുകളെക്കുറിച്ചും, ഉള്ളടക്കത്തെക്കുറിച്ചും ഹോം പേജില് വ്യക്തമാക്കിയിരിക്കും. പ്രധാനചിത്രം, ലിങ്കുകള്, പ്രധാന അറിയിപ്പുകള്,, സൈറ്റിനെക്കുറിച്ചുള്ള പൊതുവിവരണങ്ങള് എന്നിവ ഹോം പേജില് ഉണ്ടായിരിക്കും. നാം തയ്യാറാക്കിയ ഹോം പേജ് നമ്മുടെ സിസ്റ്റത്തില് തന്നെയുള്ള ഫയല് സിസ്റ്റത്തിലെ var – www എന്ന ഫോള്ഡറില് കോപ്പിചെയ്യണം. തുടര്ന്ന് ബ്രൗസറിന്റെ അഡ്രസ് ബാറില് localhost/filename.html കൊടുത്ത് എന്റെര് ചെയ്താല് വെബ്സൈറ്റ് കാണാം.
ഇവിടെ ഒരു പ്രശ്നമുള്ളത് സാധാരണ യൂസറില് നിന്നുകൊണ്ട് ഫയല്സിസ്റ്റത്തിലെ var --- www യിലേയക്ക് മറ്റൊരു ഫയല് പ്രവേശിക്കില്ല എന്നതാണ്. അപ്പോള് സാധാരണ യൂസറിന് പെര്മിഷന് നല്കണം . Terminal ല് sudo nautilus എടുക്കുക അവിടെ നിന്നുകൊണ്ട് ഫയല് സിസ്റ്റത്തിലെ var www ല് പേസ്റ്റ് ചെയ്യാം നെറ്റ്വര്ക്ക് ചെയ്ത കമ്പ്യൂട്ടര് ശൃംഖലകളില് ഒരെണ്ണം സെര്വര് ആയി കണക്കാക്കാം. ഒരേ സമയം പല പ്രോഗ്രാമുകളും പലര്ക്കായി പ്രവര്ത്തിപ്പിക്കാന് കഴിയുന്ന കമ്പ്യൂട്ടറാണ് സെര്വര്.. സെര്വറുമായി ബന്ധിപ്പിച്ചിരിക്കുന്ന മറ്റു കമ്പ്യൂട്ടറുകളാണ് ക്ലയിന്റ് കമ്പ്യുട്ടറുകള്. നെറ്റ് വര്ക്കില് അംഗമായിരിക്കുന്ന ഓരോ കമ്പ്യൂട്ടറിനും ഓരോ IP അഡ്രസ് ഉണ്ടാകും. സെര്വറില് ഒരു വെബ് പേജ് സേവ് ചെയ്തു എന്നു കരുതുക. മറ്റൊരു സിസ്റ്റത്തിന്റെ ബ്രൗസറിന്റെ അഡ്രസ് ബാറില് serverIP/filename.html എന്ന് ടൈപ്പ് ചെയ്ത് എന്റെര് ചെയ്ത് പേജ് കാണാം.
ഈ പാഠത്തിന്റെ പഠനക്കുറിപ്പുകളും വര്ക്ക് ഷീറ്റുകളും ചുവടെ നിന്നും ഡൗണ്ലോഡ് ചെയ്തെടുക്കാം.
നമുക്കൊരു വെബ്സൈറ്റ് പഠനക്കുറിപ്പുകള്
വര്ക്ക്ഷീറ്റ് മാതൃക
നിങ്ങളുടെ സംശയങ്ങളും അഭിപ്രായങ്ങളും കമന്റിലൂടെ അറിയിക്കുമല്ലോ.
Sabtu, 05 Januari 2013
2 0 1 3 challenge
Last year, whilst on my GTP, I put up a '4 fours challenge' in my classroom for students to do over the course of a couple of weeks until all of the numbers from 1-100 were made using 4 fours. This display (made from using some of my Magic Whiteboards) created a good amount of interest from my students, and indeed other students from classes that also used my classroom (this included an A-level Biology class that had one particular student who completed a few of them).
What I like about this activity is that in encourages students to solve a problem in their own time as well as in class as a starter activity. Classes would come in to my lessons looking at the display wondering how many had been done since their last lesson, and what target numbers where left to do.
Here is the finished '4 fours challenge' display from last year...
So, due to the success of the display/activity last year I have decided to do a similar one this year. Seen as it is the very start of 2013 I will use the digits 2, 0, 1 and 3 with the same rules as before in the 4 fours challenge.
I will put up another set of Magic Whiteboard sheets and write onto it the numbers 1-100 and then write up the rules next to it:
using the digits 2, 0, 1 and 3 try an make all the numbers from 1-100
you may use any mathematical symbol/operation (x, +, -, divide, square root, square, cube etc)
you must use all of the digits, 2, 0, 1 and 3
you can combine numbers i.e. you can make 20 from the 2 and the 0 so 20 + 1 + 3 is fine to make 24
remember BODMAS
(I may start off the display with a few examples)
I'm not yet sure that all 100 numbers can be reached, but that (I guess) is the beauty of this activity as it will be student centered in that they will be the ones doing the work, and I will just verify each. I will also award VIVOs to those that manage to complete any of the numbers 1-100 and use this to provide a bit of an added incentive to give them a go.
I will post a picture of the display when I get it up on Monday!
What I like about this activity is that in encourages students to solve a problem in their own time as well as in class as a starter activity. Classes would come in to my lessons looking at the display wondering how many had been done since their last lesson, and what target numbers where left to do.
Here is the finished '4 fours challenge' display from last year...
So, due to the success of the display/activity last year I have decided to do a similar one this year. Seen as it is the very start of 2013 I will use the digits 2, 0, 1 and 3 with the same rules as before in the 4 fours challenge.
I will put up another set of Magic Whiteboard sheets and write onto it the numbers 1-100 and then write up the rules next to it:
using the digits 2, 0, 1 and 3 try an make all the numbers from 1-100
you may use any mathematical symbol/operation (x, +, -, divide, square root, square, cube etc)
you must use all of the digits, 2, 0, 1 and 3
you can combine numbers i.e. you can make 20 from the 2 and the 0 so 20 + 1 + 3 is fine to make 24
remember BODMAS
(I may start off the display with a few examples)
I'm not yet sure that all 100 numbers can be reached, but that (I guess) is the beauty of this activity as it will be student centered in that they will be the ones doing the work, and I will just verify each. I will also award VIVOs to those that manage to complete any of the numbers 1-100 and use this to provide a bit of an added incentive to give them a go.
I will post a picture of the display when I get it up on Monday!
Mathematical Concepts Wall (for want of a better name)
On Thursday I ventured into London with @kutrahmoore. We had different things to do whilst up there; I was attending a focus group meeting at the Manga High offices and she was off to a few galleries that she was intending to go to.
I thoroughly enjoyed the time spent at the Manga High offices and taking part in the focus group was a great experience having not done anything like this before. When we met back up to head home I was shown pictures of all the things @kutrahmoore had seen in the galleries and looked through the various handouts she acquired.
One of the best things I was shown was the 'Forum' wall at the Wellcome Collection in Euston. You can see their website here. The wall was made from loads of cards that were handed out to visitors to the collection. The cards were double sided, on one side there was a list of words and on the back a simple sentence on the bottom asking visitors to take one or two of the words on the reverse of the card and then to write/draw about them. The cards were then displayed on the wall in little boxes. Here's what the cards looked like...
Here are few pictures of some of the cards that were on display on the wall...
The cards were all centered around medicine I believe?
And here's an over view of the entire wall itself in the gallery...
I thought that this would work great in my classroom and that I could create something similar around the existing display board at the back of my classroom. So, I have created a Mathematics version of the idea above. I have taken key Mathematical words/concepts/ideas/topics from the topics I will be teaching my classes this term and have created a similar card as to the one that was used in the Wellcome collection. On the back of the card I've left plenty of space for my students to draw/write about the topic and then space for their name and year group. I plan to give my classes these cards at some point in the first few weeks, I'll also leave some spare cards at the back of the room on my bookcase (my students have a habit of fiddling with anything on the top of this and so are bound to notice them and then ask questions).
Here's the card that I have created...
I will plan to give one of my classes a card each to do as part of one of our lessons (maybe as a starter activity or end of lesson activity) and then this way it will 'get the ball rolling'.
As much as I'd love to have a similar 'box' style to the display, for now it may just be easier for me to blu-tack the cards to the wall!
I'll post some pictures of my 'Mathematical Concepts Wall' once it is in full flow...watch this space.
I thoroughly enjoyed the time spent at the Manga High offices and taking part in the focus group was a great experience having not done anything like this before. When we met back up to head home I was shown pictures of all the things @kutrahmoore had seen in the galleries and looked through the various handouts she acquired.
One of the best things I was shown was the 'Forum' wall at the Wellcome Collection in Euston. You can see their website here. The wall was made from loads of cards that were handed out to visitors to the collection. The cards were double sided, on one side there was a list of words and on the back a simple sentence on the bottom asking visitors to take one or two of the words on the reverse of the card and then to write/draw about them. The cards were then displayed on the wall in little boxes. Here's what the cards looked like...
Here are few pictures of some of the cards that were on display on the wall...
The cards were all centered around medicine I believe?
And here's an over view of the entire wall itself in the gallery...
I thought that this would work great in my classroom and that I could create something similar around the existing display board at the back of my classroom. So, I have created a Mathematics version of the idea above. I have taken key Mathematical words/concepts/ideas/topics from the topics I will be teaching my classes this term and have created a similar card as to the one that was used in the Wellcome collection. On the back of the card I've left plenty of space for my students to draw/write about the topic and then space for their name and year group. I plan to give my classes these cards at some point in the first few weeks, I'll also leave some spare cards at the back of the room on my bookcase (my students have a habit of fiddling with anything on the top of this and so are bound to notice them and then ask questions).
Here's the card that I have created...
I will plan to give one of my classes a card each to do as part of one of our lessons (maybe as a starter activity or end of lesson activity) and then this way it will 'get the ball rolling'.
As much as I'd love to have a similar 'box' style to the display, for now it may just be easier for me to blu-tack the cards to the wall!
I'll post some pictures of my 'Mathematical Concepts Wall' once it is in full flow...watch this space.
Filling a bottle...
A professor stood before his philosophy class and had some items in front of him. When the class began, he wordlessly picked up a very large and empty mayonnaise jar and proceeded to fill it with golf balls. He then asked the students if the jar was full. They agreed that it was. The professor then picked up a box of pebbles and poured them into the jar. He shook the jar lightly. The pebbles roll ed into the open areas between the golf balls. He then asked the students again if the jar was full. They agreed it was. The professor next picked up a box of sand and poured it into the jar. Of course, the sand filled up everything else. He asked once more if the jar was full.. The students responded with a unanimous ‘yes.’ The professor then produced two Beers from under the table and poured the entire contents into the jar effectively filling the empty space between the sand.The students laughed.. ‘Now,’ said the professor as the laughter subsided, ‘I want you to recognize that this jar represents your life. The golf balls are the important things—-your family, your children, your health, your friends and your favorite passions—-and if everything else was lost and only they remained, your life would still be full. The pebbles are the other things that matter like your job, your house and your car.. The sand is everything else—-the small stuff. ‘If you put the sand into the jar first,’ he continued, ‘there is no room for the pebbles or the golf balls. The same goes for life. If you spend all your time and energy on the small stuff you will never have room for the things that are important to you. Pay attention to the things that are critical to your happiness. Spend time with your children. Spend time with your parents. Visit with grandparents. Take your spouse out to dinner. Play another 18. There will always be time to clean the house and mow the lawn. Take care of the golf balls first—-the things that really matter. Set your priorities. The rest is just sand. One of the students raised her hand and inquired what the Beer represented. The professor smiled and said, ‘I’m glad you asked.’ The Beer just shows you that no matter how full your life may seem, there’s always room for a couple of Beers with a friend. ( Anonymous )
Jumat, 04 Januari 2013
PREDIKSI SOAL MATEMATIKA UJIAN NASIONAL (UN) 2013 SMA
Ujian Nasional (UN) 2013 tidak lama lagi akan dilaksanakan. Tentu saja segalanya sudah lama dipersiapkan baik dari segi intensitas belajar, banyak berlatih membahas soal, dll. Setelah SKL UN dikeluarkan sudah banyak bermunculan prediksi-prediksi UN Matematika, baik dalam bentuk kumpulan soal dan pembahasan UN, maupun yang dibuat sendiri oleh guru berdasarkan pengalamannya. berikut ini prediksi
Workshop dan Bedah SKL (Revisi Jadwal)
Dalam rangka meningkatkan kualitas kegiatan belajar mengajar sebagai proses menuju generasi emas bagi peserta didik dan meningkatkan mutu profesionalisme guru, serta sebagai ajang silaturahim guru-guru Matematika, MGMP Matematika SMP DKI Jakarta bekerja sama dengan PT. Indosat menyelenggarakan Semiloka dengan tema : “Mathematics for Golden Generation” yang berisi materi: Implementasi Pendidikan Karakter Bangsa dalam Pembelajaran, Penilaian Kinerja Guru, Strategi Pembinaan OSN, Bedah SKL UN, serta Pemanfaatan ICT-Geogebra. Para pembicara dalam kegiatan tersebut adalah :
- Dr. Kissumi, M. Pd, Bimtek Ahli Pembelajaran
- Dr. Suwarkono, M. Si, Instruktur Ahli LPMP Jakarta
- Drs. HM. Soleh, M. Ed, Pakar Matematika DKI Jakarta
- Team CASIO
- Team MGMP DKI
Semiloka tersebut akan dilaksanakan :
Hari/tgl : Sabtu-Minggu/ 19 - 20 Januari 2013
Pukul : 08.00 – 15.00 WIB
Tempat : Auditorium PT. Indosat, Jl. Merdeka Timur, Jakarta Pusat
Atas perhatiannya diucapkan terima kasih.
Kamis, 03 Januari 2013
Rabu, 02 Januari 2013
Selasa, 01 Januari 2013
Happy New Year!
May the gift of love, happiness, peace, and warmth be yours as you make a new start.
Happy New Year!
Warm Wishes
Undangan Workshop dan Bedah SKL 2013
Dalam rangka meningkatkan kualitas kegiatan belajar mengajar sebagai proses menuju generasi emas bagi peserta didik dan meningkatkan mutu profesionalisme guru, serta sebagai ajang silaturahim guru-guru Matematika, MGMP Matematika SMP DKI Jakarta bekerja sama dengan PT. Indosat menyelenggarakan Semiloka dengan tema : “Mathematics for Golden Generation” yang berisi materi: Implementasi Pendidikan Karakter Bangsa dalam Pembelajaran, Penilaian Kinerja Guru, Strategi Pembinaan OSN, Bedah SKL UN, serta Pemanfaatan ICT-Geogebra. Para pembicara dalam kegiatan tersebut adalah :
- Dr. Kissumi, M. Pd, Bimtek Ahli Pembelajaran
- Dr. Suwarkono, M. Si, Instruktur Ahli LPMP Jakarta
- Drs. HM. Soleh, M. Ed, Pakar Matematika DKI Jakarta
- Team CASIO
- Team MGMP DKI
Semiloka tersebut akan dilaksanakan :
Hari/tgl : Jumat-Sabtu/ 18-19 Januari 2013
Pukul : 08.00 – 15.00 WIB
Tempat : Auditorium PT. Indosat, Jl. Merdeka Timur, Jakarta Pusat
Atas perhatiannya diucapkan terima kasih.
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