1 / 59

Using PowerPoint to Animate Math Lessons

Using PowerPoint to Animate Math Lessons. By: Ryan Kasha Professor of Mathematics Valencia College: West Campus E-mail: rkasha@valenciacollege.edu. Objectives. Discussion of motivation to create math lessons on PowerPoint Discuss pros and cons Sample lessons How-to demonstration

gordon
Télécharger la présentation

Using PowerPoint to Animate Math Lessons

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Using PowerPoint to Animate Math Lessons By: Ryan Kasha Professor of Mathematics Valencia College: West Campus E-mail: rkasha@valenciacollege.edu

  2. Objectives • Discussion of motivation to create math lessons on PowerPoint • Discuss pros and cons • Sample lessons • How-to demonstration • Discussion of other types of technology for teaching mathematics • Q-and-A Session

  3. Motivation • The initial motivation was at a FTYCMA conference (different presentation software) • Many presentations at conference is via PowerPoint • Desire to increase accessibility outside of classroom • Not pleased with publisher’s PowerPoint • Needed to design PowerPoint that would replicate writing on the board with own personal teaching style. Animation was key!!

  4. Pros • Make lessons more consistent (same material for all classes) • Increased accessibility – can view PowerPoint at home and experience instructor’s style of explanation • Less writing for students • Preparation is done only once – ready to go for subsequent semesters

  5. Cons • Students do not write or take proper notes • Students might view as going to class as pointless • “Learning by doing” is de-emphasized • Limits spontaneous, relevant deviations from PowerPoint slides

  6. Solutions • Hybrid approach – use both PowerPoint and board • Put main concepts and examples on PowerPoint • Have some examples done on board • Emphasize what students should copy and allow time for copying from PowerPoint slide Hybrid is the best solution!

  7. Sample Lessons • The following slides are excerpt from specific math lessons • All lessons begin with an objective slide and has a summary slide • Animation is heavily emphasized in most cases • All lessons have 1 to 3 main examples

  8. Excerpt #1 Order of Operations

  9. Try this problem however you like: 5 + 20 ÷ 5 There are 2 ways! 5 + 20 ÷ 5 5 + 20 ÷ 5 Way #2: Way #1: 5 + 4 25 ÷ 5 5 9 Problem: We are getting 2 different answers for the same problem. This example is why we need to follow the same order (Purpose of Order of Operations)!

  10. Order of Operations (Steps) • 1) Grouping symbols: parenthesis (), brackets [], absolute values | |, roots/radicals • 2) Exponents: EX: 23 , (-5)2 • 3) Multiplication & Division: Left  Right (The way you see it, the way you read it) • EX: 6 ÷ 2 * 3 = 3 * 3 = 9 (Divide first, then multiply) • 4) Addition & Subtraction: Left  Right (The way you see it, the way you read it) • EX: 6 – 2 + 3 = 4 + 3 = 7 (Subtract first, then add)

  11. Order of Operations • The next few slides will illustrate some examples with the order of operations. • Sayings and acronyms such PEMDAS and “Please Excuse My Dear Aunt Sally” can be misleading. • However, if you choose to use these short-cuts above to help you remember, remember it in the following ways.

  12. Ways of Remembering • PEMDAS should be remembered as: • PE MD AS • Please Excuse My Dear Aunt Sally should be remembered as: • Please • Excuse • My Dear • Aunt Sally!

  13. Order of Operations (EXAMPLES) • EX 1: -24 + 4 |18 – 24| • -24 + 4 |– 6| • -24 + 4 * 6 • -16+ 24 • 8 Remember to break the absolute value down to a single number, then take the absolute value of the number. Remember a negative base with no parenthesis is negative no matter the type of exponent.

  14. Order of Operations (EXAMPLES) • Isn’t this fun yet? • You should vote YES. • With fractional problems, you should work the numerator (top) part separate from the denominator (bottom) part. • At the end, you will have a fraction that should be simplified as much as possible or turned into a whole number

  15. Order of Operations (EXAMPLES) • 4[5 – 8(2 + 1)] 3 – 6 – (-4)2 • Let’s work the numerator first, then we will work the denominator. • Numerator: 4[5 – 8(2 + 1)] • 4[5 – 8(3)] • 4[5 – 24] • 4[-19] • -76 (This is just the numerator part) Don’t be tempted by the 5 – 8. You must multiply before subtraction.

  16. Fractional Example continued • Denominator: 3 – 6 – (-4)2 • 3 – 6 – 16 • -3 – 16 • -19 • Whole fraction: -76 / -19 = 4. • 19 goes into 76 exactly 4 times. • Remember: –/– equals +! • Answer is 4. The outside negative sign drops down.

  17. Final Tips • Follow the order of operations carefully. • Watch your signs (remember rules) • Multiplication & Division is left to right. • Addition & Subtraction is left to right. • Remember square roots • EX: square root of 25 is 5 since 5 multiplied by itself will yield 25. • Practice, practice, and practice! The End

  18. Copy of Worksheet (Word)

  19. Order of Operations Game • Click on the link below: • http://www.mathplayground.com/order_of_operations.html • Or click on button below: CLICK HERE

  20. Excerpt #2 Translating Phrases  Equations

  21. Translating Sentences to Equations Beginning Algebra/ Developmental Math II (MAT 0024C/MAT 0028C)

  22. Translation • This is similar to translating phrases to expressions, but except that we will need to know key words for equals as well. • After translating the word sentence to the correct equation, we are required to solve the equation as directed. • The next few slides will review key words for mathematical operations and equals. • The only thing new here is “equals”.

  23. Example #1 Translate & Solve: Nineteen more than a triple a number is one hundred.

  24. Example #1 Translate & Solve: Nineteen more than a triple a number is one hundred. 3x

  25. Example #1 Translate & Solve: Nineteen more than a triple a number is one hundred. 3x + 19

  26. Example #1 Translate & Solve: Nineteen more than a triple a number is one hundred. 3x + 19 =

  27. Example #1 Translate & Solve: Nineteen more than a triple a number isone hundred. 3x + 19 = 100

  28. Example #1 Translation: 3x + 19 = 100 Now, we solve the equation. -19 -19 Subtract 19 from both sides. 3x = 81 3 3 Divide both sides by 3. x = 27

  29. Example #2 Translate & Solve: Two less than the quotient of a number and five is six.

  30. Example #2 Translate & Solve: Two less than the quotient of a number and five is six. Remember that the word than flips the order. – 2

  31. Example #2 Translate & Solve: Two less than the quotient of a number and five is six. Remember that the word than flips the order. – 2 x 5

  32. Example #2 Translate & Solve: Two less than the quotient of a number and five is six. Remember that the word than flips the order. – 2 = 6 x 5

  33. Example #2 Translation: – 2 = 6 Now we solve this equation. + 2 + 2 Add 2 to both sides. * 5 = 8 * 5 Multiply both sides by 5. Remember that fraction bar means division and multiplication is the opposite operation. x x x = 40 5 5

  34. Example #3 Translate & Solve: Ten is the result when one is subtracted from the ratio of a number to four.

  35. Example #3 Translate & Solve: Ten is the result when one is subtracted from the ratio of a number to four. 10 =

  36. Example #3 Translate & Solve: Ten is the result when one is subtracted from the ratio of a number to four. 10 = – 1

  37. Example #3 Translate & Solve: Ten is the result when one is subtracted from the ratio of a number to four. 10 = – 1 The word from flips order.

  38. Example #3 Translate & Solve: Ten is the result when one is subtracted from the ratio of a number to four. 10 = – 1 x 4 Now we’re going to solve the above equation!

  39. Example #3 Translation: 10 = – 1 Add 1 to both sides. + 1 + 1 Multiply both sides by 4. 11 = *4 *4 x x 44 = x 4 4 Check your solution. This solution works!!

  40. Excerpt #3 Screen Shots for Accessing Competency Review Materials NOTE: This is older material and is not current – use webct.

  41. Introduction • This presentation is meant to help you access your on-line lab &competency review material easily • The following contains screenshots and helpful websites • This presentation does not cover everything but covers major highlights

  42. Where to begin?Go to www.valenciacc.edu Click on Quick Links & Select Online Courses

  43. Click on Online Courses Online Courses

  44. Log in is same as your atlas log in! Log In with the same user name & password as your atlas account! Same as your atlas log in:

  45. Click on your math course: For you, it should be easy since you are not taking more than 1 math course

  46. Home screen This screen should appear Or you can click on Course Content to load/reload.

  47. Everything you need access to is on this screen! Lab assignments Competency Information & Registration

  48. On-line Review Access Follow Review Link

  49. On-Line Review First Link is General Information Second Link is the practice test The following links are the 7 learning modules containing 15 questions each

  50. Excerpt #4 Graphing

More Related