Using PowerPoint to Animate Math Lessons

# Using PowerPoint to Animate Math Lessons

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## Using PowerPoint to Animate Math Lessons

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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