Question – What is the Lowest Common Denominator?
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]]>2 1/4 cups all-purpose sifted flour
2 tsps baking soda
1/2 tsp salt
1 tsp ground ginger
1 tsp ground cinnamon
1/2 tsp ground cloves
Still together flour, soda, salt and spices together, and then stir into molasses mixture.
Flatten out the mixture. Cut out the gingerbread men.
Bake at 375 for 12 minutes.
Cut out 3 – 8 1/2 x 11 paper into 6 parts
Write on each piece fractions that add up to a whole number.
1/4, 2/4, 3/4, 4/4, 1/6, 2/6, 3/6, 4/6, 5/6, 6/6, 1/8, 2/8,3/8, 4/8, 5/8, 6/8, 7/8, 8/8
That is enough for 18 students
Shuffle the fractions and hand them out face down to each student.
Instruct the students to find the other matching pair to their fraction that will add up to a whole number fraction.
Ready set Go!
Once the student finds the matching pair that adds to a whole number, they win their Christmas Cookie!
For our Math Learning Games, you can visit: math-lessons.ca; or
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For gingerbread cookie recipes, visit: https://www.onceuponachef.com/recipes/gingerbread-cookies.html.
]]>a ruler
a tetra pack or other recycled container that floats
sticky pine pitch or an eco-friendly sealant
other thoughtful decorative creative materials
In the bible, Noah is instructed to make an arc large enough and strong enough to fit a lot of animals and to last in the flood that is to come. The name Noah is noted as “comforter”: Make thee an ark of gopher wood; rooms shalt thou make in the ark, and shalt pitch it within and without with pitch. (Blue Letter Bible; Genesis 6:14)…And this is the fashion which thou shalt make it of: The length of the ark shall be three hundred cubits, the breadth of it fifty cubits, and the height of it thirty cubits. (Blue Letter Bible Genesis 6:15. A window shalt thou make to the ark, and in a cubit shalt thou finish it above; and the door of the ark shalt thou set in the side thereof; with lower, second, and third stories shalt thou make it. (Genesis 6:16) (This passage could either be 4 stories in Height in its description, or 3, depending how it is interpreted – is the lower basement floor considered to be counted as a floor. The passage in Genesis (Genesis 6:15) says that God instructed Noah to build the Arc in these dimensions using Cubits. The cubit is an ancient unit based on the forearm length from the tip of the middle finger to the bottom of the elbow. The estimate varies depending on which version of a biblical text one reads. Approximately 17.5-20.6 inches (https://answersingenesis.org/noahs-ark/how-long-was-the-original-cubit/) What in Today’s world can be compared with The Length of Noah’s Arc about 450 Feet Long? a Baseball Field; a 7 story Building. There would be 3-4 stories of height (including the lower) and a giraffe would have to fit (approximately and up to 15-18 feet)! How tall is a giraffe?
Cubits Answer:
300 Cubits = 450’ L
50 Cubits = 75 ‘ W
30 Cubits = 45 ‘ H
where L = Length
W = Width
H = Height
Metric Conversion (where 1 inch – 2.5 cm):
L 300mm = 30cm
W 50 mm = 5cm
H 30 mm = 3 cm
Have your class find homemade materials from the recycle bucket or pieces of materials that your folks have no need for, and make a miniature version of the arc as it is described. Fashion a window 18 inches from the roof, and make a door.
Rainbow Covenant (Genesis 9:11-16… And I will establish my covenant with you; neither shall all flesh be cut off any more by the waters of a flood; neither shall there any more be a flood to destroy the earth….And God said, This is the token of the covenant which I make between me and you and every living creature that is with you, for perpetual generations:…And I shall set my bow in the cloud, and it shall be for a token of a covenant between me and the earth….
9:11-17
(Photo Here)
Our homemade prototype turned out to be 12 inches x 1 inch x 1.5inches, with a window just under the top, and it floats! Have fun decorating your Arc as you would be living it for 150 days before the waters receded. Pine Tar is a term for what is called “Pitch”. It can act as a sealer for the bottom of your arc, but be careful as it is sticky stuff! Have fun!
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Potato Tea Buns
This classroom kitchen recipe was a combination of Tea Buns from the Telephone Pioneers oF AmerIca, Ch. 49; Nova ScoTIa; WhaT Am I Gonna Cook? RecIpe of PaT Brooks; HunT’s PoInT, NS; with some of our personal add-ons such as Brown sugar
1 Pckg Dry YeasT
1/4 cup waTer Mixed wITh 1 Tsp Sugar sIc. We prefer Brown; HealThIer)
1/2 Cup Mashed PoTaToes
1/4 Cup BuTTer (sIc. PaT says ShorTenIng or MargarIne; We prefer Real BuTTer)
1/4 cup Sugar (sIc. We prefer Brown; or a bIT of Molasses, Though The rolls would be a dIfferenT Color.
1 & 1/2 Tsp SaLT
1 Cup Milk (sIc. Almond Milk)
1 Egg (We prefer a dollap of Flax Gel, made by parboIlIng 1 Tbls Flax Seeds In 1 Cup of waTer for 10-12 mInuTes)
4 Cups WhITe Flour
CombIne WaTer and 1 Tsp Sugar and YeasT
LeT sTand For 10 mInuTes
In a saucepan, combIne Milk, PoZTaToes, BuTTer, SaLT and Sugar;
heaT unTIl BuTTer has MelTed
Add yeasT mIxTure To Flax Gel In a Large BowL
STIr In boTh Cups of WaTer and BeaT well
Add RemaInIng Flour
Place In a Warm spoT for 1 Hour unTIl double
Cover wITh Damp CloTh; Leave For 1 Hr To RIse
Bake aT 400 degrees For 10-12 MInuTes
Lovely wITh a bIT of buTTer and chowder
The MaTh
Altogether, How many cups of Ingredients are does this recipe make?
Cups:
1/4 cup waTer 1/4
1/2 Cup Mashed PoTaToes 1/2
1/4 Cup BuTTer (sIc. PaT 1/4
1/4 cup Brown Sugar 1/4
1 Cup Milk (sIc. Almond Milk) 1
4 Cups WhITe Flour 4
Plus
1 & 1/2 Tsp SaLT
Answer: 6 and 1/4 cups of Ingredients; and 1 and 1/2 Tsp
Question: How many Teaspoons of Ingredients are in a cup? If we really want to add the small still, we would have to calculate that from a chart, or physically fill up a cup of salt, one tsp at a time.
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Graphing is an excellent way to display data visually. Students will come in contact with a variety of data and ways to display this data over time. It is important that students understand that there are three main types of graphs used to display information. The three types of graphs are line graphs, pie charts, and bar graphs.
The type of graph you decide to use depends mostly on the type of data you need to display. Bar graphs are used to compare things between different groups of data or to look at changes over time. Bar graphs can be either horizontal or vertical. Line graphs are also used to compare changes over a block of time for multiple groups of data. The third types of graphs are pie graphs; these graphs best show data that compares parts of a whole.
Students should understand that this mathematics concept is embedded into real-world scenarios everyday. Data is collected for a multitude of reasons including surveys. Data collection can happen a variety of ways and for a variety of reasons. For beginners, it is easiest to record survey data by using tally marks. Tally marks can be collected and recorded in a table. This table later becomes what is known as a frequency table. See below.
Tally Chart | |
Favorite Color | Number of Votes |
Blue | |||| |
Green | ||| |
Yellow | || |
Frequency Table | |
Favorite Color | Number of Votes |
Blue | 4 |
Green | 3 |
Yellow | 2 |
After the data is collected using tally marks and/or a frequency table, that data can be displayed in a visual graph.
There are two activities attached to this article. The purpose of the first activity is to give students a chance to practice collecting and recording data in a tally chart. The second activity is a practice page for students to answer questions based on the tally charts and bar graphs displayed.
Roll to Win Graphing Classroom Activity
Roll to Win Graphing (WORD)
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One challenge that students often face is realizing that math DOES actually relate to the real world and that they will actually use the information they are learning at some point in their life. Area happens to be one of those topics that students struggle to understand the reasoning behind. Before introducing the topic of area, you may want to ask your students some engaging questions such as: “If you wanted to put new tile down on the floor, how would you know how much to buy?” or “If you wanted to put wallpaper on the walls of the classroom, how much wallpaper would you buy?”. These questions will be sure to get them thinking about how to calculate these answers.
After asking some engaging questions to get students brainstorming about area, hopefully they will start to see the importance of Area and how people use area everyday for real life jobs. They will recognize that they would have to know how much space the floor covers and how much space (area) the wall covers. For this reason, they will then need to know how to calculate the area of a space.
Area can be defined as the measurement of space on the surface of a two dimensional shape or as the measurement of square units on the surface of a shape. There are two main ways to solve area problems. Depending on the problem and the model given, you will either count square units or you will use the formula for area which states that area is equal to the length multiplied by the width of a shape.
The purpose of this activity will be to introduce students to calculating basic area problems by counting square units.
In this activity students will meet the following objectives:
Activity Instructions: The attached pages will provide students with practice for calculating the area of shapes using square units. Once they have mastered this skill, they will then be able to create a dream house using grid paper.
Name: _______________________
1. Area = _________ Square Units
2. Area = _________ Square Units
3. Area = _________ Square Units
4. Area = _________ Square Units
5. Area = _________ Square Units
6. Area = _________ Square Units
7. Area = _________ Square Units
8. Area = _________ Square Units
9. Area = _________ Square Units
10. Area = _________ Square Units
11. Area = _________ Square Units
12. Area = _________ Square Units
13. Area = _________ Square Units
14. Area = _________ Square Units
15. Area = _________ Square Units
Directions: Using the grid paper below, draw your dream house and then calculate the total area!
Name of Room |
Area in Square Units |
Living Room | |
Kitchen | |
Dining Room | |
Family Room | |
Bedroom #1 | |
Bedroom #2 | |
Bedroom #3 | |
Bathroom #1 | |
Bathroom #2 | |
Game Room | |
DREAM HOUSE DATA
Use the space below to calculate the total area of your dream house
]]>When students first start learning the concept of multiplication, it is more simple as time goes on for kids to learn. Memorizing multiplication facts works for some students but not for all! Some students need to learn by using different models and representations. When students have a conceptual understanding of multiplication and realize that it is connected to the real world, they tend to perform better on assessments. If a child is only ever taught isolated facts or memorized facts, they risk the chance of not understanding the meaning behind the objects they are multiplying. Knowing a variety of ways to solve multiplication problems will allow a student to figure out which strategy works best for them.
Math topics grow from one to another. If a child has mastered addition concepts then they can easily use repeated addition as a way to begin multiplying simple numbers. Repeated addition works to solve multiplication problems by adding the same number many times. Rather than forcing a child to memorize multiplication facts, they work by adding simple numbers using models to help arrive at the total or product for the problem.
To practice using this method the student will simply add a given number a certain number of times as indicated in the equation. For example, when multiplying 3 x 4, the student will recognize that the first addend stands for the number of objects in a group and the second addend represents how many times you will add. So, to solve the multiplication equation of 3 x 4, you will add 3+3+3+3. There are 3 objects in each group added together four times. The sum of 3+3+3+3 is 12 so 3 x 4 = 12.
Practice pages include instructions on each page.
Multiplication-Handout (WORD .doc)
]]>When learning the names of polygons, students can easily be confused by terms that are used interchangeably at times. For example, a quadrilateral is considered to be a four-sided figure. So one might easily confuse this by calling all quadrilaterals squares or rectangles. However, by definition a rectangle is a special quadrilateral because it has opposite sides that are congruent or the same length and each angle is a right angle that measures 90 degrees. Another special quadrilateral is a square. A square has four sides that are all congruent or the same length as well as four angles that are all right angles measuring 90 degrees. This becomes easily confusing for a student when they are trying to identify polygons by name and descriptors.
Learning about polygons can be overwhelming for some students but a simple game can help that! Besides, what child doesn’t like to play games? Kids love games, but what they don’t always realize is that the games they are playing are actually educational games. SURPRISE!
One of the easiest and most exciting games for kids to play is “I Have, who Has?”. This game can be used across a wide variety of subjects and topics by easily changing the material. This game is to be used by small groups of students and/or for whole class as a review. (Whole class activity would require more game cards with different vocabulary terms/items)
In this activity, students will practice or review the names of common polygons based on their descriptions.
Materials: 1 set of “I Have, Who Has?” game cards for each group of ten students. (Print and cut apart cards prior to playing game)
*Keep in mind that this game is to be used with one card per student *
Instructions to Play:
1. Give each student one game card. Tell them not to let their neighbor see their card!
2. The first person starts by reading the question on their card. Remind them that they start with the sentence that starts with the word WHO. For example, “Who has the name of a polygon with eight sides?”
3. The person with the matching polygon reads their card. For example, “I have OCTAGON.”
4. Once they have read their answer, they then read the question on their card. “I have octagon. Who has the name of a polygon with four equal sides?”
5. The game continues in this pattern until all cards have been read.
This game forces students to use the knowledge they have learned about polygons based on their descriptions.
]]>Notice that the Rocket Equation does not involve the weight of the Rocket. As a Rocket is launched the initial Velocity allows it to overcome Gravity. However, eventually, that initial force from the launch dissipates and Gravity takes hold. A Rocket reaches its Maximum Height shortly before Gravity forces it back toward the ground.
Interested in learning more about Math related to Rockets? Check out this link: http://www.youtube.com/watch?v=sThq_E7TCtk
Learn More! Let’s try an example, using the Polynomial Equation: d = -16t^{2} + vt + h_{o}. If a Rocket is launched with an initial Velocity of 50 meters per second off of the ground, how high will the Rocket be after 3 seconds? Solution: So, the Rocket will be 6 Meters off the ground. The Rocket is likely on its way back down toward the ground.
To Peruse another One of our Great Learning Math Articles, you can visit Here:
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1/1 unison C
2/1 octave C
3/2 perfect fifth G
4/3 fourth F
5/4 major third E
8/5 minor 6th Ab
6/5 minor 3rd Eb
5/3 major 6th A
9/8 major 2nd D
16/9 minor 7th Bb
15/8 major 7th B
16/15 minor 2nd C#
The most common conception of the chromatic scale before the 13th century was the Pythagorean chromatic scale. Due to a different tuning technique, the twelve semitones in this scale have two slightly different sizes. (En. Wikipedia. org/wiki/Chromatic_scale) Thus, the scale is not perfectly symmetric. http://strathmaths.wordpress.com/2012/02/22/tipping-the-scales-some-of-the-mathematics-behind-music/. Pythagoras, 13thC Greek mathematician, was famous in geometry for the Pythagorean theorem (en. Wikipedia. org / wiki/Pythagoras). The theorem states that in a right-angled triangle, the area of the square on the hypotenuse (the side opposite the right angle) is equal to the sum of the areas of the squares of the other two sides—that is, a^2 + b^2 = c^2. Pythagoras experimented with a monochord, noticing that subdividing a vibrating string into rational proportions produced resonant sounds. When the frequency of the string is inversely proportional to its length, its other frequencies are simply whole number multiples of the fundamental. (En. Wikipedia. org/wiki/Chromatic_scale)
The term chromatic derives from the Greek word chroma, meaning color, where the total chromatic / aggregate is the set of all twelve pitch classes; an array being a succession of aggregates. Shí-èr-lǜ (Chinese: 十二律 (twelve-pitch scale) is a standardized gamut of twelve notes. The Chinese scale uses the same intervals as the Pythagorean scale, based on 2/3 ratios (2:3, 8:9, 16:27, 64:81, etc.). The gamut or its subsets were used for tuning and are preserved in bells and pipes. In China, the first reference to “the standardization of bells and pitch,” dates back to around 600 BCE. According to ancient scroll/script literature, Pythagoras taught that music was not intended for entertainment, though for calming the mind and bringing about order from chaos of life and the universe using spiritual instruments. Music of the Spheres is one of the phrases used to describe Ancient Greek Pythagorean Music. Here is a sample of what this music sounds like: http://www.youtube.com/watch?v=Bm2Pn_8Oxww This clip is a short educational video on a Pythagorean Tone Generator: Pythagorean Tone Generator: http://www.youtube.com/watch?v=BhqgOH0gDIc
James Hopkins, a student and practitioner of Pythagorean Monochords visually shows us his handmade Monochord Stringed instruments: http://www.youtube.com/watch?v=tbCZO6rPcY8
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