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, Christmas, Hanukah, or any other holiday that the students would like to celebrate. This is why the video “Scientific Secrets of Santa’s Success-How Santa Gets around in Just One Night (20/20)” appealed to me. The video is a scientific way to see how long it would take Santa to deliver presents in one night, covering all countries and houses. The video also shows how to use the scientific notation when needed and also how to do some complex decimals and fractions while converting them from seconds to minutes to hours. There were also some estimations in there like, how many presents per house or how many children per house that was a “good” boy or girl that year. The video did a great job of representing how to calculate something that some may think are “incalculable”. This video is relatable to students and also relatable to math. Relating things from the topic to the students is the key when presenting new information. I really liked this video because it is informational while showing how to calculate large sums. I like that it was funny and educational at the same time while it didn’t lose interest. It didn’t conclude that Santa is not real, which I liked, it basically just showed us the time it takes for him to go around the world and how “magic” works. It can have the students draw their own conclusions about Santa. The video showed how to accurately use the scientific notation for large quantities and conversions. I think this is a great idea to use with students in a number of topics. I could use the video about Santa in my own classroom in a great many of ways. Any holiday could be used. Take Halloween, for example. I could tell the students to make a guess on how many pumpkins are in a pumpkin patch. Then, I would have them multiply the number of pumpkins in a
pumpkin patch by how many pumpkin farms the students think there are in Boise, then in Idaho, then in the USA, and so on. This would teach students to also use scientific notation when using big numbers and also brush them up on their multiplication and decimal skills. This same concept can be applied to a great number of holidays or other things that would be useful and fun at the same time. It is relatable to students while it is educational. If some students do not celebrate holidays, then other items may be used or the teacher can ask the children to each find their own custom and go on that. I like this idea and I intend on using it in my own classroom. The second video that really appealed to me was the one called “Real-World Math Methods”. The video showed how to use real-life objects to perform math so that it is relatable to the students. As I have stated previously, when math is relatable to the students, they will then grasp the concept being learned in greater depth. This is true not only with math, but any subject. There have been many studies conducted about students that use something relatable to them while studying or trying to learn a new concept and it really works. The video talked about how teachers should try and get their students to go outside and count items they see or do multiplication problems with them, with something that is outside. Not only will it be something in real-life that the students can touch, but it will get them moving and excited to be outside instead of doing regular math problems indoors, at a desk. In my Math 257 class, we have been talking all year about how to make things relatable to the students so they will pay attention more and be able to grasp the concept with ease. We have also been talking about the importance of using manipulatives so the students get a real hands-on experience. I believe this is important, especially for new teachers, to use in their everyday math lessons. Not only does it spice things up so that it is not the same repeated math the students do every day, but they will understand better when they have something to physically see and touch.
I will use this very frequently in my own classroom. When teaching a new math topic, I will take the students outside, if possible, to show them how to multiply flowers or how to estimate how many ants there are in an anthill. I like the idea of using relatable things to the students. I have always had an idea to use fake money in the classroom, and depending on how good each student is they will then get a weekly allowance. Money will be subtracted for bad behavior and added for good behavior throughout the week. At the end of the week on Friday, the students will be able to purchase something from the “store” which will basically be a bunch of dollar store toys and candy. The students will have to accurately give me the correct change and will have to add in the tax as well. If the students cannot get the correct change, they will have to wait until the next week to purchase something. This will teach students how to count change, money, and how to add and subtract. It is relatable to them, for they will be buying things in the real-world for the entirety of their lives. It also will teach them the value and importance of money while being able to count something physically in a math lesson. These two videos that I have viewed gave me a real insight to how I can change things up in my own classroom someday. I would like to be the best teacher that I can possibly be and be there for my students when they need me. Watching videos like these gives me more ideas to implement into my classroom when the time comes. I like to learn the most I can about how to teach math because it can be a very hard topic for some students to grasp. If I have enough teaching methods lined up, there will be fewer students who will struggle. My collection of ideas to take with me to my own classroom grows every time I watch videos like these and the two that I have viewed and talked about in this paper will defiantly go on with me.
References: http://abavtooldev.pearsoncmg.com/myeducationlab/simpleviewer.php?projectID=mathmethods&clipI D=MMET_001_238.flv http://media.pearsoncmg.com/cmg/pmmg_mml_shared/flash_video_player/player.html?/aw/abcnews /abc_news_secrets_of_santa