Personal Experience: Finding the Height of Flagpole Outside Our School

Historians debate that Heron’s most important work was the “Metrica”. The “Metrica” is a series of three books that included formulas and geometric rules that Heron had discovered. These formulas included how to find the areas and volumes of plane figures, as well as solid figures. Book I included one of the more famous formulas still used today. This formula was how to find the area of a

2. A month after the classroom teacher completed the review unit for multiplication, we began long division. One student was having a very difficult time with long division. The student hadn't quite mastered their multiplication facts, thus, making the long division unit difficult. I printed out a multiplication chart which listed the multiplication tables from 0-12. The student completed the long division unit with confidence using the chart. Additionally, I created and located

Student B demonstrates mathematical strengths in the explanation of both solutions of the area and perimeter, although one of the formula used was incorrect. Mathematical strength was also displayed in the actual multiplication 5x2x5x2=100, and addition 5+2+5+2=14 cm, failing to include the units of measurement

During this unit, we learned about polynomials, projectiles, and the history of the Civil War. These were all tied together in our project where we pretended to sink the USS Cairo by calculating what it would take to fire a cannon at such a ship. We tested these calculations after measuring various values through a water balloon simulation from an elevated position with a trebuchet. Then after we re-ran the calculations with error analysis adjustments and real values we got from our trip from Alabama. So we applied new concepts in physics and math to a real life situation to cement our learning.

students to do that same. They wanted students throughout Texas to do as they were doing and during a meeting of youth leaders they came up with the name See You at the Pole which they stuck with ever since. In September of nineteen ninety more than forty five thousand teenagers met at school flagpoles from four different states. On September eleventh of ninety ninety one, there was an estimate of about one million students all around the country like California, Boston, Massachusetts, Texas, and North Dakota, who had prayed around their school’s flagpole. This event even spread to other nations and students in more than sixty four countries have participated.

So far in science, we have done the cups activity, the pink string activity, we took measurements with our group, and saving sammy. The cups activity is where we had string around a rubber band and each person pulled one string to stretch out. We then wrap the rubber band around cups and build a cup tower WITHOUT touching the rubber band or cups. The pink string activity is where you and a partner each have a pink string around your wrists and they are locked together but you can't take the string off your wrists to get out, you have to try to untangle them. We took measurements on many things including arm lengths, height, wingspan/armspan, and foot lengths. Saving Sammy

I chose to focus on measurement for this assignment because I really enjoyed working on the “Chocolongo” math problem with children who attend my summer camp. They ranged in age from five to nine and I found it really interesting to watch the ways in which they approached the problem and their understandings of measuring. I began by tracking the changes in the specific expectations sections the Ontario Math Curriculum under the category for measurement. My work can be found in the chart that I included at the end of the assignment. I found it really interesting to examine when new concepts entered the chart and follow the concepts as they grew in complexity. While my chart is imperfect, it did allow me to organize the information so that you

To become familiar with the scientific method and know how to use the metric system of measurement. A person who has long upper limbs tends to be tall and vice versa. The length of a person’s arm in centimeter is equal to 40% of his or her height in centimeter. Materials needed for this experiment are the calculator, metric stick or measuring tape, and 5 students. The formula to calculate the expected arm length is the height in centimeter times 0.4.

Taking multiplication of fractions farther, students in the fifth grade learn how to interpret multiplication by scaling. This is done by saying, “one object is four times as much as another.” For example, if two rectangles are laid side by side it is easy to see how one could be split up in to four pieces while the other stays whole. The rectangle not split up is considered four times bigger than the one split

The first step is to place a bolster along the wall and lie down on your sides while your hips lie on the bolster. The next step is to get the hips close to your chests so that the soles of the feet rest on the wall’s surface and then slowly try to raise the feet onto the wall while trying to roll the hips closed to the wall on the bolster. The last step is to move closer to the wall and raise your legs straight on the wall and stay on for five minutes before release.

I stood 45 feet from one of the Seiter Hall outer walls, with the help from another student, I took three measurements of elevation and three depression with my DIY clinometer. I took the 3 measurements from each, added them together and divided them by 3 to get the average elevation and depression.

“How will the Pythagorean Theorem help us in the real world?” a common utterance of disinterested students sitting in their intro Geometry class. The teacher would constantly have a plethora of real world uses of the Theorem but, to me, it never mattered whether it had any practical use later in life. Math stimulated and interested me, the fact that it was necessary to our everyday lives was just a bonus.

I begun to think about pi and I realized “I can do my experiment on pi”. I eventually settled on different ways to measure pi through experiments. After researching, I decided to do four experiments: circumstance divided by diameter, polygons, an old scientific approximation called Buffon's Needle, and a computer automated version of Buffon’s needle. I think my favorite part of the project was explaining my different experiments in my project paper and to my class when I presented. I ended up getting an honorable mention and great feedback from the

A quick and easy way to know if you have set the scale (approximately) the correct angle is to support the tips of the toes by touching the base. If you extend your arm and fingers touch a level, this is where you need it. This will help prevent the extension ladder from tipping backwards while climbing.

Measurement is a significant area in the curriculum, as it can “make or break a child’s confidence in mathematics” (Kefaloukos & Bobis, 2011, p. 19). Therefore teachers play a crucial role in teaching this area of maths. Firstly, it is important to consider what skills children have with regard to measurement when they start school. This guides teachers with an appropriate level to begin. Secondly, teachers need to know some engaging ways to teach measurement. Teachers also need to know how to adjust their teaching when necessary to cater for a varied range of abilities.