[AlwaysLearning] math
Pat Cald...
From: sjogy@...
Pat
[Non-text portions of this message have been removed]
>We have almost all the Edmark math CD-ROMS, including Astro Algebra. It wasI found a Pre-Algebra game and showed it to dd. She said it looked really cool. I *asked* her if she wanted it and she said yes. And Mary, if she doesn't use it much I won't be upset.
>too hard for us when we first looked at it, but it seemed pretty cool.
>
>Paula
Pat
[Non-text portions of this message have been removed]
Jocelyn Vilter
on 02/04/02 5:32 PM, Pat Cald... at homeschoolmd@... wrote:
My 12yo son recently asked me "what *is* algebra?", and not wanting to lead
him down the garden path, I looked it up and gave him the definition from
the online MW dictionary: "a generalization of arithmetic in which letters
representing numbers are combined according to the rules of arithmetic"
He paused for a few seconds, and then said "Oh, I do that playing Magic [the
gathering]." smiled and walked off.
So there you go; maybe a few decks of Magic cards are the ticket for now?
jocelyn
> From: sjogy@...Pat,
>> We have almost all the Edmark math CD-ROMS, including Astro Algebra. It was
>> too hard for us when we first looked at it, but it seemed pretty cool.
>>
>> Paula
>
> I found a Pre-Algebra game and showed it to dd. She said it looked really
> cool. I *asked* her if she wanted it and she said yes. And Mary, if she
> doesn't use it much I won't be upset.
>
> Pat
My 12yo son recently asked me "what *is* algebra?", and not wanting to lead
him down the garden path, I looked it up and gave him the definition from
the online MW dictionary: "a generalization of arithmetic in which letters
representing numbers are combined according to the rules of arithmetic"
He paused for a few seconds, and then said "Oh, I do that playing Magic [the
gathering]." smiled and walked off.
So there you go; maybe a few decks of Magic cards are the ticket for now?
jocelyn
[email protected]
In a message dated 2/4/02 6:53:51 PM, JVilter@... writes:
<< My 12yo son recently asked me "what *is* algebra?", and not wanting to lead
him down the garden path, I looked it up and gave him the definition from
the online MW dictionary: "a generalization of arithmetic in which letters
representing numbers are combined according to the rules of arithmetic" >>
Huh.
My kids "do algebra" without having letters represent numbers, by doing it in
English.
If a video game is $50, it will take more weeks of Holly's allowance at $7.50
than it will of Marty's at $9.75, but if they partner up and go together...
Variables don't have to be letters representing numbers. <g>
There's also if we use two pounds of beef for the family on a regular night,
and we have three extra kids over, we need three pounds of beef. But the
addition of those three make a total of five teenaged boys. Make it four
pounds.
Sandra, who does math without numbers A LOT
<< My 12yo son recently asked me "what *is* algebra?", and not wanting to lead
him down the garden path, I looked it up and gave him the definition from
the online MW dictionary: "a generalization of arithmetic in which letters
representing numbers are combined according to the rules of arithmetic" >>
Huh.
My kids "do algebra" without having letters represent numbers, by doing it in
English.
If a video game is $50, it will take more weeks of Holly's allowance at $7.50
than it will of Marty's at $9.75, but if they partner up and go together...
Variables don't have to be letters representing numbers. <g>
There's also if we use two pounds of beef for the family on a regular night,
and we have three extra kids over, we need three pounds of beef. But the
addition of those three make a total of five teenaged boys. Make it four
pounds.
Sandra, who does math without numbers A LOT
Jocelyn Vilter
on 02/04/02 7:26 PM, SandraDodd@... at SandraDodd@... wrote:
I had to look up a definition for him because I still have residual
math-fear, left over from junior high school, where I didn't make it past
pre-algebra (what ever *that* is). I took a deep breath when he was little
and told myself that we could figure this stuff out together and that I
didn't have to "be behind" anymore. There's still a bunch of stuff I don't
know though. and not just about math...
What was cool to me though, was that he totally groked it.
jocelyn
> If a video game is $50, it will take more weeks of Holly's allowance at $7.50Now that you mention it, we do that all the time here too. I just felt like
> than it will of Marty's at $9.75, but if they partner up and go together...
>
> Variables don't have to be letters representing numbers. <g>
>
> There's also if we use two pounds of beef for the family on a regular night,
> and we have three extra kids over, we need three pounds of beef. But the
> addition of those three make a total of five teenaged boys. Make it four
> pounds.
>
> Sandra, who does math without numbers A LOT
I had to look up a definition for him because I still have residual
math-fear, left over from junior high school, where I didn't make it past
pre-algebra (what ever *that* is). I took a deep breath when he was little
and told myself that we could figure this stuff out together and that I
didn't have to "be behind" anymore. There's still a bunch of stuff I don't
know though. and not just about math...
What was cool to me though, was that he totally groked it.
jocelyn
zenmomma *
>>And Mary, if she doesn't use it much I won't be upset.>>I'm not keeping score. Promise. <g>
~Mary
_________________________________________________________________
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Nancy Wooton
on 2/4/02 7:35 PM, Jocelyn Vilter at JVilter@... wrote:
Nancy
> pre-algebra (what ever *that* is)Foreplay?
Nancy
Jocelyn Vilter
on 02/04/02 8:18 PM, Nancy Wooton at Felicitas@... wrote:
joc
> on 2/4/02 7:35 PM, Jocelyn Vilter at JVilter@... wrote:It wasn't that much fun.
>
>> pre-algebra (what ever *that* is)
>
> Foreplay?
>
> Nancy
joc
Fetteroll
on 2/4/02 8:52 PM, Jocelyn Vilter at JVilter@... wrote:
Linda Wyatt came up with Algebra is figuring out what you don't know from
what you do know. Which *anyone* can do whether their eyes glaze over at the
sight of x + 2 = y or not :-)
Wish I had similarly pithy definitions for calculus, trigonometry and
differential equations. I could manipulate all the equations like a champ
since they were all just pattern identification to me. But I never really
got a grasp of what they were, even if I did have to actually use them in
engineering ;-)
Joyce
> [Algebra] "a generalization of arithmetic in which lettersThat just goes to show that dictionary definitions can be boring ;-)
> representing numbers are combined according to the rules of arithmetic"
Linda Wyatt came up with Algebra is figuring out what you don't know from
what you do know. Which *anyone* can do whether their eyes glaze over at the
sight of x + 2 = y or not :-)
Wish I had similarly pithy definitions for calculus, trigonometry and
differential equations. I could manipulate all the equations like a champ
since they were all just pattern identification to me. But I never really
got a grasp of what they were, even if I did have to actually use them in
engineering ;-)
Joyce
Pat Cald...
From: SandraDodd@...
Tell me what you get.
Pat
[Non-text portions of this message have been removed]
>My kids "do algebra" without having letters represent numbers, by doing it inI think the best of both worlds is when a child that has decided to go a math route in college can take his/her real life experience and use it to help understand the stupid questions they ask on math tests. I was doing a math problem the other day and I got it wrong because I couldn't understand what they wanted by the question they asked. Here's the problem if anyone wants to have some fun with it. There are 42 boys and 24 girls in a chess club. How many percent more boys than girls are there?
>English.
>If a video game is $50, it will take more weeks of Holly's allowance at $7.50
>than it will of Marty's at $9.75, but if they partner up and go together...
>Variables don't have to be letters representing numbers. <g>
Tell me what you get.
Pat
[Non-text portions of this message have been removed]
[email protected]
In a message dated 2/4/02 7:54:04 PM, JVilter@... writes:
<< I looked it up and gave him the definition from
the online MW dictionary: "a generalization of arithmetic in which letters
representing numbers are combined according to the rules of arithmetic"
He paused for a few seconds, and then said "Oh, I do that playing Magic [the
gathering]." smiled and walked off. >>
Ahh, this is cool. Can he describe how he does that? Zoe has an intense
desire to "do algebra" and I'd love to be able to point out exactly she's
already doing it with Magic.
paula
<< I looked it up and gave him the definition from
the online MW dictionary: "a generalization of arithmetic in which letters
representing numbers are combined according to the rules of arithmetic"
He paused for a few seconds, and then said "Oh, I do that playing Magic [the
gathering]." smiled and walked off. >>
Ahh, this is cool. Can he describe how he does that? Zoe has an intense
desire to "do algebra" and I'd love to be able to point out exactly she's
already doing it with Magic.
paula
Pat Cald...
From: sjogy@...
Pat
[Non-text portions of this message have been removed]
>Ahh, this is cool. Can he describe how he does that? Zoe has an intenseWhy does she want to do algebra?
>desire to "do algebra" and I'd love to be able to point out exactly she's
>already doing it with Magic.
>
>paula
Pat
[Non-text portions of this message have been removed]
[email protected]
In a message dated 2/5/02 7:53:24 AM, homeschoolmd@... writes:
<< Why does she want to do algebra? >>
I have no idea.
OK, I have some ideas <gg>.
1) She wants to go to college and knows she will need to do some to get there
2) She wants to know everything her friends know
3) She is generally interested in most things
4) She likes the feeling of tangible accomplishment she get when she works
through the books.
It has nothing to do with me, that's for sure. Some of our conversations when
doing this (she usually wants me to sit and do it with her) have been very
funny:
Me: OK, you clearly understand that, just skip the rest of the page
Her: No, I have to do every problem on the page
Me: No you don't
Her: Well, I like to
Me: I'm going to read email, call me when you're done
Lately, she's been skipping on faster - whew.
Paula
<< Why does she want to do algebra? >>
I have no idea.
OK, I have some ideas <gg>.
1) She wants to go to college and knows she will need to do some to get there
2) She wants to know everything her friends know
3) She is generally interested in most things
4) She likes the feeling of tangible accomplishment she get when she works
through the books.
It has nothing to do with me, that's for sure. Some of our conversations when
doing this (she usually wants me to sit and do it with her) have been very
funny:
Me: OK, you clearly understand that, just skip the rest of the page
Her: No, I have to do every problem on the page
Me: No you don't
Her: Well, I like to
Me: I'm going to read email, call me when you're done
Lately, she's been skipping on faster - whew.
Paula
[email protected]
28%
Elissa, who will soon be singing
Yippee - Kai - Yay!
-----Original Message-----
From: Pat Cald... <homeschoolmd@...>
To: [email protected] <[email protected]>
Date: Tuesday, February 05, 2002 7:57 AM
Subject: Re: [AlwaysLearning] math
help understand the stupid questions they ask on math tests. I was doing a
math problem the other day and I got it wrong because I couldn't understand
what they wanted by the question they asked. Here's the problem if anyone
wants to have some fun with it. There are 42 boys and 24 girls in a chess
club. How many percent more boys than girls are there?
Elissa, who will soon be singing
Yippee - Kai - Yay!
-----Original Message-----
From: Pat Cald... <homeschoolmd@...>
To: [email protected] <[email protected]>
Date: Tuesday, February 05, 2002 7:57 AM
Subject: Re: [AlwaysLearning] math
>From: SandraDodd@...in
>>My kids "do algebra" without having letters represent numbers, by doing it
>>English.$7.50
>
>>If a video game is $50, it will take more weeks of Holly's allowance at
>>than it will of Marty's at $9.75, but if they partner up and gotogether...
>math route in college can take his/her real life experience and use it to
>>Variables don't have to be letters representing numbers. <g>
>
>I think the best of both worlds is when a child that has decided to go a
help understand the stupid questions they ask on math tests. I was doing a
math problem the other day and I got it wrong because I couldn't understand
what they wanted by the question they asked. Here's the problem if anyone
wants to have some fun with it. There are 42 boys and 24 girls in a chess
club. How many percent more boys than girls are there?
>
>Tell me what you get.
>
>Pat
>
>
>[Non-text portions of this message have been removed]
>
>
>
>To unsubscribe from this group, send an email to:
>[email protected]
>
>
>
>Your use of Yahoo! Groups is subject to http://docs.yahoo.com/info/terms/
>
>
>
[email protected]
[This became a stream of consciousness which ends up emptying into another
river altogether.]
In a message dated 2/5/02 5:58:35 AM, homeschoolmd@... writes:
<< There are 42 boys and 24 girls in a chess club. How many percent more
boys than girls are there? >>
Less that 50%
Ratio of kind-of 5:3, and then I think no, 11:6 No, 21:12
It didn't turn to a recognizeable proportion and so I quit caring!
I have a vague picture of an inverse fraction equation swimming to mind, and
could fill it in with known numbers to make a formula and put those other
numbers in, but I have no objection to division of labor and for the effort
it takes to make some mathie a cup of tea I could get the answer.
Or I'd go online and ask someone else, if it were some big, hard problem I
couldn't figure out.
A friend (old friend from jr. high and high school) is some kind of genius,
makes a BUNCH of money (re-made an antique silver teaspoon for someone last
week--it had gone down the garbage disposal and the bowl folded into a wad
like chewing gum, and for $250.00 he caused it to appear it never had done
so), but can't write. He does analysis of
antiquities--thousands-of-years-old Chinese swords. Stone carvings from
central America. He does spectral analysis and chemical forensics and blah
de blah stuff I will never fathom, but he can't write very well.
He's a musician and knows how to do all kinds of recording-studio
technicalities, and he's made a CD of music involving a friend of ours, a
bass player, who died. I couldn't have begun to do ANY of that, but I did
edit his liner notes. It was cool, because of the 20 or so people named in
the history of the projects, I knew all but three or four very personally and
long term.
I worked two hours on writing up the errors and problems and explaining
alternate choices for phrasing to clean it up and make it consistent in tense
and tone with the rest of it. He was really happy.
We as parents sometimes forget, I think, that even if "all" one person can do
is repair picture frames, there is a real need in the world for picture
frame repair. It would become furniture repair, too, and maybe the creation
of prostheses or "dental appliances" or jewelry or...
We sometimes see the school-highway and forget the truly interesting
side-trails.
When I was editing writing about musicians and my friend Robert's life, I was
an expert, for a little while, on something obscure. Some people are
obscure-math experts. I never will be. But I'm good with spelling and
punctuation. I can get a flyer or a program or a newsletter done and out.
School says everyone has to know everything. It never happens, NEVER, but
they never quit saying it anyway. Any high school senior who doesn't know
every subject is a failure. They might graduate, but they're reminded that
they "almost didn't" or "bottom of the class" or "with C's" or whatever. And
they probably know more than many who graduated high with A's, because they
were pursuing life instead of doing so much homework.
Sandra
river altogether.]
In a message dated 2/5/02 5:58:35 AM, homeschoolmd@... writes:
<< There are 42 boys and 24 girls in a chess club. How many percent more
boys than girls are there? >>
Less that 50%
Ratio of kind-of 5:3, and then I think no, 11:6 No, 21:12
It didn't turn to a recognizeable proportion and so I quit caring!
I have a vague picture of an inverse fraction equation swimming to mind, and
could fill it in with known numbers to make a formula and put those other
numbers in, but I have no objection to division of labor and for the effort
it takes to make some mathie a cup of tea I could get the answer.
Or I'd go online and ask someone else, if it were some big, hard problem I
couldn't figure out.
A friend (old friend from jr. high and high school) is some kind of genius,
makes a BUNCH of money (re-made an antique silver teaspoon for someone last
week--it had gone down the garbage disposal and the bowl folded into a wad
like chewing gum, and for $250.00 he caused it to appear it never had done
so), but can't write. He does analysis of
antiquities--thousands-of-years-old Chinese swords. Stone carvings from
central America. He does spectral analysis and chemical forensics and blah
de blah stuff I will never fathom, but he can't write very well.
He's a musician and knows how to do all kinds of recording-studio
technicalities, and he's made a CD of music involving a friend of ours, a
bass player, who died. I couldn't have begun to do ANY of that, but I did
edit his liner notes. It was cool, because of the 20 or so people named in
the history of the projects, I knew all but three or four very personally and
long term.
I worked two hours on writing up the errors and problems and explaining
alternate choices for phrasing to clean it up and make it consistent in tense
and tone with the rest of it. He was really happy.
We as parents sometimes forget, I think, that even if "all" one person can do
is repair picture frames, there is a real need in the world for picture
frame repair. It would become furniture repair, too, and maybe the creation
of prostheses or "dental appliances" or jewelry or...
We sometimes see the school-highway and forget the truly interesting
side-trails.
When I was editing writing about musicians and my friend Robert's life, I was
an expert, for a little while, on something obscure. Some people are
obscure-math experts. I never will be. But I'm good with spelling and
punctuation. I can get a flyer or a program or a newsletter done and out.
School says everyone has to know everything. It never happens, NEVER, but
they never quit saying it anyway. Any high school senior who doesn't know
every subject is a failure. They might graduate, but they're reminded that
they "almost didn't" or "bottom of the class" or "with C's" or whatever. And
they probably know more than many who graduated high with A's, because they
were pursuing life instead of doing so much homework.
Sandra
[email protected]
In a message dated 2/5/02 7:26:11 AM, ElissaJC@... writes:
<< 28% >>
There are 42 boys and 24 girls in a chess
club. How many percent more boys than girls are there?
I think 28 is so close to 24 that there would have to be about a hundred boys
to get that.
Sandra the estimator
<< 28% >>
There are 42 boys and 24 girls in a chess
club. How many percent more boys than girls are there?
I think 28 is so close to 24 that there would have to be about a hundred boys
to get that.
Sandra the estimator
Jocelyn Vilter
on 02/05/02 5:48 AM, sjogy@... at sjogy@... wrote:
Jocelyn
> Ahh, this is cool. Can he describe how he does that? Zoe has an intenseI'll ask him and transcribe, since it's mostly greek to me <g>.
> desire to "do algebra" and I'd love to be able to point out exactly she's
> already doing it with Magic.
Jocelyn
[email protected]
You probably could NOT care less but...
OK< I used a calcultaor.
42 boys + 24 girls = 66 kids
the % of boys in the class is 63.6%
42/66=63.6 or 64%
If there are 64% boys, there must be 36% girls. The difference percentage
wise is 28% (64% - 36% = 28%)
I hate to estimate on paper, I'm anal in that way.
Elissa, who will soon be singing
Yippee - Kai - Yay!
-----Original Message-----
From: SandraDodd@... <SandraDodd@...>
To: [email protected] <[email protected]>
Date: Tuesday, February 05, 2002 10:20 AM
Subject: Re: [AlwaysLearning] math
OK< I used a calcultaor.
42 boys + 24 girls = 66 kids
the % of boys in the class is 63.6%
42/66=63.6 or 64%
If there are 64% boys, there must be 36% girls. The difference percentage
wise is 28% (64% - 36% = 28%)
I hate to estimate on paper, I'm anal in that way.
Elissa, who will soon be singing
Yippee - Kai - Yay!
-----Original Message-----
From: SandraDodd@... <SandraDodd@...>
To: [email protected] <[email protected]>
Date: Tuesday, February 05, 2002 10:20 AM
Subject: Re: [AlwaysLearning] math
>boys
>In a message dated 2/5/02 7:26:11 AM, ElissaJC@... writes:
>
><< 28% >>
>
>There are 42 boys and 24 girls in a chess
>club. How many percent more boys than girls are there?
>
>I think 28 is so close to 24 that there would have to be about a hundred
>to get that.
>
>Sandra the estimator
>
>
>To unsubscribe from this group, send an email to:
>[email protected]
>
>
>
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>
>
>
[email protected]
<< The difference percentage
wise is 28% (64% - 36% = 28%)
I hate to estimate on paper, I'm anal in that way. >>
See? If that's right, I'm so happily wrong!
(not caring developed over the years, but it's calmly ensconced now. <g>)
I thought this was just a badly-worded question meaning what percentage of
the boys' count is the number of girls. What percent of 42 is 24?
("There are 42 boys and 24 girls in a chess
club. How many percent more boys than girls are there?")
I had it merrily confused.
Sandra
wise is 28% (64% - 36% = 28%)
I hate to estimate on paper, I'm anal in that way. >>
See? If that's right, I'm so happily wrong!
(not caring developed over the years, but it's calmly ensconced now. <g>)
I thought this was just a badly-worded question meaning what percentage of
the boys' count is the number of girls. What percent of 42 is 24?
("There are 42 boys and 24 girls in a chess
club. How many percent more boys than girls are there?")
I had it merrily confused.
Sandra
Pat Cald...
From: SandraDodd@...
The answer they want is 75%.
42-24=18 there are 18 more boys than girls. I took 18/42 x 100 because that would give me the percent more boys.
To get 75% you need to take 18/24 x 100 but that would give the percent of girls they would need to increase the girls by to equal the boys. These are two different things.
Unfortunately exposure to stupid things like this helps kids that will need to take tests in or for college. I think. ?????? Or maybe they don't have badly worded questions at that level?
Pat
[Non-text portions of this message have been removed]
>I thought this was just a badly-worded question meaning what percentage ofThat was my point exactly!
>the boys' count is the number of girls. What percent of 42 is 24?
The answer they want is 75%.
42-24=18 there are 18 more boys than girls. I took 18/42 x 100 because that would give me the percent more boys.
To get 75% you need to take 18/24 x 100 but that would give the percent of girls they would need to increase the girls by to equal the boys. These are two different things.
Unfortunately exposure to stupid things like this helps kids that will need to take tests in or for college. I think. ?????? Or maybe they don't have badly worded questions at that level?
Pat
[Non-text portions of this message have been removed]
Dan Vilter
So I'm thinking 'they' (I would like this far more if it was a number I
wanted to know) want to know a number that is more than the number of girls
so:
24 girls = 100%
42 boys = 42/24 girls
or to simplify one step 21/12 of the girls number.
or 175% of the girls number
Or 75% more
wanted to know) want to know a number that is more than the number of girls
so:
24 girls = 100%
42 boys = 42/24 girls
or to simplify one step 21/12 of the girls number.
or 175% of the girls number
Or 75% more
>on 2/5/02 4:55 AM, Pat Cald... at homeschoolmd@... wrote:
> I was doing a math problem the other day and I got it wrong because I couldn't
> understand what they wanted by the question they asked. Here's the problem if
> anyone wants to have some fun with it. There are 42 boys and 24 girls in a
> chess club. How many percent more boys than girls are there?
>
> Tell me what you get.
>
> Pat
Pat Cald...
Thanks for the math lesson Dan. I still think I would get that one wrong more times than not.
Pat
Pat
----- Original Message -----
From: Dan Vilter
To: [email protected]
Sent: Tuesday, February 05, 2002 12:20 PM
Subject: Re: [AlwaysLearning] math
So I'm thinking 'they' (I would like this far more if it was a number I
wanted to know) want to know a number that is more than the number of girls
so:
24 girls = 100%
42 boys = 42/24 girls
or to simplify one step 21/12 of the girls number.
or 175% of the girls number
Or 75% more
>on 2/5/02 4:55 AM, Pat Cald... at homeschoolmd@... wrote:
> I was doing a math problem the other day and I got it wrong because I couldn't
> understand what they wanted by the question they asked. Here's the problem if
> anyone wants to have some fun with it. There are 42 boys and 24 girls in a
> chess club. How many percent more boys than girls are there?
>
> Tell me what you get.
>
> Pat
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[Non-text portions of this message have been removed]
zenmomma *
>I got 28% too. There are 66 kids total in the class. 42 of the 66 are boys,
>In a message dated 2/5/02 7:26:11 AM, ElissaJC@... writes:
>
><< 28% >>
>
>There are 42 boys and 24 girls in a chess
>club. How many percent more boys than girls are there?
>
>I think 28 is so close to 24 that there would have to be about a hundred
>boys
>to get that.
>
>Sandra the estimator
so that's 64% of the total kids. 24 are girls, so that's 36% of the total
kids. Therefore, there are 28% more boys than girls. The difference between
64 and 36. Am I missing something?
~Mary
>_________________________________________________________________
>
>To unsubscribe from this group, send an email to:
>[email protected]
>
>
>
>Your use of Yahoo! Groups is subject to http://docs.yahoo.com/info/terms/
>
>
MSN Photos is the easiest way to share and print your photos:
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zenmomma *
>So I'm thinking 'they' (I would like this far more if it was a number IWow I'm confused. Real life math is NOT this perplexing for me! And I was
>wanted to know) want to know a number that is more than the number of girls
>so:
>
>24 girls = 100%
>42 boys = 42/24 girls
>or to simplify one step 21/12 of the girls number.
>or 175% of the girls number
>Or 75% more
one of those that loved math in school.
~Mary
_________________________________________________________________
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Dan Vilter
>on 2/5/02 9:37 AM, Pat Cald... at homeschoolmd@... wrote:Oh goody! I got it right! I can't wait to go tell my mom! Oh wait....never
> Thanks for the math lesson Dan. I still think I would get that one wrong more
> times than not.
>
> Pat
mind.
-Dan Vilter
[email protected]
In a message dated 2/5/02 11:33:15 AM, dvilter@... writes:
<<
mind.
-Dan Vilter >>
Aren't we so proud of Dan?
(Who can reach him to pat him on the head? Joyce---)
But hey, he's a male, and so he has added to my gender-based math phobia. I
need to go eat some ice cream and recover from this further shocking blow to
my mathematical potential.
(Forget the ice cream. It just started to snow. I need to bring in more
firewood.)
Sandra
<<
> Thanks for the math lesson Dan. I still think I would get that one wrongmore
> times than not.<<Oh goody! I got it right! I can't wait to go tell my mom! Oh wait....never
>
> Pat
mind.
-Dan Vilter >>
Aren't we so proud of Dan?
(Who can reach him to pat him on the head? Joyce---)
But hey, he's a male, and so he has added to my gender-based math phobia. I
need to go eat some ice cream and recover from this further shocking blow to
my mathematical potential.
(Forget the ice cream. It just started to snow. I need to bring in more
firewood.)
Sandra
zenmomma *
>>Aren't we so proud of Dan?I could send him a sticker. :o)
>(Who can reach him to pat him on the head? Joyce---)<<
~Mary
_________________________________________________________________
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Pat Cald...
From: SandraDodd@...
When dh and I were building our deck, he was able to figure out how to keep the thing square with some math he remembered. I didn't have a clue!!!!! I'm realizing, now that I am getting back into math on my own, what he did was not all that complicated.
My MIL and SIL were math majors. MIL was a statistics major and SIL got an engineering degree but they said they couldn't work in those fields because they were too boring. It is not math aptitude women lack. It is *possibly* interest in math related areas that a lot of women lack.
The math part of the problem was easy. What Dan used to figure it out was his training in problem solving. His first thought was "what answer were they looking for".
Pat
Pat
[Non-text portions of this message have been removed]
>But hey, he's a male, and so he has added to my gender-based math phobia. II've decided that I would have been better at math if I had been allowed to take shop in High School. If I had been shown some use for some of the math I don't understand now, I probably would have remembered it.
>need to go eat some ice cream and recover from this further shocking blow to
>my mathematical potential.
When dh and I were building our deck, he was able to figure out how to keep the thing square with some math he remembered. I didn't have a clue!!!!! I'm realizing, now that I am getting back into math on my own, what he did was not all that complicated.
My MIL and SIL were math majors. MIL was a statistics major and SIL got an engineering degree but they said they couldn't work in those fields because they were too boring. It is not math aptitude women lack. It is *possibly* interest in math related areas that a lot of women lack.
The math part of the problem was easy. What Dan used to figure it out was his training in problem solving. His first thought was "what answer were they looking for".
Pat
Pat
[Non-text portions of this message have been removed]
Fetteroll
on 2/5/02 7:55 AM, Pat Cald... at homeschoolmd@... wrote:
If there were 2 boys and 1 girl, how many percent more boys than girls are
there?
Then test your theory with some other number combinations that are obvious.
0's, 1's and 2's can give you false clues so it's always a good idea to test
it with numbers that aren't even but that are obvious enough to still let
you see the pattern developing.
Basically it's a dumb question. It's not the type of information someone
would generally want to know from that kind of situation. So that makes it
hard to figure out because the answer doesn't really mean anything. (One of
the hazards of learning math from textbooks.) Someone might want to know
something like:
* what percentage of the total the boys were
* how many more boys than girls
* the ratio of boys to girls
I suppose someone could come up with a reason for wanting to know the
percent more boys than girls, but it just isn't information someone would
normally ask for.
Usually when you want to know what percentage more, it is in the context of
packaging or price, like that store's price is 10% more than this store's
price or you get 20% more (than the regular size) for free.
I *think* the problem is the same as asking if the 42 ounce package is the
same price as the 24 ounce package then what percent more are you getting
free?
So if it's 2 lbs for the price of 1 lb, you're getting 1 pound free which is
100% of the regular 1 lb package, so 100% *more* free. (Not, of course the
same as 100% free!) If it's 3 lbs for the price of 2 lbs you're getting 1
pound free which is 50% of the regular 2 pounds, so it's 50% more free.
So it's the amount you're getting free (how much larger the bigger package
is than the regular one) divided by the regular size: (42-24)/42 = 18/24 =
.75 or 75% more for free.
Joyce
[Non-text portions of this message have been removed]
> I was doing a math problem the other day and I got it wrong because I couldn'tI think it helps to change it into a problem that you can see the answer to.
> understand what they wanted by the question they asked. Here's the problem if
> anyone wants to have some fun with it. There are 42 boys and 24 girls in a
> chess club. How many percent more boys than girls are there?
If there were 2 boys and 1 girl, how many percent more boys than girls are
there?
Then test your theory with some other number combinations that are obvious.
0's, 1's and 2's can give you false clues so it's always a good idea to test
it with numbers that aren't even but that are obvious enough to still let
you see the pattern developing.
Basically it's a dumb question. It's not the type of information someone
would generally want to know from that kind of situation. So that makes it
hard to figure out because the answer doesn't really mean anything. (One of
the hazards of learning math from textbooks.) Someone might want to know
something like:
* what percentage of the total the boys were
* how many more boys than girls
* the ratio of boys to girls
I suppose someone could come up with a reason for wanting to know the
percent more boys than girls, but it just isn't information someone would
normally ask for.
Usually when you want to know what percentage more, it is in the context of
packaging or price, like that store's price is 10% more than this store's
price or you get 20% more (than the regular size) for free.
I *think* the problem is the same as asking if the 42 ounce package is the
same price as the 24 ounce package then what percent more are you getting
free?
So if it's 2 lbs for the price of 1 lb, you're getting 1 pound free which is
100% of the regular 1 lb package, so 100% *more* free. (Not, of course the
same as 100% free!) If it's 3 lbs for the price of 2 lbs you're getting 1
pound free which is 50% of the regular 2 pounds, so it's 50% more free.
So it's the amount you're getting free (how much larger the bigger package
is than the regular one) divided by the regular size: (42-24)/42 = 18/24 =
.75 or 75% more for free.
Joyce
[Non-text portions of this message have been removed]
[email protected]
In a message dated 2/5/02 12:28:20 PM, fetteroll@... writes:
<< how many percent more >>
It's just bad English.
Word problems should be written by people who know English AND math. <g>
<< how many percent more >>
It's just bad English.
Word problems should be written by people who know English AND math. <g>
zenmomma *
>So it's the amount you're getting free (how much larger the bigger package
><So if it's 2 lbs for the price of 1 lb, you're getting 1 pound free which
>is 100% of the regular 1 lb package, so 100% *more* free. (Not, of course
>the same as 100% free!) If it's 3 lbs for the price of 2 lbs you're getting
>1 pound free which is 50% of the regular 2 pounds, so it's 50% more free.
is than the regular one) divided by the regular size: (42-24)/42 = 18/24
=.75 or 75% more for free.>>
Joyce you are so cool! Would you like a sticker too? Or should I be sending
an apple for the teacher?
~Mary
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