Triangle inequality rule

We were working with area and construction of triangles with the 6th graders in Isaiambalam school initially children started to construct a triangle with compass on their note books. Then to make things a little interesting children were asked how they would do it in scratch.

They initially started to draw three sides and found out that is was only possible to do, when the user gave three sides and two angles. Then one of then came up with using the arc function. He first drew the base, then two circles with the radius as the other two sides. Now he got the intersection point,  by this time I was confused as of how to get the third point in scratch. The solution was tracing the distance from one circles center to the other circles circumference and when they meet to set a variable to the x and y location and that did it.

Link to scratch code : link to program

More work done by children at Isaiambalam School :

Shapes and angles with 5th grade

 

 

Session with Heidi Watts on Research

Aura Auro team, Kavitha and Nirmala from Isai Ambalam had a session with Heidi_Watts   on research in the i-SMART class room.

We started the session with what we wanted to learn. Then we looked at kinds of research as following

Qualitative research – Describe more to prove

  • Action research – making a change
  • Participatory action research – I am part of it and effecting the outcome and adding myself
  • ethnographic research – culture and forms

Quantitative research – Numbers and phenomenon. Prove again and again and say that it works. More about measuring.

  • Statistics
  • Bell curve – Large number  of people (10% needs a large number)

Mixed methods – Some description and some measurements survey, ask the same question in many different ways.

Methods – to be able to use more than one method in a research

Case study/studies – look for one thing; e.g one classroom, one set of children, one child (who is very reluctant and his progress through the term)

Formal observations – check list

Informal observations – observe every day at a particular time

Field notes – taken at class then and there

Journals – to think about the session and reflect later

Interviews, individual and group – one on one with child or with a group

Video and audio tapes – with video on needs to be careful as it changes the way one acts in from of cameras, with audios on can review at a later time.

Surveys –  Has sample of different sources and structures in comparison e.g rural/urban, young/old, men/women,

Then we had a look at the work done in kindergarten and how it can be considered a research.

MTA (Mathematics Teachers’ Association (INDIA )) Conference at Mumbai

The conference was happening for three days. There were about 100 people from different states. We wrote a paper on how children can  learn mathematics by building project using physical technology eg. building /  construction. Virtual technology such as programming. Children can also learn conceptual ideas by programming a computer.  It helps them to break down their ideas into smaller bites for a computer to follow.  At the conference we met many people who are working on the Maths education. People who were attending the conference were school teachers, college professors and some research people.

They were many  paper presentations happening and debate were happening about mathematics. Most of them talked about the Mathematics at college level. There was a technology session happened using with GeoGebra. Where they introduced how to use this software. They showed how to find the angles and how to draw a parallelogram. They introduced all the tools to us on how to use GeoGebra. To learn more about Technology  session  Click here

Other Posters at the conference:

As I went for Epistemy7 conference. From my conference experience going with Sanjeev to the Epistemy7 I had just followed everything what he had told in Epistemy7. I followed those things in MTA conference. I had a check list and also created a directory structure with everything that I am going to present. There were about 30 poster and we need to present in an hour. Most of the people visited our poster and I was happy that we were able present our poster to everyone.  We also asked people to sign up their Email ID  to send further information. Since I took initiative to present the paper I was well prepared for the presentation. I also met many people who had already came for the  Epistemy7 last year.

 

Scratch course in Thamarai learning Centre

In Thamarai Learning Centre  STEM land team offered a basic scratch course in the evening for 5 days from 5.30 PM  to 7 PM. The facilitator in that centre didn’t know about scratch so they also joined  the course. There were about 15 children and 4 facilitators.

Day 1:
First day we introduced the different blocks and its function in scratch. Children started to explore and were excited in exploring the different options in Scratch. We have asked the children to create 10 question and answers. Then we introduced how to have a conversation between two people. Initially we showed them how to make a conversation with the 10 question. Slowly children started doing it on their own. They learnt to use ‘sensing’ and ‘=’ operators to ask 10 questions. When the wrong answer is typed, the same question should be asked again until the user gives the correct answer.

Day 2&3:
We introduced the pen function and motion function. Using these functions we showed them how to draw with and object and also to move a objects. Once when they were able to finish we had asked them to draw a triangle. They didn’t want to give up and after 15 minutes they figured it out. Then we asked them to draw a square, pentagon,hexagon, heptagon, octagon. Then they were able to draw different types of mandalas using ‘rotate’ block.

Day 4&5:
We had introduced children hoe to build a maze game. We showed how to move a object when a key is pressed. Children worked in pairs with each other to create a maze path in the backdrop image. They were able to use sensing function and also become familiar with motion function.

Everyday we asked children to sit in a circle at end of the session for 10 minutes. We asked them to share one thing that they learnt in the session. All the children share something that they learnt.

Most of the children loved and enjoyed building their own game. This created confidence in children that they can make many things using scratch.

To learn Scratch     Click here

Photography Exhibition – reflection

Children of 5th grade from Isaiambalam school put up a photography exhibition last Saturday(16.11.2018). I went in as a visitor and was curious to know what those little hands could have captured using the big shot cameras.

The photographs were displayed in bamboo frames that the children themselves made and was hanging on the walls of the visitor center. The frames were beautifully made with bamboo sticks and printed cloths stuck to it. The photos were simple added with life and beauty. It had catchy cations under each photographs. They had the courage and creativity to do something different. Children presented their work and talked about their learning and reflections to all the people who were present. Initially I could feel their nervousness and fear talking in English in front of everybody but after a while they were flawless. I hope it inspired all their peers in the school and encouraged them to do something different in the future.

 

Makey Makey

~saranya

In STEM land children have their freedom to work on their own. End of the week children will share their projects to everyone. From this presentation I am able to see peer learning is happening in STEM land.

Every week children are having project presentation through this children confident level is increasing and it made a path to build 7th grade their project.

Baranidharan from 9th grade he made project on drums and piano by using makey makey kit. He just used the makey makey kit and  few one rupees coins to play drums and piano. He did coding in scratch. Then he used  makey makey and scratch program together.

It was very nice to see his project & 7th grade also excited about his projects and 7th children also got a chance to play piano and drums.

Sets game

A few girls from 10th grade had build a physical game with a chart representing 3 venn diagrams (governed by 3 randomly selected rules by one team) and a set of 27 games pieces (3 shapes, 3 sizes and 3 colors). The other team players needs to place a piece on one of the areas and ask if it fits there. The goal is to figure out the original rules selected for each circle of the Venn Diagram and demonstrate the understanding of set theory. A few 9th grade children choose set language as their goal as they played with this game. The game helped them in understanding the intersection of two and three sets. Then to make the game more interesting they modified the rules to guess the right answer within few attempts.

A 9th grader took this to the next level and did not just wanted to play the game on the chart but wanted to create a Scratch game to do the same. Children who did not know, and had the set language as in their syllabus learnt the concept by playing his game.

Addition of one digit numbers

1st grade children are studying about numbers 0-10 and addition of one digits number. They taught to use Cuisenaire rod for learning numbers (because children like color very much and they learned number easily using it). Then they are asked to find out what are possible ways of getting 10, 9, and 8 by adding two numbers.

It was interesting to see children figure out a pattern in adding number using Cuisenaire rods.

Children are teaching their friends about adding two numbers using Cuisenaire rods.

Exif_JPEG_420

Fraction; Proper and Improper

Proper Fraction:

The fraction is always less than 1 whole

e.g.For the fraction (1/6); I have one cake and I want to give it equally to six people, How much will each get?

I.e) The Numerator will always be less than the denominator

link to scratch code: https://scratch.mit.edu/projects/237539463/

This program can be altered to show equivalent fractions as well.

Improper Fractions

The fraction is always greater than 1 whole

I have 11 cake I want to give to 8 people equally, what should I do?

I.e) The Numerator will always be greater than the denominator

link to scratch code: https://scratch.mit.edu/projects/237539515/

This program takes two inputs numerator and denominator and draws that as a fraction.