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Module 1 letter to parents
In math class, we have just finished module 1, and I have taken away a lot from it. We studied many different subjects including interpreting bar and line graphs, constructing frequency tables, creating bar graphs using frequency tables, using variables to solve number tricks, predicting the nth term of a number sequence, computing exponents, probability, and the order of operations. I thought most of this was interesting to learn, but some of it caused me trouble. In this letter I explain how we learned what we did and explain the subject to you.
Probability is on subject I loved learning about because I thought it was easy. It is basically learning about the numbers of chance. Probability explains what the outcomes of an experiments probably will be. For example, my good friend and I did and experiment on the probability of gummy bears. In this case, we put about 100 gummy bears into a plastic bag and picked one gummy out 100 times, and with that we were able to find the experimental probability of what color the gummy bear will be. With 25 red, 25 yellow, 25 orange, ad 25 green, the probability of picking out a red would be 25/100 because there are 25 red and 100 chances of picking a red. As we learned this subject, things got harder to deal with but I payed attention in class so everything worked out in the end! :)
Another unit in module one we explored would be a unit full of numbers and patterns and number tricks, which mystified almost all of the people in my class. We first leaned how to decipher a pattern by studying the numbers and shapes in the term and finding what number will some next. Usually, I found the pattern really quick, but some of them were so hard I had to give up and work on another.. For example, if each term was double the term number plus 2, the basic equation that solves every term would be 2N + 2. (N = term).
After learning number and shape patterns, we moved on to number tricks, and this part of module 1 was very interesting! The way these work is simple but confusing, too. When you begin, you think of any number you want, unless it say otherwise. Then you are put through many mathematical events witch ends with the number you started with, or one number every time. These were so much fun! But I tried making one, and it is so hard!
Line and bar graphs also made their way back from second grade! :) But this time learned how to decide to use a bar or a line graph. This is how we know. If you would like to show how data progresses or changes over time, the right choice would be a line graph. If you would like to just show the data that doesn't have many changes that are important, and bar graph would suit that set of data. We also learned how to analyze a graph by being tested with a take home quiz. We answered a series of questions. And when using graphs, we had to make a frequency table, also. Frequency tables were a way to collect data using tallies, and writing the final frequency on one of the columns.
Most of this was a review, but I also learned something in module 1.This was Exponents in the order of operations. (if your confused this means how to use exponents in an equation when it is necessary to use the order of operations) When dealing with the order of operations, the equations are usually long, and have many numbers, we use the order of operations to make them easier to solve. But Exponents are hard for me, so using them in an even bigger equation was tough. I first figured out the exponent, by multiplying the number as many times as it says, then use PEMDAS, which is the order we are supposed to do our work in.( parentheses, exponents, multiplication, division, addition, and subtraction) And then I figured it out!
Thanks for listening,
Article posted November 2, 2010 at 09:57 AM •
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