Tag Archives: Visual Multiplication and 48/2(9+3)

Rahat Javed Videos

Part 1:

Angle-a-trons: https://youtu.be/o6W6P8JZW0o

This video showed that one can make angles and shapes without actually using or carrying a protractor. Adding on that, if one knows the basic form of the 60, 90, and 180 degree angles they can use paper folds to help them mimic the job of a protractor.

Borromean Onion Rings: https://youtu.be/4tsjCND2ZfM

This video showed how to cook onion rings in a unique shape called the “Borromean Ring”. This edible rings were used as a topper in the video. Moreover, the video explained the concept of how the Borromean Rings are linked and how to link the onion rings the same way.

Re: Visual Multiplication and 48/2(9+3): https://youtu.be/a-e8fzqv3CE

This video was trying to shed light on a new multiplication method and also to explain how crucial proper math notation is. Lastly, that there are more than one way in math to solving a problem.

Origami Proof of the Pythagorean Theorem: https://youtu.be/z6lL83wl31E

This video explained the proof of the Pythagorean Theorem by folding different triangles into a paper. It explained the basic concept of the a^2, b^2, and c^2 sides, and how and why all the sides add up and work.

Part 2:

For this part of the assignment I chose to focus on the “Re: Visual Multiplication and 48/2(9+3)” video.  I found this video so fascinating because not only was it a response video to a concept or trick used for multiplication that I was unaware of, but because of what I learned through Harts simple statement and showing that there are  more than one way to solve equations. Like I have previously mentioned, the video was in response to a multiplication trick, but the fascinating or knowledgeable part to me was when she didn’t know how to multiply 6*7. She then shows a alternative way, despite the trick, which was to draw a whole bunch of dots and multiply by grouping simpler numbers that once can multiply then multiplying the remainder. I just thought one needs to know there times table. Moving on, the second half of the video also interested me and I learned something new. She explained how crucial math notation is. I mean, I always new how crucial it was but not until I saw the video example of how one can mess up on a simple multiplication and division equation if it was not in the right form. Since math is my major, I could easily identify how to do it, but I can also see how tricky the equation would have been for someone not so passionate about math. They wouldn’t have the necessary skills to pick up on bad notation. In conclusion, the video was well explained, leaving me with no questions.

Part 3:

Well I do believe that this video was math, probably not numerical or algorithmic actual type math, but it used these concepts to explain the fact to not look at every single mathematical problem in one way. Sometimes, there are more than one way to do something that might be more convenient and easy to understand. While for others the conventional way would be best applicable. This of Hart’s lesson, yes, i do think i would use in my future teaching career because not all students learn the same. So its always beneficial to keep options and various methods on hand of doing problems, catering to the students needs. This way math breaks out of its ‘boring’ or ‘usual’ ways, hence making it fun. This also connects to Lockhart’s idea of making math fun and actually introducing new concepts into math, allowing students to explore on there own, beyond the conventional boundaries. In conclusion, Hart’s video do shed a more concrete and visible light on basic math and notational importance, so well that these will, for sure, aid in my steps to my career and once I am there.