Metaphors on problem solving from
A metaphor is "a figure of
speech in which a word or phrase literally denoting one kind of object or idea
is used in place of another to suggest a likeness or analogy between
them." Problem solving is like driving. When you drive, you know you have
a certain destination in which in you need to reach, but the problem lies in
how you are going to get there. Problem solving is basically the same thing,
because when you are given the problem, you know what you need to find out, but
how to arrive at the answer is what needs to be accomplished. So in a sense, they are both the same thing.
A metaphor for problem solving can
is, problem solving is a puzzle. I chose that because when I first look at a
problem, it is just a big jumble of pieces, but then I start to see where all
the pieces go in the puzzle, or problem.
Then things start to come together, and look the way they are supposed
to be. But, if you are missing on piece
of the puzzle, it is wrong because it does not look right.
"Problem solving is a
stapler." In order for the stapler
to work, you must first squeeze it. This
would be like "squeezing" your brain to think. You have to think about the problem
first. Once the staple gets through the
paper, the rest is easy. Once you have a
clear understanding of the problem and how to solve it, actually completing the
problem is a breeze. An example of a
real life set would be a soccer team.
Its attributes would include things like position, skill, and
experience.
Metaphors on problem solving from
Problem solving is an adventure with
many paths. I created this metaphor
because there is a lot of different ways to solve all problems just like a lot
of different places to go on an adventure.
Also it’s a trial and error process if you go down the wrong road you
can turn around and try again. You also
learn many new things solving every problem just like when you go an adventure
and discover new things.
Sets
An example of a real life set could be the
road system. When the roads meet, they
meet at an intersection and they have something in common. Another example of a set is a river and an
ocean because they eventually meet at one point and it is at an intersection.
Shared journal 4 entries:
Why is base 10 a good base?
Question 4.2 - Base ten is the best
base to work with for three main reasons. One reason is that our money system
revolves around tens. We have dimes which are ten cents. Ten dimes equal one
dollar. There are also ten, hundred, and thousand dollar bills. The other
monetary increments are nickels and two nickels equal a dime. Also, two five
dollar bills equal a ten dollar bill. Another reason why base ten is a good
system is because the metric system revolves around the number ten. For
example, there are one hundred centimeters in a meter stick. Children will
learn to become familiar with using tens. A third reason why base ten is the
best system to use is because numbers that end in zero are easier and cleaner
to work with. For example, when you are adding two numbers that end in zero,
the zero acts as the placeholder and you only have to worry about adding the
other numbers together. This helps when large numbers are added. So these reasons
illustrate how base ten is the best base to work with.
There are many different base number systems and the one that is most
commonly used is base ten. The reason
that base ten is better system is because the it is more simply to work with
the number one since when you are looking at for example two flats that is two
hundred units it is easy to know that because in one long there are ten
units and in a flat there are ten longs so if you do ten times ten it equals
one hundred then you just add another hundred because there are two of
them. Where in like a base eight system
the numbers are not so easily come by because they do not work out as nicely as
tens because in a flat in eight would be 80 units and in two of them there
would be 160 but it is just not as easy as just basically adding one plus one. The base ten is also simpler because as
children we often use our fingers to count and add most people have 10 fingers
with a few except for a small percentage of people. Anyway so when counting they go up to ten and
then have to either start on the other hand again or imagine the rest of the
numbers. So when you tell a student that
a group of ten can be made into a group it might be easier for them to make
that transition from using there hands into using base 10 pieces. For example
if you start off with comparing a long to a student’s hands saying how our
fingers are like a long because it contains 10 units (fingers) which will give
them yet another idea for when they are home and do not have access to the
pieces they can count to 15 and realize that they have to group 10 together and
are left with only five units. Base ten
has been the method for so long that if it was changed now it would confuse
most of the people because they would have to relearn everything and it could
be difficult to come up with a new system that would be as easy for people to
make new connections are learn it.