### The daily grind of math - making connections

I wanted to briefly touch some more on this topic of "grind" or daily grind that learning math might sometimes become that I mentioned briefly last time.

I didn't mean to imply that learning to add, subtract, multiply, and divide whole numbers, decimals, fractions, percents, numbers with exponents, and integers has to be such a boring task. You can avoid that type of feeling.

One way:

I sometimes wonder how students feel when every year (on 4th, 5th, 6th, 7th, and 8th grade) they have a chapter on fractions, a chapter on decimals, a chapter on whole numbers, a chapter on geometry... Almost the same thing over and over.

We need to make sure they can see how these things connect.

An example:

A jogging track is 3.5 km long. If you jog 2/5 of it, how far was that? How many percent of the track is that?

Can your student solve it? What do you think, when are they ready for this sort of problem?

Tags: math, mathematics

I didn't mean to imply that learning to add, subtract, multiply, and divide whole numbers, decimals, fractions, percents, numbers with exponents, and integers has to be such a boring task. You can avoid that type of feeling.

One way:

**Make connections between the concepts**. Don't make math appear as fairly separate compartments of "fractions" and "decimals" and "percents" and "geometry".I sometimes wonder how students feel when every year (on 4th, 5th, 6th, 7th, and 8th grade) they have a chapter on fractions, a chapter on decimals, a chapter on whole numbers, a chapter on geometry... Almost the same thing over and over.

We need to make sure they can see how these things connect.

An example:

A jogging track is 3.5 km long. If you jog 2/5 of it, how far was that? How many percent of the track is that?

|--------------------------------------------|

0 3.5 km

|--------|--------|--------|--------|--------|

0 1

|--------------------------------------------|

0 100%

Can your student solve it? What do you think, when are they ready for this sort of problem?

Tags: math, mathematics