Showing posts with label fractions. Show all posts
Showing posts with label fractions. Show all posts

Thursday, August 27, 2015

Ki Teitzei- Activity suggestions related to weights & measures and fractions

A couple of suggested activities related to this week's parsha:
In last year's post, I wrote about the algebraic connection to the mitzvah (commandment) of being honest in weights and measures. Here are some suggested pre-algebra activities-

  • using a balance scale, students can have different sized blocks which they need to place on the scale to figure out which is greater (heavier) and which is lesser (lighter). From there, they can investigate how many of the lesser weights it takes to balance the greater weight.
    • a more difficult variation- using multiple unlabeled blocks/weights, students can work to:
      •  order them from lightest to heaviest
      • determine if multiples of the same block are equal to (balance) any of the other blocks
      • determine if any combinations of blocks are equal to (balance) any of the other single blocks
      • determine if any combinations of blocks are equal to (balance) any combinations of other blocks
  • using labeled weights, students can confirm different combinations of smaller weights that should equal (or balance) with a single larger weight- for example, they should find that 2+3 is equal to (balances) a 5.
  • students can then "mix and match" to find different combinations of weights that are equivalent to each other- for example, they should find that a 2+5 is equal to (balances) a 3+4.
There are many commandments (mitzvot) enumerated in this week's parsha. It has been counted that, in fact, 74 out of the 613 commandments have a basis in this parsha. Students can consider-

  • What fraction of mitzvot are based in the parsha?
    • Can this fraction be reduced?
      • a related concept- what is the prime factorization of these two numbers? Did you know that you can quickly reduce large fractions by finding the prime factorization of both the numerator and denominator and crossing out "pairs" of common numbers that appear in both.
        • a simple example- to reduce 10/15, we could say that 10 = 2x5 and 15 = 3x5; since there is a 5 in the prime factorization of both the numerator and the denominator, we can cross out both 5's, and we are left with 2/3. In this way, we have reduced 10/15 to 2/3 using prime factorization.
      • another related concept- investigating common factors and identifying prime numbers (numbers that have only 2 factors- 1 and the number itself)
  • What fraction of mitzvot are not based in the parsha? In other words, what's the fraction of other mitzvot that are not listed?
    • Can this fraction be reduced?
  • What percentage of mitzvot are listed in this parsha? What percentage of mitzvot are not listed in this parsha?
  • What is the ratio of mitzvot in this parsha to the mitzvot not in this parsha?

Thursday, August 20, 2015

Shoftim- Activity Suggestions related to Understanding Fractions

"This shall be the due of the Kohanim from the people, from those who perform a slaughter, whether of an ox or of a lamb/kid: he shall give the Kohen the foreleg, and the jaw, and the stomach. The first of your grain, wine, and oil, and the first of the shearing of your flock you shall give to him." ~Devarim 18:3-4
Rashi on 18:4 "The first of your grain":
"This is terumah. [Scripture] did not specify an amount regarding it, but our Rabbis established an amount regarding it: One who has a nice eye, i.e., one who is generous, give one part out of forty. One who has a bad eye, i.e., one who is miserly, gives one part out of sixty. One who is in the middle, i.e., who tends toward neither extreme, gives one part out of fifty. And they drew support from Scripture not to give less than one out of sixty, for it says, "[This is the terumah which you shall separate:] a sixth of an ephah from a chomer of wheat." A sixth of an ephah is half of a se'ah. When you give a half se'ah per kor, see now, there is one part out of sixty, for the kor is thirty se'ahs.

Activity Suggestions:
One of the most difficult conceptual aspects of fractions is that, when comparing sizes of fractional pieces, the larger the denominator (bottom number), the smaller the piece size. Once students understand fractions, they realize that this incongruence is because the denominator explains how many equal size pieces you have cut the whole into, and the more pieces you make, the smaller each piece will be. 

  • With this in mind, younger students could test this by having fractional templates to cut or count and compare. Starting with the same size whole, which fractional pieces are larger and which are smaller? 1/2, 1/3, 1/4, etc. 
  • Students who can make sense of this concept can extend the idea to larger number without comparing visually- compare 1/27 and 1/30, for example. And then extend to connect back to our Parsha. There, we are comparing donations of 1/40, 1/50, and 1/60. Understanding this idea, why does it make sense that 1/40 is considered generous, 1/60 is considered miserly, and 1/50 is considered average?
  • Older students can look more carefully at the end section of Rashi's commentary and investigate the fractional equivalences for ephah, chomer, se'ah, and kor. Rashi's explanation indicates a comparable equivalency that relates directly to the fractions that he lists in the first part of his explanation. How do these equivalences support his explanation of the appropriate amounts to be given in donation from the first crops?

Thursday, August 13, 2015

Re'eh- Activity investigations related to yearly tithings

In this week's parsha, we have two mentions of the tithings that were to be given at different times over the course of the shmita cycle. Additionally, tithings are referred to again in 3 weeks, in Parshat Ki Tavo. These three instances are looked at collectively in commentaries regarding the shmita cycle. 
  • "You may not eat in your cities: the tithe of your grain, and your wine, and your oil; and the firstborn of your cattle and your flocks; all your vow offerings that you vow and your free-will offerings; and what is raised of your hand. Rather you shall eat them before Hashem, your G-d, in the place that Hashem, your G-d, will choose- you, your son, your daughter, your slave, your maidservant, and the Levite who is in your cities- and you shall rejoice before Hashem, your G-d, in your every undertaking. Beware for yourself lest you forsake the Levite, all your days in your land." ~Devarim 12:17-19
    • Rashi on 12:18- regarding eating the tithings with the Levite in your city:
      • Eat your first tithing together with him (1/10 portion of the crop given to Levites in each of the first 6 yrs of shemita)
      • If you have no first tithe, then give from tithe for poor (1/10 of portion given to poor in third and sixth years (additional reference see 14:28-29, 26:12)
      • If you have no poor tithe, then share your peace offering
  • "At the end of three years you shall take out every tithe of your crop in that year and set it down within your cities. Then the Levite shall come- for he has no portion or inheritance with you- and the convert, and the orphan, and the widow who are in your cities, and they shall eat and be satisfied, in order that Hashem, your G-d, will bless you in all your handiwork that you may undertake." ~Devarim 14:28-29
  • "When you have finished tithing every tithe of your produce of the third year, the year of the tithe, and you will have given to the Levite, to the convert, to the orphan, and to the widow, and they will have eaten in your cities and will have been satisfied, then you shall say before Hashem, your G-d, "I have eliminated the holy things from the house, and I have also given it to the Levite, to the convert, to the orphan, and to the widow, according to the entire commandment that you commanded me; I have not transgressed any of Your commandments, and I have not forgotten..." ~Devarim 26:12-13 (from Parshat Ki Tavo)
What were the tithings and the cycles?
  • 1st tithe- 1/10 to the Levites
  • 2nd tithe- 1/10 to be brought to Jerusalem and eaten there
  • poor tithe- 1/10 to be given to the poor
The cycle of tithings over the shmita cycle was as follows:
Year 1- 1st tithes and 2nd tithes given
Year 2- 1st tithes and 2nd tithes given
Year 3- 1st tithes and tithes for poor given
Year 4- 1st tithes and 2nd tithes given
Year 5- 1st tithes and 2nd tithes given
Year 6- 1st tithes and tithes for poor given
Year 7- shmita year- no tithings


Activity suggestions:
  • Younger children could investigate what it means to give 1/10. If you have a set-up for them to take a collection of items and divide them into ten groups, they would be donating one of those groups. The idea of 1 out of 10 might be conceptually easier for some than 1/10. In other words, for every 10 that's count out, 1 is going to be donated. 
  • As children get to a point where they understand the concept of division by 10, they can practice some simple sample calculations of how much might have been donated based on a given monetary value. 
  • Older children could be presented with sample scenarios of realistic incomes- some monetary based and some agriculturally based- and have them calculate projected tithings (per tithe and total donations) that families may have made over a 7 year shmita cycle. 
    • Note that older students should also be able to make the connection that each 1/10 tithing would be equivalent 10% of their produce or earnings.
    • It's also possible that, for some students, it would need to be clarified that all tithings were 1/10 of the total earnings; the 2nd tithing would not be calculated as 1/10 of what's left after the 1st tithing is given. This may be obvious to many, but for students who are making sense of the process, this may be a question that is unclear to them without explicit clarification.
    • Extension thought- Based on these calculations, how could they think about how much the Levites had to live off of in a given year? This type of investigation could include researching information such as census information for each tribe listed in recent parshiot- if all the Levites were living off of tithings from those families, how much did they really have to live off of, per Levite family?

Thursday, May 7, 2015

Emor- Calculation Activities with Fractions & Unit Conversions

"From your settled places you shall bring bread of elevation, two loaves made of two tenth-ephahs, they shall be fine flour,  they shall be baked leavened; first fruits to Hashem." ~Vayikra 23:17
"You shall take fine flour and bake it into twelve loaves; each loaf shall be two tenth-ephahs. You shall place them in two stacks, six the stack, upon the pure Table, before Hashem." ~Vayikra 24:5-6 
In this week's parsha, we find two instances of descriptions of loaves of bread. In our first quote (23:17), there are two loaves of bread that were offered for the meal offering. In our second quote (24:5-6), there are twelve loaves of bread that were put in the Mishkan and replaced each week on Shabbat. 

If you read these passages, you'll notice that in both cases, the size of each loaf of bread was standard- each loaf was to be made using two tenth-ephahs of fine flour.

Some activity thoughts based on this information:
*Note that I have posted information related to relevant, applicable calculations in my previous posts on Parshat Beshalach (equivalency table for biblical measurements equivalent to an ephah, including a se'ah) and Parshat Shelach (unit conversion calculations from se'ah to modern measurements).

**For younger students, they could be given representative 1/10 ephah pieces (representative weights) to think about the quantities necessary for each question below. A more developmentally concrete class activity could also be done using a pre-measured modern day equivalency of 1/10 ephah and then having students measure out the amounts necessary for individual loaves and each scenario listed below. While the first activity offers students the opportunity to think about how to count multiple fractions of weighted measures, the second activity offers students the opportunity to visualize and think about how much flour would have actually gone into each recipe.

**For older students, they could work through the paper and pencil calculations. Students could then take their calculations and, using baking flour, compare how their measurements compare to some of their own challah recipes from home or collected as a class from a quick recipe search ahead of time. They can think about how many loaves of challah the parsha recipes would make based on the way their own families make challah. Are their challahs bigger or smaller than the estimated size of the loaves in the parsha?

Questions:
*If you were batch baking the bread for the meal offering, how much flour would be needed to make the two loaves?
*If you were batch baking the bread for the Mishkan, how much flour would be needed to make the two loaves?
*How much flour was needed for the combined loaves of each stack, the way they were divided for storing in the Mishkan each week?
*If you were baking today, how much flour would be needed for each loaf of bread?
*If you were baking today, how much flour would be needed to batch bake the bread for the meal offering?
*If you were baking today, how much flour would be needed to batch bake the bread for the Mishkan?
*If you were baking today, how much flour would be needed for the combined loaves of each stack as they were divided in the Mishkan?

Thursday, March 19, 2015

Vayikra- Understanding Fractions through Perspective

"Hashem spoke to Moshe, saying: If a person will commit a misuse, and sins unintentionally against Hashem's holies, he shall bring his guilt-offering to Hashem, an unblemished ram from the flock, with a value of silver shekels, according to the sacred shekel, for a guilt-offering. For what he has deprived the Sanctuary he shall make restitution, and add a fifth to it, and he shall give it to the Kohen; then the Kohen shall provide him atonement with the ram of the guilt-offering and it shall be forgiven him." ~Vayikra 5:14-16
In this section of this week's parsha, we learn about a person who is required to bring a monetary restitution for an unintentional sin of misusing an item in the Tabernacle. His restitution, in addition to bringing a sacrifice of a certain value, is to also repay the value of the damages done, plus 1/5 of the value.

In the Sapirstein Edition of the Artscroll Vayikra (Torah with Rashi's Commentary), there is a footnote on Rashi 5:16 ("For what he has deprived the sanctuary he shall make restitution") that explains that when the Torah speaks of 1/5, it is really referring to 1/5 of the final total. In other words, the amount that was added is 1/5 of the final total after adding in that additional piece. 

What does this mean when thinking of fractions as we know them? If we want to have a section be 1/5 of the total, it means that before that piece was added, there were only 4 of those identically sized pieces. In other words, the original whole was cut into 4 quarters. Then, another 1 piece of equal size to the other 4 pieces is added on. Now, the final added piece is 1/5 of the entire new whole.

Why might this be so confusing to understand?
Think of an optical illusion type of artwork that you may have seen- maybe this well known image where, from one angle, you see an old woman, and from a different angle you see a young woman. It is all a matter of perspective. If you look at one set of features in a certain way, then you can see the old woman; if you focus on a different set of features slightly differently, then you see the young woman. 

The fraction situation that we have in our parsha this week can also be confusing to learners nowadays because of perspective. When we teach and think about fractions nowadays, in most cases, we think about our original value as one whole unit. If someone told us to add 1/5, we would assume that we needed to break our original unit into fifths (ie 5 even pieces) and then add on 1 additional piece of the same size. Alternatively, in the Torah and rabbinical writings through the Talmudic period, the entire unit was determined after the final additional amount was added on. Therefore, the 1/5 that was added on was 1/5 of the final unit, and in order to determine the size of that unit, the smaller segment actually needed to be broken into quarters.

Let's look at an example to see how this would differ, practically:

For ease of calculation, let's take a starting value of $100 restitution that's owed. I will break down the case, for the same starting value, first with our current day perspective, and then with the Torah perspective.

Current Day Perspective:
Starting value owed: $100
We need to add 1/5 of the starting value: 1/5 of $100 is $20 (100 ÷ 5 = 20).
The total value to be paid is the original value + 1/5, or $100 + $20 = $120

Torah Perspective:
Starting value owed: $100
We need to add an amount in order to have that amount be 1/5 of the final value. Remember, I noted above that if you have 4 pieces of equal size, and add one more that is the same size, now you will have 5 pieces of equal size and that last piece that you added will be 1/5 of the total final value. 
So, we need to first figure out 1/4 of the starting value: 1/4 of $100 is $25 (100 ÷ 4 = 25).
When we add $100 + $25 = $125. We can check to confirm that $25 is 1/5 of $125 (125 ÷ 5 = 25).
Since this calculation does work out, we have confirmed that the total value to be paid is the $125.

If we compare these two sample calculations, we can see that, according to our calculations, the Torah Perspective actually turns out to be more costly for the sinner than the Current Day Perspective does, and the calculation process is slightly more involved (although maybe not if that's how you're used to calculating!).

Some questions to keep you thinking about fractions:
Does this perspective difference in the understanding of 1/5 always result in the Torah calculation being more costly than the current day calculation? Does it change if you use a smaller original value? a larger original value? What if you used different fractions and compared them in current day vs. Torah perspective? 

[Note that with an understanding of what a fraction is and represents, these questions are developmentally appropriate for students in younger elementary grades and upwards. The approach to finding the answers would vary based on other skill levels and developmental understanding of the concepts needed to think about the questions and make sense of them.]

Thursday, December 4, 2014

Vayishlach- Leveled activity ideas related to organizing and analyzing information

"...then [Yaakov] took, from that which had come into his hand, a tribute to Esav his brother: She-goats, two hundred, and he-goats, twenty; ewes, two hundred, and rams, twenty; nursing camels and their young, thirty; cows, forty, and bulls, ten; she-donkeys, twenty, and he-donkeys, ten." ~Bereishit 32;14-16

In this week's parsha, we learn about Yaakov's gift to Esav to try to appease him and keep him happy.

Activity Connections:
When analyzing information, there are multiple levels of understanding that are needed. We can break down these levels for students in order for them to develop an understanding of each level of processing information.

Activity ideas in increasing conceptual difficulty:
*Last year, for Parshat Vayishlach, I used a chart to organize the information about Yaakov's gift to Esav. Figuring out a way to organize the information that you are given in the first step to analyzing the information. Younger students will need help to work together to put the information into a pre-written chart, while slightly older students can work on organizing and charting the information independently.

Here is the gift information organized into a chart:

 Type of Animal
 # of Females (& children)
 # of Males
 Total #
 Goats
 200
 20
 220
 Ewes/Rams
 200
 20
 220
 Camels
 30
 0
 30
 Cows/Bulls
 40
 10
 50
 Donkeys
 20
 10
 30
 Total # of Animals
 490
 60
 550

Children can also use this information to learn about representing the information in different types of charts- how would this look displayed in a pictograph? bar graph? double-bar graph (comparing Males & Females of each)?

Additionally, students can look at the chart or graphs and talk about quantitative comparisons between different groups.

*After children are comfortable organizing the information, they can use the information to talk about how pieces of the whole compare to each other as part of the whole or sub-parts of the whole. Ratios of males to females by animal or within the whole group; what fraction of each animal is male or female? what fraction of the whole? what fraction of the whole is each animal? What are the basic fractions? Can the fractions or ratios be reduced to simpler numbers? What is the significance of these reduced fractions/ratios? See last year's post for more on this.

*The next level of calculation would be converting the fractions into percentages of the whole. See here for my post explaining the concept of percentages. Students can calculate the percentages of the total gift that are made up for varying subcategories- how do the percentages breakdown comparing males to females? comparing different animals?

*An additional level of complexity to this organization of information could be to have students draw circle graphs with accurately calculated segments. See my post here to read about calculating the angle measures of the segments of a circle graph.

Thursday, October 2, 2014

Yom Kippur- Shofar Blasts and Equivalent Fractions

The parsha that we read on Yom Kippur comes from a section of Acharei Mot. My previous post from Acharei Mot covers the topic of the two goats that were brought for atonement by the Kohen Gadol on behalf of the Jewish people on Yom Kippur.

As one feature characteristic of this time of year is the blowing of the shofar, I thought I would look at the shofar blowing this week. The month of Elul leading up to Rosh Hashana, then the first 10 days of Tishrei- the days of atonement between Rosh Hashana and Yom Kippur- we listen to the shofar. Throughout Elul, we hear the shofar blown once each day. On Rosh Hashana, we hear 100 blasts of the shofar on both days. On Yom Kippur, we hear a final shofar blast at the end of the day.

Equivalent Fractions:
Equivalent fractions are different ways of writing the same fractional piece of a whole item (or group). They are two or more fractions that represent the same amount of an item but are written with different numerators and denominators. We can find these fractions by breaking the whole item into more or fewer pieces. The important thing to look for is that when you cut it into more pieces, a certain number of those pieces has to exactly create a larger piece. 

For example, [Case 1] if I have a pizza and I cut it into two pieces and eat one of the pieces, then I've eaten 1/2 of the pizza. Now, [Case 2] if I had cut the pizza into 4 pieces and eaten 2 of the pieces, then I would have eaten 2/4 pieces, which is actually the same amount of pizza as in Case 1. [Case 3] If I had cut the pizza into 6 pieces and eaten 3 of the pieces, then I would have eaten 3/6, which is, again, actually the same amount of pizza as in the first two cases. But now, what if I had cut the pizza into 3 pieces, or 5 pieces? In these two situations, we could not take a number of pieces to make them exactly 1/2 of the pizza. So, we can make equivalent fractions with 1/2 using fourths and sixths, but we can't find equivalent fractions using thirds or fifths.

Shofar Connection:
From the time that young children begin learning about the shofar blasts, they are taught that there are 3 different types of blasts: tekiah, shevarim, and teruah. They learn that tekiah is one long blast, shevarim is 3 shorter blasts, and teruah is 9 staccato blasts. 

(artwork credit to my preschool daughter)

If we think about these blasts as fractions, we can consider that tekiah is one whole blast (one single unit), the 3 parts of the shevarim blast are each 1/3 of the length of the tekiah, and the 9 parts of the teruah blast are each 1/9 the length of the tekiah. If we look further, we can also compare that each group of 3 blasts of teruah is the same as 1 of the shevarim sections. In other words, we can see that 1/3 of the shevarim blast is equivalent to 3/9 of the teruah blast.

In theory, this is all nice, but how do we quantify the blasts? What measurements do we use? Are they actually equivalent fractions? I checked with my husband on this- our local shofar blower (ba'al tokeah)- to get an answer. Below is a purely theoretical example of how it should work with the blasts measured in seconds.

Note: I'm purposely using numbers here that are slightly larger than in practice to make calculations easier)
If Tekiah is set to 9 seconds, then Shevarim is also set to 9 seconds for the whole blast (so the total is equivalent to tekiah), which means that each 1/3 section must be 3 seconds to be considered kosher.
Teruah would also be set to 9 seconds for the whole blast (so the total is equivalent to tekiah and shevarim), which means that each 1/9 section must be 1 second (and 3 sections together equal 3 seconds to be equivalent to a 1/3 shevarim section) to be considered kosher.
These would work for both "tekiah-shevarim-tekiah" and "tekiah-teruah-tekiah" blasts. Since the middle section cannot be longer than the tekiah itself, we would need to adjust for the "tekiah-shevarim/teruah-tekiah". For these blasts, the tekiah would be set to 12 seconds, and the shevarim/teruah together would need to be 12 seconds, so shevarim would be 6 seconds (2 seconds for each short blast), and teruah would be 6 seconds (6/9 or 2/3 of a second for each of the staccato blasts).

Now, in practice, when my husband blows shofar, our Rabbi watches with a stop watch to make sure that the shofar blasts are, in fact, fractional pieces of each other. What does this look like in practice?

The first thing to keep in mind is that practical situations are variable, and it's better to overestimate the length of a blast in order to make sure that it's kosher. Basically, when you have a kosher blast, you want to be able to count it. In order to do this, the procedure is basically as follows:
Since we can't predict the exact time in seconds that the middle blasts will be (shevarim, teruah, and shevarim/teruah), we overestimate on the time length for the first tekiah to make sure that the total length of that middle blast is always about the same length as the tekiah, but never longer than the tekiah. Since, for the final tekiah, you know exactly how long the middle blasts took, the final tekiah is timed to be exactly as long as the middle section. Also, since holding 100 shofar blasts for 10-12 seconds is extremely wearing, the blasts are actually shorter (and do not use quick, simple numbers), which makes a lot of the calculations involve fractions of seconds. 

So, in real life, the blasts look something like this:
For "tekiah-shevarim-tekiah", the first tekiah is overestimated at about 5 seconds, the goal for shevarim is to have 3 1-1/2 second sections, making the whole shevarim 4-1/2 seconds long, and the final tekiah is 4-1/2 seconds.
For "tekiah-teruah-tekiah", the first tekiah is overestimated at about 6 seconds, the goal for the teruah is to have 9 sections that are just over 1/2 second each (5/9 of a second), making the whole teruah 5 seconds long, and the final tekiah is 5 seconds.
For "tekiah-shevarim/teruah-tekiah", the first tekiah is overestimated at about 9 seconds, the goal for the shevarim/teruah is to have 3 1-1/3 second blasts for the shevarim (4 seconds total for that part) and 9 sections that are just under 1/2 second each (4/9 of a second) for the teruah (4 seconds total), making the total shevarim/teruah 8 seconds long, and the final tekiah is 8 seconds long.

What does this mean about the tekiah gedolah (the long tekiah at the end of the 100 blasts)? My husband tries to make that one 12 seconds. Why 12 seconds? Because this would be equivalent to 1 estimated tekiah length from the shevarim/teruah set, plus another 1/3 or another 3 seconds, since that additional fractional amount is enough to make it noticeably longer than the other blasts.

Best wishes for a G'mar Chatima Tova- a sealed inscription for a year filled with only good things.


Wednesday, August 27, 2014

Shoftim- Division and Fractional Segments

"When Hashem, your G-d, will cut down the nations whose land Hashem, your G-d, gives you, and you will possess them, and you will settle in their cities and in their houses, you shall separate three cities for yourselves in the midst of your land, which Hashem, your G-d, gives you to take possession of it. Prepare the way for yourself, and divide three times the boundary of your land that Hashem, your G-d, causes you to inherit; and it shall be for any killer to flee there." ~Devarim 19;1-3

Rashi on 19;3:
"And divide three times the boundary of your land"- That there should be from the beginning of the boundary until the first city of refuge like the amount of travel, i.e., like the distance, that there is from it until the second one. And so, too, from the second one to the third one. And, so too, from the third one until the second, i.e., the opposite, the border of the Land of Israel.

The Gemara in Makkot 9b talks about the word ושלשת, which was translated above as "divide three times". The Gemara brings up the idea that this is unclear because it could either be understood as dividing by three or multiplying by three. Rashi explains that it means division, but not just division into three parts. Rather, it means creating three lines of division, which actually creates 4 sections.

Division and the Concept of Physically Dividing:
When we talk about division, we are dealing with separating a unit with a certain measurement or a group with a number of contents into a given number of smaller equal pieces or groups. Some examples:
*A 12 ft. piece of rope divided amongst 3 people. We would calculate 12 ft. + 3 people = 4 ft. per person
*A bag with 30 marbles divided amongst 5 students. We would calculate 30 marbles + 5 students = 6 marbles per student

Now, let's think about if we are asked to cut a loaf of bread into 8 slices. How many cuts would we need to make in order to get 8 slices? The answer is that we would need to make 7 slices. So, when we are asked to cut a certain number of pieces, how can we know how many cuts we will need? 
*If your cuts are not intersecting with each other at all (think of cutting a loaf), then you will always need one cut less than the number of slices that you want:
1 cut = 2 pieces

2 cuts = 3 pieces

3 cuts = 4 pieces

How does this work? When you make your first cut, you are creating 2 pieces out of the 1 original. Once you continue cutting, however, you are only cutting off 1 more smaller section with each cut.

* If your cuts are going to intersect with each other (think of cutting a rectangular cake), then it helps to think of the area as a multiplication grid. If you need 30 pieces, you could make it 6 pieces by 5 pieces- then you would need 5 cuts in one direction and 4 cuts in the other direction. 
To think about grid cuts:
2 cuts = 4 pieces

3 cuts = 6 pieces

4 cuts = 8 pieces or 9 pieces, depending on where you make the cuts



With cutting on a grid, you can adjust your number of pieces depending on how you choose to place your cuts lengthwise and widthwise, as you can see with our example of 4 cuts above. Trying to keep the lengthwise cuts and widthwise cuts as close to the same number as possible will always result in the most number of pieces. Consider that for the loaf cuts, we needed 3 cuts to get 4 pieces, but for the "cake" cut we only needed 2 cuts to get the same 4 pieces.

Investigating with how many pieces you can get from the fewest cuts is an interesting investigation for students to play with. The more intersections of cuts you make, the more pieces you can get from each individual cut. 

Parsha Connection:
In this week's parsha, it seems that we are told to divide the land in three sections to create cities of refuge. However, Rashi and the Gemara explain that it's actually telling us to make 3 divisions (or 3 cuts) in the land, which will actually separate the land into 4 pieces. With the 3 cities of refuge built on each of the 3 division lines, anyone in each of the 4 settled sections of land will have approximately the same distance to travel to get to the nearest city of refuge. In this way, no one living in any of the settled areas will be closer or farther than anyone else from refuge.

The subtlety in the language is so slight- the difference between dividing by 3 (making 3 cities) and making 3 divisions (making 4 settlements, equidistant to the 3 cities).

Everyday Connection:
How often are you cutting something to share with others? Can you maximize your cuts so that you use the fewest number of cuts possible to get the number of pieces that you want?

Further thoughts: How do intersecting cuts differ when you're dealing with cutting circles into wedges? Is it like a loaf? Is it like a cake? Is it completely different?

Thursday, July 10, 2014

Pinchas- Multiplying Fractions by Whole Numbers

"And on the Sabbath day: two male lambs in their first year, unblemished, two tenth-ephahs of fine flour for a meal-offering, mixed with oil, and its libation" ~Bamidbar 28;9

"In the first month, on the fourteenth day of the month, shall be a pesach-offering to Hashem...And their meal-offering: fine flour mixed with oil; you shall make three tenth-ephahs for the bull and two tenth-ephahs for the ram. One tenth-ephah shall you make for the one lamb, for the seven lambs..." ~Bamidbar 28;16-21

Math Connection:
We are already familiar with the basic meaning of a fraction from Parshat Vayishlach. We know that the denominator tells us how many pieces the whole unit has been broken into, and the numerator tells us how many of those pieces we are including in our count of what we need- If I have 3/5 of a cookie, then the whole cookie was broken into 5 equal pieces, and I have 3 of those pieces for myself.

So what happens if we need to multiply a fraction by a whole number (positive number without fractions or decimals)? With integers (what we think of as "regular" numbers- positive or negative, but no fractions or decimals), multiplying is the same as repeated addition. 3 x 4, for example, is the same as 3 + 3 + 3 + 3. This is the same as what happens when we multiply fractions by a whole number. 1/4 x 3, for example, would be the same as 1/4 + 1/4 + 1/4. Now, how does that look as a single fractional number? We have 3 pieces that are each 1/4 of a whole unit. In other words, we have 3/4. Fractions can be confusing because there's a number on the top and the bottom, and children often get confused about which numbers they need to manipulate in different ways. If you remember that the bottom number is really a label for the section of the whole unit that you're working with and the top number tells how many pieces of that size you have, it becomes easier to remember when and how to manipulate (or not manipulate) each part of the fraction.

Parsha Connection:
In Chapter 28 of this week's parsha, we are given lists of all of the sacrifices that were to be offered on any day or for any special occasion. There are several instances where we are given multiple fractional measurements related to the sacrifices. In the quote above for the pesach-offering, for example, we are told of "three tenth-ephahs for the bull and two tenth-ephahs for the ram". What do these measurements mean, and what do their fractions look like?

Let's look at each individually:
"three tenth-ephahs for the bull"- ephah is the unit of measurement that's being used to measure the flour & oil mixture. 1/10 ephah is a standard fraction of the unit that is commonly used in sacrificial "recipes". Here, we are being told 3 x 1/10 ephah. So, the same as 1/10 + 1/10 + 1/10, or 3/10, when simplified. So, for the bull, they needed 3/10 ephah for the "recipe"

"two tenth-ephahs for the ram"- similar to above, we are being told 2 x 1/10 ephahs. Above, we used repeated addition, which we know is the same as multiplication. How do we manipulate the numbers if we just want to do the multiplication? Remember, we know that the denominator tells us how many equal pieces our unit is broken into, and the numerator tells us how many pieces we have. When we multiply the fraction by a whole number, we are not changing the size of the fractional piece in any way, so our denominator would stay the same. We are, however, changing how many 1/10 pieces we have- in fact, we now have 2 of those pieces- 1 x 2. So, we multiply the original numerator times the whole number to get our new numerator. So, for the ram, they needed 2/10 ephah for the "recipe". We could reduce this fraction (as we talked about in Parshat Vayishlach). Since 2/10 is the same as 1/5, we could also say that they needed 1/5 ephah for the ram.

These are just two examples of multiplied fractions in the parsha. If you continue through Chapter 28, you will find more examples of larger sacrifices, as they were changed for each holiday (or different days of different holidays), each with more examples of opportunities for multiplying fractions.

Everyday Connection:
Have you ever tried to double or triple a recipe? Particularly ones that call for fractional amounts of an ingredient? 1/3 C or 1/2 tsp? The same principles will apply. How many cups of sugar will you need, if you are making 4 times a recipe, and the original recipe calls for 3/4 C? 

Our denominator of 4 stays the same. We multiply 3 x 4 for our numerator (=12). Now we have 12/4. Rather than taking our 1/4 C measure and counting out 12 of them, how can we simplify our new fraction? It takes 4 1/4 pieces to make 1 whole C. 
4/4 = 1 C
8/4 = 2 C
12/4 = 3 C

What about 5 times the recipe?
Our denominator of 4 stays the same. We multiply 3 x 5 for our numerator (=15). Now we have 15/4. Again, rather than taking our 1/4 C measure and counting out 15 of them, how can we simplify our new fraction? It takes 4 1/4 pieces to make 1 whole C. 
4/4 = 1 C
8/4 = 2 C
12/4 = 3 C
16/4 = 4 C, but we only have 15/4. So we'll have 3 full Cups, and then 3/4 C more that we need to add.

Friday, March 14, 2014

Tzav- Statistics part 2

Once again, this week we have a significant portion of the parsha dedicated to specifics of korbanot, or sacrificial offerings. Again, rather than quoting from the parsha, I've organized some of the information related to the offerings in order to analyze.

Pie Chart/Circle Graph:
Whereas the bar graphs we looked at last week compared a measured amount between different categories, a circle graph compares portion sizes of categories that together make up 100% of something. For example, out of your total budget allotment, what percentage of the budget goes to different categories (food, medical, housing costs, etc.)? Out of all after school enrollment, what percentage of students go to each of the different activities? Out of the total hours in a day, what percentage of time is spent sleeping, eating, working, etc.? The key to circle graphs is that all categories together add to 100% and create a complete circle. 

When analyzing data to convert into a circle graph, we'll need our knowledge of fractions (Parshat Vayishlach), proportions (Parshat Ki Tisa), and percentages (Parshat Vayigash) to convert the raw data into a format that will fit the circle graph.

Connection to Parsha:
Let's take a look at a sample data set from this week's parsha to walk us through the process. Let's look at what percentage of sacrifices were to be fully burned and what percentage of sacrifices were allowed to be partially eaten in some form.

We can start by making a chart to organize the information so that we see which category each sacrifice falls into.



Next, we use the chart to count up how many sacrifices are in each category out of the total number of sacrifices. According to our chart, out of the 6 total sacrifices, we have 3 sacrifices that are completely burned and 3 sacrifices that are partially burned and partially eaten.

Let's restate this as fractions- 
3/6 = burned 
3/6 = burned then eaten

If we want, we can reduce these fractions (each reduces to 1/2), but we don't have to. In this case, we will reduce them, since it will make our next calculation easier to work with. 

So, we have-
1/2 of the sacrifices are burned
1/2 of the sacrifices are burned then eaten

Now, remember that the most important part of a circle graph is that it shows a percentage out of 100%, where 100% (or all) of what you're analyzing makes up the full circle. So, if 100% of the sacrifices is all of them, we know that 1/2 of the sacrifices were burned: 100% x 1/2 = 50% and 1/2 of the sacrifices were burned then eaten: 100% x 1/2 = 50%. So now we have calculated that 50% of the sacrifices were totally burned and 50% were burned then eaten. Once we have this calculation, we can create our graph. 



While I made the graph electronically, you can also construct a circle and measure out the angle measures for each section using pencil, paper, drawing compass, and protractor. Such an activity offers a good opportunity for art/geometry integrations in math. To calculate the sections by hand, we need to first know a full circle is 360°. Since we need 1/2 of the circle for each category, we multiply 360° x 1/2 = 180°. This means that the angle measure for each section of the circle needs to be 180°. Measuring out this 180°, you'll find that you've perfectly divided the circle into two 50% sections, one for each category.

It happened that the numbers for this activity fell perfectly into two equal groups. While it may seem simplistic because of the easy numbers and category divisions, it would make a very simple way to practice going through the steps of the process and practicing drawing circles and interior angles. Once practicing with this easy example, another problem with more complex category divisions could be introduced.



Thursday, December 5, 2013

Vayigash- Percentages

"And it will be at the ingatherings that you will give a fifth to Pharaoh; the [other] four parts shall be yours, as seed for the field, and for feeding yourselves and for those who are in your household, and to feed your young ones." ~Bereishit 47;24

Back in Parshat Vayishlach, we looked at how to create ratios and fractions with a set of numbers that represent portions of a whole group. In this week's parsha, we actually have fractions given to us straight out. Working as an agent of Pharoah, throughout the course of the years of famine, Joseph purchased land from all of the landowners across Egypt in exchange for giving them food from his food storage. We are then told that the Priests were given food, and the landowners- who now all lived on land belonging to Pharoah and Joseph- were given seeds to plant for crops. They were instructed to work the fields, grow crops from the seeds that they received, and when they harvested their crops, 1/5 would be given to Pharoah, and the other 4/5 was to be kept for feeding themselves, their families, and their servants.

Percentage:
A rate or proportion per one hundred (dictionary.com)

While fractions are great for comparing parts of a group, there are times when you want to be able to compare across different groups, which can become messy and difficult if you're trying to compare fractions with different denominators. One way to create a standardization for comparison of information is to use percentages. Percentages readjust all the different groups so that for each group, the whole amount is represented by 100. Any portion of the group is then a percentage from 0-100%. All the total percentages within a group, when added together, should equal 100%.

How do we convert our information from fractions to percentages?
There are two basic ways to convert a fraction into a percentage.
1) Just as we could simplify fractions by dividing both numerator and denominator by the same divisor, we can make equivalent larger fractions by multiplying both numerator and denominator by the same factor. Since a percentage is a fraction out of 100 (per cent), then if you can easily identify how to multiply or divide your original denominator to make it 100, then you do the same to your numerator to find your percent.
Two basic examples:
--To find the percentage of 1/2, we know that 2x50=100, and then we can calculate 1x50=50. So, the percentage for 1/2 is 50/100 or 50%.
--To find the percentage of 350/500, we know that 500÷5=100, and then we can calculate 350÷5=70, so the percentage for 350/500 is 70/100 or 70%.
2) Some numbers just don't calculate nicely using the first method- try 1/8 or 1/3, for example. For these cases, you can divide the numerator divided by the denominator (eg. 1÷8 or 1÷3). This calculation will result in a decimal number. (1/8=.125 and 1/3=.33333...). These numbers multiplied times 100 (so the decimal moves 2 places to the right) are your percentages (1/8=12.5% and 1/3=33.3% -rounded off).
Intuitive connection- the first two decimal places, from left to right are tenths and hundredths; the fractions over 100 are read as "fifty hundredths" or "seventy hundredths"; when we multiply the decimal times 100, we are just changing it into the number that we would use in the fraction over 100

Using our method for calculating percentages, we can now look back to see what percentage of crops Joseph was collecting as taxes on Pharoah's behalf, and what percentage the previous landowners were allowed to keep for themselves and their families.

We are told that 1/5 was to be for Pharoah and the other 4/5 would be for the families. We lucked out here, since fifths are a fairly easy denominator to work with- 5x20=100. So, the percentages were:
Taxes for Pharoah: 1x20=20; 20/100 or 20%
Remaining crops for families: 4x20=80; 80/100 or 80%

To check our work, let's test our 100%. 20% taxes for Pharoah + 80% remaining for families should equal 100%. 20+80=100, so our math works and our calculated numbers are correct.

Thursday, November 14, 2013

Parshat Vayishlach- Ratios and Fractions

"...then [Jacob] took, from that which had come into his hand, a tribute to Esav his brother: She-goats, two hundred, and he-goats, twenty; ewes, two hundred, and rams, twenty; nursing camels and their young, thirty; cows, forty, and bulls, ten; she-donkeys, twenty, and he-donkeys, ten." ~Bereishit 32;14-16

While my other posts addressed more mid to upper level math skills (within a K-8 range), this week's topic deals with more simplistic concepts. A nice, engaging, educational method for younger students is to introduce a concept and then give them lots and lots of opportunities to practice that concept. With this chart below, once you get the hang of what's happening, there's lots of room for organizing the information in different ways to offer lots and lots of practice with the idea of fractions and ratios.

Let's start by organizing our information into a chart:


 Type of Animal
 # of Females (& children)
 # of Males
 Total #
 Goats
 200
 20
 220
 Ewes/Rams
 200
 20
 220
 Camels
 30
 0
 30
 Cows/Bulls
 40
 10
 50
 Donkeys
 20
 10
 30
 Total # of Animals
 490
 60
 550

A fraction is a number that tells you what part of a whole group you have. A fraction is written as one number over another with a bar between them (eg. 1/2). The top number, or "numerator", is the number that tells you how many pieces you have from the group; the bottom number, or "denominator", is the number that tells you how many pieces were in the group all together. So, the fraction 1/2 tells us that our group had 2 pieces all together, and we had 1 of those pieces.

A ratio is a comparison of numbers within a group. A ratio can be written as a fraction, with a colon separating the numbers that you're comparing, or writing "to" between the numbers. When written as a fraction, one number is written in the numerator spot and the other is written in the denominator spot; when written with a colon, the numbers are written next to each other with a colon separating them. So, if we have 15 marbles composed of 8 blue marbles and 7 red marbles, the ratio of blue to red is 8/7, 8:7, or 8 to 7. We can flip them around, too, to say that the ratio of red to blue is 7/8, 7:8, or 7 to 8.

Both fractions and ratios can be reduced to use smaller numbers to describe a situation. For example, if I have 8 cookies, and I ate 4 of them, I could say that I ate 4/8 of the cookies, or I could reduce that fraction to say that I ate 1/2 of the cookies. Another example- if I have 20 marbles composed of 5 purple marbles and 15 green marbles, I could say that the ratio of purple to green is 5:15, or I could reduce that to say that the ratio is 1:3. If both numbers in a fraction or ratio are divisible (can be divided) by the same number, then you can divide them to get to a reduced fraction or ratio.

Using our chart of the tribute gifts that Jacob set aside for Esav, we can use fractions and ratios to make different descriptions and comparisons of the types of animals. (Note: To avoid confusion, I'll use the colon for ratios and the bar for fractions.)

What fraction of the animals were female? 490/550, or reduced- 49/55. This means that if all the animals were divided into exactly the same groups, for every group of 55 animals, 49 of them would be female.

What was the ratio of female to male animals? 490:60, or reduced- 49:6. This means that if all the animals were divided into exactly the same groups, each group would have 49 female animals and 6 male animals. Notice that when you add the ratio numbers together, you get the total number of animals (490 females + 60 males= 550 animals) and this works for the reduced fractions and ratios, as well (49 females + 6 males= 55 animals in each group).

What do the comparisons look like for individual types of animals?

Goats: 
--Fraction of females: 200/220 or 20/22 or 10/11. So, for every 11 goats, 10 were female.
--Fraction of males: 20/220 or 2/22 or 1/11. So, for every 11 goats, 1 was male.
--Ratio of females to males: 200:20 or 20:2 or 10:1. So, for every 10 female goats, there was 1 male goat.
Do you see how nicely the fractions and ratios fit together? How the numbers are consistent, even when they're reduced, so that you can make comparisons between males and females and also compare sections of the whole group to each other? 

Let's try another animal. Ewes and Rams have the same ratio as Goats, and the Camels only had females and children- no males, so nothing to compare within the category.

Cows/Bulls:
--Fraction of females: 40/50 or 4/5. So, for every group of 5 cows & bulls, 4 were female.
--Fraction of males: 10/50 or 1/5. So, for every group of 5 cows & bulls, 1 was male.
--Ratio of females to males: 40:10 or 4:1. So, for every 4 cows, there was 1 bull.

Donkeys:
--Fraction of females: 20/30 or 2/3. So, for every 3 donkeys, 2 were female.
--Fraction of males: 10/30 or 1/3. So, for every 3 donkeys, 1 was male.
--Ratio of females to males: 20:10 or 2:1. So, for every 2 female donkeys, there was 1 male donkey.

There are lots of other fractions and ratios that we could look at here:
--What fraction of all animals were goats? What fraction were camels?...
--What was the ratio of goats to camels? goats to donkeys?...
--What fraction of all female animals were female goats? ewes? camels?...
--What was the ratio of female goats to female donkeys? male donkeys to bulls?...

If you're really getting into the comparisons, you can actually calculate how many different comparisons could be made between the animals, but that's getting into combinatorics- another topic for another time.

What interesting comparisons can you make? Do you see any interesting patterns in your fractions or ratios?