Salud y actividad física

 ¡Hola, chicos y chicas de 5º de Primaria! Hoy vamos a hablar sobre algo súper importante para todos nosotros: la actividad física y cómo nos ayuda a estar saludables y llenos de energía. Sabemos que a veces es más divertido quedarse viendo la tele o jugando videojuegos, pero moverse y hacer ejercicio también puede ser muy divertido. ¡Vamos a descubrir por qué!

¿Por qué es importante el ejercicio?

El ejercicio no solo nos ayuda a mantenernos en forma, sino que también tiene muchos beneficios para nuestro cuerpo y nuestra mente. Aquí hay algunas razones por las que deberíamos hacer ejercicio todos los días:

1. Fortalece el Corazón: Al hacer actividades físicas, nuestro corazón se vuelve más fuerte y eficiente, lo que mejora la circulación de la sangre y nos hace sentir más enérgicos.
2. Mejora el Estado de Ánimo: ¿Sabías que hacer ejercicio libera unas sustancias en el cerebro llamadas endorfinas que nos hacen sentir felices? Así que, si alguna vez te sientes triste o estresado, ¡sal a jugar y verás cómo tu humor mejora!
3. Desarrolla los Músculos y los Huesos: Los niños en crecimiento necesitan actividad física para fortalecer sus músculos y huesos. Saltar, correr y trepar son excelentes maneras de hacerlo.
4. Ayuda a Dormir Mejor: Cuando hacemos ejercicio, nuestro cuerpo se cansa de manera saludable, lo que nos ayuda a dormir mejor por la noche.
5. Fomenta la Socialización: Jugar en equipo o hacer deportes nos enseña a trabajar juntos, a seguir reglas y a ser buenos compañeros de equipo.

 

Y a ti, ¿se te ocurre alguna actividad para favorecer a la salud?

Déjalo en comentarios.

Antique measurement units

The units of measurement that we know today are not the same ones that have always existed. If We look at the old Mediterranean measures, we see that they were based on measurements with the body.

Look at this video and find the different ways of measurement that we had in the past.

1.- Which types of measurement ways did you find on the video?

2.- Measure your room with your favourite and write it on your notebook.

3.- Can you imagine another way to measure?

Tips to motivate our students

To get our students motivated in mathematics, I will give you somes with which you can motivate them and get them to improve their skills:

1) Approach

Math is closer than we think, but surely your students don't understand it yet. The first step to motivate them is to show them that this science is in their day to day, to do it, you must know their tastes and activities to be able to point out to them which part of these is linked with the mathematics.
2)Presents challenges:

Surely your students enjoy a good challenge that allows them to learn but at the same time compete and highlight their skills. It looks for mathematical challenges to the level of the knowledge that they have and divides the group creating a competition, this will make that their motivation increases in the moment but also in the long term.
3) Play:
Some games imply a constant use of this science and allow to develop the mathematical reasoning in a playful way. Putting them in the classroom can be an excellent idea.

4)Use multimedia resources:
There are dozens of videos, lectures and even films that seek to convey the importance of learning mathematics. Through audiovisual resources, perhaps, you can manage to transmit the concepts that you do not achieve that your students understand or internalize.
5) Divide:
Pay attention to the diversity present in the classroom and always remember that not all students learn in the same way or have the same skills. The important thing is that by dosing the math knowledge always attend to this reality and make sure that all go to the same level. To facilitate your task you can recommend material in which to consult or review the taught in class and make sure that your students have sites to resort to if they do not fully understand the lesson.

The measure of time. The clock.

I would like to recommend you to watch your video with your students. It shows us a good explanation about the clock and how to learn to understand the time (hours, minutes...)

But why do we need to understand time?

By means of the term "time " The duration of certain events or the separation between two or more of them is measured. In this sense, time is a magnitude related to the field of physics and that basically measures the number of units of measure that have elapsed from an initial state to a final state of something.

Let us then explain and clarify a bit this: for example, suppose I want to walk a kilometer. Then the initial state will be the point from which I will leave, beginning with the walk, while the final state is when I reached the kilometer already walked. That time elapsed between the two states (initial and final) is the separation between 2 events, called Departure and arrival, and which determines how many hours, minutes and seconds I had to use to reach my final state on arrival. In the international system of measurements the official unit of measurement of the time is the second, often abbreviated as  "sec. " But this is not officially so, since it does not belong to a scientific denomination but rather of everyday and colloquial use.

You've also probably heard a lot of times from  "past ",  "present " and  "future ". These are also time and that beyond that they are used in grammar as a way of conjugation of verbs, these three times form part in an arbitrary and consensual way of ordering the facts, according to what moment of time they occupy, ie, taking into account the When they have happened. That is why we know that if something happened yesterday is part of the past, while if we schedule a meeting for next week, we know perfectly well that this is still future time.
Thus, throughout human history, millions of facts have happened and the chronology, discipline within the social sciences, is responsible for establishing methods of study to understand the successions of events.

Probabilistic intuition

In the last decade of the XX century, a proposal for a curricular change in the teaching of probability at all levels of education was attended. In the curricular designs, not only in Spain, but in other countries, it is suggested to start this teaching at an earlier age and introduce the probability in its frequency. The recommended methodology is based on experimentation and simulation of randomised experiments. Thus, for example, in the NCTM standards it is stated that students should explore through situations and actively, the probability models. 

Through experimentation and simulation, students must formulate hypotheses, test conjecture, and debug their theories based on new information. It is assumed that this methodology will help to overcome the difficulties and obstacles that, on the development of the intuition of the chance have described different authors, like Fischbein and Gazit (1984).

Experimentation and simulation are the most appropriate ways to move from the primary intuitions on chance (those that are formed before and independently of a systematic teaching) to secondary intuitions (which form after a systematic process of education)

In primary education it is fundamentally to develop a "probabilistic intuition" as tightly as possible. The methods of probabilistic allocation will be, fundamentally, the statistic of the occurrence of the events to study and the contrast before and after the experimentation. All children have, to a greater or lesser extent, a priori opinion from very early ages, and in all cultures, of the possible but indeterminate (intuition of chance). The overall goal at this stage is focused on adjusting these two probabilistic allocation modes. 

I invite you to make a simple random experiment, to configure the application with 4 balls inside the urn (two green balls and two blue, for example) numbered with 1, 2, 3 and 4 respectively. To perform, automatically, so many extractions of 2 balls with replacement as desired... (minimum 40 or 50 extractions). But, before starting automatic extractions, formulate your hypothesis about the outcome of the experiment in which we are going to consider the probabilities of two complementary events: that the two extracted balls have the same color or that they have diffrerent colour.

URL: http://2633518-0.web-hosting.es/blog/manipulables/varios/extraernbolas.html

Applets

An applet is a program written in Java and is part of the components of an Internet page. Applets have been used to provide functionality to Internet pages that cannot be satisfied using HTML only. The idea of applets is that they are small enough to provide functionality.

• Some examples of the functionality for which applets are used are:
• Specialized functions, such as applets to calculate the value of the angle inscribed in a circumference and circumcenter of a triangle.
• Show image sequences and add visual effects.
• Show pictures with sounds and add sound effects.
• Allow the presentation of interactive graphics, reacting to actions that are taken with the mouse on the graph.
• Text animations and special effects on them.
• Create diagrams and graphs, such as the classic pie slice graph.
• Simple games.

These applet can be very useful for subjects like mathematics. Researching the web I found a page that offers links to different apples, specializing in primary education.

After the visualization and testing of these, I can determine that they are a great help and I think they are very well created.

I recommend you all to have a look because I think they can be very useful for your students. 

They are very motivating because they use many images and sounds. In addition the current students are very focused on new technologies, so it is a point that we must take advantage in our classroom.

The website is of the Government of the Canary Islands and is divided by cycles, which facilitates the search to the teacher.  It can also be used in other subjects such as English and even physical education.

I'll let you link down here so you can look at it:
http://www3.gobiernodecanarias.org/medusa/ecoescuela/recursoseducativos/category/3er-ciclo-de-primaria/matematicas/page/13/

Games to teach to measure

The treasure hunt for the measures

This game offers a fun way to our students to practice measuring different objects. Just write down a list of different measures, as "1 inch (2.54 cm), 6 inches (15.24 cm), 2 feet (60.9 cm), 1 yard (91.4 cm) ", and distributes copies of the list to all students, who must move along the classroom (or as far as possible , a lunch room or park) to find the objects that measure approximately these lengths. The first student to complete the complete list will be the winner, and you can go to measure the items with them to make sure they are approximate. You can advertise an acceptable range for each measurement, such as 0.50 inches or less than the given measurement (1.25 cm).

Find the longest object

If there is a large paper cutter in your school, you can make good use of it in this school game. To prepare, you will need to use a ruler and a pencil to draw several lines at different angles over the length or total width of the paper (most lines should be drawn diagonally at different angles, not horizontally or vertically). Make several copies of that sample. Then, use a paper cutter to cut the papers to fit the given items, and place each set in an individual envelope. Separate the students into groups, and give each one an envelope. Then the groups will have to play a race to discover the greatest measure of all the papers in the envelope. The first group to guess will be a winner.

Dice game

This post is something different, because I would like to recommend a book titled:

WORKSHOP ON STATISTICS AND PROBABILITY: GAMES AND WORK TO STRENGTHEN CONCEPTS. 

In my opinion it is a very interesting and useful book for teachers who do not know how to approach the concepts of probability and statistics. In it we can find countless activities and their respective explanations.
It's a free download book, so it's perfect for teachers looking for new resources.  What I like most about this book is that it has activities for all levels, from primary to high school, so that our students can continue to use it for a long time.

After reading the book and displaying several postings written by teachers, I would like to recommend the following activity: 

Dice game.
The class is divided into groups of 5 students and each group is given a couple of dice. Each group pulls 5 times the pair of dice coloring on each occasion the result and being understood by result the sum of the scores of both dice. When finished, the results are counted and recorded in the boxes of the corresponding numbers at the top, so that the students see which numbers are more likely to appear. Then, the teacher will detail all the possible cases that this experiment has, showing the reason why the numbers 6, 7 and 8 have been obtained normally more than the others. It is a good exercise to introduce the concept of probability of an event.
To reflect also the why the first two numbers have never come out.

The importance of measurements

Every scientific study begins from a first step consisting of observation, this being initially covered by the analysis of the general characteristics of a thing (so-called extrinsic analysis) for which later it is up to a vision much more thorough and precise of some of its characteristics, this being the intrinsic analysis that requires the application of appropriate optical and light instruments, among other tools.

In order to provide greater precision to this operation is also used to what are the measuring instruments.

The most well-known and often used form is in length measurements, is in the use of a ruler or tape measure or any instrument that allows us to compare around what is a unit.

It could be said then that the importance of making a measurement on something lies in obtaining an unknown data in reference to its comparison with a known data, being the first the characteristic inherent to the object that will be measured with the Instrumental Measurement, while the second is the measuring unit we have used to perform the comparison.

So in which situations in everyday life do we use the measurement?

• In the athletic competitions are measured the kilometers that are going to run.
• When you buy fabric in a warehouse they tell you how many meters you want.
• Buying fruit in a store
• By giving an indication about an address to a person.
• In the work the architects and designers measure the distances between walls to be able to know how much painting they are going in the decoration.
• When changing a door we have to measure the height and width of the hole where it is going to be installed. 

Games: Graphic representation and statistics.

After working in class the option to teach through online games, I started to investigate and I was fortunate to meet the next.
I think it's a fun way to introduce the concept of statistics in the classroom, through graphics and virtual way. 

I think it is a good website, because we can find activities for different levels of education, which have different difficulty. 

Today's children manage the internet much faster than many of us, so it may be more interesting for them to work this way. In this way I believe that we encourage the motivation for mathematics, which is usually the least preferred subject by the students. 

In this case, the file consists of twenty-seven activities of a wide variety of difficulties, going from easier to more difficult. In Addition, these activities are presented in a very colorful and visual way, in order to be more attractive to children.

The Link to the website is the following: 

http://www.genmagic.net/repositorio/displayimage.php?album=5&pos=6

I recommend you come in and have a look at their wide range of games and put it into practice with your students!!

Measurement units: Video resource

I want to recommend you one YouTube channel that is so useful for every subject, even for maths. 

One of the videos that I recommend you more is the one that talks about the measurement units. It treats the measurement units in a very interesting way, at the same time is so visual for small kids. 

We have very useful tools in the class that we can use to explain all topics. In this case I decided to use the computer to show a video, but I think that the video can be moved to practice, following the steps of the video in real situations.

The thing that I most like is that their videos are in different languages, which is so useful for children and bilingual schools.

https://www.youtube.com/watch?v=wk6WSiILWvU

Personal presentation

My name is Ana Ruiz González. I am a last year student of Primary Education in the University of Málaga. This blog will be used to express my opinions and give some ideas about mathematics, especially about the extraordinary world of the measurement. It will be a free space where you can comment and give your opinion too, because I think that the best way to learn is to share your knowledge with others. So please, feel free to join me.