The moment you've all been waiting for...the recap of the ***MATH POETRY CONTEST***.
We had winners in the following coveted categories:
The "I Got Plenty of Nothin'" Award for best use of the number 0 in a math poem.
The "I Can Count to Two! Can You Count to Two, Too?" Award for best use of the number 2 in a math poem.
The "Four Color Trapezoid with Four Wheel Drive" Award for best use of the number 4 in a math poem.
The "Devon and Kevin Go to Heaven" Award for best use of the number 7 in a math poem.
The "Sideways Infinity" Award for best use of the number 8 in a math poem.
The "Kind of Sort of Upside Down 6" Award for best use of the number 9 in a math poem.
The "Head, Shoulders, Knees, and Toes, Minus the Head, Shoulders, and Knees" Award for best use of the number 10 in a math poem.
The "Through the Looking Glass" Award for best use of negative numbers in a math poem.
The "JVLIVS CAESARIS" Award for best use of Roman numerals in a math poem.
The "What Comes After a Gazillion and One?" Award for best use of Large Numbers in a math poem.
The "Hey Jude" Award for best use of repetition best use of repetition of repetition in a math poem math poem.
The "Honey, Do You Love Me?" Award for best mention of bees or beehives in a math poem.
The "A plus, 100%, Red-Letter" Award for best mention of the Math Guy's Correct Box in a math poem.
The "Sixteen Going on Seventeen" Award for best use of numbers 13 through 19 in a math poem.
The "Pass the Pepper" Award for best mention of food in a math poem.
The "Boxcars and Snake Eyes" Award for best use of doubles facts in a math poem.
The "Elementary, My Dear Watson" Award for providing the reader with clues to the poet's favorite number.
The "It's-Not-Easy-Being-Green" Award for best references to nature in a math poem.
The "Age Before Beauty" Award for best mention of ages in a math poem.
The "Count von Count" Award for best use of the numbers 1, 2, and 3 IN THAT ORDER in a math poem.
The "Help Help I'm Being Invaded by Rabbits" Award for best use of multiplication in a math poem.
There were multiple winners of some of these awards. Winners received hot-off-the-presses suitable-for-framing certificates of merit. Also, pencils. Congrats to all who participated!
Showing posts with label poetry. Show all posts
Showing posts with label poetry. Show all posts
Monday, April 20, 2009
Tuesday, March 31, 2009
Math and Poetry
The Mostly-Annual PDS Math Contest (TM) is drawing to a close. This year, the challenge is to submit a poem about your favorite number, or your favorite number sentence. Entries are pouring in. 7 and 9 seem to be popular choices, as are the ol' reliable 1 + 1 = 2 and 2 x 2 = 4, but we have some, um, more creative favorite numbers and sentences as well...All will be revealed shortly.
In the meantime, another thought about poetry and math. Some people claim that the two disciplines are unrelated. How very wrong they are! Here's an example from just last week of how an understanding of poetry can help children improve their math skills. Yes! Srsly!
Background: We asked first graders to solve a word problem that involved finding the sum of three addends--5, 7, and 5, in this case--and to EXPLAIN how they got the answer (a big step for children that age). Most of the children wrote something like "I added 5+5=10 because it's a doubles fact and I know that 10+7 is 17." Short and sweet. Some used their fingers to help, or drew sketches as evidence. BUT one young lady had a very different approach:
"I remember when we were studying haikus. Haikus go 5, 7, 5 [that's the number of syllables per line--SC]. I counted how many altogether in a haiku and it was 17. So I know 17 is right."
Another example of the interdisciplinary learning PDS does so well...:)
In the meantime, another thought about poetry and math. Some people claim that the two disciplines are unrelated. How very wrong they are! Here's an example from just last week of how an understanding of poetry can help children improve their math skills. Yes! Srsly!
Background: We asked first graders to solve a word problem that involved finding the sum of three addends--5, 7, and 5, in this case--and to EXPLAIN how they got the answer (a big step for children that age). Most of the children wrote something like "I added 5+5=10 because it's a doubles fact and I know that 10+7 is 17." Short and sweet. Some used their fingers to help, or drew sketches as evidence. BUT one young lady had a very different approach:
"I remember when we were studying haikus. Haikus go 5, 7, 5 [that's the number of syllables per line--SC]. I counted how many altogether in a haiku and it was 17. So I know 17 is right."
Another example of the interdisciplinary learning PDS does so well...:)
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