Ci 350 webquest powerpoint
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This document provides instructions for a lesson on multiplication and division for students in grades 3-5. Students will create a learning wheel to practice multiplication and division facts for the numbers 1-12. They will receive a packet with directions to make the wheel, which they can use to practice their skills and refer back to. The teacher will monitor students' progress in creating the wheel and ensure they follow the directions correctly.
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CSCE 3600: Systems Programming
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PROGRAM DESCRIPTION:
In this assignment, you will compare the performance of a scientific computation
performed in C and the same computation performed in Python. You will implement the
multiplication of two square matrices each of dimensions 1000 by 1000. Let us denote
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#include<stdio.h>
#define N 1000
int A[N][N];
int B[N][N];
int C[N][N];
int main(int argc, char ** argv)
{
int i,j,k;
int m=0;
for (i=0;i<N;i++) {
for (j=0;j<N;j++) {
A[i][j]=m++;
}
}
m=0;
for (i=0;i<N;i++) {
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B[i][j]=m++;
}
}
for (i=0;i<N;i++) {
for (j=0;j<N;j++) {
C[i][j]=0;
}
}
/* Your matrix multiplication code goes here */
return 0;
}
2
Use the above C code as your skeletal code and insert the matrix multiplication code
below the comment provided.
Save your C code as <euid>_6.c, where <euid> is your EUID.
Compile it first with –g flag and produce the binary <euid>_unopt.out
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Run it 5 times and measure the average time taken.
Compile it first with –O3 flag and produce the binary <euid>_opt.out
gcc -O3 –o <euid>_opt.out <euid>_6.c
Run it 5 times and measure the average time taken.
For all time measurements, for simplicity, simply use the time command. See additional
help document included on Canvas related to the ‘time’ command.
Eg:
$>time ndg0068_unopt.out
real 0m0.017s
user 0m0.013s
sys 0m0.005s
Pick the ‘user’ time from the above.
Your Python code skeleton is given below:
import numpy as np
N=1000
A = np.arange(N*N).reshape(N,N)
B = np.arange(N*N).reshape(N,N)
# Insert your one line call to compute
# The Multiplication of A and B
# HINT HINT: Use the dot function supplied by numpy
Save your Python code as <euid>_6.py, where <euid> is your EUID.
Run it 5 times and measure the average time taken.
3
For all time measurements, for simplicity, simply use the time command:
Eg:
$>time python ndg0068_6.py
Your submission on Canvas must include:
1. C source code
2. Python source code
3. A text file (named <euid>.txt) 15 time readings as shown below:
python c_unopt c_opt
0m1.096s 0m.011s 0m.005s
0m1.232s 0m.013s 0m.006s
…
0m1.172s 0m.012s 0m.004s
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Python 2.7.15+ is already installed
[email protected]: $ which python
/usr/bin/python
numpy package required is also already installed
Compare the Python code (5 lines of non-blank code) with the length of your C
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Math orientation, place value, estimation, rounding, basic ops word problems
The document provides information for a math class including:
- Where to find attendance sheets and the class code.
- The teacher's background and why she loves teaching math.
- Expectations for success, materials needed, class structure, and guidelines.
- An introduction to place value, operations, and solving word problems.
Dyscalculia test revised
Here are the missing numbers or symbols:
7 + 2 = 9
– 4 = -3
+ 3 = 9 + 6
4 + 5 = 9
5 = 10
+ 6 = 11
= 7 + 3 = 10
3 = 8 - 5
= 16 - 10
– 6 = 10 - 6
2 = 6 + 4
5 = 11 - 6
This task examines the student’s understanding of basic addition, subtraction, and order of
operations. Younger students may not understand all of the concepts.
24
Use the symbols to perform the math problems.
= +3 9
= –1 5
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Ci 350 friday assure
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Ci 350 wednesday assure
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Ci 350 monday assure
This document outlines a lesson plan for teaching 2nd grade students about multiplication and division. It includes analyzing the students, stating the objectives, and selecting methods and materials. The students will watch YouTube videos and songs about multiplication and division. They will then work in groups to discuss and practice the concepts. Their understanding will be evaluated through practice problems completed as a group competition at the board. Students absent will access a podcast to learn the missed content.
Ci 350 friday assure
The document outlines a lesson plan for a 2nd grade class. It involves having students create QR codes containing multiplication and division problems. There are 21 students total, with 13 girls and 8 boys. Students will create their own QR codes using an online creator. They will then post the QR codes to the class Twitter page. As homework, students will solve all the QR code math problems posted by their classmates and bring their answers to class on Monday to be evaluated for accuracy.
Ci 350 thursday assure
Students will review multiplication and division through group activities. Groups will complete activity sheets with real-world examples of multiplication and division problems. They must show the work and present their sheets to the class. Students will then discuss how multiplication and division apply in other areas of life. They will create a group blog posting real-world examples and share the blog URL on the class Twitter page. The teacher will monitor students as they work and collect their activity sheets to check for understanding.
Ci 350 wednesday assure
The document outlines a lesson plan for a 2nd grade class to help students understand multiplication and division. It includes the following:
- The class has 21 students ranging from 7-8 years old, with 13 girls and 8 boys who are Caucasian.
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Ci 350 tuesday assure
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Ci 350 wednesday assure
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The objectives are for students to create examples of multiplication and division on their own with 90% accuracy over two days.
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Ci 350 monday assure
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Ci 350 unit plan power point
The lesson plan aims to teach a group of 2nd grade students, consisting of 13 girls and 8 boys ages 7-8, about multiplication and division over the course of a week. The objective is for students to recite basic multiplication and division facts and complete math problems involving these operations with 95% accuracy. Each day focuses on a different skill: explaining the concepts, making study cards, using objects to demonstrate the processes, combining operations in problems, and using games and activities to test accuracy. Technology like online games and iPad apps will also be incorporated.
Ci 350 friday assure
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Ci 350 thursday assure
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Ci 350 wednesday assure
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Ci 350 assure method assignment revised
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Ci 350 assure method assignment
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Ci 350 webquest powerpoint
- 2. Welcome Welcome: CI 350 Description: Students will work on multiplication and division skills and facts. Grade Level: 3-5 Curriculum: Math Keywords: Multiplication and Division Author: Jessie Curnutte
- 3. Introduction Multiplication is said to be repeated addition whereas division is defined as separating into equal parts or groups. These skills can be extremely helpful during day to day life. Knowing basic multiplication and division skills will make simple math tasks encountered daily a lot easier. Multiplication Definition Definition of Division
- 4. Task You will be creating a multiplication and division learning wheel to use for practicing your facts. The websites below can be used for even more practice. Multiplication and Division Factor Game
- 5. Process You will receive a packet to create a multiplication and division learning wheel. You will follow the directions to create a learning wheel for the numbers 1-12. You can use this learning wheel to practice and refer back to. The wheel will assist you with both your multiplication and division skills.
- 6. Evaluation Since this task is to help you practice your skills I will not be testing you. However I will be monitoring your progress on creating your learning wheel and making sure you are following your directions correctly.
- 7. Conclusion Now that you have completed your learning wheels for the numbers 1-12 you can use them to practice your facts and can refer back to them for assistance.
- 8. Teacher Page Mathematics Grade 3 Next Generation CSO M.3.OA.7 : fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8)