Think like a teacher
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The teacher is asking students to grade sample student work from a fictional math problem to understand partial credit. The problem is worth 4 points total. Students should consider whether to award partial credit for a correct formula even with a mathematical error, value the answer or method more, handle small arithmetic errors, and grade an answer with no shown work. Students must justify their grading and thoughts on what is fair.
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Estancia Test Strategies 2009
This document provides strategies and tips for students taking standardized tests. It recommends highlighting main ideas, carefully reading directions, pacing yourself, using process of elimination, not randomly guessing, checking your work, and focusing on questions you're unsure of if time remains. It also provides tips for math problems like double checking copying and place value as well as general reminders to fill in bubbles fully and check your test number.
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This document provides an introduction to algebra and covers several key concepts:
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The document provides tips for taking standardized tests:
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2) Eat breakfast and think positive on the morning of the test.
3) Read questions fully before answering, use process of elimination, and pace yourself through the test.
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The document provides tips for taking standardized tests:
1) Get a good night's sleep before the test and bring pencils and any concerns to your parents.
2) Eat breakfast and think positive on the morning of the test.
3) Read questions fully before answering, use process of elimination, and pace yourself through the test.
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I have been teaching GRE/GMAT math for 8 years and have trained over 3,000 students, many of whom have scored over 760 on the GRE math section and 51 on the GMAT math section. My strategy is to understand the types of questions that commonly appear on the exams and the fundamentals and techniques needed to solve them within the time constraints, rather than focusing on mastering mathematics. I start training by having students take a diagnostic test to identify weak topics to focus on. My question bank covers topics that are relevant to the exams. To score well requires mastering techniques for solving questions quickly rather than being a mathematics master. Key topics like inequalities, number systems, word problems and geometry make up a large
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Estancia Test Strategies 2009
This document provides strategies and tips for students taking standardized tests. It recommends highlighting main ideas, carefully reading directions, pacing yourself, using process of elimination, not randomly guessing, checking your work, and focusing on questions you're unsure of if time remains. It also provides tips for math problems like double checking copying and place value as well as general reminders to fill in bubbles fully and check your test number.
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The document provides tips for taking standardized tests:
1) Get a good night's sleep before the test and bring pencils and any concerns to your parents.
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Here are 3 sentences summarizing the tips for math tests:
The document provides various tips for taking math tests such as working systematically, writing numbers clearly, organizing work by listing problems and identifying formulas, estimating answers before solving, using all information given, studying any visual aids carefully, not giving up if stuck, and checking answers. It emphasizes the importance of setting problems up correctly, writing numbers accurately, labeling units of measure, and budgeting time to review answers.
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3. While it's important to try your best and guess intelligently, remember that standardized tests may include questions above your current grade level, so it's okay not to know every answer.
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Here is a sketch of the situation described in the problem:
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2) Read questions carefully and try to answer before looking at choices. Use process of elimination to increase chances of getting the right answer.
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This document provides strategies for different types of exams, including true/false, matching, and multiple choice questions. It discusses how to prepare, strategies for each exam type, and how to manage test anxiety. Some key points are:
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- For matching tests, review both lists before answering and eliminate options to choose the best match.
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The document provides various tips for taking math tests such as working systematically, writing numbers clearly, organizing work by listing problems and identifying formulas, estimating answers before solving, using all information given, studying any visual aids carefully, not giving up if stuck, and checking answers. It emphasizes the importance of setting problems up correctly, writing numbers accurately, labeling units of measure, and budgeting time to review answers.
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1. The document provides strategies for taking standardized tests such as getting enough sleep, eating breakfast, using process of elimination, pacing yourself, and checking your work.
2. Key strategies include reading the directions carefully, skipping and returning to questions, using clues from other questions, and double checking your work to avoid mistakes.
3. While it's important to try your best and guess intelligently, remember that standardized tests may include questions above your current grade level, so it's okay not to know every answer.
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Get familiar with upcoming topics by reading ahead in the textbook. Attend all classes and take careful notes, then recopy your notes neatly to review and correct. When studying, re-read notes and textbook, then practice examples by covering solutions and working problems yourself without help. Be neat, show all work, and review your work to check for errors. Study examples and practice problems to prepare for exams that will have similar questions.
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Here is a sketch of the situation described in the problem:
[SKETCH]: A sketch is drawn showing a water slide that is 32 feet above the ground. An arrow is drawn going up from the slide at a 96 foot/second velocity to represent the initial launch of the water balloon. A parabolic curve is drawn to represent the path of the water balloon as it rises up and then falls back down toward the ground.
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The document provides strategies for taking standardized tests. It recommends getting a good night's sleep, eating breakfast, and being prepared with pencils. During the test, read questions first, use process of elimination, skip and return to questions, and check answers at the end. Relax your grip on your pencil and don't feel you need to know every answer.
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The document provides strategies for taking standardized tests successfully in 3 or fewer sentences:
1) Prepare the night before by relaxing, getting a good night's sleep, and discussing any concerns with parents or teachers. 2) Start the test with a positive attitude by eating breakfast and thinking about relaxing activities after the test. 3) During the test, carefully read and follow directions, pace yourself to answer all questions, and use strategies like process of elimination and underlining key words.
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Strategies for Taking Standardized Tests provides tips for test-taking including:
1) Get a good night's sleep, eat breakfast, and arrive on time. Think positive and don't stress about the test.
2) Read questions carefully and try to answer before looking at choices. Use process of elimination to increase chances of getting the right answer.
3) Pace yourself, skip hard questions, and return to them if you have time. Check your work before finishing.
Test Taking Strategies
This document provides strategies for different types of exams, including true/false, matching, and multiple choice questions. It discusses how to prepare, strategies for each exam type, and how to manage test anxiety. Some key points are:
- For true/false tests, statements with absolute or qualifying words can help determine if they are true or false. When unsure, it's better to guess true.
- For matching tests, review both lists before answering and eliminate options to choose the best match.
- For multiple choice, strategies include previewing, answering easier questions first, eliminating wrong answers, and using logic to choose the right answer.
- Essay exams require analyzing concepts and their relationships; preparation includes reviewing course
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The document provides strategies for taking standardized tests successfully. It recommends getting a good night's sleep, eating breakfast, and being prepared with pencils. During the test, it advises reading questions first, using process of elimination, skipping and returning to questions, and checking answers. It also provides tips for math problems and managing time well during the test.
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The document describes the Kagiso Learning Aid Project's approach to teaching, which centers around continuous assessment of student understanding through analysis of test and assignment responses. Key points:
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- Rather than just evaluating if students got the right answer, the Kagiso Analysis identifies specifically which questions students struggled with, through a template tracking mistakes by student and question.
- This detailed analysis guides the teacher's next steps, ensuring they address areas of weakness before misunderstandings solidify. It also helps design effective assessments.
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The document provides tips for effectively studying and preparing for tests. It discusses different types of test questions like true/false, multiple choice, fill-in-the-blank, and essay. It emphasizes the importance of gathering information about the test, completing readings and assignments, taking good notes, and reviewing materials. The key recommendations are to focus on weak areas, set up a study group, share information with others, quiz yourself regularly throughout the term, and learn to apply concepts rather than just memorize facts. Proper preparation and effective study strategies can help make passing tests less stressful.
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The document provides a daily agenda and notes for a math class that includes:
- Khan Academy practice and an exponent test on Tuesday
- Reviewing class work on scientific notation and exponents
- Notes on problems involving scientific notation, exponents, and monomials including finding degrees, multiplying and dividing monomials, and writing expressions in scientific and standard form
- A reminder to show work when using a calculator and that copied answers are often incorrect
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This document provides tips and strategies for improving test performance. It recommends preparing for tests by getting plenty of rest, arriving early, and knowing what to expect on the test. During the test, it advises staying focused, following directions, pacing yourself, and not getting stuck on difficult questions. After the test, it suggests seeking feedback to learn from any mistakes. It also provides guidance on multiple choice, essay, and other exam formats as well as managing test anxiety.
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SECTION 1A. Journal Week 2Chapter 4 in Affirming Diversity pag.docx
SECTION 1
A. Journal Week 2
Chapter 4 in Affirming Diversity pages 65-91.
1. How might you make a convincing argument that all students should have equal access and opportunity to algebra or its integrated counterpart in grade 8 and advanced placement courses in high school?
Reflect upon the following curriculum questions:
· In what ways is the mathematics curriculum limiting or detrimental?
· In what ways is the mathematics curriculum beneficial?
· Does the classroom teacher make his/her own mathematics curriculum and if so how is it evaluated in terms of student achievement?
· Have you and/or your colleagues been involved in developing the curriculum or do you rely on the textbooks?
Reflect upon the following pedagogy questions:
· What might you look for in order to identify the philosophical framework of a practitioner's pedagogy?
· How can pedagogical strategies reflect or promote anti-bias, equity, or social justice?
· What do you need to know in order to identify and claim your own pedagogy?
Read the Case Study: Linda Howard. Chapter 4, pages 91-101.
Answer the following questions in your journals:
1. If you were one of Linda's teachers, how might you show her that you affirm her identity? Provide specific examples.
2. What kind of teachers have most impressed Linda? Why? What can you learn from this in our own teaching?
3. What skills do you think teachers need if they are to face the concerns of race and identity effectively?
B. Journal Week 3—ANSWER QUESTIONS & REFLECT
A group of students were asked to compare the following ratios which represent the amount of orange concentrate mixed with the amount of water. The students needed to determine which of the mixes was the most 'orangey." The students were also told they could not convert the ratios to decimals or percents, nor could they use calculators.
Orange Mix
Water
a.
1
to
3
b.
2
to
5
c.
3
to
7
d.
4
to
11
One student responded as follows:
What does the evidence in this work tell you about the student's understanding of comparing ratios? How would you respond to the student?
C. Journal week 7---REFLECTION ON ARTICLE
D. JOURNAL WEEK 8
"Each student, regardless of disability, difference, or diversity, needs access to the curriculum that is meaningful and that allows the student to use his or her strengths."
Earlier in this course we examined templates for multiple representations and for vocabulary development. Examine the following graphic organizer:
From Math for All: Differentiation Instruction, Grades 3 - 5, pg. 143.
Complete this graphic organizer or one of your choosing for the Speeding Ticket problem.
How do you think using a graphic organizer will help your students? Would you require all students to use a graphic organizer or only certain students? Explain your thinking.
SECTION 2
A. REPLIES
ELIZABETH:You cannot take a smaller number from a larger number.
I’m thinking this must be a typo. It should read you couldn’t take a larger number from a.
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Full download http://alibabadownload.com/product/educational-psychology-developing-learners-8th-edition-ormrod-test-bank/
Educational Psychology Developing Learners 8th Edition Ormrod Test Bank
Strategies For Improvement On Ohios State Tests 112008(2)
The document provides strategies for analyzing state test performance and improving student success, including:
1) Analyzing released test questions to identify strengths and weaknesses, looking at question content and percentages of students answering correctly.
2) Using two methods - comparing to state averages and measuring actual performance above 85%/below 40% - to identify trends across subject areas.
3) Recommendations for developing student skills through effective classroom practices like questioning, feedback, and divergent questions.
Math Lit Lessons 2.5 & 2.6
The document provides examples and explanations about calculating averages and means. It discusses using averages in applied problems related to grades. It explains that averages are used to determine grades and can be impacted by subsequent scores. The document also notes that it is often easier to prevent problems than deal with consequences later, relating to the saying that "an ounce of prevention is worth a pound of cure."
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This document contains an agenda for a class that includes:
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It also provides guidance on writing introductions and conclusions for essays, including example opening and closing strategies. Students are instructed to add an introduction and conclusion to their draft, check for clarity on pronoun usage, and ensure their sentences have agents. Homework includes revising the draft based on the class discussion and submitting a self-assessment and revised essay by the end of the week.
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The document provides guidelines for creating effective exams that accurately assess student learning. It recommends choosing exam question types that align with learning objectives, highlighting how the exam matches course objectives, and writing clear, explicit instructions. It also suggests having another instructor review the exam for clarity, considering the time needed to complete the exam, assigning appropriate point values to question types, and planning how answers will be scored. For multiple choice questions specifically, it lists rules like having only one best answer, writing questions and responses clearly, including plausible distractors, and avoiding grammatical clues to answers.
Class 20 1 a
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This document provides guidance on writing introductions and conclusions for essays. It discusses several strategies for introductions, including using a scenario, statistics, or a historical analogy. It also discusses ending strategies like summarizing the solution and advantages, reminding readers of something special about the problem or solution, suggesting consequences of failure to solve the problem, or providing a call to action. The document then discusses techniques for improving sentence structure, such as avoiding ambiguous uses of "this" and "that" and including agents in sentences to indicate who will take action. Students are assigned to add an introduction and conclusion to their draft using the strategies and to check for clarity and inclusion of agents in their writing.
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This document provides teaching ideas and resources for problem solving in the GCSE mathematics classroom. It discusses developing a problem solving environment, asking open-ended questions, modeling problem solving techniques, using diagrams, and the importance of regular mini-tests and recalling basics to help students learn. A variety of problem solving resources and example problems are also presented.
Studying for tests
Organization and preparation are key to doing well on tests. Students should organize their notes and materials before the test. They should prepare a study schedule and form study groups. It's important to find out what type of questions will be on the test and what materials are allowed. Students should prepare mentally by reducing anxiety and gathering needed supplies. Multiple choice questions should be carefully read and answers eliminated to increase chances of getting them right. Essays require an outline and focusing answers on the question. Math tests involve showing work, estimating answers, and checking for mistakes.
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Educational Psychology Developing Learners 8th Edition Ormrod Test Bank
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The document discusses different types of algebraic expressions and how to factor them. It explains that a binomial contains two terms, and when factoring a binomial you write each term twice. A trinomial contains three terms and requires factoring using a diamond method. The difference of two perfect squares involves subtracting two terms that are perfect squares of the same base. A polynomial is the sum of monomial terms and needs to be simplified by factoring out common terms.
Factoring
This document discusses different types of factoring expressions including trinomials, binomials, and polynomials. Trinomials have three terms and require factoring out the greatest common factor. Binomials can be factored in four ways and using the FOIL method when multiplying two binomials. Polynomials are expressions with constants, variables, and exponents combined using addition, subtraction, and multiplication.
Factoring
This document discusses different types of factoring expressions including trinomials, binomials, and polynomials. Trinomials have three terms and require factoring out the greatest common factor. Binomials can be factored in four ways and using the FOIL method when multiplying two binomials. Polynomials are expressions with constants, variables, and exponents combined using addition, subtraction, and multiplication.
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Factoring Binomial, Difference Of Two Perfect Squares
To factor a trinomial when a does not equal 1, follow the steps of MFDM:
1. Multiply using the distributive property
2. Factor out the greatest common factor
3. Divide the remaining terms and group into binomials
Factoring Binomial, Difference Of Two Perfect Squares
My Friend Does Math is a mnemonic device to remember the steps for factoring a trinomial when a does not equal 1: (1) multiply using the distributive property, (2) factor out the greatest common factor, (3) divide the remaining terms by the factorized greatest common factor. The steps are: multiply, factor out, divide, and multiply.
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Jalen Deleon provides a tutorial on factoring binomials and trinomials. His method for factoring binomials is to find the greatest common factor. He also explains how to factor the difference of two perfect squares by breaking them down and putting the answer in parentheses. For trinomials, he uses the "diamond method" taught by his teacher Ms. Suhker. He provides examples of factoring 4j4-8 and D2-16 to demonstrate his methods.
Factoring
The document discusses three methods for factoring expressions:
1) Factoring trinomials where a is not equal to 1 using the My Friend Does Math (MFDM) method of multiplying, factoring out, and dividing.
2) Factoring trinomials where a is equal to 1 using the diamond method.
3) Solving two perfect squares by factoring them using the formula (a-b)(a+b) and plugging the results into parentheses.
Saif's project
The document discusses different methods for factoring different types of expressions:
1) For factoring a binomial, the method is to find the greatest common factor (GCF).
2) For the difference of two perfect squares like x^2 - 16, the method is to break it down and write it as (x - 4)(x + 4).
3) For factoring a trinomial where a is not 1, the method is to use the MFDM (multiply, factor, divide, multiply) approach. If a is 1, the method is to use a "diamond" approach.
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This project requires students to create a slideshow explaining how to factor different types of polynomials. Students must include examples of factoring binomials, differences of squares, and trinomials where a is and is not 1. For each example, students must show the factoring method used and explain each step. Students will upload their slideshows to a class blog and submit a hard copy for evaluation. The project aims to make math more engaging for students and develop their math and technology skills.
Integrated Project
This project requires students to create a slideshow explaining how to factor different types of polynomials. Students must include examples of factoring binomials, differences of squares, and trinomials where a is and is not 1. For each example, students must show the factoring method used and explain each step. Students will upload their slideshows to a class blog and submit a hard copy for evaluation. The project aims to make math more engaging for students and develop their math and technology skills.
Kristi's Trig. for Dummies
The document provides an overview of key concepts in trigonometry, including definitions of right triangles, trigonometric functions, the unit circle, and conversions between degrees and radians. It explains trigonometric identities like SOH CAH TOA, reference angles, coterminal angles, and reciprocals. The summary covers trigonometry basics, relationships between angles and sides of triangles, and the unit circle model for defining trig functions.
Angel
Trigonometry for Dummies provides an overview of trigonometric functions and how to measure angles. It defines the sine, cosine, and tangent functions using a right triangle and unit circle. Angles can be measured in degrees or radians, with radians defined as the intercepting arc of a central angle over the radius of a circle. The trigonometric functions are also defined in terms of their coordinates on a unit circle. Common trigonometric identities are presented relating functions like sine, cosine, cosecant, secant, and cotangent.
presentation
1) Radians are a way of measuring angles based on the length of an arc along a circle. To convert radians to degrees, multiply the radian measurement by 180/π.
2) Reference angles are always acute angles formed between the terminal side of a given angle and the x-axis.
3) Coterminal angles are angles that share the same initial and terminal sides and thus represent the same angle position on a unit circle.
Trigonometry[1]
Trigonometry deals with the sides and angles of triangles and their relationships. It is used in fields like science, business, music, and by professionals like tidal experts and meteorologists. Key concepts in trigonometry include the sine, cosine, and tangent functions, radian measurement, reference angles, quadrants, and the unit circle. Trigonometric functions can be added, subtracted, and multiplied following specific rules.
Trigonometry For
This document provides an introduction to basic trigonometry terms and concepts:
1. It defines clockwise and counterclockwise rotation, and explains that angles can be measured in degrees or radians.
2. A unit circle is introduced as a circle with radius of 1 on the coordinate plane, and how sine, cosine, and tangent values can be found using triangles on the unit circle.
3. Reference angles and coterminal angles are defined in relation to the terminal side of an angle and the x-axis on the unit circle.
4. Some special angles that have exact trigonometric function values are mentioned. Basic trigonometric identities for cosecant and secant are also provided
Trig For Dummies By Adrian P.
Trigonometry deals with relationships between sides and angles of triangles. It uses basic formulas relating opposite, adjacent, and hypotenuse sides to trigonometric functions of an angle. These formulas apply to right triangles and can be extended to any angle using concepts like reference angles, coterminal angles, radians, and the unit circle. Mastering basic trigonometric functions, special angle values, and identities provides the foundation for applying trigonometry to solve problems.
Trigonometry For Dummies by ItzelS
This document provides an introduction to trigonometry by defining key terms and concepts. It explains that trigonometry deals with angles and sides of triangles. It then introduces reference angles as the acute angle formed by the terminal side and x-axis, and how to find a reference angle by subtracting an obtuse angle from 180 or 360 degrees. It also defines coterminal angles as angles that share the same initial and terminal sides, and can be positive or negative depending on the direction of rotation. Finally, it briefly outlines sine, cosine, and tangent on the unit circle and their relationships.
Ms.Sukher-natalie f.
1) Trigonometry deals with relationships between the sides and angles of triangles, especially right triangles.
2) There are specific trigonometric functions (sine, cosine, tangent) that relate a particular side of a right triangle to an angle of the triangle.
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Think like a teacher
- 1. My dear students, When I grade your test you always ask me if you can earn partial credits rather than be graded on an all-right or all –wrong basis. This is why I am given you an assignment which I called “Think like a teacher”. I am asking you to grade some examples of fictional student work. This is only one problem with four different solutions. This problem is worth four points. You need to decide whether partial credit is to be given and, if so, on what basis. Please take into consideration the following: • Would you give partial points for writing the correct formula even is the mathematical portion of the solution is incorrect? • Which do we value more – the answer or the method? • What if a student made a small error in arithmetic? • What if a student showed no work at all but wrote the correct answer? Please write your thoughts about grading this problem. Justify them. Also, please answer the question: What is fair? As an example of grading, you can use the rubric from any MATH B Regents exam. Enjoy your grading.
- 2. Ms. S.