Unit4 components
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1. The document discusses using the "Components of Number Sense" framework to connect math lessons and build students' understanding of mathematical concepts. 2. It explains how the Components of Number Sense align with the National Council of Teachers of Mathematics standards and help teachers teach the standards more effectively. 3. The Components of Number Sense include quantity and magnitude, numeration, equality, base ten, form of a number, proportional reasoning, and algebraic and geometric thinking.
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Instructions: For each statement listed below, circle the number that indicates the extent to which you feel it is characteristic of you. For example, if the statement is not at all like you, circle number 1 under “Extremely Uncharacteristic,” or if you really can’t decide if the statement is or is not characteristic of you, circle number 3 under “Uncertain.”
Extremely Uncharacteristic
Somewhat Uncharacteristic
Uncertain
Somewhat Characteristic
Extremely Characteristic
1. I would prefer complex to simple problems.
1
2
3
4
5
2. I like to have the responsibility of handling a situation that requires a lot of thinking.
1
2
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5
3. Thinking is not my idea of fun.
1
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5
4. I would rather do something that requires little thought than something that is sure to challenge my thinking abilities.
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5
5. I try to anticipate and avoid situations where there is likely a chance I will have to think in depth about something.
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5
6. I find satisfaction in deliberating hard and for long hours.
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7. I only think as hard as I have to.
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8. I prefer to think about small, daily projects to long-term ones.
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9. I like tasks that require little thought once I’ve learned them.
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10. The idea of relying on thought to make my way to the top appeals to me.
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11. I really enjoy a task that involves coming up with new solutions to problems.
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12. Learning new ways to think doesn’t excite me very much.
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13. I prefer my life to be filled with puzzles that I must solve.
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5
14. The notion of thinking abstractly is appealing to me.
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5
15. I would prefer a task that is intellectual, difficult, and important to one that is somewhat important but does not require much thought.
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16. I feel relief rather than satisfaction after completing a task that required a lot of mental effort.
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17. It’s enough for me that something gets the job done; I don’t care how or why it works.
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18. I usually end up deliberating about issues even when they do not affect me personally.
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Participant Number ____________
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Not at all true
1
Hardly true
2
Moderately true
3
Exactly true
4
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3) Representing fractions using objects, number lines, and other visual models can help students develop conceptual understanding before learning related vocabulary.
Unit 3 jcs mid
The document discusses differences between how American and Chinese teachers approach teaching elementary math concepts. It analyzes teacher responses to sample math problems involving subtraction, multiplication, and division of fractions. American teachers tended to focus on procedures and memorization, while Chinese teachers emphasized mathematical structure and developing conceptual understanding. The document advocates for teaching math in a way that builds students' number sense and understanding of mathematical concepts and properties.
December Stuff
1. The document provides instructions for a student's second growing post assignment, including 4 questions to answer.
2. The first question involves reflecting on a puppy kibble test and strategies used. The second asks the student to create a voicethread explaining strategies used to solve math problems.
3. The third question has the student use strategies like equivalence to explain how far two students would run based on fractions of a race course.
4. The final question involves comparing how pizza is shared between four groups and identifying which group gets the largest portion. Rubrics for evaluating the student's work are also provided.
G4ww5 8
This document provides materials for a 4th grade mathematics unit. It includes lessons, activities, practice problems and games related to fractions, data analysis, geometry, measurement, number sense, and problem solving. Some key lessons include dividing objects into halves or other fractions, collecting and graphing data, solving word problems, and playing numerical games like a dice game called "Corn Shucks." The document offers guidance for teachers on discussing concepts and assessing student understanding.
Me, write an exam?
The document discusses alternative methods for evaluating students, such as portfolios and communicative testing, rather than solely relying on written exams. It provides examples of analyzing course content to determine an appropriate weighting of skills like grammar, vocabulary, and functions to test. The document also provides examples of how to test different language skills communicatively, such as functional language through role plays or conversations, rather than discrete-point grammar questions.
BASEBALLRuns Scored (X)Wins (Y)70869875906547970480787957307166786.docx
BASEBALLRuns Scored (X)Wins (Y)7086987590654797048078795730716678661963867976457455667707918559674381731946418965471735797357361556
Develop a position paper on best practices for teaching English Learners. This paper should contain the student’s personal beliefs about and the best models to practice. Statements must be supported with research data. There must be at least THREE references. The textbook may serve as ONE reference (Education English Learners for a Transformed World) The paper must be typed using APA style, double spaced, and with a title page and a reference page. The paper should be no less than three pages in length.
The positon paper: why two way is the best method in Bilingual Education
1) Please explain the components of the Prism Model and why these components are important in creating a welcoming school that promotes success for English Learners.
2) There have been many programs and ideas in the US Public schools for how best to serve English Learners and close the gap between those who enter school speaking English and those who have to learn English along the way.
Following is a list of Bilingual Education Models that have been tried. According to the text book and the research of Virginia Collier and Wayne Thomas, please rate the following programs from 1-6 with 1 being the most effective program for student success and 6 being the least effective program for learning English:
__________Maintenance Bilingual Ed., Self-Contained
__________Transitional Bilingual Ed.
__________One-way Dual Language
__________Pull-out Bilingual Ed.
__________Two-way Dual Language
__________Enrichment Bilingual Education (30 min. per day)
The following programs are designed for ELs who do not live in an area where bilingual ed. is available or do not qualify for bilingual education due to the language they speak. Please rate the following ESL programs on a scale of 1-4 with 1 being the most successful way to teach English and 4 being the least effective program:
__________ESL Pull-out
__________Sheltered Instruction in the regular classroom
__________Total emersion with no language support
__________English enrichment, 30 minutes per day, by classroom teacher
3) Please explain the difference between a 50/50 model and a 90/10 model of Dual Language Education.
4) Why does 2-way Dual Language Education usually have better results than 1-way Dual Language Education?
5) In order to have an effective Dual Language program, there are two important things teachers should not do. What are they?
6) What does it mean to see other cultures not as a deficit but as a difference? Why is this idea important to your classroom?
7) We are required to have many formal assessments in our educational curriculum. However, informal assessment can be much more informative to the teacher of language learners. Please explain why Informal Assessments might be a better way for the teacher to know the true level of the student.
...
3rd grade word problems and fractions pd
This document provides resources for teaching fractions to 3rd grade students. It begins by stating the learning target of developing an understanding of fractions as numbers by understanding what a fraction is, that it represents a number on the number line, and explaining equivalence and comparing fractions. It then discusses aligning instruction with common core standards and identifying gaps. Several instructional strategies are outlined, such as using contextual tasks, models, and estimation. An example word problem is provided along with directions for solving it using drawings. Additional resources on using bar diagrams, thinking blocks, and representations are referenced.
Math - ratio and Proportion.pptx
This document provides a lesson on ratios and proportions for a student. It begins by welcoming the student and encouraging them to open their mind to fully understand the lesson. It explains that ratios compare elements between two sets and can be written as fractions or using a colon. Proportions are pairs of equivalent ratios. It provides examples of writing ratios and identifying proportions. It includes exercises for the student to practice identifying, writing, and checking ratios and proportions. It encourages the student to check their work and provides the answers to help them learn.
PSYC 317 – Spring 2015 Exam 1Answer the questions below to .docx
PSYC 317 – Spring 2015: Exam 1
Answer the questions below to the best of your ability. Partial credit will be awarded where possible. You MUST SHOW YOUR WORK for full credit for calculation problems.
Short Answer (17 points)
Dr. Franzen wants to examine a new form of therapy he’s been reading about. The therapy is designed to help those who experience severe anxiety. To assess how well this new therapy works, he collects a sample of 20 participants who had extreme anxiety at the start of the study. He randomly assigns participants to receive either the new therapy or traditional anxiety therapy. After one month, he assesses the level of anxiety for each participant using a survey with a scale from 0 to 7, where 0 represents having no anxiety whatsoever and 7 represents having extreme anxiety. Assume equal distances between consecutive numbers.
1.
What type of design is this (1 point)?
2.
What is the independent variable / predictor (1 point)?
3.
What is the dependent variable / criterion (1 point)?
4.
On what scale of measurement is the dependent variable / criterion measured (1 point)?
Dr. Bristow believes that where a student lives influences how much alcohol they consume such that students who live closer to campus will drink more and those who live farther away will drink less. She gives a survey to students asking them how far from campus they live (in miles) and how much alcohol they consume each week (in number of drinks).
5.
What type of design is this (1 point)?
6.
What is the independent variable / predictor (1 point)?
7.
What is the dependent variable / criterion (1 point)?
8.
On what scale of measurement is the dependent variable / criterion measured (1 point)?
9.
What does it mean if a set of scores has a s = 0? (1 point)
10.
What does your data distribution look like if mean < median < mode? Please describe it in words (though you may also draw a picture if you wish). (1 point)
11.
Suppose M = 8 and s = 12. If I subtracted 3 from every score in my sample, what would happen to the sample mean and standard deviation? (2 points)
12.
Statistics have two general purposes. Describe both ways that we use statistics. (3 points)
13.
If someone has a Z-score of -2, what can you conclude? (1 point)
14.
What transformation allows researchers to compare two measurements of the same construct with different operational definitions (i.e., different metrics)? (1 point)
Problems (41 points)
Remember you MUST show your work to receive full credit.
X
f
0
1
1
1
2
1
3
3
4
3
5
5
6
5
7
3
1.
Using the above data, find the mean, median, and mode (3 points):
Mean =
Median =
Mode =
Are the data skewed? If so, in which direction are they skewed? (2 points):
2.
Standardize the following set of scores (use σ, nots; 5 points): 5, 8, 9, 11, 12
3.
Using the concept of real limits, compute the range of the following data (1 point):
2, 8, 6, 5, 10, 14, 7, 9, 13
4.
The following set of scores has a mean of 10. Find SS, s2, and ...
MIKE'S IELTS - WRITING Step by Step - DOC THU
The document provides information about the IELTS writing test, including details about Task 1 and Task 2 for both the Academic and General tests. For Task 1, the Academic test requires writing a report analyzing visual information, while the General test requires writing a letter. Both Task 1 and Task 2 require a minimum word count. The document also discusses common mistakes made on the IELTS writing test and provides strategies for improving writing skills and performance.
Blooms-Final.pptx
Okay, let's break this down step-by-step:
* We are given: x = 28
* We are given: y = 12
* We want to find the value of z
* The question states that z = x + y
* So, substituting the values we know:
z = x + y
z = 28 + 12
z = 40
Therefore, the value of z is 40.
SemiDLL-CO2.Circle-Math 10-Quarter 1docx
This document is a lesson plan for a 7th grade mathematics class. The lesson plan aims to teach students about measures of central tendency of ungrouped data, including mean, median, and mode. The plan outlines objectives, content, learning resources, procedures, activities, and assessment. Key activities include calculating measures of central tendency for different data sets represented by cups in stacks, finding synonyms, and completing a word puzzle. The plan evaluates learning through multiple choice questions assessing understanding of mean, median, and mode.
fair game.pdf
The document describes a probability task given to 7th grade students. Most students were able to fill out a table of outcomes when given rules for rolling a number cube and coin. However, many struggled with identifying prime numbers, calculating probabilities, and using probabilities to determine expected outcomes in a game. The task aimed to assess if students could apply probability concepts to explain why a game with different rules for each player was fair. Fewer than 10% of students met all requirements of the task. The document discusses implications for teaching probability with more experiences using games and simulations.
arithmetic-vs-geometric.pptx
This document provides information about differentiating arithmetic and geometric sequences. It begins with an introduction explaining the learning objectives are to identify sequences as arithmetic or geometric, differentiate between the two types of sequences, and provide examples of each. It then provides examples of arithmetic and geometric sequences with their common differences or ratios. The document features group and individual practice problems identifying sequences and their properties. It concludes with a two-column chart comparing the key differences between arithmetic and geometric sequences.
Lesson Plan in Mathematics 3
A Semi-detailed lesson plan in mathematics III. I used this lesson plan during the demonstration teaching in hiring for teacher applicants.
Learning targets: Delving Deeper into the Performance of Understanding
The document discusses learning targets and the performance of understanding. It explains that a performance of understanding demonstrates a student's knowledge and skills through evidence like making, saying, doing or writing. Examples are provided of learning targets and aligned performances of understanding, such as solving math equations or writing a letter explaining a field trip plan. Guiding questions help teachers design performances of understanding that develop students' thinking and application of new knowledge. The document emphasizes making performances of understanding rigorous and relevant.
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PSYC 317 – Spring 2015 Exam 1Answer the questions below to .docx
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Unit 7 jcs md
This document summarizes key concepts about proportional reasoning. It defines proportional reasoning as a mathematical relationship between two quantities that involves a constant multiplicative relationship. It discusses proportional reasoning as developing between concrete and formal operations. It also provides examples of using proportional relationships to solve problems and discusses research on how to best teach proportional reasoning concepts to students.
Presentation 5 quantity magnitude and numeration january 2
1. The document provides information about teaching quantity, magnitude, and numeration to students. It includes definitions of key concepts, early indicators of difficulties with these topics, and assessments to diagnose students' skills.
2. The research section discusses concrete, representational, and abstract approaches to teaching concepts like subitizing. It recommends hands-on materials and strategies to develop number sense.
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Unit4 components
The document discusses the importance of using the "Components of Number Sense" to connect math lessons and build students' understanding. It lists the components as Quantity and Magnitude, Numeration, Equality, Base Ten, Form of a Number, Proportional Reasoning, Algebraic and Geometric Thinking. Examples are given showing how story problems can be used to teach the components. The document emphasizes using language to develop mathematical understanding and representing problems visually and symbolically.
Unit4 components
1. The document discusses using the "Components of Number Sense" framework to connect math lessons and build students' understanding of mathematical concepts.
2. It explains how the Components of Number Sense align with the National Council of Teachers of Mathematics standards and help teachers effectively teach the standard domains like number and operations.
3. The Components of Number Sense include concepts like quantity, numeration, equality, proportional reasoning, and others that can be incorporated into math lessons.
Unit 2 jcs mid
- The document discusses research on mathematics education in the United States, finding that only about a third of students are proficient in math based on national assessments. It also discusses research showing US students performing poorly compared to other nations.
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Unit 1 jcs math foundations
This document provides information about the North Carolina State Improvement Project's (NCSIP) math instruction foundation training course. The course aims to help teachers improve math instruction for students with disabilities through understanding research-based teaching strategies. It covers topics like number sense, assessment, and connections. Requirements include participating in workshops, readings, and assessments. Research-based math programs discussed include Transitional Mathematics, which has shown growth in student math proficiency at Statesville Middle School. Factors in sustained implementation of programs include assessment data, support systems, and leadership commitment.
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Unit4 components
- 1. Components of Number Sense Overview Unit 4
- 4. NCTM Strands Without Number Sense Number & Operations Measurement Geometry Data Analysis and Probability Algebra
- 5. NCTM Strands With Number Sense Number & Operations Measurement Geometry Data Analysis and Probability Algebra
- 8. Numeration
- 9. Equality
- 11. Base Ten
- 12. * Table taken from Binary Number Systems, 2007 Total 654.52 Total 654.52 0.02 0.5 4 50 600 Weighted Value 2 5 4 5 6 Digits 10 -2 10 -1 10 0 10 1 10 2 Weights One hundredth One tenth Units Tens Hundreds
- 13. Form of a Number
- 16. Geometric and Algebraic Thinking
- 18. Numeration Quantity/ Magnitude Base Ten Equality Form of a Number Proportional Reasoning Algebraic and Geometric Thinking Components of Number Sense
- 22. Just Do It!
- 24. Numeration Quantity/ Magnitude Base Ten Equality Form of a Number Proportional Reasoning Algebraic and Geometric Thinking Components of Number Sense © 2007 Cain/Doggett/Faulkner/Hale/NCDPI Language
- 33. Set 2 WCPSS Middle School Remedial Warm-ups Wake County Public School System/Valerie Faulkner [email_address] © 2006 Valerie N. Faulkner/Wake County Public School System
- 34. Trashketball The Power to Understanding Percents, Fractions and Decimals
- 43. How can the Quantity and its connections to the Math Structure provide understanding for the Symbolic ?
- 46. ___5/ 8 ___7/ 14 ___7/ 11 ____7/ 16 PICTURE IT!
- 47. Bobcats Stats! A coach can choose any one player to shoot “technical fouls.” If you were the assistant coach of the Bobcats and your team had to shoot technical fouls, who would you suggest to the head coach to shoot the foul shots and why?
- 48. Bobcats Stats
- 49. Numeration Quantity/ Magnitude Base Ten Equality Form of a Number Proportional Reasoning Algebraic and Geometric Thinking Components of Number Sense © 2007 Cain/Doggett/Faulkner/Hale/NCDPI Language