Unit Plan One: Law of Exponents Fauato Aokuso EDCI 556: Transformative Mathematics in the Differentiated Classroom University of Concordia, Portland I want to transform a Unit Plan for Exponents Rules, because exponent is one of the math components that some of the students have trouble solving. Some students have problem with it when they think about repeated addition and repeated multiplication. If I teach the basic rules of exponents, students will understand the difference between the multiplication and exponents. The other problem students mostly have trouble with in exponents is variables. Students need to understand the basics of solving exponential equation with variables. By teaching students rules of exponents with variables, they will have no trouble solving equations with exponential variables. Here is the outline of the Unit Plan that I will transform: I. Exponent Rules A. Positive and Negative Exponents 1. Understand Positive Exponents 2. Understand Negative Exponent B. Multiplication and Division Of Exponents with Like Base 1. Multiplication of …show more content…
If the teacher speaks every time, students won’t learn anything because we are telling them how to solve and work on the word problem. If the students work and we assist them through question, they will understand how to solve the problem. In my first year of teaching, I was talking and giving students everything they needed to know. In this new school year, I will take my students and use the real world activities. For example: Let the students walk around and use the materials to measure the things they see in their campus. This will be a perfect way to make them visual and understand the concept of math. The students can create a real world activity in their room. Let the students think and bring out their own knowledge that they have inside to learn what the teacher is
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1. The type of business that I envision is a self-contained record production company that produces music for undiscovered and signed talent acts and provide them with artist development music packages to help them gain a recording contract with a major record label. The company will primary function as a recording studio and music publishing company. The business will be in a residential district and will be ideal for bands who want to shut out the world so that they can create their best work. The ideal business transaction for this business would be to enter a production deal with an artist or band and produce their album or create a demo package so that they can shop for a deal with a major label.
Standard 3.OA.1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Children start working with equal groups as a whole instead of counting it individual objects. Students start understanding that are able to group number is according to get a product. Students can solve duplication by understand the relationship between the two number.
During the last 50 hours, Ashley has been working on learning the division facts and has learned to multiply 2 and 3 digit numbers by 1 digit with all combinations of regrouping. In both these areas she has built fluency. She moves through problems quickly with very few errors. The third grade standard is to be able to multiply and divide within 100. Ashley is currently multiplying within 1000.
Lesson 12- Students gave their preference to which country they would expand their soda company to and had to back their decision with support from data Lesson 3-Rolling dice game with partners gave students the chance to practice using the exponent properties and then checking their answers with their partners Lesson 4- Students combined their individual properties posters to create a large group poster. They had to make a list of similarities and difference between all their posters. Lesson 8- Students had to think, pair, share on which property of exponents they would be applying to the new concept of multiplying/dividing numbers in scientific notation Lesson 4-Students were able to create properties of exponents posters, collaborate and they were posted in the hall way
In Math, Scott is working on developing a strategy to help him solve one-digit and two-digit multiplication problems. He has been exposed to the Bow-Tie method for two-digit, grouping and the array strategy for one-digit multiplication. He is doing very well at understanding and using the method to assist him in solving the multiplication problems. There have been improvements in his assessments by creating a strategy that works for him. After Scott has used the strategy over time, he will develop automaticity for solving the multiplication.
Students would learn and become familiar with the Order of Operations and understand that they must do the work that is in the parentheses before continuing with the remainder of the problem. Another fun activity that the students could do for independent practice is ‘Fact Family Homes’. For this activity, students would be given three numbers; 2, 5, and 7; they would practice the addition first- 2+5=7 and 5+2=7 and then the subtraction- 7-2=5 and 7-5=2. The teacher would make six of these little homes on a worksheet and have different numbers and equations for the students to solve. One more activity that I would have the students work on to help retain the Commutative property of addition is a cut and paste worksheet.
He gathered information that he thought could change the way math is taught to students and that explaining mathematic strategies to students should be an engaging and comfortable environment. Research was done by Reinhart to move from the traditional way of instruction and use a more student-centered, problem-based approach to help students gain a better understanding through him by being the listener and the students the explainers, if they are to ever really learn mathematic skills and standards correctly. This would include the implementation of using strategies such as, creating better plans, sharing with the students the reasons for asking questions, teaching for better
Business Planning Activity – Notes Only Document (Please answer each question thoroughly and retain a copy of this information for your records) 1. Describe your vision for building your practice at Edward Jones. How do you plan to add value to the clients and communities you will serve? My vision for building my practice at Edward Jones is to provide the best financial service and knowledge to those in my community.
Second, I would introduce a problem that the student might find interesting and excite their interest for the challenge of solving a long division problem. Third, I would model how to work through some long division problems with the use of material scaffolding in the form of the mnemonic device and guided examples mentioned in answer 4-B. Fourth, I would use the mnemonic device as a handout, and poster on a wall, to let practice my student practice long division problems with the mnemonic device as a reminder tool. The mnemonic device could be “Dad, Mom, Sister, and Brother,” which would stand for “Divide, Multiply, Subtract, and Bring Down.” I would also model and practice the guided examples with the student on a handout. Fifth, I would begin task scaffolding by walking through each step in solving long division using the mnemonic device provided above along with the guided examples.
Key Resources The key resources that our company will need in order to operate all include products that help make the customized soda concept work. We will need to have a constant supply of co2 water on hand at all times to complete orders. The co2 water will be produced in store so a steady supply of water and c02 will be needed. This will save on cost from having to purchase premade c02 from a third party company. Along with the c02 water another key resource that is needed in the company’s operation is syrup ingredients.
PCELL: Let me give you a little bit of background on the project, and particularly why I am here at Tri-C. I don’t know how familiar you are with some changes in developmental and first year undergraduate mathematics. It used to be that everyone took courses that were kind of on a calculus track, even though they were never going to take calculous unless that fit unto their major. So, they took classes like college algebra, finite math and trig, just because we have been teaching them for decades.