Unit Goals: Priority: 2.NBT.B.8- Add or subtract within 1000, and justify solution 2.NBT.B.6- Demonstrate fluency with addition and subtraction within 100 Supporting: 2.NBT.B.9- Use the relationship between addition and subtraction to solve problems Simpler Performance: • Able to solve three digit problems using manipulatives and work mats. Students will most likely need extra modeling and questioning to get them to this performance. They may be able to explain what steps they are taking with questioning and modeling.
Unit Metadata Unit Name Extend Understanding of Multiplication to Multiply Fractions Unit Summary In this unit, your student will learn to multiply a whole number by a fraction, a fraction by a fraction, a whole number by a mixed number, a fraction by a mixed number, and a mixed number by a mixed number. She will use different models, such as fraction strips, area models, and number lines, and different methods, such as repeated addition and the Distributive Property, to find products. Later, she will develop and use algorithms for multiplying fractions and mixed numbers. She will interpret multiplication of fractions as scaling or resizing by comparing the sizes of factors and products.
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.
Recommendations Based on the data that I have collected both from the WJ III assessment and the CBA that I conducted, I would recommend that the focus of Brian’s help should be on applied problems with focus on math fluency. There were other areas where performed below grade equivalency but I feel that the focus should be on math fluency because there is a chance that once he has mastered math fluency, his performance in the area of applied problems may come up as a result. I recommend that Brian be tutored at least twice a week, every week for thirty minutes per session in order to help him with his math fluency and applied problems.
Problem Statement: This problem is about a farmer who is on her way to market and is taking eggs in a cart, but she hits a pothole and spills all of her eggs. All of her eggs are broken, so she goes to her insurance agent, who asks her how many eggs she had but the farmer does not remember. The only thing she remembers is the many ways she packed the eggs. When she grouped them in groups of two, three, four, five, and even six there was one egg left over.
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Grade Level: 5th Grade Math TEKS: (5.2) Number and operations. The student applies mathematical process standards to represent, compare, and order positive rational numbers and understand relationships as related to place value. The student is expected to (A) represent the value of the digit in decimals through the thousandths using expanded notation and numerals; Supporting Standard (B) compare and order two decimals to thousandths and represent comparisons using the symbols >, <, or =; Readiness Standard (C) round decimals to tenths or hundredths. Supporting Standard Essence Statement: Uses numbers to demonstrate an understanding of place value. App Name: First Grade Math Lite Description: Overall, the First Grade Math Lite app is great for helping student master the 5th grade math
Introduction Traditional measures of learning in theory and practice are important. There are as many ways to learn, as there are individuals. Learning is clearly a multi-faceted process and each one of us learns in different ways and at varying speeds. One person can learn by theory; another cannot. Learning helps every individual to achieve things necessary for the adequate performance of social roles.
Numeracy is skills within mathematics, and involves all aspects, not just numbers. The ability to be numerate involves having the skill to work with numbers, and be able to understand all aspects of mathematics that help with practical demands, in all features of everyday life (State of New South Wales (Department of Education), 2015). Numeracy bridges the gap between the maths that we learn in school, and the contexts it is used in, in everyday life. It can be argued that students develop numeracy as a result of all the mathematical experiences they learn in and out of school. Success in early mathematics has lifelong significance in students.