Elementary arithmetic Essays

“[…] People who learn a second language generally continue to do arithmetic in their first language. No matter how fluent they are in the second language, switching back to their first language is much easier than relearning arithmetic from scratch in their second language.” (Sousa, 2015, p. 45). That it is true for me. I learned in Spanish and I go back to make the calculation in Spanish. I noticed

Children in this group were provided with base-10 and unit blocks. Each base 10 block is 1 cm × 1 cm × 10 cm in size. Each unit block is 1 cm × 1 cm × 1 cm in size. The research assistant gave explicit demonstrations of how to use both base-10 block and unit blocks to construct two-digit number. First, the research assistant placed out ten unit-blocks in a line and then put a base-10 block along to the ten unit-blocks. They would tell the students that the two set of blocks were equal numbers of

Place value is the most essential skill required in order to comprehend our base ten system. It helps you understand the meaning of a number. My 4th grade class will be learning about place value. Most of the students will achieved the level with place value during the school year. I will be going over the content during the beginning of the school year. Students with disabilities who had not reach a certain level, I will provide several activities they can have with them at home. Instruction

Pre-Assessment Analysis Before starting my math unit on multiplying and dividing fractions, I had the students complete a short pre-assessment to determine their level of understanding and prior knowledge with the concept of fractions. This assessment consisted of twelve individual questions that ranged from understanding concepts to using mathematical processes. The first four questions determine the student’s understanding of the concept of what fractions represent compared to a whole, how to

In lesson 1, the learning objective is that students will be able to use visual models to add and subtract two fractions with the same units. The standard that is addressed in this lesson is 4.NF.3a “Understand a fraction a/b with a > 1 as a sum of fractions 1/b and understand addition and subtraction of joining and separating parts referring to the same whole.” This lesson is the first time students in the fourth grade are introduced to adding and subtracting fractions. In lesson 2, the learning

1. One of the key things that I learned from Developing Fraction Concepts is how important it is for students to learn and fully comprehend fractions. In this chapter, the author talked about how fractions are important for students to understand more advanced mathematics and how fractions are used across various professions. As I was reading this, I thought about all the nurses who use fractions when calculating dosages and how important it is for them to get the dosages correct. If a nurse messed

Mrs. Miles teaches moderate and severely disabled students in a self-contained classroom. Weekly, she takes her students to a local grocery store and lets them practice purchasing and price comparison to gain budgeting skills as well as independence. Since there is a limitation of real setting opportunities for the students to practice their price comparisons, she has to find another strategy to teach them. This article is to help her find a way to teach her students multi-digit number comparison

1.2.2 Rational numbers All the numbers that we use in our normal day-to-day activities are called Real Numbers. Real numbers are: Positive integers (1, 2, 3, 4, etc.) Fractions (1/2, 2/3, 1/4, etc). [The integers are really forms of fractions (1/1, 2/1, 3/1, etc.)] Negative numbers (-1, -3/4, etc.) Any numbers that can be written in the form a/b where a and b are whole numbers are called Rational Numbers. A rational number is a number that can be written as a ratio. That means it can be written

Chase Williams Ms. Haramis Task 1 Q&A Complete the following exercises by applying polynomial identities to complex numbers. 1. Factor x2 + 64. Check your work. 2. Factor 16x2 + 49. Check your work. 3. Find the product of (x + 9i)2. 4. Find the product of (x − 2i)2. 5. Find the product of (x + (3+5i))2. Answers 1. x^2 +64= Answer: (x+8i)(x-8i) 2. 16x^2+49= Answer: (4x+7i)(4x-7i) 3. (x+9i)^2= (x+9i)(x+9i= x^2+9ix+9ix+81i^2=x^2+18ix+(-81)= Answer: x^2+18ix-81 4. (x-2i)^2=(x-2i)(x-2i)=x^2-2ix-2ix+4i^2=x^2-4ix+(-4)=

Teacher will say, “We are going to identify the unknown number in an addition or subtraction equation.” Teacher will write a balance equation on the white board, “7 + 6 = 10 + c” and draws small circle on each side. To find the unknown number we have to follow these steps: Step #1: Add or subtract and write the answer of each side in the circle below, Step #2: Find the missing number and write it in the square, Step #3: Make sure both sides of your equation match one another.” Teacher will say, “Let

Fractions are often seen by teachers as difficult to teach in the classroom and in turn difficult for children to understand how and why we use them. Although this is the case, it should be noted that fractions underpin a child’s ability to develop proportional reasoning and helps promote further progress in future mathematical studies (Clarke, Roche & Mitchell, 2008). This highlights the need for a child to be proficient in fractions and for their teacher to also be able to progress a child’s learning

The third main idea is mixed numbers and adding and subtracting like and unlike denominators. When adding mixed numbered fractions with the same denominator you add the whole numbers like normal and add the fractions like normal remembering to keep the denominator. For example, 2 ⅔ + 1 ⅓ = 2 + 1 = 3 and then 2 +1 for the numerators keeping the denominator a 3 gives you 3 3/3 or 4. In the denominators are not the same you leave the whole number alone and adjust the fractions like you did before. For

Aly seems to have multiple misconceptions about fractions during the video. One misconception she has is that a whole number is bigger than an improper fraction. When comparing 1 and 4/3 she identified 1 as the bigger number. When Aly was asked for her reasoning she said, "1 group of one number". Aly here doesn't have the understanding that an improper fraction can be turned to a mix number which consist of a whole number and a fraction. For example, 4/3 represents one full group and 1/3 of another

To complete this assignment, I first went online to search for fifth-grade fraction activities, with a focus on multiplication. After reviewing numerous potential activities I eventually landed on Fraction Flip-It, which is a game that allows students to create their own fractions depending on where they place the cards drawn. This was a large draw because the game could be played any number of times without students solving the same equation over and over. Once I had settled on the activity and

Shrinkage is theft of property and stock by shoplifters and thieves from outside the organization, this can be a simple thief stealing directly from the store and leaving without paying or something more serious like high jacking a van full of cash or a vehicle full of goods. The best way to address this for the store is to have items of high values security tagged so an alarm is activated if the item leaves the store without being purchased, also a simple security guard roaming around the store

-Students will use what they know about about place value to interpret and compare two numbers. Students will then compare numbers by starting with the greatest place value. They will then examine the equality and inequality symbols used to write number sentences. -Students will evaluate the number of hundreds, tens, and ones and complete number sentences comparing two numbers with the same hundreds digits. -Students will evaluate the number of hundreds, tens, and ones and complete number sentences

Addition Strategies Definition of strategy Example of strategy shown in symbols AC link Justification for position in continuum. What was your reasoning for the placing ? Counting all Students use their understanding of counting principles to combine a collection and perceptually count all items 1,2,3,+ 1,2,3,= 1,2,3,4,5,6 ACMNA001 Counting is the foundation of all of the strategies and uses the child’s immediate experience Commutative law Students understand that a sum can be switch around without

Module 0 | Unit 1: The Language of Algebra Key Concepts: Expressions, operations on real numbers, and exponents and roots Essential Questions: How can you use variables, constants, and operation symbols to represent words and phrases? How do you add and subtract real numbers? How do you multiply and divide real numbers? Variable: Symbol or letter that represents an unknown number Constant: A number that doesn’t change Numerical Expression: An expression that has only numbers and operations. Algebraic

Often enough teachers come into the education field not knowing that what they teach will affect the students in the future. This article is about how these thirteen rules are taught as ‘tricks’ to make math easier for the students in elementary school. What teachers do not remember is these the ‘tricks’ will soon confuse the students as they expand their knowledge. These ‘tricks’ confuse the students because they expire without the students knowing. Not only does the article informs about

- Understand the effects of adding and subtracting whole numbers. - Understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations. - Develop and use strategies for whole-number computations, with a focus on addition and subtraction. - Develop fluency with basic number combinations for addition and subtraction. Essential Question(s): - Numbers can be added in any way and we will still come up with the same answer - Numbers cannot be subtracted