Levine And Huttenlocher: A Summary

Students had previously covered the topic of developing fluency in multiplication by 2-digit numbers. After that topic students moved on to cover number sense, dividing by 1-digit divisors using mental math to prepare them for the following topic of my learning segment. The topic of my learning segment consists of developing fluency, dividing by 1-digit divisors. I designed my lesson as a three-day unit focusing on long division by modeling division with place-value blocks, dividing 2-digit by 1-digit numbers, and dividing 3-digit by 1-digit numbers. Students were introduced to division prior to my learning segment but the struggled to understand and comprehend division because students were only introduced to the division algorithm and were not provided with a mnemonic to help them recall the steps. Students also weren’t introduced to division with manipulatives or drawings. Therefore, I

Sports agents are used, by both athletes and coaches, to provide a buffer between the client and the prospective team. As one of their primary focus is to negotiate various contracts, many agents are attorneys as well. All agents must work with their athletes’ best interest in mind. One of the most renowned sports agents, Drew Rosenhaus, is known for his exceptional ability to take on challenges and work with athletes for the benefit of them and himself. Rosenhaus is a leader in the industry.

Life of Larry Levis Through His Poetry Larry Levis was an award-winning poet that lived a very short life, but with his contemporary writing style his legacy will always be remembered. Levis grew up on a grape farm in California, his family lived in poverty. Many of Levis’s writings were memories that he had as a child working on his family’s grape farm picking grapes and working with migrants. His poems take place from not only memories of his youth on the farm but also his experiences as a janitor at a steel mill and his time spent at the pool hall. With his exciting and surreal way of writing he ended up winning several awards.

Authors have many strategies when it comes to winning over their reader to their side on a topic even if it means that they will target their opponent to make them look bad. In the articles by Steve Greenberg and Michael Weinreb we will look at the way they try to get the reader to join into their opinion of the topic by appeal to the persons logos, pathos, and ethos. By doing looking at the articles and breaking them down we can see how the author makes his argument by using rhetorical strategies and logical fallacies.

James Rosenquist and Kehinde Wiley There are two American artists whose works are unique and contemporary: James Rosenquist, one of the frontiers of American pop art movement, and Kehinde Wiley, the artist who combines art history and heroic with black politic. The images that come into your mind when you think about Rosenquist’s work are collages. With his method of using sweet color, dislocated images, and billboard painting style, James Rosenquist has created his distinct and striking works. Kehinde Wiley, a Los Angeles artist, also has a remarkable style of painting.

This article by Doug Rohrer and Harold Pashler explains why cramming hours and hours for a test most likely will not help you in the long run. They go into detail about why you should take breaks, which could be multiple days, between studying. This helps with your long term retention. However, is has been proven through their experiments and others’ that overlearning will benefit you in the short run. Overlearning is very common in students, but what we do not take into consideration is that teachers and textbooks promote this overlearning. Rohrer and Pashler explain that perhaps if textbooks such as math textbooks only put a few practice problems from the current chapter and then spread more throughout the entire book, students would

Throughout the entire length of the text Levitt and Dubner rely the heaviest on cause and effect to achieve their purpose for writing. Levitt and Dubner use the cause and effect approach the most often because it is a logical and easy to follow approach to supporting an argument. By using cause and effect Levitt and Dubner were able to inspire new thoughts within their readers while simultaneously exploring unusual subjects such as the perfect parenting in order to refute conventional wisdom. For example, when Levitt and Dubner write “” they demonstrate how [cause and effect explained] (Levitt and Dubner #). By relying the most on cause and effect strategies Levitt and Dubner are able to persuade their readers to take on a new perspective and look at the world through a new light.

In our interview with five year old Amilia, she inferred that she would give her buddy, Bryson, legos for his birthday because they both play with lego blocks together at the daycare. Amilia’s response to the question shows that both her and Bryson both exhibit object-oriented play, due to the fact that they both use lego blocks to build and construct things. Conservation of Volume 2. Amilia and Cason both said that the two identical glasses had the same amount of water: Amilia and Cason also both said that the amount of water in the third, different container was different than the other one.

A summary of Barry Schwartz’s claim is that though we love options and choices, the number of choices and variety has become detrimental to our wellbeing; in short, “sometimes more isn’t better, sometimes more is just more” (Sabrina). This is the claim of definition. The next claim that he proposes is the claim of cause stating that we, as Americans, have to make too many decisions in our day to day living, let alone future planning and goal setting decisions. He gives the example of going to the grocery store and picking out shampoo or a painkiller, which would in the past be a simple decision now becomes a huge ordeal deciding between 360 types of shampoo or 80 different options for painkillers (Schwartz). With so many small decisions

In the simpler counting section, Kerget was able to count the correct number of teddies one by one by saying the corresponding number words out. This shows that Kerget could divide objects with the same attribute into one collection and is able to count small collections using the one-to-one correspondence counting knowledge. Lovin, Karp, Bay-Williams and Van de Walle (2013) maintain that children develop the concept of one-to-one correspondence when they count objects by paring one number word with exactly one object. When he finished counting the four yellow teddies, he turned to the green ones, starting from number one instead of number five. He successfully identified which collections had more teddies. This further indicates that Kerget understands the idea of collection and has the beginning knowledge of the concepts of ‘more’ and ‘less’. Children’s understanding of the meanings and relationships of ‘more’, ‘less’, and ‘same’ is the fundamental attribute to their number sense development (Lovin, Karp, Bay-Williams, & Van de Walle, 2013). Kerget used the one-to-one correspondence knowledge to put out five teddies and stopped when he said:” five, there are five teddies.” He understands that the last number word he said is the total number of the objects he has been counted. This tells me he understands the concept of cardinality. Lovin, Karp,

The fourth stage of cognitive development is Formal Operations Stage (ages 11 to adulthood). During this stage, adolescents and adults are able to use “reasoning about hypothetical ideas, understand fractions, percentages, decimals, and ratios (Ormrod, 2012, 149), and “separate and control of variables” (Ormrod, 2012, 149). Regina is a nine years old second grader, so I predict she will be operating within the Concrete Operations Stage.

Teaching students effectively in areas of multiplicative thinking, fractions and decimals requires teachers to have a true understanding of the concepts and best ways to develop students understanding. It is also vital that teachers understand the importance of conceptual understanding and the success this often provides for many students opposed to just being taught the procedures (Reys et al., ch. 12.1). It will be further looked at the important factors to remember when developing a solid conceptual understanding and connection to multiplicative thinking, fractions and decimals.

Believe it or not, allowing children to apply numbers in practical ways in their life can aide them in understanding mathematics for life. A simple way to assist children in this is to lay out the ingredients in bowls, this can save time and create a clean working space. Discuss with your child the comparisons between tsp, tbsp, and a cup. A digital scale allows children to measure ingredients by various standards of measurement to compare. Challenge their critical thinking by asking questions regarding measurement and density. Will one cup of water weigh the same as one cup of flour?

On Piaget's task for conservation of length, Piaget shows the subject two pencils equal in length and subject knows the pencils are the same length. But once one of the pencils is moved longer than the other one, the subject fails to recognize that they were the same. Piaget's task for conservation for liquid, he shows the young child two identical glasses, then he pours the same amount of water both glasses. The subject knows that the two glasses of water are equal. But if water from one glass is poured into a longer thinner glass, the subject couldn’t comprehend this glass contains the same amount of water as the original two identical glasses. Piaget's explains that children's thinking is "perception bound" in preoperational stage, so they can’t focus their attention on two aspects of the new glass, they were attentive only to one aspect which is that one glass is taller than the other two; failing to realize the taller glass had the same amount of liquid.

This understanding that objects and events can be evaluated in areas such as weight and length begins well before children start school (McDonald, 2013). Three year old children begin to understand how long events may last. They also start to understand weight but don’t know how to measure it (McDonald, 2013).