Madison Case Study Questions

Madison believes that, in the state of nature, men with similar interests will band together and create factions. The issue with factions is that there will inevitably be a majority and the majority may impose its ideals on the minority, “measures are

4. List Madison’s objections to assumption. Madison argued that this was unfair, and only served to further enrich an already wealthy class of merchants and "stock-jobbers" at the expense of farmers, soldiers, and backwoodsmen. Madison favored a plan of discrimination, paying the original bearers the nominal value of the certificates they once held, while paying the current bearer the highest market value plus interest.

When I came across this question I felt confident in my ability to answer it. Throughout high school I was exposed to many similar questions; because algebra was heavily focused on in my mathematics classes. To answer the question I converted the written instructions into an algebraic statement. So, each sentence was represented by a series of letters and numbers instead of the original words. The algebraic expression that I formed matched one of the possible answers; thus, I felt confident with my final answer.

Federalist No. 10 and No. 51, essays are Madison’s arguments about the fictions provides details about the cause, effect, and solutions to deal with factions. The two Federalist essays, which are highly regarded today, are the numbers 10 and 51. In these essays. Madison explained that in a large state a variety of factions and interests could terminate one another out and it makes it tough for any single faction to create a majority and hijack the government for its interests.

Student B demonstrates mathematical strengths in the explanation of both solutions of the area and perimeter, although one of the formula used was incorrect. Mathematical strength was also displayed in the actual multiplication 5x2x5x2=100, and addition 5+2+5+2=14 cm, failing to include the units of measurement

Jazmine was introduced to two digit addition. My first lesson focused on drawing tens and ones to solve two digit addition. This strategy would provide Jazmine with the visuals she needs to solve the problem. First, I did a quick review on how to draw tens and ones to represent a number. She was given three examples ranging from easy to hard. Jazmine showed no signs of difficulty and was able to complete the task. Then, I demonstrated how to use the drawings to add two digit numbers. I explained how she must draw the picture for each addend. Then, I explained that she must count the tens first and then the ones. She smiled and said “that's easy”. We went through a couple of problems together and Jazmine displayed that she understood the strategy of drawing tens and ones to solve two digit

It’s hard to keep all the math rules straight. You may have been thinking of addition. With addition we would

[In lesson 1 at time stamp 2:44, I illustrated a Math Mountain and asked students, “What Math Mountain is that?” A student gave an answer of six. I elicited the student’s response by asking, “How do you know that (name)?” The student responded by telling the class that one more than five is six. I continued to build on the students’ answer and circled the six at the top of the mountain. I explained that this was our big total, a vocabulary phrase. I ask students to raise their hands and tell us what the word total means. Some students were hesitant in defining this word, so they did not raise their hands. I went back to what a student mentioned earlier and circled the numbers as I spoke, “(Name) said that five plus one equal six. What do you think total means?” The same student gave the answer, “All of the numbers together.” I paraphrased their response and added to it by motioning my arms in a big circle while repeating, “Big total, it’s going to be the biggest number.” I also had the class repeat the word big total.

First, the interviewer presented the problem as difficult when reading the problem. Once the child had solved, the interviewer immediately went to the 7 in the hundreds place and questioned what that number represented (i.e. identifying the place of error). The interviewer pushed the child to re-examine place value, and was able to get the child to realize it should be larger numbers that sum to 1000. However, when the child didn’t automatically try to fix the other numbers, the interview pushed the child to fix the other numbers by again prompting towards place value application. Once the child said ten-hundred, the interviewer pointed back to the previous thousand and questioned why they were different—then asked “Really?” when the child showed a

However, the frustration that manifested itself in the room was proof that something was askew. I asked them to read what they had written. Every list was the same combination

1. Two of your friends, Matt and Karen, both run to you to settle a dispute. They were working on a math problem, and got different answers. Wisely, you decide to look at their work to see if you can spot the source of confusion.

"He had this hysterical kind of laugh, laughing to himself," says Benjamin McGahee, his math professor. He would say nonsensical things about "denying math." Says McGahee: "One lady in the back of the classroom said she was scared for her life, literally."

c. Estimate the value of Mercury using a discounted cash flow approach and Liedtke’s base case projections.

Isaac was able to agree on each task that initially all the quantities were the same, but was easily influenced once the pennies were moved, the water was placed into a different size glass and the clay was rolled into a different size shape. He thought the row of pennies that was spread out had more pennies, the glass that was taller had more water and the clay that was rolled out had more clay. When asked why he thought there was more, he used concrete physical descriptions about what he saw such as the glass was "taller" or of a different "size" and that the clay was "longer". This demonstrated Isaac's inability to conserve and that he is indeed in the preoperational stage, as Piaget suggests. When presented with the last task, Isaac first said he "didn't know" and then once the experimenter encouraged him

Maths is ubiquitous in our lives, but depending on the learning received as a child it could inspire or frighten. If a child has a negative experience in mathematics, that experience has the ability to affect his/her attitude toward mathematics as an adult. Solso (2009) explains that math has the ability to confuse, frighten, and frustrate learners of all ages; Math also has the ability to inspire, encourage and achieve. Almost all daily activities include some form of mathematical procedure, whether people are aware of it or not. Possessing a solid learning foundation for math is vital to ensure a lifelong understanding of math. This essay will discuss why it is crucial to develop in children the ability to tackle problems with initiative and confidence (Anghileri, 2006, p. 2) and why mathematics has changed from careful rehearsal of standard procedures to a focus on mathematical thinking and communication to prepare them for the world of tomorrow (Anghileri).