Nt1310 Unit 6 Assignment 1

The objective of EDC141: The Numerate Educator was for students to obtain the chance to develop their mathematical skills, build mathematical competency, and positively chance their disposition (as a pre-service teacher) towards the importance and the functionality of maths. The key to success is to learn from one’s mistakes and work (by practicing mathematical questions) to further improve one’s results. This I managed to do by increasing my Mathspace results from 64% to 68% (as shown in Appendices 1A). The Australian Curriculum focuses on developing student’s capabilities in six areas: number, Algebra, Geometry, measurement, statistics and probability. Using evidence from the Mathspace test results, the NAPLAN results and activities of ‘What

I use most of the tools provided today to help protect my system. However, the tool that I have chosen to help protect my computer systems, and the data stored on it is using a strong password. Passwords are the first line of defense and are designed to limit, and help you protect unauthorized access to your computer. The stronger the password the more difficult it will be for hackers and malicious software to access your systems, in a way a strong password is the key to your life, it helps you protect your privacy and identity ideally, a password should be something that nobody can guess therefore,

Numeracy development is important for all children as maths is an important part of everyday life. The way in which maths is taught has changed greatly over the years. When I was at school we were taught one method to reach one answer. Now, particularly in early primary phase, children are taught different methods to reach an answer, which includes different methods of working out and which also develops their investigation skills. For example, by the time children reach year six, the different methods they would have been taught for addition would be number lines,

The accompanying directions were formed for introducing Sun Java 1.5.0_08 (otherwise known as JDK 5.0 refresh 8). This may not be the most recent variant, but rather the one we are utilizing this semester. Note: Java is as of now introduced as a feature of Mac OS X, so no further establishment is essential for these machines. Guarantee, however, that you have the correct form by writing java - rendition to the unix order provoke; the reaction ought to be something like java adaptation "1.5.0_08" A run of the mill Java establishment takes around 400 megabytes of circle space. The establishment procedure reports the correct size.

Received a call from Billy, had him take his computer off the network and boot it back up. Walked Billy through confirming he did have the crypto virus. Had Billy shut his computer back off, and informed him someone would be on their way to pick up his laptop. Explained to Billy we will need to wipe and reload his computer. With Chris from or offices assistance we located the files that were encrypted. Using a script created by mark we confirmed it was only Billy’s user folder that was encrypted. We did find traces of help_decrypt in the QuickBooks folder, but the QuickBooks data was intact. Using Shadow copy I resorted Billy’s user folder back to 7:00 AM Tuesday, but his files were still encrypted. Restored back to Monday at 12:00 AM and confirmed

/* Thien Vu */ /* Using Code::Blocks 13.12 */ /* Assignment 4 Program 8 */ #pragma warning (disable: 4996) #include #include #include #include #include / * Sentence sequence: article, noun, verb, preposition, article2, noun2 */ int main( void ) { const char *article[5] = {"The", "One", "A", "Some", "Any"}; const char *noun[5] = {"boy", "girl", "dog", "town", "car"}; const char *verb[5] = {"drove", "jumped", "walked", "ran", "skipped"}; const char *preposition[5] = {"to", "from", "over", "under", "on"}; const char *article2[5] = {"the", "one", "a", "some", "any"}; const char *noun2[5] = {"boy", "girl", "dog", "town", "car"}; int i = 0; srand((unsigned)time(NULL)); for( i = 0; i ); // before return to main return

tags and replays the same search query to the group at a later time. The search query, being

and the second path is where ten is added to the value of the entrance and then the subtraction occurs. On the side you can see a series of logic gates that generate a function that will produce an output of 1 only when digit 1 of the exit is bigger than that of the entrance. This output will be sent to two different multiplexers, one for each digit. In the digit 1 diagram it will be sent to a multiplexer that will decide whether to use the subtraction where the entrance has been increased by 10 or whether to use the other where the entrance has had no alteration. If it is a 1, then it will use the first option where ten was added to the entrance. If it is a zero, then the latter will be used. This can be seen below in figure 2.

My results from the NAPLAN (Appendix Q) test that was completed for Assessment 2 demonstrate my ability to use algebra in Q9 where I was asked to determine which solution was the correct solution based on the word problem that forms an algebraic expression.

The questioning techniques as identified by McKenzie and Davis (1986) formed the initial analysis in answering the NAPLAN questions; furthermore, influenced ideas and other mathematical procedures that could be used. The ideas that were generated in sourcing an alternate solution were further influenced by reading the Larkin (2011) text along with the article by Howe & Epp (2008). These resources all stated alternate solutions to solve mathematical problems. The key learning was derived from linking the mathematical procedures used, to the Australian Curriculum learning outcomes (2015). By completing this comparison, I was able to ensure that the procedures I was using related to mathematical terms and outcomes. My disposition to maths was

Approaching the mathematical NAPLAN test I felt unsure that I had developed sufficient skills to solve problems with enough depth in my responses, once I’d referred to the Australian Curriculum expectations of Year 9 students (REFERENCE) I had a clearer image of the skills and knowledge expected at this level. Factoring in that this particular test was non calculator added to my initial negative feelings towards the test, throughout time I have developed reliance on technology to complete simple and complex maths problems without working out what I needed to do independently. The NAPLAN website (NAPLAN Online Assessment, 2014) allowed me to review sample questions and mentally prepare for what would be presented.

The Australian National Curriculum was first approved by the council of Commonwealth and state and territory education ministers in 2009, and the current Mathematics Curriculum for high school have just been majorly modified and applied to all 2016 Year 12 students. Maja Williams, a teacher in the ASMS – Australian Science and Mathematics School (Teaching areas: Mathematics, Digital Technologies and Science) was interviewed, and this report was written based on her responses (full interview included in Appendix 1). In this report, the design of the Australian Curriculum for high school mathematics was discussed, as well as how it could be modified to ensure the best possible education for students.

Meeks, Linda, Kemp Coral, Stephenson, Jennifer (2014) Standards in Literacy and Numeracy: Contributing Factor Australian Journal of Teacher Education, v39 n7 Article 7 Jul 2014. 35 pp.

In the Australian Curriculum, students become numerate by developing skills to use mathematics confidently across all the different subjects and in their lives in general. Numeracy involves several features which students need to apply in different situations. It also includes noticing and comprehending the role of mathematics in the everyday life and having sufficient knowledge to use mathematical skills adequately. In the situation where teachers are able to identify numeracy demands across the curriculum, students can eventually apply their mathematical

The NZC (MoE, 2007a) provides a distinct statement of the knowledge, competencies, and values deemed to be important for citizens in the 21st century. Students are viewed as “lifelong learners who are confident and creative, connected, and actively involved” (MoE, 2007a, p. 4). The teaching and learning of mathematics was presented in an individual curriculum document comprising five strands: number, algebra, measure, geometry, and statistics (MoE, 1992). In 2007, the learning area was renamed Mathematics and Statistics. Mathematics and statistics are interrelated disciplines but they require different ways of thinking and problem solving. “Mathematics is the exploration and use of patterns and relationships in quantities, space, and time. Statistics is the exploration and use of patterns and relationships in data” (MoE, 2007a, p. 26). The Mathematics and Statistics learning area (MoE, 2007a) emphasises the need for students to be equipped with effective mathematical abilities, skills, and dispositions. Learning mathematics should prepare students: to investigate,