Ratio Reasoning Assessment Paper

Learners may also have difficulty in understanding that a fraction of a group can be found when more than one object is represented, two fractions can be equivalent even with different denominators and that objects that are not the same shape can still be the same fraction. In terms of comparison students may have difficulty in comparing bigger fractions to smaller ones and in associating the size of the fraction to the size of the whole. Furthermore students may have difficulty is grasping all of the representations of fractions and the concept associated with fractions greater than one.

Students reviewed order of operations (PEMDAS) during the warm up problem. During small group work, the students reviewed the steps for solving proportion problems.

For this assignment, I have chosen to study the second-grade data. By reviewing this data, I will be able to better determine where to focus my instruction as well as understand where students are at when it comes to learning math. Based on the data provided, I have decided that I will focus my instruction on two specific areas. The first area I will focus my instruction on is Number Identification. The data tells me that eight out of the seventy-four students may not understand how to successfully identify numbers. In my opinion, all students in second grade should be able to identify numbers. I will help students become successful in identifying numbers during small group instruction. This way students are provided with individual

$10,644,800 / $2,271,400 = 4.69 Times Return on Common Stockholders’ Equity (2002) $647,645 / $1,928,960 = 33.58% Return

Students are given a pre and post- assessment to determine the growth and understanding of proportional reasoning. Students need to grasp the information, so they may go on in Unit 2 and be successful at solving for the percent. Solving proportions is crucial information they need to obtain to be successful in this unit. The questions are the same for the pre assessment and post assessment. The wording and numbers in the problems have changed slightly, but this will allow my students to be assessed with fairness. The students are required to show their work to get credit for their answer. This will allow me to see where they went wrong, and prevent them from making up an answer. The problems from the assessments were pulled from their homework sheets that they are to complete weekly. This will allow the students to be familiar with the types of problems, and how they are worded.

The first ten pages of this book introduce student’s struggles with fractions along with partitioning wholes into equal areas in the first grade. By the end of first grade students should be able to partion shapes into smaller shapes. The book tells of different ways to help first grade students too understand and accomplish these struggles.

9. Debt service coverage = (Net Income + Interest + Depreciation) in Statement of Operations/ Interest + Principal Payments ($10 million assumed for this assignment)

From the activity, data can be collected as to which multiplication and division tables students seem to struggle with most so more effort can be placed on them in following lessons.

Learning about the long and tiresome process of transforming ordinary fractions into decimal fractions has made me realize how much I had taken for granted using calculator for the past decade. There are downsides to relying more on the calculator than relying on “old-fashioned” mind. “Patterns as Aids” becomes a problem when a student follows rules without understanding and calculates large numbers mentally using tricks but fails to understand the purpose of the processes or steps. Therefore it is better to understand less but thoroughly, than to be an expert in memorizing tricks and rules without any understanding. Principles must be taken apart, and each ingredient learned and taught individually. When something sounds hard or difficult, it usually means we did not break the problem into portions. Often I take for granted and overlooked simple aspects of math that I automatically perform. This book also mentions the importance of using word

The study of science involves the experiments of human and non-human subjects. Proportionate reasoning must be justified when risks are involved. The focal point of biomedical research is to find evidence-based medicine that is essential to medical care. The use of animals as subjects does not provide a concise conclusion that benefits human life. Therefore, the use of human and fetus subjects are more profitable in drawing propositions that will result in a conclusion that benefits society. However, when conducting research necessary provisions are allocated for the protection of the case studies used.

Students interpret and compute quotients of fractions and solve word problems involving division of fractions by fractions.

Listed below you will find a quick analysis of the company using productivity, Liquidity and solvency ratios. This analysis is accompanied by vertical and horizontal analysis. These analysis gives anyone inquiring a good picture of the company’s overall performance. This analysis is also a good way to determine the company’s financial standings for the said years.

This division unit included a variety of assessment types including a pre-assessment, formative assessments, and a final summative post assessment. In addition to the assessments that were scored, an anecdotal notes sheet was also used to keep track of informal assessments like student behaviors, participation, completion of worksheets, lesson activities, note-taking skills, and various other aspects of this unit that also affect the overall outcome of the unit (see appendix A). The actual data collected for this unit, which is presented in the previous section, is able to portray the students overall growth and progress towards reaching each of the three students learning objectives for this unit. In total, the class average on the pre-assessment was a 43% and the class average on the summative assessment was 78%, therefore showing that as a whole, the class grew by 35%. This shows that the entire group of students as a whole were able to develop in their division skills in a positive way by 35% from the beginning to the end of the unit. While some of the scores portrayed in the data tables are not necessarily showing mastery for all students, the main concern for many of these students was in their ability to show effort, develop division skills, and show growth as learners, and nearly 100% of students were able to achieve that.

In forth grade students knowledge of fractions is expected to grow, just like in third grade, to a higher level. After reading over this section I’m starting to see a pattern happening. This pattern is that each grade level begins to get harder and have more information for the students to learn. In fourth grade students expand their knowledge on equivalent fractions, comparing fractions, relating fractions and mixed numbers, adding and subtracting fractions with the same denominator, multiplying fractions by whole numbers, interpreting decimals, and last comparing decimals.

One problem that many students face when working with math is trying to look at problems through different ways. Students need to make sense of problems and insist on solving them. Each problem has a meaning and the meanings need to be found. Many math problems have different approaches to solving them and students can use concrete objects or illustrations to solve problems. Students should check answers using a different method than what was used to originally solve the problem. This standard can be used in middle school grades by the students finding a solution to a problem then working