Wk6AssgnNixL

In order to improve my instructional practices, I analyzed instructional data from district math diagnostic and proficiency assessments. The most recent assessment assessed student’s abilities to count, add and subtract, and their understanding of place value. My students scored below not only the other first grade students at the school, but also all first grade students in the district. 81.6% of my students could count, read, and write numbers to 120. This was an improvement from their diagnostic assessment. However, only 66.7% could relate counting to addition and subtraction, and only 45% demonstrated understanding of place value in two digit numbers.

The pre-tax income increased by 2.63 million as a result of the ratio change in 1984. The ratio of allowance to gross receivables in 1983 was 0.0001. The ratio in 1984 was 0.000067. If the company maintained the ratio at 1983 level, the allowance would have been $8.8 million. The pretax income increased by $2.9 million because of the change in ratio in 1984.

The math concepts taught in this lesson are teaching the students how to use certain math formulas, and practice addition and multiplication. It is beneficial for students to know what tools to use for capturing and displaying information that is important to them (Davis, 2011). The science concepts taught in this

Once calculated the program must be able to compare the students answer and the systems answer to be able to show whether the students answer was correct or incorrect.

The pre-assessment used to establish students’ baseline knowledge and skills for this lesson is first to watch the video https://www.youtube.com/watch?v=9Z2gpbYiEXo. After the video engages the students to bring back prior knowledge, they will be given a white board. The students will work out a subtraction problem on the board for me to see what they already understand about solving subtraction word problems. I will use the data to know what parts of the instruction on how to solve subtraction word problems need to be more emphasized to the students.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

You will be asked 10 questions about how you feel about safety in your school. Please choose an answer that reflects the way you feel most correctly. Please remember to be as honest as possible. Your identity will not be shared.

Based on data from student work samples, benchmark assessments, classroom tests and quizzes, John is able to solve basic multiplication facts with 100% accuracy. He can solve basic division facts with 92% accuracy. John can subtract numbers to the hundred thousands place with regrouping and across zeros with 90% accuracy. He can solve 2 digit by 1 digit multiplication problems with 85% accuracy, 3 digit by 1 digit multiplication problems with 95% accuracy and 4 digit by 1 digit multiplication problems with 90% accuracy. He can solve 2 digit by 2 digit multiplication problems with 85% accuracy. He can solve 3 digit by 1-digit division problems with 83% accuracy. He can identify the correct operation used to solve a word problem with 82% accuracy.

At: Students at grade level will be expected to complete 6-8 of the three digit addition problems during the provided activity time. At grade level students will be expected to use at least one of the provided strategies to solve for the sum. Students who finish early will be asked to draw a picture or write and explanation of the strategy/strategies they used to find the sum. The teacher will direct students who are early finishers to complete this task individually. Slow finishes will be provided with three, two-digit addition problems

As a student, I always enjoyed math. In high school I took all of the offered math classes, including Calculus. The first math class I took in college was a breeze, and I thought that this one would be no different. What could I learn about elementary school math that I did not already know? Contrary to my expectation, the first day of class, I learned things about math that had never been brought to my attention. This paper will discuss what I have learned about subtraction, about students, about the Common Core State Standards, and how my concept map has changed since my first draft.

* If listening to music on the radio that continues to beep because of the explicit words, your mind will fill in the bleeps with a curse word that makes sense.

Wendy correctly computes triple digit addition problems with 100% accuracy. She is able to complete quadruple digit addition problems as well as addition problems with decimals. When Wendy is asked to complete triple digit subtraction problems, she is able to complete the task with 85% accuracy. After direct instruction about place values, Wendy was able to state the correct place value with greater than 80% accuracy. When Wendy was asked to skip count she was able to complete the task, but when numbers were greater than 100 she had to be reminded what number came next, and then she was able to keep going. Skip counting by 2’s is the most difficult for Wendy. When presented with addition and subtraction word problems, Wendy was able to

Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).

The lack of adopted curriculum also means that most, if not all, teachers are supplementing both materials and instructional routines. These students need to pass the state-mandated Smarter Balanced Assessment (SBA) which requires completion of a problem-solving performance task. Students need to know which operation(s) to use (addition, subtraction, multiplication, and/or division) and how to apply them appropriately. This problem has

Overview. Imagine you are an I/O psychologist hired by Organization X to help them create a selection system for hiring pilots to fly commercial planes.