Dimensionless numbers

Reason for Referral and My Suggestions Janet is experiencing academic difficulty in mathematics and timed tasks, however her language skills (vocabulary and comprehension) appear to be strong, yet her parents feel it would be best to evaluate Janet in order to draw on her strengths and help pin point her limitations. As the psychologist that will be evaluating Janet, I will be administering the following tests: • Wechsler Intelligence Scale for Children- IV (WISC-IV) o "Consists of 15 subtests

Step 14: Draw place-value blocks • Tell students, another way we can solve this is drawing place-value blocks. Tel students a line will represent a tens rod and a unit cube will be represented by an X. (Draw and label on ELMO for students to see) • Model how to represent 39 with place-value blocks. • Draw the three long lines on ELMO to represent the three equal rows that Nelly wants to use to divide her 39 stickers. • Inside each line start to draw one vertical line to represent a tens rod, then

based on their hands. An “I”, based on one finger, was used to represent the number one, “II”, two fingers, for the number two, and “III”, three fingers, for the number three. The numeral for the number five, “V”, came from the v that your hand makes between the thumb and fore finger. “IV” was used for the number four by subtracting the first letter, “I” from “V”. The numeral “X”, or ten, came from using two hands. The numbers were made by joining

Kitten Angels I remember when two of my kittens died in my hands, one recently and one when I was almost nine. I remember their names, Midnight is the one that died recently, Pudge is the one that died when I was almost nine. They were born sickly when they were born. I miss them so much, but I know they are angels now. They fly with everyone I lost whom are in heaven. Half of the people don’t go to heaven, but the ones that do have earned their wings. But all animals go to heaven. I hope to join

The common sense approach to abbreviations should apply to PSI reports as well. Of course one can abbreviate suffixes (Dr. Mr., etc.), words like rd. (road) st. (street) and ave. (avenue). Agency names could be spelled out completely and followed in parenthesis, i.e. State Bureau of Investigation (SBI). Beyond these, I see no reason to include abbreviations to the point that they are even a topic of discussion. Probation officers are not really relaying a personal opinion in the PSI. They

NF.A.2: Understand a fraction as a number on the number line; represent fractions on a number line diagram (Grade 3). Watanabe talks about using linear model to represent fractions. The article discuss about how number lines do not help children comprehend fraction as numbers but only makes sense to those who already know fractions. Watanabe says that some teachers think that number lines are “useful tools to teach children relationships between whole numbers and fractions.” The manipulatives

of all the states by the number of seats available. In the example given there are 5321, 88 people divided by 100 seats. Divisor = __Total Population = D 532188 = 5321.88 Number of Seats 100 Now you take the number and divide it by the population of each state. This is what they determine the Standard Quota. State Population = Standard Quota 5321.88 Using the Hamilton Method you have to round down to the nearest whole number. If you round up you will

Fawn-M Fawn has a proficient understanding of topics covered in term three. Fawn has a strong understanding of operations with fraction involving like denominators. She was also successful in our money unit and understands operations including currency. Good work Fawn! It would benefit Fawn to practice basic subtraction, addition, multiplication, and division facts during summer. A guide on some practice games has been sent home with the report card! Feather-M Feather has had a great term three

reviewed for content and standards in CPM CC Integrated 1 and MacDougall Littel Algebra 2. Sequences are defined as an ordered list of numbers that are in a specific pattern. Arithmetic Sequences are an ordered list of numbers where the difference between successive numbers is a constant value. Geometric sequences are an ordered list of numbers where the successive numbers differ by a common ratio. Sequences in California

The article focuses on one characteristic of the first grade curriculum associated to students understanding of unit. Also students begin first grade by classifying characteristics of objects that can be compared. These characteristics include size, shape, and color. Of all the characteristics, size is the most used, by saying this object is smaller or bigger than the other one. Student can use measure to describe size. These measures are: length, area, volume and mass.