Division 2

Pretest, Posttest, & Interview Questions: The pre-test (Show What You Know) and post-test (Show What You Have Learned) that I designed had similar questions to what the students were going to see within the lesson. When giving them the pre-test a few students got neverous but I assured them that this is for my own information so I can better teach everyone. I told them to all at least try and answer the questions to the best of their ability. Both the pre-test and post-test are attached at the end

Michalczuk‟s (2007) understood basic math facts to be an important skill for students to succeed in math. Michalczuk (2007) generalized students who could answer single-digit, 0 – 9, multiplication problems (2 times 3, or 5 times 7, etc.) “Within three seconds will do well at math and those that answer in less than one second will do excellent at math” (p. 1). Perso (2007) has defined the “looking back-to-basics” as a need to teach and focus on the basic arithmetic skills needed as a skill for higher

His verbal orders were vague and he continually bypassed the 1st Armored Division commander, MG Ward, so as to deal directly with the combat commanders. His orders were based solely (Nidorest) on directive and not from the information on hand. He regularly ignored the advice of his subordinates. d. State the mission and describe initial disposition of the opposing forces. As per the Corps commander, the 1st Armored Division was to defend the passes and provide support to the French XIX Corps’ flanks

denominator of both numbers is 4. 8mm/4cm : 2mm/1cm . Drawing length becomes 1cm and actual length becomes 2mm. The scale is 1cm represents 2mm. Another way to solve this question would be by using data measurement with the mathematical concept of division, using part/whole method. Both shapes were square and would be able to be divided equally. Using the part/whole method and establishing the number four was one of the common denominators for both lengths. DL = 4cm. 4cm ÷ 4 = 1cm : AL = 8mm.

create challenges that expose students to build on patterns and number sense. Division is no exception; students should be able to make connections to place value, patterns, and previously used strategies to solve division problems. Therefore, once students reach a certain point of fact fluency they must develop new methods to perform divisions. As explained in the Inside Division video, (Laureate, 2013) when solving division problems with higher dividends some strategies are no longer practical. The

lesson to be focused only on the whole group environment. For the introduction, I modeled to the students a think-aloud of multiplying and dividing fractions. I never had the students help a randomly selected student complete a multiplication and division problem. Students were then led onto the activities of this lesson. The reason that I chose this part of my lesson to be whole group is because of the prior knowledge shown by the students. With this particular set of students, they have been learning

and then we introduced ourselves. We asked them if they knew what multiplication and division was. They all said yes. I then explained to them that I have a couple of different problems that we are going to solve. But before we did I wanted to make sure that the students understood the slash sign for division. So I showed them a sample problem that used a slash and they all seemed to know that it was a division sign. As a result, I then held up the first one. The students started to blurt out answers

Caney could be taken quickly, thus planned for the 2nd Division to take El Caney and then line up to the right of the Cavalry Division during the San Juan Hill assault. The assault on El Caney took longer than expected, and the 2nd Division lost about 960 of its total 6,600 men to injury or death. Therefore, MG Lawton’s 2nd Division was not able to support the assault on San Juan Hill. , , On the morning of July 1st, the Cavalry and 2nd Divisions marched to San Juan Hill along the Camino Real Rd in

help you solve division problems whenever you don’t have place-value blocks to help you solve a problem.

1.0 Introduction Educators are required to interpret students’ responses to mathematical questions. The purpose of this report was to provide an opportunity to examine the step by step approach to answering problems, interrogate the results and recognise mathematical concepts. There are six questions in total from the Australian Curriculum Assessment Reporting Authority [ACARA], (2012) NAPLAN year nine numeracy non-calculator test. The six questions mentioned