Elementary arithmetic

145-166. Shepard, L. A. (2006, Creating coherent formative and summative assessment practices. Orbit, 36, 41-44. Retrieved from http://search.proquest.com/docview/213738810?accountid=8194 Van de Walle, J, Karp, K. S. & Bay-Williams, J. M. (2015). Elementary and Middle School Mathematics Teaching Developmentally. (9th ed.). England: Pearson Education Limited. Zazkis, R., & Hazzan, O. (1998). Interviewing in mathematics education research: Choosing the questions. The Journal of Mathematical Behavior

This is the pseudocode for the algorithm I implemented in my program to compute 2D convex hulls. I chose this incremental algorithm, which adds the points one by one and updates the solution after each point added. We must ensure that every turn (walking from vertex to vertex is a turn) is a right turn, so we take the last 3 points at the current point of the solution and determine if they make a right turn. Using the last 3 points p0, p1, and p2, we can determine if they make a right or left turn

Books seven through nine involve number theory and geometrical progression. In the seventh book, Euclid wrote about the basic fundamentals in number theory. In addition, it explains prime numbers and divisibility. The eighth book continues number theory, and it also includes proportions and geometric sequences. Similarly to the seventh and eighth book, the ninth book continues number theory. It explains perfect numbers and sums of geometric sequences. Book ten involves rational numbers. Books eleven

Considering the research on the importance of math fact fluency, I decided to implement an intervention that would target the multiplication fact fluency of 4th grade students. I wanted to know if a student could build complete fluency of their multiplication facts from 1-10, if that would help them find the correct fact to solve a problem that was not a basic fact. Students were given a baseline timed assessment in their regular 4th grade math period. The intervention consisted of 60 division

INTRODUCTION The purpose of this interview is to distinguish the learning between a high school student of today’s date with a student back in 80’s. The methods we use today for our math solving problem is very different as we rely more on calculators. Does it really going to help us remember it after almost 15 years from today? Will we be able to solve a math problem without a calculator use? I also wanted to analyze the misconception that both groups had regarding decimal division and multiplication

Zamyatin 's decision to reference mathematics and religious tales throughout We creates for a more relatable and impactful story. His allusions to different religious tales creates a bridge between his story and his readers. Much like it was greatly prominent in his life, mathematics was also greatly influential in the novel, acting as rhetoric and description. One of the most influential factors Zamyatin utilizes within We are the languages of mathematics and religious folk lore. Zamyatin uses

Red Queen In Mare Barrow’s world, the society is divided by the color of their blood. Those with red and those with silver. Mare and her family are placed as low Reds who are destined to serve the supernatural Silvers. All Silvers are born with supernatural abilities; magnetron, nymph, shadow, singer, burner, whisper, and more. These abilities make them nearly gods. For Mare, being a Red makes it hard to survive, so Mare steals what she can to help her family to survive. However, a twist in fate

Discussion of Instructional Problem According to Common Core State Standards, second graders should be able to solve word problems involving money. However, second grade students struggle with adding mixed groups of coins that include a variety of quarters, dimes, nickels, and pennies. When second graders struggle with this skills, they are not able to solve money word problems and meet the Common Core State Standard. In kindergarten and 1st grade money is not a standard that is assessed. Therefore

Once students get to the fourth grade, learning equivalence in fractions with unlike denominators is something that they can look forward to...or not look forward to. It can be a very tough lesson and something that is hard for the children to understand. They need to have a simple understanding of fractions already. They need to know what they are and how they add up together. Meaning that they need to understand that fractions are a part of a whole...a fraction of something, and that if the fractions

Field Experience Journal 2: Instructional Strategies for Effective Communication For my Field Experience, I chose to observe at Krahn Elementary, which is a part of the Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am