Elementary arithmetic

Van De Walle, Karp, & Bay-Williams (2013) describe the importance of using visual representations such as Area, length and Set models to consolidate fractional concepts. Observations of students representing fractions through the use of the three models allows teachers to gauge if learners have a real understanding of the fraction concepts. Area models represent fractions as part of an area. Circular or rectangular pieces, grids or dot paper, pattern blocks, geoboards and paper folding are examples

Lesson Four Comparing Offers 2-3 Days (adapted from Irvine Math Project/ HCPSS Secondary Mathematics Office (v2); adapted from: Stephen Leinwand Accessible mathematics: 10 instructional shifts that raise student achievement). Content Standards: 8.F.A.2 Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions.) Learning Objectives: Students will be able to explain and compare two equations and what they mean

using namespace std; // I like using this, so I don't have to type std a million times while coding, though I hear it isn't best practice #include // import this so I can use cin/cout int arr[10]; // defining array max size int n; // n variable for for loop iterations void SelectionSort(int arr[], int n) //the actual sort { cout << "How many numbers do you wish to sort? (Max: 10) \n"; // user defines value of n cin >> n; while (n>10) // checks that value of n does not exceed max allowed

To implement this strategy in the classroom, I would begin by giving Doug choices in the subjects of reading and math. In the subject of math, I would present Doug with the choice to complete the even problems or the odd problems. This method would allow the teacher to see if Doug understands the concepts being taught, but limits the amount of writing needed in order to finish the assignment. His second math choice would be to show his answers by using manipulatives. For example, if Doug were completing

Introduction For this mathematical report the theme that has been chosen is Number recognition. The report will investigate how children can learn the concept related to number through everyday experiences, such as, playing and painting. The assignment will be linked to the Early Years Foundation Stage (EYFS). The report will demonstrate the planning, implementing and evaluating a range of activities which will support children in their mathematics knowledge focusing on numbers three and four years

Katherine Lucadamo, author of the article “Back off parents: it’s not your job to teach Common Core math when helping with homework”, has a daughter in first grade. One day while helping her solve a math problem, she explains, Katherine was unable to do number bonds. Her daughter’s teacher explained that three circles form a pyramid and the bottom stack are for addition or subtraction while the top is for the total. Katherine thought that this math, which she was unable to figure out, is too confusing

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

we probably work it out so quickly in our heads that we don’t consciously recognize the procedures that we are using to solve the problem. For us, subtraction seems like something that has been ingrained in our thinking since the first day of elementary school. Not surprisingly, numbers and subtraction and “carry over” were new to us at some point, just like everything else that we know today. For Gretchen, a first-grader trying to solve 70-23, subtraction doesn’t seem like a piece of cake as

How to Use the Abacus Script Created By: Leiden Huber and Denise Tran Leiden: Hi. Today we are going to show you how to use the abacus and tell you a couple background details about it too. Denise: The abacus is also known as the “saunpan” (calculating pan) and was created by a mathematician named Cheng Dawei. He created it during the Ming Dynasty which was in reign from 1368-1644 B.C. and is known as the Fifth Invention of China. The Chinese abacus is very similar to the Roman abacus and was thought

Operations SS 56 - (Mental Computation and Estimation, Addition and Subtraction, Multiplication and Division) The Mental Computation and Estimation subtest measures a student 's ability to mentally compute answers to math problems using addition, subtraction, multiplication, and division. Isaac scored well below average. Isaac had the most difficulty with this subtest and was only able to correctly solve one problem. The problem that he solved correctly asked him, “What is one and one more?” Isaac