Numerical digit

Introduction This report follows the progress of an eight year old, grade three child’s progress, through a mathematical diagnostic assessment pertaining specifically to number placement, and proceeds through the relevant stages of mathematical learning, mapping the strategic points involved in teaching mathematics whilst following the progress of the child, and the areas with which they required improvement. The partitioned focus, of this report is on specific areas such as the mechanics of learning

Justifications: Warm-up: Shared Book Description: Justification: The warm up for this lesson is reading a book called, “Earth Day - hooray!” I chose to incorporate reading as a math warm-up because it is an effective way to explore mathematical concepts, which are both engaging and informative for the students. Integrating elements of literature into the lesson supports problem solving and allows students to be fully immersed in the story, solving themselves the mathematical issues that the characters

III. Conjectures Conjecture #1 A number is a multiple of 9 if the sum of the digit is divisible by nine. Testing/verifying conjecture #1 This Conjecture #1 is applicable to the big numbers that are higher than 9. For example: 26,847= 2+6+8+4+7=27 27÷9=3 As given iin the example given, 26,847. We added 2,6,8,4and 7 to

Message: When you drink the sports drink called Gatorade, you will obtain the energy to perform exceptionally well in athletic sports, without sacrificing any good nutrition since the beverage is low calories. Audience: Any athlete who is looking for a form of hydration before, during, or after their workout/game. Conditional Form: If you drink Gatorade, then you will have the energy and stamina to succeed in any fitness activity in a low amount of calories. Converse: If you have the energy

friend you are going to count to seven so they know when to start the race. The number seven in base system three is twenty-one. So you would count like this: ‘1, 2, 10, 11, 12, 20, 21!’ When you are about to say three, the tens digit goes up one. The only possible units digits when counting in base three are 0, 1, and 2. Here is how you figure it out using a quick shortcut. Three goes into seven twice (2_) with one remainder, so it turns into 21. It seems pretty simple, but in reality, it is not. Counting

Student achievement is a multi-faceted concept and does not look the same for every student. At the core of student achievement are comprehension and connection. Students must be able to understand and contextualize instructional material to foster comprehension. Equal to comprehension is the ability of students to connect with the material and make relevant associations between concepts and skills for application. The intention of instruction based on prioritizing and unwrapping standards helps

error pattern is that if he has a two digit number in the first column he will put both numbers in the answer instead of the number in the ones place. For example, in the first problem he adds 6 + 7 correctly (13) but he puts both the ones and the tens in the answer. Then he brings down the 1 instead of what it should have been 1 + 1 (2) to make the answer 23. He follows this same pattern in problems 4, 5, 7, and 8 as well. In the third problem he adds the tens digits first 3 + 8 (11) and puts one 1 in

3t=6 t=2 hours The minimum number of hours which Alan can drive is 1 hour. the maximum Alan can drive is 2hours. 12. in a 2-digit number, the number in the unit’s place is 4 more than the number in the ten’s place. If the digits of the number are reversed, the new number is 6 more than thrice the original number. Find the original number. 13. x= units digit y=tens digit 10x+y=3(10y+x)+6 7x-29y=6 7(y+4)-29y=6 7y+28-29y=6 -22y=-22 y=1 Therefore x=5 Therefore the original number is

Computation |Concept: Regrouping during multiplication of two-digit numbers without | | |decimals | |Subject: Mathematics

Latin American Subtraction Algorithm Lisa Nix Walden University Dr. Mary Robinson, Instructor MATH-6562G-1, Base Ten Number System & Operation: Addition/Subtraction October 21, 2013 Latin American Subtraction Algorithm The Latin American subtraction algorithm is based on the fact that the difference between the two numbers does not change while adding the same amount to the minuend and subtrahend (Indiana University Southeast, n.d.). This algorithm appears to be one that requires precision to