HHT Task 1 Part A In a classroom where an A is based on having 90% or higher of 334 points, rounding and truncation can be the difference between a whole letter grade. Student 1 has 299 points out 334 point in the class. So to figure out what is percentage is you simply put 334/100= 299/x which breaks down to 334x=29900 so than divide 334 into 29900 and you get 89.52%. Now if we round up the Student 1 grade would be 90% which is an A. This is because the 5 in the .52 digit means we would round the whole number up by one whole digit.
Real World Applications of Number Theory A. Rounding and Truncation 1. Student 1 received a score of 299 out of a possible 334 points for a term in an unknown class. To find what percentage the student received, one must take the score received and divide it by the total amount of points possible, and then multiply the quotient by 100. In this particular case, the teacher chose to use rounding to attain the final grade of the student. To round to the nearest whole number, one must consider the value in the tenths place.
For the remainder of this essay, steps for teaching these principles as well as examples will be explored, on the basis of teaching ten first graders, who can already rationally count to ten, learn to count rationally to fifteen. Students will be paired for the activities in an attempt to have less advanced students learning from more advanced students. Each pair of students will be given a cup full of 15 rocks from my classroom rock collection and a stack of laminated number cards, containing the numbers 1-15, to work with. The authors of Helping Children Learn Mathematics define one to one correspondence as such: “Each object to be counted must be assigned one and only one number name,” (Reys, et al., 2012, p. 141). To help the students learn this principle I would draw fifteen circles on the board in a straight line and talk to the students about what I am doing as I wrote the numbers 1-15, one under each circle.
K-1.8 Use multiple informal representations to convey mathematical ideas. Kindergarten Numbers and Operations Standard K-2: The student will demonstrate through the mathematical processes an emerging sense of quantity and numerical relationships, sets, and place values. Indicators: K-2.1 Recall numbers, counting forward through 99 and backward from 10. K-2.2 Translate between numeral and quantity through 31. K-2.3 Compare sets of no more than 31 objects by using the terms more than, less than, and the same as.
Short Introduction *** Be brief – outline the purpose of the paper. Part A - Describe current teaching practice in mathematics*** Address the main points of O'Brien’s paper and provide an overview of the key principles and ideas that guide current practice in mathematics classrooms. Include justifications for your approach and practices regarding primary mathematics education (you will need to use scholarly mathematics education references here). Part B - Discussion of Activities *** Create and teach two mathematics lessons from the Geometry / Measurement strand of the Australian Curriculum, followed by a discussion about what was observed when teaching the lessons. The discussion / reflection must relate to the key points addressed in Part A.
9/18/13 Alliance Concrete Executive Summary: Based on available financial data and forecasts, Alliance Concrete should pay the $3million dividend to National as well as invest the full $16million in new fixed assets to assure that there are not shutdowns, as there were in 2004. By paying the dividend and purchasing new equipment Alliance will need to renegotiate with its bank in order to delay any scheduled debt retirement and instead acquire additional debt financing. Doing so will ensure that Alliance maximizes its Return on Equity as well as continue its trend of increasing earnings, which is especially important considering the slowdown in the real estate market. 1. A reduction in the dividend would decrease the need for long-term debt in multiple ways.
negative 2500 $.The company needs to raise about 40,000 $ as the ending cash balance for the month of July is negative 40,000 $. The Company can get a short term loan for 40,000 $ which can be repaid in October. 2. Even though the Company started with a Capital of 250,000 $ it still ends up with a zero bank balance. This is because the increase in the collections of Accounts Receivable from customers is not sufficient to recover the total disbursements (variable production cost and the fixed cost).
Madeline Hunter Lesson Plan Template Name: __Tammy Lish-Watson____ | Subject : ___Math ____________ | Grade: _____4_________________ | Unit: __Two-Dimensional Figures__ | Lesson Title: __Two-Dimensional Figures___ | Objectives | National and State standards | Materials & Resources | Index card, Paper, Ruler Geoboard for kinetic learningReal-World Polygons images for visualization Work Sheet 1 (students notes)Work Sheet 2 (guided practice)Work Sheet 3 (independent practice)Assessment and Exit work sheet | Anticipatory Set | Student(s) will be given a geoboard on which they will create each of the following shapes. While doing so discussion will take place as to the names given to the shapes depending on the number of sides and angles. Triangle, Quadrilateral, Pentagon, Hexagon, Octagon. This information is given on the board and to be copied on the note card for placement in math journal. | Objective | Identify and draw two-dimensional figures.
Studies show that students not only need to learn concepts, but they also need to have procedural fluency along with those concepts in order to be successful in mathematics. The only way to achieve procedural fluency is to practice, practice, and practice. The purpose of this research “Does practice make perfect?” is to research the effects of practicing mathematical procedures at least two hours per week during the data collection period. A group of 2013-2014 incoming eighth grade math students are enrolled in an online math program which assesses their mathematical ability for the upcoming course and then assigns them individualized lessons according to their assessments. Data was analyzed based on the growth of skills learned and the amount of time spent in the program modules during the data collection period.
“Base-ten blocks, algebra tiles, Unifix Cubes, Cuisienaire rods, fraction pieces pattern blocks and geometric solids are examples of manipulaives that can make abstract ideas and symbols more meaningful and understandable for students” (Durmus & Karakirik, 2006, p. 17). “The use of manipulatives provides teachers with a great potential to use their creativity to do further work on the math concepts instead of merely relying on worksheets”(Duffy, Furner & Yahya, 2005, p. 17). Manipulatives add to the instruction of lessons and allow the students to explore math problems by using