As a teacher, she incorporates fun and interesting activities in her lessons so that the students will not get bored. She involves her students in social studies for approximately 30-40 minutes. Most of the time is spent in Math and Reading because they are a top priority. The next three questions were on the use of a social studies text book. She responded that she uses a book for extra support in teaching a concept; also it is a good resource for maps and diagrams.
The first three of these domains (linguistic, logical and special) are recognised in the traditional intelligence testing, however the last five are new concepts in terms of intelligence. Gardner proposed that in order to understand intelligence we must first understand how all the domains interact. He also suggested a ninth type of intelligence, existential, yet he is not confident that it is actually a separate type of intelligence. Gardner revised his theory in 2006 and suggested that there are two overarching intelligence types searchlight intelligence and laser-like intelligence. Searchlight intelligence involves observing lots of different things or aspects of something; this type of intelligence is commonly found in politicians.
Michael Martinsen Math 380 Final Project I. The concept of a limit of a sequence is the topic I chose to demonstrate my deep understanding in and also apply and connect it to some common core math standards for middle school students. We were first introduced to this concept through the fractal tree exercise as we examined what happened to a sequence as n grew larger. We could then conclude that the sequences were either constantly increasing without bound or were only approaching a number by getting closer and closer without ever hitting the number. Our notes offered us 3 ways to approach this concept (no pun intended in using the term “approach,” there).
Each subsequent time an identification number is read, add the number of boxes sold to the corresponding position in the array of boxes sold. You may assume that each class sold at least one box of cookies. When there are no more sales slips, scan the array of boxes for the largest value. The identification number in the corresponding position in the array of the identification numbers is the class that wins. Write your program and run it on the input from user.
Bigelow and La Gaipa collated the data from these essays and converted them into a numerical format so that a frequency count could identify any consistencies within the study. They had a determined list of twenty one friendship expectancies and tallied these when found in an essay (Brownlow 2012, p.243), only these matching attributes were collated into their concluding results. The approach in which they took to the information they wanted to obtain
Running head: BENCHMARK ASSESSMENT: INTEGRATING SCIENCE AND MATH Benchmark Assessment: Integrating Science and Math Kathy Harris EED-364 Curr. Mthd & Asmt: Sci & Math October 26, 2011 Benchmark Assessment: Integrating Science and Math Integrating science and math provide numerous opportunities to link the two together. Students sometime are not aware that the two subjects have a close connection. There are areas that math can be associated such as problem solving, practicing measurements, interpreting data which can be shown in charts, graphs and tables. “When mathematics is incorporated into a science lesson, the two disciplines complement each other in such a way that the learning of both science and mathematics is enhanced” (Sherrod, Dwyer & Narayan, 2009, p. 248).
A. Strategy # 3 : Visualize success My specific actions: When I visualize success, I will be able to encourage myself. Then my brain won’t be full of thoughts I can collect my thoughts and solve the problem, or answer the question. B. Strategy # 6 : Write memory cues on the test My specific actions: In my math class I will write equations and words that will cue information that is triggered by the cue.
Chapter Eight Response While reading chapter eight in Teaching Student Centered Mathematics: Grades 3-5 by John A. Van de Walle and LouAnn H. Lovin, I had a few moments of clarity: firstly, my understanding of spatial sense and its importance in the classroom was deepened. Secondly, Van Hiele’s model was introduced and explained extensively. Lastly, my eyes were opened to the ways in which I can introduce geometry in an appropriate manner to age groups previously not exposed to the subject. Overall, chapter eight addressed the reasons why geometry is a crucial subject in any math classroom and, in addition, provided future teachers with a functional list of activities by means of which to teach geometry.
I thought it was important to note that Miss Walker took advantage of this opportunity to involve her students and have them use their math skills. As soon as role was taken, Miss Walker had her students prepare for their first task of the day. She handed out 3 stories with questions at the end for them to answer and gave specific instructions. I think it is also important to note that she instructed the children to color the pictures on the stories when they were finished so that they would be able to stay busy. Once the students seemed to understand their task and began working diligently, Miss Walker called the first reading group back to the reading table.
Passing the quiz is an indication that your child understood what was read. AR gives the student and the teacher immediate feedback on the quiz, which the teacher then uses to help the student set goals and direct ongoing reading practice. To determine the student’s reading-level a short ten minute computer based reading assessment that adjusts the levels of difficulty to student responses is administered. The test establishes a Zone of Proximal Development (ZPD) reading range for the student. Students are then encouraged, or required by some teachers, to select books within their ZPD that also matches their age and interest level.