Pt1420 Unit 8 Assignment

1. Computer a program to write a function power() to raise a number m to a power n. The function power() will take a float value for m and n will be an integer value. a default value of 2 to be used to make the function for calculating the squares in case this argument is omitted. The main function has to be written that takes the value for both m and n as input from the user for testing this function.

When I had first approached this project, my first task was to define each of the words for more clarity as to what they meant and how they related to each other. After defining them, I decided to categorize every word plus an additional word in order to have 4 groups that all contained 5 words each. I admit that I am more of a categorical person, and group and placing things together has always worked out better for me. This part was based on my opinion as I group together words with similar themes or meanings or by how easy they could connect to each other. Simultaneously, while categorizing the words together, I was planning out how to make my actual map look presentable.

This student does not draw a model or use the blocks. So, I know she is past the direct modeling stage. She seemed to use simultaneous double counting when she counted 1,2 on her pinky and thumb, which actually represented 10 and 11 in the math problem. She solves the problem by using her fingers as anchors but mostly holding on to the numeric values, showing that she has quotity.

This individual wasn’t able to describe what a fraction represents or find an equivalent fraction. Student B was able to partially answer the question that asked them to label the fractions, but couldn’t remember one of the terms. Furthermore, Student B was able to partially simplify the problem, but wasn’t able to find the final solution. Similar to Student A, Student B had difficulty finding common denominators and finding the solutions to the division problems.

Once was a boy, Gary. He recently came back from math class, where he won a contest over several Algebra questions, which no kids in his class, including him, had been taught yet. In his class, the students are now starting to be taught how to multiply and divide the first ten numbers, which is a huge step in the math world, for beginners. Gary was excelling in multiplying and doing well in dividing. Before they began the contest, Gary realized only fifteen other kids thought they were able to handle Algebra.

My lessons concentrate on numeracy in mathematics, especially numbers and mathematics in simple finance, for instance, allowance management, creating a shopping list with a restriction of the allowance and calculating the benefits to buy a discount sale item. The three lessons focus on the skill to understand and work with numbers in finance. This will lead students numerate and become a smart consumer. Most of students in grade 6 receive allowances which they use for various reasons: hanging out with friends, snacks and anything they want and need. They are becoming or will become an independent consumer in a few years, who does not rely on their parents for their allowance management.

When you multiply a number by ten, just add a zero to the end of the number. As a child, we learn when multiplying a number by ten just add a zero; this made learning the ten time tables easy for some. However, this is not true when multiplying decimals by ten. As a teacher, teaching this rule to her students she should advise student ahead of time that this rule only work with whole number and provide examples of how this rule couldn’t work.

Lesson 1 & 2: To scaffold the academic language in both of these lessons, students will be expected to say the “Coin Poem” with me, and I will hold up pictures of the different coins at the appropriate time. I will also post these pictures on the board (with their corresponding values underneath) for students to reference throughout the rest of the class. This will allow all students to practice saying the words and give them a visual representation. To scaffold “skip count,” I will take the time to intentionally teach them what it means and have them repeat it back to me.

Curiosity is a vital component in children’s learning. It is when children are curious, they would start to “recreate or reinvent mathematics as they interact with concrete materials, math symbols, and story problems” (Sperry Smith, 2001, p. 16). To maintain the curiosity level in children, I would give them the autonomy in choosing what they would like to learn and tap on their interests accordingly. Lastly, provide children with a variety of concrete experiences for exploration and allow them to express their ideas in different mediums.

They will have to use their problem solving skills to delve into unfamiliar fractions such as 7/12, 4/9, or anything else that our students can come up with. Students will need to apply their knowledge in order to identify, for example, 4/9 and then dig deeper to realize that 5/9 is left over. This problem solving will feed into number bonds when there is a number bond such as 4/4 partitioned into ¼ and then students will have to find the other missing part. This is simply another avenue to explore adding and subtracting fractions with like denominators and this will be a very important foundation as we continue to proceed in fractions moving forward in the year. In the final lesson regarding fractions with larger numerators than denominators, student problem solving will begin to crescendo with the problem with 5 half slices of bread.

Truly understanding fractions and performing operations with fractions can often be difficult for many children and even adults. According to N. Krasa and S. Shunkwiler (2009), “Learning fractions is like stepping into the upside-down world beyond Alice’s looking glass. No wonder children are confused!” (p. 115). Discovering fractions in a way that enhances a student’s number sense is extremely important before the student begins operations with fractions.

She required them to learn rise over run. They had to form groups of three where they had to measure the height and base of the steps. She traveled around the school taking them to several different steps where they had to measure, record and draw on their worksheet. It was a fun way to teach them about Math. She explained to me the process she uses in her Math class.

Looking back at the assessment, this question dealt with multiplication of a whole number times a fraction. The question asked students to determine the answer to 5/6 of an hour and provided a clock as a visual. Most students in the low group chose answer choice A, which stated that the answer was 56 minutes because five minutes plus six minutes is 56 minutes. This shows that the students in this group lacked understanding of the concept.

It can be taught in a fun way to kids through exciting games because a good math base is very important. How is math useful in real-life? Now-a-days math is essential for you to learn because it is used in almost every field of life. You name it banking, finance, everyday counting. Even addition and subtraction is used in your daily life.

The science lesson that I observed was over the elements on the periodic table. The students were given a packet to complete within the unit (this was a several day unit). The teacher had already went over the basics of the periodic table of elements in the days prior. She began the lesson by going on the ipad and showing the students how to do the activity. They had to build different elements on the ipad.