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During testing she subvocalized her thought process on the Block Design subtest. She appeared focused and concentrating on the task at hand. She worked through the first items quickly and accurately. On item number 11 she doubted herself. She said, “This is bad, no it’s fine.” Prior to starting she thought she could not figure it out, but then once she started the hands on component she completed it accurately within the time limit. On item number 12 she stated, “This hurts my brain.” On item number 12 she remarked, “The red is a different shade. It throws me off.” This brought my attention to the shade on the blocks. They do not match the stimulus pages in the book; however, she completed the item correctly. Next on the Similarities subtest, Kayla was to the point and did not make any unusual remarks. I struggle with grading the Similarities subtest. On item 8, I scored it a 1 because her response was “They are both purchased.” That indicates consumer goods. On item number 11 she answered, “Two weird things to pare up. They both have waves.” I initially scored it a 1, but upon review I saw waves as a 2-point answer and corrected…

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I. Introduction I became interested creating and applying methodologies for mathematics education because the entry-level mathematics students often encounter difficulties in understanding magnitudes of large numbers. I shall begin my case study from some experiments that how accurately the children could estimate the numbers magnitudes by various aspects of a stimulus. Thus far, my research has followed two lines of inquiry. The first line of study is to identify children’s different…

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2014 pp. 90 identifies that a major cause of student’s difficulties in mathematics has been how they understand and process numbers. The teacher then writes on the board 723- 246. The class is asked to copy and complete the above exercise in their books. The teacher then asked a student the answer. The student says “four hundred and seventy-seven”. The teacher interrupts the student: “That is not the way you have been taught to do it” The students haven’t discussed to reason on the answer…

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note the location of the file) so as to not lose any of your work. Once completed, you will submit this document to WGU for grading. Instruct What student misconceptions have you encountered related to fraction, decimal, and percentage concepts? How do you help students understand the notion of equivalence among fractions or prepare them for this understanding? One misconception I have encountered with fraction is that students have a misunderstanding of what the denominator and numerator…

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60 was used for basic math and 360 was used for circles The Sumerians also gave us the decimal system. The Hindu’s gave us the Arabic Numeral System which gave mankind counting numbers. With the extension of numbers, math took off. The Hebrew’s gave us another numeral system but this one went into the hundreds. The Babylonians gave us the digit 0 and then we had a a completed number system for that time. Agriculture was a ginormous element when civilization was first coming together and it has…

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Computers have all but replaced humans for doing complex calculations. But computers handle numbers much differently than humans do. At this point, the majority of people use base-10 for their math. The base of a number system refers to the number of number symbols used in that system. In base 10 the numbers used are 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. Humans use this system because it shortens numbers. Humans have 10 fingers so it is logical that base-10 counting systems developed naturally. But…

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A student will start to develop their place value knowledge once they are confident using number names, classifying objects, identifying patterns and as they begin to develop their counting skills. From Year 1, the Australian Curriculum expects students to count collections to 100 by partitioning numbers using place value (ACARA, 2016). This means students need to learn about grouping in tens and that two-digit numbers are made up of tens and ones. Booker, Bond, Barrow and Swan (2014, p. 87)…

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last lesson taught to students’ in order to meet our standard. We will focus our lesson on breaking apart word problems that contain fractions and whole numbers. This will help students understand the correct order to write equations, and the correct way to dissect a word problem. We will be using our lesson as an extension of previous lessons, while also incorporating word problems. Massachusetts Curriculum Framework Standard(s): 7.) Apply and extend previous understandings of division to…

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This brought about the idea of using cooperative learning strategies to help the students learn from one another and increase each student’s numeracy skills. When students were allowed to speak both English and Arabic, the students’ knowledge of numbers seems to increase slightly. Incorporating different cooperative strategies such as think pair share, roundtable, and strategic grouping will help each student improve their numeracy skills because each will be forced to think, as well as…

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Their selection and effective use needs careful consideration and meticulous planning (Drews, 2007). Judgment regarding the appropriateness of a resource should be based on the extent of how the mental images produced by children are likely to be helpful/unhelpful in scaffolding their thinking (Bottle, 2005). Drews (2007) also noted that whilst structured manipulatives, such as, Dienes and Cuisenaire are especially helpful for children struggling with decomposition and number property and…

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