Abundant number

I have found that number talks are really helpful for building number sense as well as assessing number sense. When I use number talks in my classroom it allowed me to easily see gaps in understanding with some of my students. Simply learning math facts through memorization is not very helpful. I can't count the number of times that I have memorized facts of some sort for a test and then promptly forgotten all of the facts after finishing the test. Our brain just doesn't work that way. If we…

that showed the number and an equal number of shapes (card 5 would have 5 stars). She gave each student 2 cards and asked them to either add or subtract the two numbers. She then would ask the students who had the most or the least. This was fun to watch because they would get so excited when they could come up with the answer and “won” the question. In the other group, she had rocks with numbers on them. Students would pick a rock. They would then have to tell what number they had. She…

Numbers are everywhere connected to everything we do. We use them to measure years, months, weeks, days, hours, and seconds. We count them in dollars and cents. We measure in feet, inches, meters and yards. The food we eat has a caloric number attached to it. We regard success and failure and distinguish ourselves according to the number of each. We age by ever mounting time. We calculate and distribute. We find comfort in the fact that 2 + 2 will always equal 4. Numbers have definite effect on…

In case of evenness index J´ of species, highest value of 1 was found in sample 8 that have similar relative abundance of species or equal number of individuals belong to each species while species evenness was 0 in samples that also have 0 value of Shannon index that indicates less species diversity result in only one or few species dominate. Remaining samples have moderately high species…

The abundant style, which Erasmus attributes to “assembling, explaining, and amplifying of arguments by the use of examples, comparisons, similarities, dissimilarities, opposites, and other like procedures…” (Erasmus, 301) is something I use when creating worksheets…

During my time in my Kindergarten LAL/Math resource classroom I observed a student, who will be referred to as Ally for confidentiality reasons. Specifically, I observed Ally’s number recognition ability. Ally is currently five years old and is in her seventh month of Kindergarten. Ally lives at home with her mother, father, and older brother Mathew. Ally’s parents are very involved in her school life. They attend celebrations, meetings, and other events. Ally comes from a Russian family. Her…

systematic approach, going along number by number to work out the T total. I was unable to start at T1 because of the number grid, therefore the first starting point was T2 and so on (see figure two.) Recording my results in a table, I noticed that each T total increased by five (see figure 3 for working out each T total.) Therefore, it must be related to the 5 times table, multiplying by five. This was my first step in creating a formula, multiplying the T number (otherwise known as N in the…

Grade level: a. 2nd Grade CCSS Content Standards for Mathematics Number and Operations (base ten or fractions) heading: a. NBT.5 Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Lesson objective(s): a. Students will be able to accurately use place value understanding and properties of operations to add and subtract numbers within 100. b. Through multiple activities students will…

Development Course and math Content Standards (Common Core or State) Provide the standards and performance indicators to be covered by this lesson, cite the numbers and the text. If only a portion of a standard is being addressed, then only list the part or parts that are relevant. This math lesson falls under the Tennessee Mathematical domain of the number system. Standard 3. Fluently add and subtract multi-digit decimals using the standard algorithm for each operation. Learning Objectives…

passing time have all been a part of earlier human civilizations. Prehistoric artifacts dating back over 20,000 years have suggested that early humans made attempts to quantify time. Therefore, it is no accident, that the abacus is based of the number 10; ten fingers or ten toes. As civilizations flourished mathematics as we know it today grew out of the desire and or need to count larger and larger time frames or quantities. As civilizations settled and developed agriculture…