Amicable number

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…

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…

of William of Orange, and was later asked to be his tutor. Stevin was also responsible for creating a number of Prince Maurice’s textbooks, along with his tutoring duties. After the assassination of William of Orange…

Goal 1 – Students will be able to estimate and round differences. Goal 2 – Students will be able to subtract 3 and 4 digit numbers Goal 3 – Students will be able to subtract numbers with one or more zero in it. Pre-Assessment Formative Assessment Formative Assessment Formative Assessment Post-Assessment Pre-test Formative Assessment…

involve the use of sleight of hand. The Trick The victim is free to shuffle a full deck of 52 cards in any order they will like. They are later asked to choose a number between 1-10 and also to count along as the cards are being displayed. The card in the position chosen by the victim becomes his/her first chosen card and the number on that card becomes the position of their second chosen card and they are expected to repeat the process till the point they are out of cards. In this…