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E) Language Development M. (4 years, 6 months) uses various vocabulary when speaking. Her sentences comprise of at least 4 to 5 words each and combined thought. When retelling a story, she understand sequencing events, but confuses some facts. She understands how to use certain words such as “can” and “will” to ask questions like, “can you come play with me,” or “Will you sit next to me?” If she is curious about something, she begins with “how,” “why,” or “what.” M also understands the…

During this activity that involves the child’s use of number, quantity or counting. The child is playing with toys that are called “shopkins” I believe which she says that she has a lot of them not only at home but at her nana’s house. And when she was playing with them she was counting how many she had in total and then separated them to see how much she can play with and what her friend could play with. They are kind of small toys but they know not to put them in their mouths which is a good…

a perfect Royal Flush on the same day. Now let’s consider the odds of me writing this essay and you reading this. The odds of one of us even being born was roughly 1 and 10^2,685,000 according to some statisticians more knowledgeable than I. This number is unfathomable to us as humans, but I will do my best to quantify the miracle of this paper in a story:…

Last summer I partnered with another educator from my school to craft a multisession mini course for Math for America. The course met over a three month period and focussed on teaching educators from the Metro New York area about the symmetries of a sphere using an ancient japanese art form called Temari. I used our organization’s shared digital message board called the small world network to post and share an overview of our course in the spring course catalog and invited 15-20 teachers to sign…

paces in a straight line northward. At the end of her distance she will call this point “B”. Vanessa will now turn 90 degrees to the right and will walk 2x+4 paces east until she is at point “C”. We have now acquired a line segment which we will call AB which is basically the line from A to B, the line segment from B to C is considered BC. However, the lines AB and BC intersect to form a perpendicular angel, and we will use line AC as Ahmed’s route. The end state of the line segments if one was…

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…

double-digit addition problems (place value, empty number line, break apart). Ask student, “Do you think we could use some of these same strategies to find the sum of three-digit numbers?” “Today, we are going to use those same strategies to solve three-digit addition problems.” 2. Objective/EQ: During math today, we are going to play a game that includes adding two three-digit numbers using the place value strategy (includes base ten blocks), the empty number line strategy, or the break apart…

Introduction Mathematics is a necessary aspect of my life. In my home, work, school and even social environments, numbers surround me. Over many years, I have learned how to derive meaning from them or use them to help me figure things out. During this unit, I have learnt, re-learnt and applied various areas of mathematics to help me achieve the outcomes and find solutions to each ‘Thinking Time Problem’ [TTP] presented. These relate to the Australian Curriculum- Mathematics proficiency strands…

Part B Diagnostic Assessment During the diagnostic assessment which focused on grade three student, Boris’s comprehension of number placement and value, Boris did well in most areas, with minimal exceptions. Boris took a great deal of time, when requested to partition the double digit the number. Though they progressed to partitioning the larger numbers in a standard and acceptable non-standard manner, they answered the two digit partitioning question with various multiplication equations.…

possible 334 points. The teacher will divide the number of points earned, 299, by the total possible points, 334, with the answer of 0.895. The teacher then multiplied this answer by 100 creating the number 89.5. This number is able to be rounded to the nearest ten percent, 90%. The student achieved the qualification for a grade of A. The student would not be given the grade of A if the teacher truncates the whole number. Truncating the number to the nearest whole, would leave the student…