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Nt1310 Unit 4 Research Paper

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Standard 3.OA.1: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Children start working with equal groups as a whole instead of counting it individual objects. Students start understanding that are able to group number is according to get a product. Students can solve duplication by understand the relationship between the two number. In third grade it is the first time in which they are introduced to the ideas of group that represented by multiplication. They are able to solve the problem without given information by grouping. Standard 3.OA.3: Use multiplication and division …show more content…

Represent verbal statements of multiplicative comparisons as multiplication equations. Multination can be thought as two qualities that are that represent the multiple of the number. Until now students have focus on finding the difference between to two numbers. Learning about multiplicative comparison will help them compare two quantities by showing that one of the quantities is a number large than the other. For example, students can understand that 20 is 4 times larger than 5, and 20 is 5 times larger than 4. Student progress to be able to workout multiplication by wring them in equation, then have then draw a picture to represent their understanding. 5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm. students are full able to solve basic multiplication facts. they will use their prior knowledge to be able to solve two digits’ numbers between each other. They no longer need to see each group beginning build through a picture. They will be able to understand the relationship between number, and regroup when needed. Student are able to work problem through by recognizing pattern within the factors

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Children in this group were provided with base-10 and unit blocks. Each base 10 block is 1 cm × 1 cm × 10 cm in size. Each unit block is 1 cm × 1 cm × 1 cm in size. The research assistant gave explicit demonstrations of how to use both base-10 block and unit blocks to construct two-digit number. First, the research assistant placed out ten unit-blocks in a line and then put a base-10 block along to the ten unit-blocks.

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TA: Jesse Drucker Zamarron 1 Jim Zamarron 861071340 10. According to the accounts provided by Hamilton and Biggart (1988), by Biggart (1991), and/or by Saxenian (2011), compare the impact of two or more of the following influences on the economies of one or more East Asian countries: institutions; networks; markets; transaction costs. The Asian Miracle Since WWII, East Asian countries have undergone drastic changes in their economic infrastructure. Even though WWII left this region war torn, countries such as Taiwan and Japan have become an “Asian Miracle” as they rapidly developed despite their predicament.

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His parents could require him to work out five word problems, with a goal that he work out four out of five (80%) correctly before moving on to higher level problems. As his math and applied problem fluency increases, the problems could be harder and the number of problems per session can be increased (7, 8, 9, 10 word problems per sheet). The focus can still be on 80% of the problems correct even as the difficulty and quantity of problems increase. This is based on “Standard - CC.2.1.4.B.2 Using place value understanding and properties of operations to perform multi-digit arithmetic” and “Standard - CC.2.1.5.B.2 extending an understanding of operations with whole numbers to perform operations including

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Math is often one of the hardest subjects to learn. Teachers know rules that can help students, but often they forget that those rules become more nuanced than presented.

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This quote proves the interest the children having in learning about these things. Rarely do fourth graders happily discuss arithmetic to any extent. Miss Ferenczi is a positive influence by teaching them to be excited about learning through the stories she tells them.

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The first lesson focuses on student engagement and application by shading figures into fractions. It moves beyond solely identifying unit fractions, which has been our focus over the past week leading up to this lesson segment, and pushes students to be able to understand the concept of 1 unit fraction, for example, ¼, can be expanded to 2/4 or ¾ based on how a particular shape is partitioned. As a way of reinforcing the concept of some fractions being greater than unit fractions, in the second lesson students focus on applying their knowledge to represent those fractions with number bonds. Our students have used number bonds extensively over the past semester as a way to demonstrate multiplication and division facts. Number bonds will connect

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Unit Metadata Unit Name Extend Understanding of Multiplication to Multiply Fractions Unit Summary In this unit, your student will learn to multiply a whole number by a fraction, a fraction by a fraction, a whole number by a mixed number, a fraction by a mixed number, and a mixed number by a mixed number. She will use different models, such as fraction strips, area models, and number lines, and different methods, such as repeated addition and the Distributive Property, to find products. Later, she will develop and use algorithms for multiplying fractions and mixed numbers. She will interpret multiplication of fractions as scaling or resizing by comparing the sizes of factors and products.

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