Building Concepts for Properties of Real Numbers Week 2
Number Line Operations
Additive inverse
Additive identity
Multiplicative inverse
Multiplicative identity
Commutative property of addition
Commutative property of multiplication
Associative property of addition
Associative property of multiplication
Building Concepts for Algebraic Thinking Week 3
Variables
Identity Properties
Inverse Properties
Commutative Properties
Associative Properties
Distributive Property of Multiplication Over Addition
Metacognition for Algebraic Thinking
Include any rules and definitions that are important for students to learn.
Discuss strategies your future self or another future teacher could consider when developing ideas for teaching the concepts.
Share parts of your reflections that were meaningful to you and discuss why. For example, you might include observations of your own learning, the use of the learning tools, surprising things, connections you made, or any other topics that you want your future self or another future teacher to remember.
Category: Math
area and perimeter.Area of 2D Shapes length width geomentry for elementary students
circles Parts of a Circle Area of a Circle Volume by Displacement Volume of Prisms Circumference and Diameter Relationships
From your perspective, develop the important student learning outcomes for the mathematical concepts from Weeks 2 and 3.
Include any rules and definitions that are important for students to learn.
Discuss strategies your future self or another future teacher could consider when developing ideas for teaching the concepts.
Share parts of your reflections that were meaningful to you and discuss why. For example, you might include observations of your own learning, the use of the learning tools, things that were surprising to you, connections you made, or any other topics that you want your future self or another future teacher to remember.
Building Concepts for Properties of Real Numbers Week 2
Number Line Operations
Additive inverse
Additive identity
Multiplicative inverse
Multiplicative identity
Commutative property of addition
Commutative property of multiplication
Associative property of addition
Associative property of multiplication
Building Concepts for Algebraic Thinking Week 3
Variables
Identity Properties
Inverse Properties
Commutative Properties
Associative Properties
Distributive Property of Multiplication Over Addition
Metacognition for Algebraic Thinking
Include any rules and definitions that are important for students to learn.
Discuss strategies your future self or another future teacher could consider when developing ideas for teaching the concepts.
Share parts of your reflections that were meaningful to you and discuss why. For example, you might include observations of your own learning, the use of the learning tools, surprising things, connections you made, or any other topics that you want your future self or another future teacher to remember.
Study these graphs.
If they are too hard to read, use this link.
What quantity is represented on the x-axis? on the y-axis?
What can we tell about the difference between the MEANS of the two normal distributions?
What can we tell about the difference between the STANDARD DEVIATIONS of the two normal distributions?
How is the TOTAL NUMBER OF EXPECTED CASES represented in each graph?
According to this model, would the pandemic ever end? How can you tell?
Why did public health officials want to “flatten the curve”?
The next graph shows actual data from the European Union and the United Kingdom:
European Centre for Disease Prevention and Control / CC BY-SA (https://creativecommons.org/licenses/by-sa/4.0)
How well does a normal distribution model the actual data? In what way(s) does this graph differ from a normal distribution?
Search the Internet for a graph showing daily new COVID-19 cases in the US as a whole, or in your state, city or county. How well does a normal distribution model this data?
ADDITIONAL RESOURCE: https://www.endcoronavirus.org/countries?fbclid=IwAR3HisQQzBxPOmbuZnHNw12SQoaComFvgnjfJ82QEAGRHt8d5c0TCLWqIGUaccessed 5/8/2020 successful suppression of COVID gives approximately normal distribution
Proportional reasoning.
Activate your knowledge: What prior knowledge and experience do you have with the content from this week?
Activate your metacognition: What skills or information did you learn last week that can impact how you interact with the content this week?
As an aspiring educator, you might be teaching this week’s concepts to students. This assignment will give you an opportunity to think about what that situation might look like as you create a resource for a future teacher. The future teacher might be you or someone else.
Create your resource. In your resource:
Identify the topic(s).
From your perspective, develop the important student learning outcomes for the mathematical concepts from Building Concepts for Numeracy /Arithmetic/ Solidifying Knowledge for Numeracy /Counting Using Ten Frames Metacognition for Numeracy
Include any rules and definitions that are important for students to learn.
Discuss strategies your future self or another future teacher could consider when developing ideas for teaching the concepts.
Share parts of your reflections that were meaningful to you and discuss why. For example, you might include observations of your own learning, the use of the learning tools, things that were surprising to you, connections you made, or any other topics that you want your future self or another future teacher to remember.
Identify the ideas that would be important for your future self or another future teacher to remember.
Need you to log in to https://imathas.helpyourmath.com/index.php?r=65b144f309f93 I will provide the password and login once I assign the project
EXPERIENCE IN STATS IS REQUIRED. READ INSTRUCTIONS & NAME YOUR PRICE*** THIS IS A TWO PART STATS PROJECT A VIDEO DESCRIPTION MENTIONED IN THE LISTED FILE WILL BE ATTACHED AND/OR EMAIL TO WHOM THE ASSIGNMENT GETS ASSIGNED TO.
REFLECTIVE ESSAY
In
comparison to quantitative research, in what ways can qualitative research
contribute to the knowledge of dementia and enhancement of the care of people
living with dementia, and/or to the knowledge of aged care service provision
and the care of people living in or receiving aged care services?
Write a reflective essay that explores this topic.
The reflective essay should contain particular reference
to your own perceptions of qualitative research and the impact of qualitative
research findings on the care of older adults and/or of people living with
dementia including, if relevant, any changes in perceptions since the unit
began.
Support your work with reference to the scholarly
(peer-reviewed) literature where relevant. Your reflective essay must
include relevant in-text citations and a reference list (APA7 or Simplified
Author-Date-style). You may use a more personal and informal writing style than
a traditional essay, e.g. the reflective aspects can be written in the first
person (e.g. “I”). The word limit for your essay is 1500 words (not including
reference list).15 references (APA 7th edition).