This lesson is about trying to get students to make connections between ideas about equations, inequalities, and expressions. The lesson is designed to give students opportunities to use mathematical vocabulary for a purpose to describe, discuss, and work with these symbol strings.The idea is for students to start gathering global information by looking at the whole number string rather than thinking only about individual procedures or steps. Hopefully students will begin to see the symbol strings as mathematical objects with their own unique set of attributes. (7th Grade Math)
The purpose of this learning video is to show students how to think more freely about math and science problems. Sometimes getting an approximate answer in a much shorter period of time is well worth the time saved. This video explores techniques for making quick, back-of-the-envelope approximations that are not only surprisingly accurate, but are also illuminating for building intuition in understanding science. This video touches upon 10th-grade level Algebra I and first-year high school physics, but the concepts covered (velocity, distance, mass, etc) are basic enough that science-oriented younger students would understand. If desired, teachers may bring in pendula of various lengths, weights to hang, and a stopwatch to measure period. Examples of in- class exercises for between the video segments include: asking students to estimate 29 x 31 without a calculator or paper and pencil; and asking students how close they can get to a black hole without getting sucked in.
This lesson unit is intended to help you assess whether students recognize relationships of direct proportion and how well they solve problems that involve proportional reasoning. In particular, it is intended to help you identify those students who: use inappropriate additive strategies in scaling problems, which have a multiplicative structure; rely on piecemeal and inefficient strategies such as doubling, halving, and decomposition, and have not developed a single multiplier strategy for solving proportionality problems; and see multiplication as making numbers bigger, and division as making numbers smaller.
يعرض هذا الفيديو التعليمي مقدمة للعيوب التي تشوب المتوسطات باستخدام ثلاثة أمثلة مثيرة: '' عبور النهر'' كمثال، ملف تعريف الارتباط'''' كمثال، "فصل الرقص'' كمثال. ان المتوسطات غالبا ما تكون مفيدة عند تمثيل مجموعة من البيانات من قبل رقم وصفي واحد. ان الهدف من هذه الوحدة النمطية، مع ذلك، هو الاشارة ببساطة إلى عدد قليل من العثرات التي قد تنجم إذا لم يكن الطالب يقظا إلى التفاصيل عند حساب وتفسير المتوسطات. ان المعرفة الأساسية المسبقة لدرس الفيديو هو القدرة على حساب المتوسط من مجموعة من الأرقام. سوف يتعلم الطلاب خلال الدرس الفيديو، ثلاثة شوائب للمتوسطات: (1) ان المتوسط ليس دائما وصفا جيدا للوضع الفعلي، (2) ان وظيفة المتوسط ليست دائما مماثلة لمتوسط الدالة، و (3) يعتمد المتوسط على المنظور الخاص بك. لنقل هذه المفاهيم، يتم تعريف الطلاب بأمثلة العالم الحقيقي الثلاثة المذكورة أعلاه.
This lesson is a re-engagement lesson designed for learners to revisit a problem-solving task they have already experienced. Students will activate prior knowledge of graphical representations through the 'what's my rule' number talk; compare and contrast two different learners' interpretations of the growing pattern; use multiple representations to demonstrate how one of these learners would represent the numeric pattern; make connections between the different representations to more critically compare the two interpretations. (5th/6th Grade Math)
This online math course develops the mathematics needed to formulate and analyze probability models for idealized situations drawn from everyday life. Topics include elementary set theory, techniques for systematic counting, axioms for probability, conditional probability, discrete random variables, infinite geometric series, and random walks. Applications to card games like bridge and poker, to gambling, to sports, to election results, and to inference in fields like history and genealogy, national security, and theology. The emphasis is on careful application of basic principles rather than on memorizing and using formulas.
This lesson unit is intended to help teachers assess how well students are able to understand and use directed numbers in context. It is intended to help identify and aid students who have difficulties in ordering, comparing, adding, and subtracting positive and negative integers. Particular attention is paid to the use of negative numbers on number lines to explore the structures: starting temperature + change in temperature = final temperature final temperature Đ change in temperature = starting temperature final temperature Đ starting temperature = change in temperature.