によって Alissa J. 11年前.
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Utilizing
Recognizing and comaparing units
Ratio Sense
knowing how to use them
Relative thinking
Quantities and knowing how they change
ex: a/b = c/d
Analogy a is to b as c is to d.
Ex: a:b as c:d
LCM
Smallest multiple that is divisble by all of the comparing numbers.
GCF
Greatest Commmon Factor
The biggest number that goes into all of the comparing numbers.
I think we should be taught additive methods at an earlier age.
I found that using theCusenaire Rods helpful and a good visual aide when learning new concepts especilly when working fractions I think it would help too.
I like the way you showed us how to find LCM's. Ex: (6,8)
2*3*2*2* = 2*2*2*3
=24
The smallest numbers you can multiple the original number by to get the remaining total the same.
The biggest number that can go into both two numbers
This part would've been easier I think if I had learned this before just now.
B C A
B = A
B ~ A
B - A
A u B
A with a line over the top
Before going onto the division part of fractions we discussed the advantages of adding and subbtracting mixed numbers by two different ways. I think I have a better understanding of them both and prefer to keep it as a mixed number instead of the improper fraction back into a mixed number.
Find number of groups
Know size of group
Find the size of partition
Know the number of groups/partition
Thank you for showing us the youtube video in class. I feel that it was worth spenging our time on and gave us a better idea of how their fractions are.
All fractions must be unti fractions 1/n. All unit fractions must be unique. 3/2doesn't = 1/2+1/2+1/2
6/8 = 3/4
7/8 + 1/2
Percents
I like using the is over of and percent over 100 method when working with percent problems, That could be just becaus thats what I am used to but I think I'm going to start givin the other way a try more.
Ex: What is 12% of 350 people?, 1% of 350 people is 3.5 peoplpe, then you take 3.5 and multi by 12.
Operations with Decimals
how you would say 42.31 is "Forty-two and thirty-one hundreths"
Multiplication and division solve ignoring decimal till very end then count how many place values over.
Addition, subtraction, line up decimals
I prefer the term part whole vocabulary and find it a better fit when refering to fractions rather than saying copies and such.
Comparing two seperate things ratio of girls to boys is 2 girls/ 3 boys
2/3 is two copies of the [unit fraction 1/3]
The fraction bar becomes the alternative tool to indiccate division
2 parts of a whole that was divided into 3 parts
I like to call this "doing it the old fashion way"
12/2=6 and 12/6=2 (four fact families)
Characterized by using given quantity to create groups or (partitions) of specified size (amount) and determining the number of group (partitions) that are formed
Characterized by distributing a given quantity amoung a specified number of groups (partition) and determining the size (amount) in each group (partition)
characterized by finding all possible pairings between 2 or more sets of objects.
characterized by a product of two numbers representing the size of a rectangular region, such that the product represents the number of unit sized squares within the rectangular region
Is characterized by repeatedly adding a quantity of continuos quantities. A specified number of times.
Ex: 3 rows of seats with two students in each. How many students altogether?
Characterized by the need to determine what quantity must be added to a specified number to reach some targeted amount.
Characterized by comparison of the relitive sizez of two quantities and determining either how much longer or how much smaller one quantity is compared to the others.
Characterized by starting with some initial quantity and removing or (taking away) specified amount
Example: Time, distance, area, volume
Characterized by combining of two continuous quantities
Individually separate and distinct objects
Examples: markers, animals, kids, chairs, fruit
Characterized by combining two sets of discrete objects
I'm thinking these are pretty simple enough to declare what property a problem is by using these definitions and examples.
Inverse prop. of Multiplication
EX: a + b mod5 = 0
When we add/mult. two numbers and end with the number zero (the inverse.)
Identity prop. of Multiplication
EX: a = ? mod5= a
When we add/mult. two numbers and ending with the same number you first started with.
Communitive prop. of Mulitplication
EX: a+b mod5 = b=a mod5
Gives a mirror image across the mult/or addition chart when looking at the diagonal.
Closure prop. of Multiplication
EX: 0+4 mod5 = 4
When we add/mult. any two values on the clock, and we get another answer that is on the clock.
We know the size of groups. We need to find the number of groups.
We know the number of groups. We need to find the size of groups.
The opposite of the number a is the number that must be added to a to produce an additive identity. a + ??= 0.This is referred to as the opposite of a written as -a.
Ex 12=0 we see if twelve is congruent to zero, which it is when using a mod 12 clock.
Method: b, sub unknown= 2(b, sub last term solved)+ (b, sub the term before last solved term.)
Method: a1(r) to the n-1 power
Helpful: # on the right/ # on the left.
Method: a(n)=a1+d(n-)
aEw, bEw, and cEw -> a(b+c) -> ab+ac
aEw then 0(a)= 0
aEw then 1(a)= a b/c 1 is the identity element
(a*b)*c =a* (b*c)
aew and bEw then ab=ba
aEw and bEw then abEw
aEw then a-0=a= 0-a
aEw and bEw then a-b=b-a
aEw and bEw then (a-b) E w
aEw then a+0=a=0+a
aEw bEw and cEw then (a+b)c = a(b+c) or (a+c)b
If aEw and bEw then a+b = b+a
if aEw and bEw then a+b E w
aEx and bEx then a=b E
