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The Interactive Mathematics Classroom - Rex Boggs
visiting http://www.mypromethean.com/uk/server/show/ConWebDoc.2974 and downloading the Windows or Mac viewer. Recent Items How to Maximise Standardised Test Results Bar Charts Etc Missing Digits Timelines and Timetables Multiplication Facts - Rapid Recall Partitioning Whole N...
Remove One
find out if you need it by clicking on the PDF link. Objective Students will develop winning game strategies based on probable outcomes of events. Overview of the Lesson In this lesson, students are given 15 chips and a number line labeled from 2-12. They are instructed to place t...
Primary Understanding and Use of Place Value
our base 10 number system and its application to real life problems. 3. To increase a student's ability to add and subtract two numbers having as many as three digits and involving renaming in the ones place and in the tens place. Materials Needed: Place Value board Dice Base ten blocks A...
Glossary Terms: Wilson RISK Scale
following acute hazards: Reactivity Inhalation Skin contact Kindling (fire) Additional Info This system is unique to MSDS's produced by the Genium Publishing Corporation, a commercial publisher of hazardous materials information and MSDS's. The numbers on the Wilson RISK Scale r...
Space Dust Flooding Our Solar System
astronomer at the University of Washington in Seattle. The dust is believed to be composed of heavy elements such as carbon, magnesium, iron, and calcium. The dust grains pose no serious threat to the planets. But they could chip away at the solar panels on spacecraft, causing a gradu...
Techniques for Teaching Beginning-Level Reading to Adults
recognition, spelling, vocabulary, and comprehension (Chall, 1967; Curtis, 1980; Stanovich 1986; Adams, 1990; Snow et al., 1998). For this reason, I directly teach the structure of the English language using a phonics-based approach. I draw from a number of phonics-based reading programs, i...
Euclidean and Non-Euclidean Geometry
Euclid's text Elements was the first systematic discussion of geometry. While many of Euclid's findings had been previously stated by earlier Greek mathematicians, Euclid is credited with developing the first comprehensive deductive system. Euclid's approach to geometry consisted of...
Integers, Rational & Irrational Numbers
like 1/2, 4.00032, 2.5, Pi, and -9.90 are not. We can say that an integer is in the set: {...3,-2,-1,0,1,2,3,...} (the three dots mean you keep going in both directions.) It is often useful to think of the integers as points along a 'number line', like this: Note that zero is neither positive nor...
 Line 'Em Up!
chip in the correct location on the game board. The first person to get six chips in a straight line wins. The rules sound easy enough, but how can I determine where to place my bingo chip on the game board? They only give us a set of two numbers. What do these two numbe...
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chip in the correct location on the game board. The first person to get six chips in a straight line wins. The rules sound easy enough, but how can I determine where to place my bingo chip on the game board? They only give us a set of two numbers. What do these two numbers mean? I’m in desperate need of your help! The tournament is
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http://illuminations.nctm.org/Lessons/LineEmUp/LineEmUp-AS-All.pdf#page=1
illuminations.nctm.org/Lessons/LineEmUp/LineEmUp-AS-All.pdf#page=1
<span class="highlight">chip</span> in the correct location <span class="highlight">on</span> the game board. The first person to get six chips in a straight line wins. The rules sound easy enough, but how can I determine where to place my bingo <span class="highlight">chip</span> <span class="highlight">on</span> the game board? They only give us a set of two numbers. What do these two numbers mean? I’m in desperate need of your help! The tournament is
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following models: repeated addition, equal-sized groups, arrays, area models and equal “jumps” on a number line . Explain the result of multiplying by zero . Examples: • Using base ten blocks, make an array of three rows of three blocks. • Beginning at zero, make three h...
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following models: repeated addition, equal-sized groups, arrays, area models and equal “jumps” on a number line . Explain the result of multiplying by zero . Examples: • Using base ten blocks, make an array of three rows of three blocks. • Beginning at zero, make three hops of three to nine on the number line. • Show the same amount as three groups of three items. 3 .1 .7 Represent the concept of division of whole numbers with models as successive subtraction, partitioning, sharing and an inverse of
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http://dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/mathematics-complete.pdf#page=22
dc.doe.in.gov/Standards/AcademicStandards/PrintLibrary/docs-math2009/math...
following models: repeated addition, equal-sized groups, arrays, area models and equal “jumps” <span class="highlight">on</span> a number line . Explain the result of multiplying by zero . Examples: • Using base ten blocks, make an array of three rows of three blocks. • Beginning at zero, make three hops of three to nine <span class="highlight">on</span> the number line. • Show the same amount as three groups of three items. 3 .1 .7 Represent the concept of division of whole numbers with models as successive subtraction, <span class="highlight">partitioning</span>, sharing and an inverse of
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