Course Evaluations

MAT170-Math for Elementary Teachers I scheduled for 6/6/07 at 6pm will be available for one hour.
LINK: www.seattlecolleges.com/facultyevaluations
Course item no.: 1328
Password: mathrocks

Finals Review

1. (Ch.9 #6/7) Proportional reasoning-- create a drawing that helps you visualize the relationship and determine an amount prior to increase/decrease

2. (Ch. 8 & Ch.3 #1) Additive and multiplicative comparison--be able to explain and write problems that model these

3. (Ch.9) Proportional Reasoning--write a problem that models this

4. (Ch.7 #1) Subtraction write problems that model “take away” and “comparison”.

5. (Ch.6 #10) Use benchmark numbers to estimate fractional values

6. (Ch. 5 #2, 4, 5) Estimate operations with percents, decimals, and fractions

7. (Ch. 4 #1, 2) Long division--use and explain the scaffolding method, sometimes called the ‘Big Seven’

8. (Ch 4 ) Division modeled using ‘Equal Share’ or ‘Repeated Subtraction.’

9. (Ch.2 ) Working with Bases other than Ten—operations in other bases and converting to base ten or from base ten

Ch.9 Review

1. Find the portion of a rectangle, use proportions to determine appropriate mixture
2. Compare ratios to determine relative strength
3. Make a drawing and give an explanation to illustrate and answer multiplicative reasoning
4. Modify a drawing to represent fractional parts (percentages).
5. Use proportional reasoning to solve word problems
6. Estimate percentages and explain how you arrived at your estimate
7. Create proportional reasoning questions for given scenarios

Ch. 7& 8 Test Review

1. Be able to illustrate multiplication of fractions

2. Be able to illustrate division of fractions

3. Be able to explain additive and multiplicative comparison and be able to write word problems that illustrate this knowledge

4. Be able to illustrate multiplicative relationships (similar to the chocolate bar activity in ch.8) and use that knowledge to solve problems

Division with Fractions

Section 7.3 Dividing by a fraction can be thought about as repeated subtraction or sharing equally.1/2 divided by 3/4 can be read as:

(a) Repeated subtraction: How much of the three-fourths are in a half? To model this, you would start with the ½ and subtract two-thirds of the ¾.

(b) Equal share: If three-quarters gets a half, how much would a whole get? To model this you would first consider how much of the half is equally distributed in each of the three quarters (each qtr gets 1/6), then using that equal share you can determine how much is in the whole (4/6 = 2/3).

Here are some sample word problems (from 7.3 #15) that use fractions for division.

Repeated subtraction:
15a. If a tortoise is timed traveling an average of 1 2/3 miles per hour, how long would it take the tortoise to travel 6 miles?

15a. The recipe you use to make holiday cookies uses 1 2/3 cups of flour for each batch of cookies. How many batches of cookies can you make with the 6 cups of flour.

15b. How many 2 ¾ feet long strips of ribbon can be cut from a ribbon that is 7 ½ feet long?

15b. If your pea patch is only 7 ½ square yards and the melon plants you want to grow require 2 ¾ square yards each. How many melon plants can you put into your pea patch? Show your work and explain your reasoning.

Sharing Equally:
15b. You have 7 ½ bags of mulch to cover 2 ¾ square yards of garden bed. If you want to distribute the mulch evenly over the garden bed, how many bags will you need to use for each square yard?

15c. If you want to share1 7/8 pizza with 3 people, how much pizza would each person get?

Converting Decimals to Fractions

TERMINATING DECIMALS: Put the decimal’s digits in the numerator. In the denominator, the number of zeros equals the number of digits behind the decimal. Example: (a) 0.079 = 79/1000 (b) 2.13 = 213/100

SIMPLE REPEATING DECIMALS: Put the decimal’s repeating digits in the numerator. In the denominator, the number of nines equals the number of repeating digits. Example: (a) 0.7979797979… = 79/99

COMPLEX REPEATING DECIMALS: Subtract the non-repeating digits from the non-repeating digits and one set of the repeating decimals. Put this number in the numerator. In the denominator, the number of nines equals the number of repeating digits and the number of zeros equals the number of non-repeating decimal digits. Example: (a) 0.12379797979… = (12379 - 123) / 99000 = 12256/99000 (which can then be simplified) (b) 123.797979797... = (12379-123)/99 = 12256/99

Ch5&6 Test Review

1. Estimate and explain your thinking when dividing very large numbers to determine an approximate percent.

2. Use scientific notation to solve problems with really big numbers or really small numbers and be able to convert those numbers into other units that provide a better understanding of what those numbers represent.

3. Be able to provide a pictorial representation of fractions, whether using a discrete whole or a continuous whole.

4. Write a decimal number as a fraction in the form: i.e 2.25 = 225/100 = 9/4, or 2.2525252525... = 223/99

5. Demonstrate understanding of decimal numbers by finding numbers that would be between consecutive decimal numbers. i.e. what decimal numbers are between 0.2 and 0.3

6. Use approximation to find an estimate of the answer when doing addition, subtraction, multiplication or division involving mixed numbers.

7. Find a fraction between fractions with unlike denominators without converting to decimal numbers or using common denominators. This means understanding how “neighbor numbers” work.

CH. 3 & 4 TEST Review

1. Write story problems using the same two numbers that model: (a) comparison subtraction (b) take-away subtraction (c) missing addend

2. Analyze student’s thinking to determine if the solution steps make sense and provide the correct solution when the student is using a non-traditional method for subtraction or addition. (Look at the student work on page 74.)

3. Make sketches that illustrate the solution process for multiplication whole numbers with fractions. (i.e., ¼ x 12 and 12 x ¼)

4. Work with place value to break down numbers in unconventional parts. i.e. find the number that has 11 tens, 12 ones, and 13 hundredths.

5. Division can be modeled using either Equal Share or Repeated Subtraction. If students are to use base-ten blocks to model their solution process, explain what numbers work best for each model and why.

6. Be able to write word problems that model Equal Share and Repeated Subtraction.

CH1&2Review

MAT170 Ch1 & 2 TEST REVIEW SPR 2007
o Carry out a quantitative analysis; make sure to explain your reasoning and draw a picture to help you relate the quantities.
o Find many different ways to think about a number. i.e. 123.7 can be thought of as 120 ones and 37 tenths.
o Bases Other Than Ten: be able to change a base ten number into another base; or change a number in another base to base ten.
o Operations in Different Bases: be able to solve addition and subtraction problems in other bases, show your work (use manipulatives or tables)

Future Teachers' Conference

Our college is offering FREE REGISTRATION--if interested you must let me know by Friday, May 4th.

On Saturday, May 19th is the Future Teachers' Conference being held at Green River Community College.

REGISTRATION DUE by APRIL 27, 2007
Forms available at: http://www.projectteach.org/Activities%20Programs/FutureTeachersConf.htm

I would love to carpool with you to this conference.
Please respond to this blog to tell us whether you can or cannot come to the conference.