Eyes on Math: A Visual Approach to Teaching Math Concepts (0)

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Eyes on Math: A Visual Approach to Teaching Math Concepts (0)

Eyes on Math: A Visual Approach to Teaching Math Concepts (0)

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Access-restricted-item true Addeddate 2022-11-14 10:01:31 Associated-names Lin, Amy, illustrator Autocrop_version 0.0.14_books-20220331-0.2 Bookplateleaf 0004 Boxid IA40768318 Camera USB PTP Class Camera Collection_set printdisabled External-identifier Dr. Small is probably best known for her books Good Questions: Great Ways to Differentiate Mathematics Instruction and More Good Questions: Great Ways to Differentiate Secondary Mathematics Instruction (with Amy Lin). Eyes on Math: A Visual Approach to Teaching Math Concepts was published in 2013, as was Uncomplicating Fractions to Meet Common Core Standards in Math, K–7. In 2014, she authored Uncomplicating Algebra to Meet Common Core Standards in Math, K–8. She is also author of the first and second editions of a text for university pre-service teachers and practicing teachers, Making Math Meaningful to Canadian Students: K–8, as well as the professional resources Big Ideas from Dr. Small: Grades 4–8; Big Ideas from Dr. Small: Grades K–3; and Leaps and Bounds toward Math Understanding: Grades 3–4, Grades 5–6, and Grades 7–8, all published by Nelson Education Ltd. proving that (x n) is a contractive sequence. It follows that (x n) is convergent; set x ∗ = lim n→∞ x n. Letting n → ∞ in x n 1 = f(x n), we obtain x Examples of Maths Trails: A student-generated math trail, The Easter Trail . It was created by a class of 7-year-old children, with some teacher support, for a parent/child activity day.

This book will be useful to a broad range of teachers who will find new ways to clarify concepts that students find difficult. It can be used as a resource to prepare teachers for the higher mathematical thinking requirements of the CCSS Mathematical Practices. It will also be an invaluable resource for teachers working with students with low reading ability, including English language learners and special education students.

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A valuable book for mathematics teachers, teacher educators, and faculty involved in differentiated instruction." Eyes on Math: A Visual Approach to Teaching Math Concepts (K – 8) Leaps and Bounds 3-4, 5-6 and 7-8 ; Uncomplicating Fractions; Uncomplicating Algebra; Building Proportional Reasoning Across the Grades and Math Strands, K – 8. Open Questions for the Three-Part Lesson in Number Sense and Numeration: K – 3 and 4-8; Open Questions for the Three-Part Lesson in Measurement and Pattern … This book provides a way for both teachers and students to get used to talking about mathematics in nonthreatening, open-ended ways. The author’s friendly explanations of the mathematical ideas the pictures are intended to surface give teachers who are less confident about the conceptual aspects of mathematics the support they need to facilitate less-scripted mathematical discourse with their students.” Each of 1, 3, 5 and 7 is odd, and 13 is odd. But two odd numbers add to an even number, so the total is But two odd numbers add to an even number, so the total is always even. The book will be useful to a broad range of teachers who will find new ways to clarify concepts that students find difficult. It can be used as a resource to prepare teachers for the higher mathematical thinking requirements of the CCSS Mathematical Practices. It will also be an invaluable resource for teachers working with students with low reading ability, including English language learners and special education students.

So we might ask whether there are more examples and, if so, are there in-[Chap. 1] What Is Number Theory? 9 finitely many? To search for examples, the following formula is helpful: 1+2+3+···+(n−1)+n = n(n+1) 2: There is an amusing anecdote associated with this formula. One day whentheyoungCarlFriedrichGauss(1777–1855)wasingradeschool, his teacher became so

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proving that (x n) is a contractive sequence. It follows that (x n) is convergent; set x ∗ = lim n→∞ x n. Letting n → ∞ in x n+1 = f(x n), we obtain x

This book provides a way for both teachers and students to get used to talking about mathematics in nonthreatening, open-ended ways. The author's friendly explanations of the mathematical ideas the pictures are intended to surface give teachers who are less confident about the conceptual aspects of mathematics the support they need to facilitate less-scripted mathematical discourse with their students." Lccn 2012030002 Ocr tesseract 5.2.0-1-gc42a Ocr_detected_lang en Ocr_detected_lang_conf 1.0000 Ocr_detected_script Latin Ocr_detected_script_conf 1.0000 Ocr_module_version 0.0.18 Ocr_parameters -l eng Old_pallet IA-NS-1300573 Openlibrary_edition Score 3 2 = 5 At this point a student would try to get a total score on the next hand to be less than 100, preferably at 95 so that the score for the hand would be –5 So we might ask whether there are more examples and, if so, are there in-[Chap. 1] What Is Number Theory? 9 finitely many? To search for examples, the following formula is helpful: 1 2 3 ··· (n−1) n = n(n 1) 2: There is an amusing anecdote associated with this formula. One day whentheyoungCarlFriedrichGauss(1777–1855)wasingradeschool, his teacher became so



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