Nss Mathematics In Action Module 2 Solution Pdf Download Pdf
Patrizia Leones
Word Problem StructuresTo help students become more proficient at solving word problems, teachers can help students recognize the problem schema, which refers to the underlying structure of the problem or the problem type (e.g., adding or combining two or more sets, finding the difference between two sets). This, in turn, leads to an associated strategy for solving that problem type. There are two main types of schemas: additive and multiplicative. Below, we will introduce you to additive schemas before moving on to descriptions and examples of multiplicative schemas.
Additive schemas can be used for addition and subtraction problems. These schemas are effective for students in early elementary school through middle school. Below are a few examples of additive schemas used to solve word problems: total, difference, and change.
Example: On Saturday, Naoki worked in the hot sun for 10 hours, helping to clean up and revitalize a neighborhood park. To prevent dehydration, she took a 5-minute water break every hour. What proportion of time did Naoki spend working compared to taking breaks?
As students advance in school, they will encounter new kinds of mathematical problems with new underlying structures, or schema. They will also encounter multi-step mathematics problems. The example below illustrates a percent change problem which involves the combination of two schemas: a multiplicative and an additive.
As when teaching any strategy, teachers should use explicit, systematic instruction when introducing schema instruction, sometimes referred to as schema-based instruction (SBI). Although the same process is used to teach any schema, for illustrative purposes, the steps for how to teach the combine schema are outlined in the box below.
Teachers should make sure that students have mastered one schema (e.g., combine) before introducing a different problem type (e.g., compare). This reduces the possibility of students confusing one schema type with another during the learning process.
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Before getting into the specifics of solving the 404 errors, you have to understand how to think about solving these errors. Creating a mental framework for decision-making regarding 404 errors will help you develop a cohesive strategy for dealing with these errors, which you can also extend to your staff.
Based on the problem, you will need to decide which solution is the best for each of the errors and then implement it. Let us discuss each of the solutions and the potential reasons for choosing one over the other.
A few 404 errors are manageable, but when you are dealing with hundreds, even thousands of errors, you need efficient ways to slice through the errors. Let us explain a few methods that you can use to search, filter, and sort the data.
Rank Math displays 100 errors on the screen by default. But, you can increase that number to have more errors visible on the screen. You can then use the sorting options (discussed below) to analyze the data better.
When you have just a few errors, you can go about fixing one at a time without putting much thought into it. But, when your website grows and starts getting hundreds of 404 errors a day, you need a strategy. Here are some potential strategies that you can use.
To use this strategy, you will have to sort your errors in descending order of hits. To do that, hover over the Hits field. You should see an arrow pointing upwards. Click the Hits field to have the errors arranged in ascending order of Hits. Click the field again to have the order reversed to descending. When the downward-facing arrow is visible even without hovering, you can be sure that the order is descending.
Now you can point out the error with the most impact on your website, and it is time to fix it. If you have the Advanced Mode active, you can check the referral data and then decide what to do with the error. If it is an internal error, you can navigate to the post with the error and fix it; else, you can redirect it to the appropriate URL. Here is how to redirect the error-causing URL.
Look at the URI of the error and see if it looks familiar. If you recognize the URI and know a similar post on your website, then you can simply redirect the URL to a new one using the process we showed above.
Important Note: If you choose Redirect as the bulk action, then all the URLs you select will be redirected to a single destination URL of your choice. Here is how it will look on the redirection screen.
Presentation, presenter notes, and required materials are provided in each module to support professional learning with teachers through analyzing artifacts of teaching (e.g., mathematical tasks, narrative and video cases, student work samples, vignettes) and abstracting from the specific examples general ideas about how to effectively support student learning.
During this session you will discuss NCTM's publication, Principles to Actions: Ensuring Mathematical Success for All, read and analyze a short case of a teacher, and discuss the eight teaching practices and relate them to the case.
During this session you will watch a video clip of a class engaged in a whole class discussion on an addition string, discuss what the teacher does to support the students' learning of mathematics, and relate teacher actions in the video to the effective mathematics teaching practices.
During this session you will solve and discuss the Donuts Task and then watch video clips of a class working on the task. After viewing the video you will relate the teacher and student actions to the effective mathematics teaching practices and consider how you might apply specific mathematics teaching practices to your work.
During this session you will solve and discuss the Half of a Whole Task and watch a video clip of a teacher facilitating small group work using this task. You will then, discuss ways the teacher supports her students' learning of mathematics and connect specific teacher actions seen in the video to the Effective Mathematics Teaching Practices.
During this session you will solve and discuss the Bubble Gum Task, watch a video clip of a third grade class engaged in a whole discussion of a fraction task, discuss ways the teacher supports her students' learning of mathematics, and relate teacher actions in the video to the Effective Mathematics Teaching Practices.
During this session you will watch a video clip of a fourth grade class engaged in a whole discussion of a series of related multiplication equations, discuss what the teacher does to support the students' learning of mathematics, and relate teacher actions in the video to the Effective Mathematics Teaching Practices.
During this session you will examine the purpose and key messages of NCTM's publication, Principles to Actions: Ensuring Mathematical Success for All, read a case of a first-grade teacher using the Very Hungry Caterpillar Task with her students, discuss the eight mathematics teaching practices and relate them to the case, and reflect on next steps in strengthening these teaching practices in your own instruction .
During this session you will solve and discuss the calling plans task parts 1 and 2, watch two video clips and discuss what the teacher does to support her students engagement in and understanding of mathematics, and discuss the effective mathematics teaching practice of Pose purposeful Questions.
During this session you will solve and discuss the hexagon task, watch a video clip and discuss what the teacher does to support her students' engagement in and understanding mathematics, and discuss how the effective mathematics teaching practice of promote productive struggle connects to other effective mathematics teaching practices through comparing the video clip and a narrative case.
During this session you will solve and discuss counting cubes task, watch the video clip and discuss what the teacher does to support his students' engagement in and understanding of mathematics, and discuss the effective mathematics teaching practices of use and connect mathematical representations and facilitate meaningful mathematical discourse.
During this session you will solve and discuss the Two Storage Tanks Task, watch the video clip of a teacher facilitating small groupwork using this task, discuss ways the teacher supports her students' learning of mathematics, and connect specific teacher actions seen in the video clip to to the Effective Mathematics Teaching Practices.
During this session you will solve and discuss the Triangle Task, watch video clips and discuss what the teacher does to support her students' engagement in and understanding of mathematics, and discuss the effective mathematics teaching practice procedural fluency from conceptual understanding.
During this session you will solve and discuss the S-Pattern Task, watch video clips and discuss what the teacher does to support his students' engagement in and understanding of mathematics. You will then discuss the effective mathematics teaching practice of support productive struggle.
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