10% of 50 (by dividing 10 by 2 or dividing 50 by 10).We looked at percentage of a number recently and students could find their own strategies for dealing with simple cases like: This year I have been working with the idea of equivalence since September with the hope that students will develop better number sense and become familiar with equivalence as it becomes more abstract later on (ex. In fact, they may never revisit the topic again once taught. Basically we work with numbers a lot. Unfortunately students tend to think of these representations as being different rather than equivalent because they are taught in separate sections of a textbook and likely different units during the school year. ![]() In grade 8 we work with fractions, decimals, percentages, and ratios. Posted in Education | Leave a reply EquivalenceĮquivalence is one of the big ideas in Mathematics. I feel like some feedback on the lab itself might help improve it (reducing the number of questions in the tables or omitting them altogether). The “target” colors students were comparing their mixes against: It just doesn’t have the same punch when you try to explain as when they see it first hand. Students that lack understanding will typically come up with 14L (add 9L to both Red and Blue). How much blue paint should be added to 12L or red paint in order to produce the color?”
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