Mathematics
Mathematics, 08.07.2019 07:30, skullcandy1396

Addition or subtraction of unit fractions 1/2-1/8=

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Social Studies, 29.06.2019 15:10, absports
Mrs. robbins teaches third grade. her students are studying fractions. she has planned for a variety of instructional and assessment activities. her students will practice working problems involving the addition/subtraction and multiplication/division of fractions until they remember to use the appropriate methods for handling like and unlike denominators. they will also work exercises in which they will be required to identify equivalent and nonequivalent values. additionally, students will work in groups using fractions to measure ingredients for a snack they will prepare. at the end of the unit, all students will take an exam on which they will solve equations and write an essay about the use of fractions outside of math class. mrs. robbins's methods are best described as an application of view of intelligence.
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Mathematics, 02.11.2019 03:31, Karinaccccc
Mrs. amos's students understand fractions, and she is now working with them on the addition and subtraction of fractions. she models the process for adding fractions with like denominators, and she then gives the students several practice examples. she follows by demonstrating what equivalent fractions are and gives the students several examples where they determine whether the fractions are equivalent or not. she then models the process for finding equivalent fractions and again gives them several examples to practice on. she continues with this process for the addition of fractions with unlike denominators and repeats the process for the subtraction of fractions. which of the following best describes what mrs. amos is attempting to accomplish with her procedure? a. she is trying to avoid overloading the students' sensory memories by not presenting too much information at a time. b. she is attempting to have the students rehearse the process for forming equivalent fractions by modeling the process for them. c. she is trying to avoid overloading the students' working memories by giving them time to practice each step before moving on to another step. d. she is giving the students time to practice to promote their metacognition.
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