The Verb Recognize a verb when you see one.
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The button to the right will take you to PayPal where you can make any size donation of 25 cents or more you wish, using either your PayPal account or a credit card without a PayPal account. The Concept and Teaching of Place-Value Richard Garlikov An analysis of representative literature concerning the widely recognized ineffective learning of "place-value" by American children arguably also demonstrates a widespread lack of understanding of the concept of place-value among elementary school arithmetic teachers and among researchers themselves.
Just being able to use place-value to write numbers and perform calculations, and to describe the process is not sufficient understanding to be able to teach it to children in the most complete and efficient manner. A conceptual analysis and explication of the concept of "place-value" points to a more effective method of teaching it.
However, effectively teaching "place-value" or any conceptual or logical subject requires more than the mechanical application of a different method, different content, or the introduction of a different kind of "manipulative".
And it is necessary to understand those different methods. Place-value involves all three mathematical elements. Practice versus Understanding Almost everyone who has had difficulty with introductory algebra has had an algebra teacher say to them "Just work more problems, and it will become clear to you.
You are just not working enough problems. Meeting the complaint "I can't do any of these" with the response "Then do them all" seems absurd, when it is a matter of conceptual understanding. It is not absurd when it is simply a matter of practicing something one can do correctly, but just not as adroitly, smoothly, quickly, or automatically as more practice would allow.
Hence, athletes practice various skills to make them become more automatic and reflexive; students practice reciting a poem until they can do it smoothly; and musicians practice a piece until they can play it with little effort or error.
And practicing something one cannot do very well is not absurd where practice will allow for self-correction. Hence, a tennis player may be able to work out a faulty stroke himself by analyzing his own form to find flawed technique or by trying different things until he arrives at something that seems right, which he then practices.
But practicing something that one cannot even begin to do or understand, and that trial and error does not improve, is not going to lead to perfection or --as in the case of certain conceptual aspects of algebra-- any understanding at all.
What is necessary to help a student learn various conceptual aspects of algebra is to find out exactly what he does not understand conceptually or logically about what he has been presented.
There are any number of reasons a student may not be able to work a problem, and repeating to him things he does understand, or merely repeating 1 things he heard the first time but does not understand, is generally not going to help him. Until you find out the specific stumbling block, you are not likely to tailor an answer that addresses his needs, particularly if your general explanation did not work with him the first time or two or three anyway and nothing has occurred to make that explanation any more intelligible or meaningful to him in the meantime.
There are a number of places in mathematics instruction where students encounter conceptual or logical difficulties that require more than just practice. Algebra includes some of them, but I would like to address one of the earliest occurring ones -- place-value.You deposit in your checking account that you can spend towards paying off your credit card balance.
If you are required to pay off your balance of in 15 months,how much should you be. Write a double fact for 2+3 Ask for details ; Follow Report by Kiraboo 08/19/ Log in to add a comment Want an ad free experience? Get Brainly Plus to avoid next time.
Learn more Unlimited ad-free experience Faster answers to your questions Want an ad free experience? Write a double fact for 2+3 Get the answers you need, now! 1. Log in Join now 1.
Log in Join now Middle School. 2+3=5 3+2=5 That is a fact. 0 votes 0 votes Rate! Rate! Thanks. 0. Comments; Report Log in to add a comment Write the equation of the ellipse shown in the graph Answer About us About us Career Contact FAQ.
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Feb 18, · On the Fifth grader show yesterday, there was a question about a "double fact". I was a math major (more than 5 years ago!), but I have never heard of a "fact". I couldn't find a definition of "fact" anywhere leslutinsduphoenix.com: Resolved.