CH. 9, 10, 12 Review

1. Create a drawing and give an explanation to illustrate multiplicative reasoning
2. Create a drawing to represent fractional parts
3. Use proportional reasoning to solve word problems
4. Use open (positive) and closed (negative) dots to model addition, subtraction and multiplication
5. Create a graph on a coordinate system
6. Determine slope of a line
7. Explain rate of change in context
8. Explain important points on the graph

CH 6, 7, 8 Review

You should be able to:

1. Provide a pictorial representation of fractions, whether using a discrete whole or a continuous whole.
2. Write a decimal number as a fraction in simplified form: i.e 2.25 = 225/100 = 9/4, or .32525252525... = 322/990 = 161/495
3. Demonstrate understanding of decimal numbers by finding numbers that would be between consecutive decimal numbers. i.e. what decimal numbers are between 0.2 and 0.3
4. Find a fraction between fractions with unlike denominators without converting to decimal numbers or using common denominators. This means understanding how “neighbor numbers” work.
5. Illustrate multiplication and division of fractions
6. Explain additive and multiplicative comparison and be able to write word problems that illustrate this knowledge
7. Illustrate multiplicative relationships (similar to the chocolate bar activity in ch.8) and use that knowledge to solve problems

CH.3, 4, & 5 Test Review

You should be able to:

1. Write word problems that use (a) comparison subtraction, (b) take-away model of subtraction, and (c) missing addend.
   
2. Analyze students' methods for adding, subtracting, multiplying, or dividing. (Analyze means be able to explain the child's procedure or solution method, whether their procedure is reasonable, and if they got the answer correct or not. )
   
3. Make a sketch that models the multiplication of two numbers (repeated addition, array, area, Fundamental Counting Principle), whether using whole numbers or fractions.
   
4. Write division word problems that use equal share or repeated subtraction models.
   
5. Estimate and explain your thinking when dividing very large numbers to determine an approximate percent.
   
6. Use scientific notation to solve problems with really big numbers or really small numbers and be able to convert those numbers into other units that provide a better understanding of what those numbers represent.
   

CH 1 & 2 Test Review

You should be able to:

1. Use quantitative anaylsis to solve problems (i.e. the trains approaching each other)
   
2. Take a number and use place value to think about the number in different ways. (Similar to our discussion about money--$235 can be thought of as 235 ones, 23 1/2 tens or 2.35 hundreds, etc.)
   
3. Work with bases other than ten: (a) take a base ten number and convert it to another base, (b) take a number from another base and convert to base ten, and (c) add and (d) subtract numbers that are in other bases.

Welcome to MATH170

Here is where we will post test reviews and other important information and news. You can also use this Blog to share resources with your classmates. Please check the blog on a regular basis.

Fall 2009 MATH170 Math for Elementary School Teachers

This blog is for the SCCC students attending MATH170 during Fall Quarter 2009.