On September 15, we did a group project where our goal was to figure out the equalities between the many objects that were given to us throughout the class. I am writing about the section in 7 through 9 that all had to do about the pebbles of different colors, the pebbles of the same color, and the M&M’s that dealt with all different colors. In section 7, we had to figure out the similarities of five bottles of different color M&M’s and group them up into sections that showed equality or that were different completely. My group and I separated the bottles into two sections. One section had two bottles that had yellow, orange, and brown M&M’s in them; the other section had the three bottles that had the different colors in jars like, one bottle had blue and …show more content…
This is the way to find the number of ways to choose “k” things from a set of “n”. Now for the stone situation we have above, we have “n” be the three different total colors you can have or want and we have “k” be the number of stones you want to choose from. We can pick up “k” stones (presumably in a row), so the number of ways to lay out the stones in a row is n! So every time we pick a stone, we have 1 less to choose from in “n”, so for the 1st stone we have “n” choices, for the 2nd stone we have (n-1) choices, and etc, and then eventually you multiply them together to find the number of arrangements. Now we have to choose from “k”. Obviously, there are “k” stones, but we need the number of ways those stones are arranged too, so k! However it doesn’t end there, cause you still have (n-k) stones remaining, and you need to arrange those in the same sets of the k!, therefore you need: k!*(n-k)! Since you’re looking for the number of “k” in “n”, you find the total number of arrangments and you divide out every single possible arrangments, to find the remaining ways to grab “k”, therefore that becomes: n!/(k!*(n-k)!). That’s
During my undergraduate time, I would work as a supplemental instruction (SI) leader for calculus 1 and calculus 2. Now, I am working at Laredo community college as an SI Coordinator for a grant. I was learning about the concepts of SI where I learn about Revision of Bloom’s Taxonomy. “The RBT consisted of two dimensions namely the Cognitive and Knowledge dimensions” which goes from lower to higher thinking (). The six categories that have a sign in learning for students remember, understand, apply, analyses, evaluate, and create. These same categories are what we use to conduct SI sessions, but we might use three of them which we go from lower to higher thinking. As an example, my session for calculus three would start from remembering of
One of these reason's is that I love helping people and the server out. When I can make someone happy, it's not only making them happy, but me as well. Helping just comes natural to me and I don't really know why. I've been like that as a kid too. I wouldn't say I'm a brainiac in school but I excel in my classes. But when someone needs tutoring or help, I'm always the first one to say "I will." And the same applies for Minecraft. Another reason why I decided to apply today is because, I love Faithful's community and server as a whole. MaverickYT introduced me to this great and supporting community. You know some HCF server's, people can be not as nice as they could be. And people on this server, think differently. I don't know what makes the people on here above any other server. My last and final reason is that, the community is starting to become toxic. It's not completely toxic, I'm just saying it's starting to get there. Even though there are some really nice and giving people on Faithful, there is always a bad part to all things. And I really want to fix this. Me being able to help out and try to bring positivity to the server, is what I've been trying to do forever. And me being a staff member can maybe get my word out there. Thank you for letting me apply for staff. And I hope to see some
Recommended dietary allowances (RDAs) are a set of guidelines that apply to specific vitamins and minerals that are in the foods and supplements that are consumed on a daily basis. The guidelines of RDAs are to help one stay on top of how much of each nutrient their body needs on a daily basis. Sometimes meeting all of our recommended dietary allowances on a daily basis can be difficult, but it is best to try and meet the personal dietary allowances that are set for us individually so that our body has what it needs to function and operate properly.
I visited Mrs. Cable’s kindergarten classroom at Conewago elementary school one afternoon and observed a math lesson. Mrs. Cable had an attention-grabbing lesson and did many great things in the thirty minutes I observed her. I have my own personal preferences, just like every teacher, and I do have a few things I would do differently. There are also many ways this observation can be related to the material discussed in First Year Seminar.
Read the book A Boy and a Jaguar. After reading the book, show the students an example of a compare and contrast chart.
The research our experiment was founded on was that carried out by Taylor and Faust (1952). They carried out an experiment on 105 student’s, which was designed in the method of the game ‘twenty questions’. The students were split into teams of one member, two members and four members. They were then told that the experimenter would keep an object in mind whether it is animal vegetable or mineral was also stated, and they were then allowed 20 questions and guesses to reveal the identity of the object. In there experiment they found that the group of two members performed better than the group of four members in terms of how many guesses and questions it took them and how long it took them to deduce the identity of the object. However Taylor and Faust found that the efficiency did not differ in any significant way.
This week we had an interesting week. Children learned about the different types of families around the world. We read a book called All Families are Special by Norma Simon. We made a chart on the board in order to help us compare families. They were some family that were similar to our and others that were the opposite.
.Another part of the observation during this lesson included the students making sense of the problem and being able to come up with a solution. Students who had difficulty were provided laminated grid paper and markers to draw the shapes to coincide with the
The lesson incorporates comparing and connecting. This is because students will be comparing the aspects of the book, “My Many Colored Days,” to their masks. They will be assigned a color/emotion and connecting the book to their emotion. For example, if the student is assigned the color yellow, which is a happy emotion, they will make a mask that expresses those. Such as, a smiling face and yellow incorporated in the mask. They will also be comparing their masks to other people masks because a person assigned with yellow and a person assigned with black will have very different masks. The students will realize that these two emotions, in real life and on their masks are very
Courtney had to prompt her with, What happened next,” often during this activity. (Need 2nd observation for describes past events). Addison has also shown that she can describe objects by color, shape, and size. On April 5, she identified a blue rectangle, purple oval, pink triangle, orange star, green heart, and a red circle during testing. (Need 2nd Observation for describes objects by color, shape, and size.) (Need both observations for uses quantity terms such as all, some, most) Addison rarely asks questions from what I have seen during my observations, but on April 14, she asked Charlie, while they were both picking a new station to go to, “Will you play with me?” and pointed to the sand and water table. (Need 2nd observation for asks questions) Although she does not ask questions often she answers questions well. On March 8, Mrs. Moore asked the class during story time if the character in the book was being nice and Addison shook her head and said no. Then on April 20, I asked her if she wanted to play a game, while outside playing with Riley and I, she nodded her head and said, “yes.” Addison has also shown her ability that she can
The Year(3) Tax Return Template is a spreadsheet document based on the 1120S form that calculates the tax statements of any three years (ex: 2014, 2015, 2016), as well as the averages of some totals for the past three years.
Yahaira- As the children worked on their art activity we talked about the different colors (purple, red, yellow, orange, green and pink) we were using to make flowers. The children asked about the color purple and orange and I told them that we did not have those colors so I had to mix the paint
Samantha is a 1st grader that is actively engaged and participates in class activities. Prior to receiving handouts on pattern, the instructor read a short story on pattern while the students predicted the next sequence of the pattern. Following the reading, the students were given handouts to create patterns. At the same time, individual students were invited to come to the SMART board and create patterns using different colored geometric shapes.
When the students are put into different groups, they are being given a different value, depending on whether they are in a top, middle or bottom group.
Each level comprises of 30 items which are clustered together in groups of 6 in 5 columns. Students are requested to match three of the six words from the left-hand column to matching meanings in the right-hand column: