- You cannot take a bigger number from a smaller number.
- Addition and multiplication make numbers bigger.
EEWeb has a very good Math Help page with numerous Quick Reference Sheets
BTW – for printing purposes, it worked better for me to download them (PDF’s) and print from the Adobe Reader than from browser.
Here a two great websites that provide lots of great pattern problems.
These patterns can be used with elementary students (if you just ask number questions) through advanced algebra (if you include questions about functions).
Mathematics is often described as the study of patterns. That is exactly what Spotting Numbers and Visual Patterns do.
The interplay of geometry and numbers and algebraic thinking in these questions puts the learner squaring at the core of mathematical reasoning. Quite frankly, it doesn’t get much better than this! (OK, my opinion.)
Here are some questions. As a general rule, For Elementary: a-b; Middle School: a-d; Algebra: a-e
a. How many *** are in next figure?
b. How many *** are in next figure after that?
c. How many *** are in pattern n = 10?
d. How many *** are in pattern n = 43?
e. Generalize: How many *** are in pattern n?
The PARCC test has met much criticism (from parents, teachers, whiners, and policy makers) as an assessment tool and a way to measure student mathematical understanding. The PARCC set too high of goals for themselves, and, as an assessment, it has an uncertain future. This session is not about the Pros and Cons of the PARCC, as an assessment.
We want to use the sample items, and CCSSM itself, to provide ideas for classroom tasks – for student learning.
See http://parcc.pearson.com/practice-tests/math/ Click the bars at the bottom to get them to open up. There are PBA and EOY tests. There are online and print versions.
parcc-sample-Test-ProblemsforJim – Word document
See this posting on “Spotting Numbers and Visual Patterns” – I think it is very rich mathematically
John Maxwell’s minute with Maxwell is on the word Teach.
In a couple minutes he hits the nail on the head.
Another good article:
It’s time for us to realize that (1)
assessment (of student learning) is harder than one might think (harder than we thought) and (2) increasing our #assessment efforts may not improve student learning.
It’s time we use assessment strategically.
symmetries of the cube: https://www.math.lsu.edu/~verrill/teaching/discrete2020/Spring2005/cubesolution.pdf