MAT 150

Discussion Questions

All response should be 5-8 sentences exploring and/or explaining the topic.

A Problem Solving Approach to Mathematics for Elementary School Teachers

Billstein, R., Libeskind, S., & Lott, J. W. (2016). A problem solving approach to mathematics for elementary school teachers (12th ed.). Boston, MA: Pearson/Addison-Wesley. ISBN-13: 9780321987297

Use this link to access the textbook via the web or PDF. This link does not provide access to the text via MyMathLab.

URL:

https://www.gcumedia.com/digital-resources/pearson/2016/a-problem-solving-approach-to-mathematics-for-elementary-school-teachers_12e.php

Topic 4 DQ 1

How would you teach the concept of multiplication of fractions? If a student doesnâ€t understand it this way, what alternate method can you use?

Topic 4 DQ 2

What are equivalent fractions? Explain how two fractions can be equivalent. Give practical examples of fractions that are equivalent. How would you teach this concept to a class?

Topic 5 DQ 1

Explain how the base 10 number system works. How would you teach the notion of place value to a class? How are decimal numbers related to rational numbers? When is a decimal number also a rational number?

Topic 5 DQ 2

Explain the process of decimal multiplication and division. Explain the mathematical justification for moving the decimal point when performing decimal division.

Topic 6 DQ 1

In your own words, explain the concept of a variable. Discuss how you can teach a class about the use of variables and how they can be used to create an algebraic expression.

Topic 6 DQ 2

How would you teach students to translate English statements into algebraic expressions? Discuss some of the common words and phrases used to represent mathematical operations.

Topic 7 DQ 1

Out of the concepts you have studied in this course, choose one that you feel would be particularly difficult for students to understand. Provide a concrete real-world situation or example to help illustrate this concept.

Topic 7 DQ 2

It is necessary to have a good understanding of mathematics in order to teach it. Who do you think would make a better math teacher: a person who has natural mathematical talent and understands concepts easily without making mistakes, or a person who had to struggle to gain their understanding of math and learn to avoid making mistakes?

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