Exercise 13.1: Study of Patterns and Functions Apply your understanding of the learning from this chapter. When finished, submit your answers. Watch as this first-grade teacher introduces the ideas of a symbolic pattern. Lynda Penry 1st Grade: Using Symbols http://mediaplayer.pearsoncmg.com/assets/MM02_135_... What type of patterns are the children making in this video?How does the teacher engage the children to identify the core of the pattern?Near the end of the clip how does the teacher reinforce the learning of repeating patterns? "Repeating patterns are everywhere!" What happens in this lesson that demonstrates this to be true Exercise 15.1: Observing and Responding to Student Thinking Click the link below to watch a fifth-grade student solve the problem, "Use the ruler to illustrate the sums and differences" then answer the questions that follow. Adding and Subtracting Mixed Numbers: Linear Model http://mediaplayer.pearsoncmg.com/assets/chapter_16_p_377_mw_gr5 What is the approach that this particular student used to solve these problems?What question(s) might you pose to help the student recognize her error in the first problem?What can you conclude about this student's understanding of and use of the unit fraction?What are the advantages and disadvantages of using an inch ruler as a visual to find the results of these problems? Exercise 16.1: Developing Decimal Number Sense Apply your understanding of the learning from this chapter. When finished, submit your answers. Watch as this student demonstrates his ability to compare decimal fractions. Click the link to watch the video and then answer the questions. Sean, Decimal Assessment http://mediaplayer.pearsoncmg.com/assets/_video.true/imap-0375_iPad When the student in the video refers to the decimal point as the number behind a little dot, what concept is missing in his description?Based on this student's response what does he understand about decimal fraction place value?What would the next instructional step be to guide this student's thinking about comparing decimal fractions? Exercise 17.1: Observing and Responding to Student Thinking Click the link below to watch a sixth-grade student solve the problem, "Janet and Jeanette were walking to school, each walking at the same rate. Jeanette started first. When Jeanette has walked 6 blocks, Janet has walked 2 blocks. How far will Janet be when Jeanette is at 12 blocks?" Then answer the questions that follow. Proportional and Nonproportional Situations http://mediaplayer.pearsoncmg.com/assets/chapter_18_p_433_ng_gr6 Which type of relationship is described in this problem or situation (additive relationship, multiplicative relationship or constant relationship)? How do you know?In looking only at the student's work, and without considering the video evidence, what reasoning approach or error might you suspect he made?After watching the video, what does this student's error reveal about his understanding?How might prompting the student to show this situation using an equation advance his thinking? Exercise 18.1: Perimeter Apply your understanding of the learning from this chapter. When finished, submit your answers. Watch as this third-grade teacher introduces finding the perimeter. Measuring Perimeter http://mediaplayer.pearsoncmg.com/assets/_video.true/MMET_011_306_iPad How does the teacher personalize this activity to guide children's understanding of perimeter?According to the text "understanding length is the gateway to understanding perimeter." How is that idea being employed in this lesson?Explain how this lesson supported the three components of understanding measurement: selecting and attribute, selecting a unit with that attribute, and comparing. Exercise 19.1: Developing Geometric Thinking This class activity engages students in looking for common properties. Click the link to watch the video and then answer the questions. Identifying Properties of Shapes http://mediaplayer.pearsoncmg.com/assets/_video.true/Identifying_Properties_of_Shapes_iPad Based on your reading, what is the focused geometry content goal for this lesson?How do the teacher's questions guide the students to focus on the properties?How is this investigation informing the teacher about what her students' know about geometric properties? Exercise 20.1: Data Analysis and Graphical Representations Apply your understanding of the learning from this chapter. When finished, submit your answers. Watch as the teacher leads upper elementary students into interpreting the results of the graph they have made of the circumference and diameter of a variety of circular lids (objects). The Ratio Pi Grades 5 and 6 http://mediaplayer.pearsoncmg.com/assets/_video.true/LessonStudyMathLens_TheRatioPiGrades5and6_GH05051900_iPad What type of graph have the students constructed?Why is the teacher asking the students to show the best-fit line?Although we only see a short section of the "interpreting the results" part of the lesson, what is the value of the discussion and sharing thoughts about best-fit linepattern? Exercise 21.1: Simulations Read the scenario and apply your understandings about using simulations to answer the questions. The fifth-grade teacher wanted to set up a simulation to have her students test what the probability would be of getting 7 out of 10 questions correct if you guessed on atrue-or-false test. What would the purpose be for using a simulation over an experimental probability task?The first step in using a simulation is to identify the key component and assumption of the problem. Identify and explain what they are for this scenario.The next step is selecting a random device for the key component. What would you recommend that they use for this activity?An important part of a simulation is determining and defining what constitutes "one trial." The authors recommend 10 times as one trial. Why is that appropriate for thissimulation? Exercise 22.1: Operations with Positive and Negative Numbers Apply your understanding of the learning from this chapter. When finished, submit your answers. Watch as this eighth-grade teacher "goes big" to guide her students' knowledge of working with larger integers. What's Your Sign: Integer Addition https://www.teachingchannel.org/video/adding-integers-lesson-idea What strategies is this teacher using to guide her students conceptual understanding of operations with integers?What concept does the color-coding help the students grasp?Why is the number line more effective in this lesson than using two color counters? The teacher refers to a "system in their head" that is going to last. What system has she provided to her students that will stick with them?

1. Identify and research one of the important people in set theory.There are many important findings in the area of set theory. Set theory is actually classified into several periods of time, including constructivism, emergence, consolidation, etc. Several important people in this field include:Georg Cantor (1845-1918)Bernard Bolzano (1781 - 1848)John Venn (1834-1923)Augustus DeMorgan (1806 - 1871)Leopold Kronecker (1823-1891)Bertrand Russell (1872 - 1970)For this posting you will select one of these people and research their findings. In what country and which university did they work? What was one of their most important contributions to the field of set theory?2. Create a new Microsoft Word (.doc / .docx) or Rich Text Format (.rtf) document on your computer, and write at least one full page of content in your own words. Please cite 2-3 references from websites that are reputable. Note: headings, titles, references, blank lines etc. do not count towards the more than one page requirement.Please follow MLA formatting (Purdue Owl MLA Style Guide):Double spaced12pt font1" marginsIndent paragraphsInclude a Works Cited page (separate page, not included in the 1-2 page requirement)

Complete Exercise 10 and 26 in Statistics for Nursing Research: A Workbook for Evidence-Based Practice, and submit as directed by the instructor.Exercise 101. What are the frequency and percentage of the COPD patients in the severe airflow limitation group who are employed in the Eckerblad et al. (2014) study?2. What percentage of the total sample is retired? What percentage of the total sample is on sick leave?3. What is the total sample size of this study? What frequency and percentage of the total sample were still employed? Show your calculations and round your answer to the nearest whole percent.4. What is the total percentage of the sample with a smoking history—either still smoking or former smokers? Is the smoking history for study participants clinically important? Provide a rationale for your answer.5. What are pack years of smoking? Is there a significant difference between the moderate and severe airflow limitation groups regarding pack years of smoking? Provide a rationale for your answer.6. What were the four most common psychological symptoms reported by this sample of patients with COPD? What percentage of these subjects experienced these symptoms? Was there a significant difference between the moderate and severe airflow limitation groups for psychological symptoms?7. What frequency and percentage of the total sample used short-acting β 2 -agonists? Show your calculations and round to the nearest whole percent.8. Is there a significant difference between the moderate and severe airflow limitation groups regarding the use of short-acting β 2 -agonists? Provide a rationale for your answer.9. Was the percentage of COPD patients with moderate and severe airflow limitation using short-acting β 2 -agonists what you expected? Provide a rationale with documentation for your answer.10. Are these findings ready for use in practice? Provide a rationale for your answer.Exercise 261. Plot the frequency distribution for “Age at Enrollment” by hand or by using SPSS.2. How would you characterize the skewness of the distribution in Question 1—positively skewed, negatively skewed, or approximately normal? Provide a rationale for your answer.3. Compare the original skewness statistic and Shapiro-Wilk statistic with those of the smaller dataset ( n = 15) for the variable “Age at First Arrest.” How did the statistics change, and how would you explain these differences?4. Plot the frequency distribution for “Years of Education” by hand or by using SPSS.5. How would you characterize the kurtosis of the distribution in Question 4—leptokurtic, mesokurtic, or platykurtic? Provide a rationale for your answer.6. What is the skewness statistic for “Age at Enrollment”? How would you characterize the magnitude of the skewness statistic for “Age at Enrollment”?7. What is the kurtosis statistic for “Years of Education”? How would you characterize the magnitude of the kurtosis statistic for “Years of Education”?8. Using SPSS, compute the Shapiro-Wilk statistic for “Number of Times Fired from Job.” What would you conclude from the results?9. In the SPSS output table titled “Tests of Normality,” the Shapiro-Wilk statistic is reported along with the Kolmogorov-Smirnov statistic. Why is the Kolmogorov-Smirnov statistic inappropriate to report for these example data?10. How would you explain the skewness statistic for a particular frequency distribution being low and the Shapiro-Wilk statistic still being significant at p < 0.05?