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?

The cruise ship Reno sailed due West 24 miles before turning south. When the Reno became disabled and radioed for help, the rescue boat found that the fastest route to her covered a distance of 48 miles. The cosine of the angle at which the rescue boat should sail is 0.5. Find the angle Θ, nearest tenth of a degree, at which the rescue boat should travel to aid the Reno.A. 26.6°B. 30°C. 60°D. 87.3°

Assignment: Introduction to Quantitative Analysis: Descriptive AnalysisIn this Assignment, you will differentiate between the proper use of summary statistics for categorical and continuous level data. In this exercise, you will explore what output is provided for each of these variables and provide some meaning from these statistics for your reader. The ability to place the statistics into a context that your reader understands and can make sense of is a highly desirable skill.For this Introduction to Quantitative Analysis: Descriptive Analysis Assignment, you will examine the same two variables you used from your Week 2 Assignment and perform the appropriate descriptive analysis of the data given.To prepare for this Assignment:Review this week’s Learning Resources and the Central Tendency and Variability media program.For additional support, review the Skill Builder: Measures of Central Tendency for Continuous Variables, Skill Builder: Standard Deviation as a Measure of Variability for Continuous Variables and the Skill Builder: Measures of Central Tendency and Variability for Categorical Variables, which you can find by navigating back to your Blackboard Course Home Page. From there, locate the Skill Builder link in the left navigation pane.Using the SPSS software, open the Afrobarometer dataset or the High School Longitudinal Study dataset from your Assignment in Week 2.Choose the same two variables you chose from your Week 2 Assignment and perform the appropriate descriptive analysis of the data.Once you perform your descriptive analysis, review Chapter 11 of the Wagner text to understand how to copy and paste your output into your Word document.Write a 2- to 3-paragraph analysis of your descriptive analysis results and include a copy and paste your output from your analysis into your final document.Based on the results of your data, provide a brief explanation of what the implications for social change might be.Use appropriate APA format, citations and referencing. Refer to the APA manual for appropriate citation.By Day 7