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 doesn’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?

Descriptive StatisticsPromptDescribe the distribution of credit card debt separated by gender using concepts from Unit 2 (Modules 4-7).Make an appropriate graph and provide appropriate numerical summaries in table form.Describe the shape, center, and spread using numerical measures that best describe the distribution.In your description, include an interval of typical values and a discussion of variability.Embed your StatCrunch graph and any tables with summary statistics in your response.Do the data suggest that males or females are more likely to have higher credit card debt?Use the data to support your answerSummary statistics for CC Debt:Group by: Gender GendernMeanStd. dev.MedianRangeMinMaxQ1Q3IQRFemale1292768.92252174.49042373904109041121239302718Male713719.08452722.4792355613326013326167149003229Answer the prompt based on the graph and the table. It must be at 3 to 4 paragraph, including the conclusion. Make sure to use numbers from the table to as evidence. Include the graph and table in the document. No outside sources.

Hi,Answer all assigned problems, and show all work. Each problem is worth 20 points. Sections 1.2-3.1 of the book containing the 5 problems have been attached.Section 1.2: Exercises: 1.1, 1.2Section 2.1: Exercise 2.2Section 2.3: Exercise 2.4Section 3.1: Exercise 3.1Assignments must be prepared electronically, using a word processor and whatever equation editor integrates with your word processing software. Thanks