Differentiate problem solving in your classroom using effective, research-based strategies. This lesson requires students to solve problems related to multiplication, division and array models. The problem-solving mini-lesson guides teachers in how to teach differentiated lessons. The student activity sheet features a problem tiered at three levels.
It includes: 50 leveled math problems (150 problems total), an overview of the problem-solving process, and ideas for formative assessment of students' problem-solving abilities. It also includes 50 mini-lessons and a dstudent activity sheet featuring a problem tiered at three levels, plus digital resources that inc electronic versions of activity sheets. This resource is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills, and supports core concepts of STEM instruction.
This book is an amazing resource for teachers who are struggling to help students develop both procedural fluency and conceptual understanding.. --Dr. Margaret (Peg) Smith, co-author of5 Practices for Orchestrating Productive Mathematical Discussions Robert Kaplinsky, the co-creator of Open Middle math problems, brings hisnew class of tasks designed to stimulate deeper thinking and lively discussion among middle and high school students in Open Middle Math: Problems That Unlock Student Thinking, Grades 6-12. The problems are characterized by a closed beginning,- meaning all students start with the same initial problem, and a closed end,- meaning there is only one correct or optimal answer. The key is that the middle is open- in the sense that there are multiple ways to approach and ultimately solve the problem. These tasks have proven enormously popular with teachers looking to assess and deepen student understanding, build student stamina, and energize their classrooms. Professional Learning Resource for Teachers: Open Middle Math is an indispensable resource for educators interested in teaching student-centered mathematics in middle and high schools consistent with the national and state standards. Sample Problems at Each Grade: The book demonstrates the Open Middle concept with sample problems ranging from dividing fractions at 6th grade to algebra, trigonometry, and calculus. Teaching Tips for Student-Centered Math Classrooms: Kaplinsky shares guidance on choosing problems, designing your own math problems, and teaching for multiple purposes, including formative assessment, identifying misconceptions, procedural fluency, and conceptual understanding. Adaptable and Accessible Math: The tasks can be solved using various strategies at different levels of sophistication, which means all students can access the problems and participate in the conversation. Open Middle Math will help math teachers transform the 6th -12th grade classroom into an environment focused on problem solving, student dialogue, and critical thinking.
In Greek geometry, there is an arithmetic of magnitudes in which, in terms of numbers, only integers are involved. This theory of measure is limited to exact measure. Operations on magnitudes cannot be actually numerically calculated, except if those magnitudes are exactly measured by a certain unit. The theory of proportions does not have access to such operations. It cannot be seen as an "arithmetic" of ratios. Even if Euclidean geometry is done in a highly theoretical context, its axioms are essentially semantic. This is contrary to Mahoney's second characteristic. This cannot be said of the theory of proportions, which is less semantic. Only synthetic proofs are considered rigorous in Greek geometry. Arithmetic reasoning is also synthetic, going from the known to the unknown. Finally, analysis is an approach to geometrical problems that has some algebraic characteristics and involves a method for solving problems that is different from the arithmetical approach. 3. GEOMETRIC PROOFS OF ALGEBRAIC RULES Until the second half of the 19th century, Euclid's Elements was considered a model of a mathematical theory. This may be one reason why geometry was used by algebraists as a tool to demonstrate the accuracy of rules otherwise given as numerical algorithms. It may also be that geometry was one way to represent general reasoning without involving specific magnitudes. To go a bit deeper into this, here are three geometric proofs of algebraic rules, the frrst by Al-Khwarizmi, the other two by Cardano.
This activities manul includes activities designed to be done in class or outside of class. These activities promote critical thinking and discussion and give students a depth of understanding and perspective on the concepts presented in the text.
Paperback version of the 2002 paper published in the journal Progress in Information, Complexity, and Design (PCID). ABSTRACT Inasmuch as science is observational or perceptual in nature, the goal of providing a scientific model and mechanism for the evolution of complex systems ultimately requires a supporting theory of reality of which perception itself is the model (or theory-to-universe mapping). Where information is the abstract currency of perception, such a theory must incorporate the theory of information while extending the information concept to incorporate reflexive self-processing in order to achieve an intrinsic (self-contained) description of reality. This extension is associated with a limiting formulation of model theory identifying mental and physical reality, resulting in a reflexively self-generating, self-modeling theory of reality identical to its universe on the syntactic level. By the nature of its derivation, this theory, the Cognitive Theoretic Model of the Universe or CTMU, can be regarded as a supertautological reality-theoretic extension of logic. Uniting the theory of reality with an advanced form of computational language theory, the CTMU describes reality as a Self Configuring Self-Processing Language or SCSPL, a reflexive intrinsic language characterized not only by self-reference and recursive self-definition, but full self-configuration and self-execution (reflexive read-write functionality). SCSPL reality embodies a dual-aspect monism consisting of infocognition, self-transducing information residing in self-recognizing SCSPL elements called syntactic operators. The CTMU identifies itself with the structure of these operators and thus with the distributive syntax of its self-modeling SCSPL universe, including the reflexive grammar by which the universe refines itself from unbound telesis or UBT, a primordial realm of infocognitive potential free of informational constraint. Under the guidance of a limiting (intrinsic) form of anthropic principle called the Telic Principle, SCSPL evolves by telic recursion, jointly configuring syntax and state while maximizing a generalized self-selection parameter and adjusting on the fly to freely-changing internal conditions. SCSPL relates space, time and object by means of conspansive duality and conspansion, an SCSPL-grammatical process featuring an alternation between dual phases of existence associated with design and actualization and related to the familiar wave-particle duality of quantum mechanics. By distributing the design phase of reality over the actualization phase, conspansive spacetime also provides a distributed mechanism for Intelligent Design, adjoining to the restrictive principle of natural selection a basic means of generating information and complexity. Addressing physical evolution on not only the biological but cosmic level, the CTMU addresses the most evident deficiencies and paradoxes associated with conventional discrete and continuum models of reality, including temporal directionality and accelerating cosmic expansion, while preserving virtually all of the major benefits of current scientific and mathematical paradigms.
New and classical results in computational complexity, including interactive proofs, PCP, derandomization, and quantum computation. Ideal for graduate students.
Reflects the latest applied research and features state-of-the-art software for building and solving spreadsheet optimization models Thoroughly updated to reflect the latest topical and technical advances in the field, Optimization Modeling with Spreadsheets, Second Edition continues to focus on solving real-world optimization problems through the creation of mathematical models and the use of spreadsheets to represent and analyze those models. Developed and extensively classroom-tested by the author, the book features a systematic approach that equips readers with the skills to apply optimization tools effectively without the need to rely on specialized algorithms. This new edition uses the powerful software package Risk Solver Platform (RSP) for optimization, including its Evolutionary Solver, which employs many recently developed ideas for heuristic programming. The author provides expanded coverage of integer programming and discusses linear and nonlinear programming using a systematic approach that emphasizes the use of spreadsheet-based optimization tools. The Second Edition also features: Classifications for the various problem types, providing the reader with a broad framework for building and recognizing optimization models Network models that allow for a more general form of mass balance A systematic introduction to Data Envelopment Analysis (DEA) The identification of qualitative patterns in order to meaningfully interpret linear programming solutions An introduction to stochastic programming and the use of RSP to solve problems of this type Additional examples, exercises, and cases have been included throughout, allowing readers to test their comprehension of the material. In addition, a related website features Microsoft Office® Excel files to accompany the figures and data sets in the book. With its accessible and comprehensive presentation, Optimization Modeling with Spreadsheets, Second Edition is an excellent book for courses on deterministic models, optimization, and spreadsheet modeling at the upper-undergraduate and graduate levels. The book can also serve as a reference for researchers, practitioners, and consultants working in business, engineering, operations research, and management science.
Modeling and Simulation in Python teaches readers how to analyze real-world scenarios using the Python programming language, requiring no more than a background in high school math. Modeling and Simulation in Python is a thorough but easy-to-follow introduction to physical modeling—that is, the art of describing and simulating real-world systems. Readers are guided through modeling things like world population growth, infectious disease, bungee jumping, baseball flight trajectories, celestial mechanics, and more while simultaneously developing a strong understanding of fundamental programming concepts like loops, vectors, and functions. Clear and concise, with a focus on learning by doing, the author spares the reader abstract, theoretical complexities and gets right to hands-on examples that show how to produce useful models and simulations.
A standards-based, comprehensive math intervention curriculum for the state of California. Designed for students identified with math deficiencies who have not responded to reteaching efforts or who have a sustained lack of adquate progress in mathematics. This program provides intensive focus on developing foundational understanding and skills. It provides explicit, scientifically based instruction emphasizing the five critical elements of mathematics proficiency: understanding, computing, applying reasoning/problem solving , and engagement.
