Related Books

Developing Essential Understanding of Algebraic Thinking for Teaching Mathematics in Grades 3-5
Language: en
Pages: 102
Authors: Maria L. Blanton
Categories: Algebra
Type: BOOK - Published: 2011 - Publisher:

DOWNLOAD EBOOK

Like algebra at any level, early algebra is a way to explore, analyse, represent and generalise mathematical ideas and relationships. This book shows that child
Developing Essential Understanding of Rational Numbers for Teaching Mathematics in Grades 3/5
Language: en
Pages: 83
Authors: Carne Barnett-Clarke
Categories: Mathematics
Type: BOOK - Published: 2010 - Publisher: National Council of Teachers of English

DOWNLOAD EBOOK

What is the relationship between fractions and rational numbers? Can you explain why the product of two fractions between 0 and 1 is less than either factor? Ho
Developing Essential Understanding of Mathematical Reasoning for Teaching Mathematics in Prekindergarten-grade 8
Language: en
Pages: 95
Authors: John K. Lannin
Categories: Effective teaching
Type: BOOK - Published: 2011 - Publisher: National Council of Teachers of English

DOWNLOAD EBOOK

How do your students determine whether a mathematical statement is true? Do they rely on a teacher, a textbook or various examples? How can you encourage them t
Developing Essential Understanding of Number and Numeration for Teaching Mathematics in Prekindergarten--grade 2
Language: en
Pages: 60
Authors: Barbara J. Dougherty
Categories: Number concept
Type: BOOK - Published: 2010 - Publisher:

DOWNLOAD EBOOK

How do composing and decomposing numbers connect with the properties of addition? Focus on the ideas that you need to thoroughly understand in order to teach wi
Developing Essential Understanding of Expressions, Equations, and Functions for Teaching Mathematics in Grades 6-8
Language: en
Pages: 116
Authors: Gwendolyn M. Lloyd
Categories: Effective teaching
Type: BOOK - Published: 2011 - Publisher: National Council of Teachers of English

DOWNLOAD EBOOK

Why do some equations have one solution, others two or even more solutions and some no solutions? Why do we sometimes need to ""switch"" the direction of an ine