...Kindergarten Common Core State Standards Flip Book This document is intended to show the connections to the Standards of Mathematical Practices for the content standards and to get detailed information at each level. Resources used: CCSS, Arizona DOE, Ohio DOE and North Carolina DOE. This ―flip book‖ is intended to help teachers understand what each standard means in terms of what students must know and be able to do. It provides only a sample of instructional strategies and examples. The goal of every teacher should be to guide students in understanding & making sense of the mathematics they are presented. Construction directions: Print on cardstock. Cut the tabs on each page starting with page 2. Cut the bottom off of this top cover to reveal the tabs for the subsequent pages. Staple or bind the top of all pages to complete your flip book. Compiled by Melisa Hancock (Send feedback to: melisa@ksu.edu) 1 Mathematical Practice Standards (MP) summary of each standard 1. Make sense of problems and persevere in solving them. Mathematically proficient students interpret and make meaning of the problem looking for starting points. In Kindergarten, students begin to build the understanding that doing mathematics involves solving problems and discussing how they solved them. Students explain to themselves the meaning of a problem and look for ways to solve it. Younger students may use concrete objects or pictures to help them conceptualize and solve problems. They may check...
Words: 17443 - Pages: 70
...Distributed Garbage Collection A study and comparison of Mark-Sweep and Reference Counting Tanmay Mogra Y7471 Shashwat Mishra Y7416 Table of Contents History and Motivation 1 ------------------------------------------------ Work Completed Mark and Sweep ------------------------------------------------2 Basic Algorithm ------------------------------------------------2 Strengths and Weaknesses ------------------------------------------------2 Varations of Mark and Sweep -------------------------------------------------2 Reference Counting Basic Algorithm Strengths and Weaknesses 3 3 Mark and Sweep vs. Reference Counting Design/Implementation A Simulation of Reference Counting using JAVA's ----------------------------------------------Remote Method Invocation API Conclusion References -----------------------------------------------------------------------------------------------6 7 5 -----------------------------------------------4 Variations of Ref. Counting --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------3 3 History and Motivation The problem statement requires one to study and compare the efficiency of two garbage collection algorithms, Mark and Sweep and Reference Counting, in the context of distributed object systems. It also involves the implementation of one of the two algorithms. Modern systems come with limited memory...
Words: 3051 - Pages: 13
... 2014, p. 357). These skills are essential for strategies students will learn later in school. 2. Teach strategies for counting: “Counting seems to be a very simple skill, but can appear very complicated to those who have not mastered it” (Mastropieri & Scruggs, 2014, p. 358). Learning to count will help students in all math skills. 3. Reinforce one-to-one correspondence: With the use of different sets of objects like blocks, counting bears, or candy to match quantities. “Before later concepts can be mastered effectively, it is important that students understand the concept of numerical numeration” (Mastropieri & Scruggs, 2014, p. 358). 4. Use manipulatives for teaching addition and subtraction concepts: “Using such materials as beads, buttons, dried beans, or commercially available base 10 blocks (distributed by companies such as Delta Education), you can help students learn concepts of addition and subtraction by counting” Mastropieri & Scruggs, 2014, p. 358). With the use of manipulatives, students are able to add and subtract by counting objects. 5. Use number lines to promote operations: “A helpful intermediate step between counting actual objects and operating with numbers is the use of a number line” (Mastropieri & Scruggs, 2014, p.359). With the use of a number line students can add and subtract by counting on and counting backwards. 6. Touch Math: The Touch Math system has the students count dots to help them add or subtract two numbers...
Words: 740 - Pages: 3
...Unit 1A: Number and problem solving Framework codes Learning objective Activities Resources Comments 1Nn1 Numbers and the number system Recite numbers in order. Class counting to 20. Number lines or squares for checking. Objects to count. Containers to help structure the counting, number lines, grids or square. Paper, unnumbered number lines, 100 square, number lines (for reference). 1Nn3 Count objects up to 20, recognising conservation of number. Counting objects to 20, rearranging and checking. 1Nn2 Read and write numerals from 0 to 20. Give students a number less than 20. Ask them to continue the series orally or writing. 1Nn8 Use more or less to compare two numbers, and give a number that lies between them. Count using a number line, with pictures as representations as well as the numbers. Number lines. Use visual clues for more and less and in between. Scheme of work – Mathematics stage 1 Unit 1A: Number and problem solving 2 Framework codes 1Nn9 Learning objective Order numbers to at least 20 positioning on a number track: use ordinal numbers. Mental strategies Know all number pairs to 10 and record related addition/subtraction facts. Begin to know number pairs to 6, 7, 8, 9 and 10. Activities Class or group activity. Pick a number card, hide it and give clues. Resources Number cards, number lines and grids. Comments 1Nc1 Counters in the pot. Counters Small pots, number cards 0 – 10. Counters, small...
Words: 809 - Pages: 4
...Title of the Book I chose the book Ten Apples Up On Top by Dr. Seuss. I would use this story at the beginning of a counting math unit to warm up counting from one to ten. In this story students can follow along and count with the characters in the story as they stack apples on their head. Anticipatory Set As for my anticipatory set I would start the read-aloud off be asking students to place their hands on their head. Once all students have their hands on their heads I will ask students picture in their brain what object they think they could balance on their head. Students will think, pair and share with a partner. Then I will take three shares from students. Then I will tell students what I can balance on my head. I will tell students...
Words: 445 - Pages: 2
...internal capabilities to put into place and keep it operating o Straightforward development of initial inventory balances o Ongoing operation and control of the inv record system, where responsibilities are defined and sources of errors can be located and eliminated. • measuring inventory accuracy needs to take into account tolerance. Might miss exact number on most of the items but might fall within the % variance of each item and then no problems. Thus overall inventory accuracy = (total accurate records / total records checked) *100 = % of accuracy • dollarizing value of firms inventory may be accurate to penny but that accuracy could hide appalling level of part specific inaccuracy. • tolerances may be set based on a products: o usage o dollar value o lead time o level in the bill of material o criticality o method of handling • most companies multiply usage by value in order to compute ‘dollars spent during the year for each part’. That typically will follow 80/20 rule. 80% of dollars spent per year will be on 20% of parts. Chart would be: ▪ Cost Class Parts Puchased % $ Spent % Tolerance % ▪ A 20 80 +/-0 ▪ B 30 15 +/-2 ▪ C 50 5 +/-5 • This however ignores the velocity of a part as well as the lead time • never should a tolerance exceed 5% • target should be to get to 95% inventory record...
Words: 1251 - Pages: 6
...Original Question: What is the best way to manually count ballot papers in block vote (BV) systems? With first-past-the-post systems, one can easily pile the ballots for each candidate, and then tally the totals. Where there is more than one vote recorded on ballot papers, some kind of tallying system seems unavoidable. What techniques are used in counting block vote ballots elsewhere? Introduction “Vote counting is one of the most crucial stages in the election process. Failure to complete the count and transmit results in a quick, transparent and accurate manner can jeopardize public confidence in the elections and will directly affect whether candidates and political parties accept the final results.” (The ACE Encyclopedia) Block Voting (BV) belongs to the “family” of plurality / majority Electoral Systems (The other two big “families” being proportional, or mixed Electoral Systems) and is in fact a first-past-the-post (FPTP) system with the difference that it occurs in multi-member districts with voters having as many votes as there are positions to be filled. In a five-member constituency for example, the five candidates with the largest number of votes are elected, regardless of the actual percentage level of votes they receive. In BV systems, voters are usually free to vote for individual candidates regardless of party affiliation, but they are not entitled to cast the same vote more than once. Voters are also most often free to not use all the votes they are entitled...
Words: 1653 - Pages: 7
...Counting the votes On 4th May 2012, the day after polling day, the counting of votes cast in the Mayor of London and the London Assembly elections will begin. This process will take place in three count centres across London: Alexandra Palace, ExCeL, and Olympia. Count centre Constituency Barnet & Camden Brent & Harrow Alexandra Palace Enfield & Haringey North East (Hackney, Islington, and Waltham Forest) ExCeL Olympia Bexley & Bromley City & East (Newham, Barking & Dagenham, Tower Hamlets, and City of London) Greenwich & Lewisham Havering & Redbridge Lambeth & Southwark Croydon & Sutton Ealing & Hillingdon Merton & Wandsworth South West (Hounslow, Richmond upon Thames, and Kingston upon Thames) West Central (Hammersmith & Fulham, Kensington & Chelsea, and Westminster) The 14 Constituency London Assembly Members will be announced by the relevant Constituency Returning Officers (CROs). This will take place in the count centre. The declarations of the Mayor of London and the 11 London-wide Assembly Members are made by the Greater London Returning Officer (GLRO). This will take place at City Hall once all of the votes have been counted. E-counting As in the previous Mayor of London and London Assembly elections, count staff will use electronic counting (or ‘e-counting’) machines to count the votes. Due to the scale and complexity of the elections – with three ballot papers and using three voting systems – e-counting means that Londoners can know who their Mayor and Assembly...
Words: 1365 - Pages: 6
...birth to five learn and develop competencies in the processes of observation, problem solving, exploration, experimentation and prediction, thinking and decision making. Introduction The aim of this essay is to evaluate the developmental theories of ‘Problem Solving, Reasoning and Numeracy’ (PSRN) and an ‘Exploration and Investigation’ aspect of ‘Knowledge and Understanding of the World’ (KUW) in Foundation stage children. This essay will explore Piaget and Vygotsky and their points of view on PSRN and issues which arise from development and it will consider current research and documents relevant to practice and the implications and recommendations for early years practice. Furthermore key concepts of emergent numeracy, mark making, counting and number development will be explored. The skills of observation, problem solving, exploration, experimentation and prediction, thinking and decision making fall into all six aspects of children’s learning and development and these skills led themselves to science and teaching as well as PSRN on which this essay is going to focus on. Theoretical approaches Piaget’s constructivist theory saw children as actively constructing their knowledge of the world, for themselves, and as being active seekers of solutions to problems (Martin 2007). It could be agreed as practitioners acknowledge the importance of child-led activity as being essential for meaningful learning and development. The ‘Early Years Foundation Stage’ (EYFS) (DCFS 2008)...
Words: 3185 - Pages: 13
...ROYAL UNIVERSITY OF PHNOM PENH Master of IT Engineering PROBABILITY AND RANDOM PROCESSES FOR ENGINEERING ASSIGNMENT Topic: BASIC RANDOM PROCESS Group Member: 1, Chor Sophea 2, Lun Sokhemara 3, Phourn Hourheng 4, Chea Daly | Academic year: 2014-2015 I. Introduction Most of the time many systems are best studied using the concept of random variables where the outcome of random experiment was associated with some numerical value. And now there are many more systems are best studied using the concept of multiple random variables where the outcome of a random experiment was associated with multiple numerical values. Here we study random processes where the outcome of a random experiment is associated with a function of time [1]. Random processes are also called stochastic processes. For example, we might study the output of a digital filter being fed by some random signal. In that case, the filter output is described by observing the output waveform at random times. Figure 1.1 The sequence of events leading to assigning a time function x(t) to the outcome of a random experiment Thus a random process assigns a random function of time as the outcome of a random experiment. Figure 1.1 graphically shows the sequence of events leading to assigning a function of time to the outcome of a random experiment. First...
Words: 2863 - Pages: 12
...10 Edition, Goldstein, Schneider, and Siegel, M.J., Prentice Hall, ISBN 9780321645098 (with solutions manual), or ISBN 978-0321744586 (without solutions manual) Course Prerequisites: MTH 2002 College Algebra 2 Course Description This course offers students an opportunity to develop skills in linear mathematics and probability. Topics include matrices, inverses, input-output analysis, linear programming, sets, counting, probability, and the mathematics of finance. Applications will be developed in business, economics, and the sciences. Course Outcomes Students will have the opportunity to 1. Develop competency in solving systems of equations using matrices 2. Understand how to set up and solve linear programming problems 3. Develop competency in using counting techniques, including the inclusion-exclusion principle, Venn Diagrams, and the Multiplication Principle 4. Differentiate between and to use Permutations and Combinations in counting 5. Become competent in calculating probabilities using various methods 6. Recognize and apply Markov Processes 7. Learn how to set up and solve Interest, Annuities, and Amortization problems Course Methodology Each week, you will be expected to: 1. Review the week's learning objectives 2. Complete all assigned readings 3. Complete all lecture materials for the week 4. Participate in the class discussion 5. Complete and submit all assignments and tests by the due dates Weekly objectives, readings, lectures, discussion board questions...
Words: 1196 - Pages: 5
...Chapter I INTRODUCTION In modern medicines, plants occupy a very important place as the raw material for some important drugs. Synthetic drugs are effective in controlling different diseases but these synthetic drugs are out of reach of millions of people. It is estimated that around 70,000 plant species have been used for medicinal purposes. The herbs provide the starting material for the synthesis of conventional drugs. (Kumal & Malhotra, 2010) Medicinal plants have curative actions due to the presence of complex chemical constituents. Today, lots of health problems are escalating. One of these is coagulation problems. A normal platelet count in a healthy individual is between 150,000 and 450,000 per μl (microlitre) of blood (150–450 x 109/L). Ninety-five percent of healthy people will have platelet counts in this range. Some will have statistically abnormal platelet counts while having no demonstrable abnormality. However, if it is either very low or very high, the likelihood of an abnormality being present is higher. Some diseases or disorders in the platelet count in the blood are the Thrombocytosis where the presence of platelets in blood is high and Thrombocytopenia where platelets count in blood is low. In this case, a new way to develop platelets is needed. The researchers wanted to test the effectivity of tawa-tawa plant (Euphorbia hirta) treated with Riboflavin in the development of blood platelets. Euphorbia hirta...
Words: 5405 - Pages: 22
... Binary Semaphores can assume only the value 0 or the value 1 counting semaphores also called general semaphores can assume only nonnegative values. The P (or wait or sleep or down) operation on semaphores S, written as P(S) or wait (S), operates as follows: P(S): IF S > 0 THEN S := S - 1 ELSE (wait on S) The V (or signal or wakeup or up) operation on semaphore S, written as V(S) or signal (S), operates as follows: V(S): IF (one or more process are waiting on S) THEN (let one of these processes proceed) ELSE S := S +1 Operations P and V are done as single, indivisible, atomic action. It is guaranteed that once a semaphore operations has stared, no other process can access the semaphore until operation has completed. Mutual exclusion on the semaphore, S, is enforced within P(S) and V(S). If several processes attempt a P(S) simultaneously, only process will be allowed to proceed. The other processes will be kept waiting, but the implementation of P and V guarantees that processes will not suffer indefinite postponement. Semaphores solve the lost-wakeup problem. Producer-Consumer Problem Using Semaphores The Solution to producer-consumer problem uses three semaphores, namely, full, empty and mutex. The semaphore 'full' is used for counting the number of slots in the buffer that are full. The 'empty' for counting the number of slots that are empty and semaphore 'mutex' to make...
Words: 371 - Pages: 2
...Both data sets depict electron microscopic images of the synaptic field of the hippocampal dentate gyrus of adult rats. One data set represents animals that have been trained in a learning task, the other data set represents animals that have been exposed to the same equipment but not trained i.e. passive controls. 1. Describe the general cellular components that you can identify using electron micrographs. In the images of the electron microscope that we observed, identified were mitochondria, axons, vesicles, cytoplasm and the cell membrane. The cell membrane was seen as a line between cells, the cytoplasm was seen as the jelly-like fluid in the cells, the vesicles were the smaller, light grey oval shaped objects in the cell, the mitochondria...
Words: 733 - Pages: 3
...with their aims and presentations? The child doesn’t learn mathematics only through Montessori, but he learns it from the day he was born or even before that. It is a known fact that an embryo can hear its mother. When a mother says ‘the baby kicked me 4 times’, the baby can understand this in her womb. After the baby is born people often tell him what day he was born or how many siblings he has, etc. The child’s day-to-day life and environment is connected with math. The child is born into a mathematic world where he has to adapt to it. The child needs math to sort and group objects within their environment. When the child enters the Montessori environment, he can already count without knowing the real meaning of the numbers (rote-counting). He counts with understanding of numbers and gradually learns arithmetic’s, geometry and algebra in the Montessori classroom. ‘The Mathematical Mind’ refers to the unique tendencies of the human mind. The French philosopher B. Pascal said that ‘every human being is born with a mathematical mind’. Dr. Montessori took this concept and further explained that the mathematical mind is the sort of mind, which is built up with ‘exactitude’. She said the qualities of a mathematical mind tends to estimate, needs to quantify, to see identity, similarity, difference, patterns,...
Words: 3134 - Pages: 13
