MarcAnthony Reynoso
Professor
Mathematics
September 27,2013
Reflection 1
One thing that I really agreed with in the article is when they talked about how
they made the school better and how they did it. I really like the approach the teachers
took by dev
MarcAnthony Reynoso
Mrs. Osberg
Portfolio 7
6. In order to test for divisibility by 12, one student checked to determine divisibility
by 3 and 4; another checked for divisibility by 2 and 6. Are both students correct?
Why or why not?
Yes both of these wa
MarcAnthony Reynoso
Portfolio 9
1. A student claims that because if you add 4 to both the top and bottom of the
fraction, the fraction does not change. How do you respond?
I would simply show the student a figure of 2/3 and 6/7 with rectangles. I would m
Portfolio 3
1.To find 9 + 7, a student says she thinks of 9 + 7 as 9 + (1 + 6) =
10 + 6 = 16. What property or properties is she using?
(9 + 1) + 6 =
The property that is being used is associated. It is a way of regrouping with
parentheses.
CCSSM
CCSS.Ma
PORTFOLIO #6
4.How would you introduce multiplication of integers in a middle school class? How would you
explain the product of two negative integers is positive?
I would introduce multiplication integers in class by first explaining the definition on an
PORTFOLIO #4
1.
Discuss the merit of the following algorithm for addition where first we add the
ones, then the tens, then the hundreds, and then the total:
479
+ 385
14
150
+ 700
864
The merit of the lefttoright algorithm is that it shows students the
Elyssa Carner
Portfolio Checkpoint #4
Sheet #9
2. A student claims that 2/3 = 6/7 because if you add 4 to both the top and bottom
of the fraction, the fraction does not change. How do you respond?
I would respond saying that 2/3 does not equal 6/7 because
Elyssa Carner
Portfolio #4
1
Discuss the merit of the following algorithm for addition
where first we added the ones, then the tens, then the
hundreds, and then the total:
479
+ 385
14
150
+ 700
864
In this addition algorithm, first you add the ones place
Elyssa Carner
Portfolio #6
1. A student writes a*(b*c) = (a*b)*(a*c). How do you respond?
As a teacher I would respond telling them that this is the Distributive
property of multiplication over addition that if a is multiplying both b and c
then you can c
Emily Waggoner
Check Point # 4
Task Sheet 9
2.) A student claims that 2/3 = 6/7 because if you add 4 to both the top and
bottom of the fraction, the fraction does not change. How do you respond?
2/3 does not equal 6/7. By adding a number to both the numer
MarcAnthony Reynoso
Mrs. Osberg
Mathematics
Reflection 3
I agree with AbreuSanchezs method of introducing fraction to his class. Before
he actually taught his students he first spent two weeks exploring how to name and
represent fractional parts through
1. Explain how the model shown can be used to illustrate each of the following
addition and subtraction facts:
a. 9 + 4 = 13
c. 4 = 13  9
b. 4 + 9 = 13
d. 9 = 13 4
13
9
4
a) 9+4=13
+
=
b) 4+9=13
+
c) 139= 4

=
d) 134= 9

=
NCTM
ProblemSolving
Instruc
PORTFOLIO #5
2.A student asks why he has to learn about any estimation strategy other than rounding.
What is your response?
I would tell the young boy that the reason for learning other estimation strategies rather
than rounding is because there different
Portfolio 2
1.Ben claims that zero is the same as nothing. Explain how you as a teacher
would respond to Bens statement.
If I were explaining to Ben that zero actually is important I would give him the
example of adding a zero to at the end of a number. I
MarcAnthony Reynoso
Portfolio 9
1. A student claims that because if you add 4 to both the top and bottom of the
fraction, the fraction does not change. How do you respond?
I would simply show the student a figure of 2/3 and 6/7 with rectangles. I would m
MarcAnthony Reynoso
Portfolio 10
6.Let each member of your group use a protractor to make a triangle out of cardboard
that has one angle measuring 30 and another of 50. Answer the following and
compare your solutions with others in your group:
a. Show ho
MarcAnthony Reynoso
Mrs. Osberg
Mathematics
Reflection 4
I agree with the statement that mathematical knowledge for teaching is a kind of
complex mathematical understanding, skill, and fluency used in the work of helping
others learn mathematics. Any per
MarcAnthony Reynoso
Mrs. Osberg
Mathematics
October 25,2013
Paper reflection 2
I agree with what the article is stating. Students in school arent meeting the state
standards for addiction, subtraction, multiplication, and division. These are math
categor
Emily Waggoner
Portfolio checkpoint #3
November 22, 2015
Task Sheet 6
1.) A student writes a * (b * c) = (a * c). How do you respond?
The student is incorrect. A * (b * c) is not equal to (a * b) * (a * c).
For example: let A=2, B=3, C=4
2 * (3 * 4) = 24