×

### Let's log you in.

or

Don't have a StudySoup account? Create one here!

×

### Create a StudySoup account

#### Be part of our community, it's free to join!

or

##### By creating an account you agree to StudySoup's terms and conditions and privacy policy

Already have a StudySoup account? Login here

## Final week

by: Morrissette32

11

0

3

# Final week Sped 482

Morrissette32
Clarion
GPA 3.54

### Preview These Notes for FREE

Get a free preview of these Notes, just enter your email below.

×
Unlock Preview

### Preview these materials now for free

Why put in your email? Get access to more of this material and other relevant free materials for your school

## About this Document

Chapters 17 and 20
COURSE
Direct instruction in Mathematics
PROF.
Mrs. Mohney
TYPE
Class Notes
PAGES
3
WORDS
CONCEPTS
Math, directinstruction, sped482
KARMA
25 ?

## Popular in Special Education

This 3 page Class Notes was uploaded by Morrissette32 on Sunday May 1, 2016. The Class Notes belongs to Sped 482 at Clarion University of Pennsylvania taught by Mrs. Mohney in Spring 2016. Since its upload, it has received 11 views. For similar materials see Direct instruction in Mathematics in Special Education at Clarion University of Pennsylvania.

×

## Reviews for Final week

×

×

### What is Karma?

#### You can buy or earn more Karma at anytime and redeem it for class notes, study guides, flashcards, and more!

Date Created: 05/01/16
Final Week Chapter 17 Two advantages of the metric measurement system over the customary measurement system: 1. Since the metric system uses the base-10 place value system, instruction in decimals directly relates to measurement skills. With customary units, different place value base systems are required for weight. 2. In the customary system, there is no commonality among the units for various measurements, while there is commonality among the metric units. The question facing most teachers is not whether to teach about the metric system but rather whether both systems should be taught simultaneously, and if not, which should be taught first. Recommended that the two systems be taught independently of one another, preferably at different times during the year. The basic procedure for introducing new units to students includes five steps. 1. tells the function of the specific unit 2. illustrates the unit. 3. demonstrates how to use measuring tools, measuring to the nearest whole unit. 4. presents application exercises in which the students determine the appropriate tool to use when measuring an object. 5. presents an equivalency fact, such as 12 inches equals one foot. In fifth or sixth grade, after decimals have been taught, exercises designed to teach students about the structure of the metric system should be presented. There are three basic steps in any conversion problem: 1. determining whether the “new” unit is larger or smaller than the original unit. 2. determining what multiple the larger unit is in relation to the smaller unit. 3. multiplying when converting to a smaller unit or dividing when converting to a larger unit. The pre-skills for teaching conversion problems with customary units are knowledge of multiplication and division facts. A ruler in which an inch is divided into a greater number of parts is introduced only after students have demonstrated mastery is using the preceding ruler in the series. Chapter 20 The coordinate system can be introduced to students as early as the third or fourth grade. Students learn the coordinate system more easily if initially they receive the points written as (x=5, y=6) Teachers model applying the function to determine the y value when the x value is given (after completing the table, the students plot the points with a straight line). A necessary pre-skill for ratios and proportions if the ability to find equivalent fractions. Teach students to write the labels in the problem as numerators and denominators on both sides of the equal sign. Students can apply their knowledge of classification word problems to ratio problems in tables. Teachers can now introduce more sophisticated ratio tables, including those that contain fractions that represent classes. Given a set of classifications represented as fractions, students can create a ratio table using the numerators of the fractions as the ratio. The numerators express the ratio of each of those terms. Students are taught to test to determine if a number is a prime number by asking themselves, “can this number be divided by something other than 1 and itself?” If the number in question can be divided by something other than 1 and itself, it is not a prime number. Finding prime factors involves attempting to divide a number by each prime number, in order, as many times as possible. Students learn that cancelling is possible because they are cancelling fractions that equal one and therefore do not change the value of the fraction. Integers include both positive and negative numbers. The first step of the structured board presentation involves teaching students in the following rule: 1. If the signs of the numbers are the same, you add 2. If the signs of the numbers are different, you subtract. 3. When you subtract, you start with the number that is farther from zero on the number line and subtract the other number. 4. The sign in the answer is always the sign of the number that was farther from zero. If you multiply by a minus value, you write the opposite of the sign. The rule is simple and efficient in that students need learn only one rule rather than the traditional four. Teachers explain that the number that is repeated is called the base number, and the exponent is the number of times the base number is repeated. Expanded notation can be used to show how to simplify exponents. Simplifying exponents is just like simplifying prime factors in that the same numbers in the numerator and denominator are canceled.

×

×

### BOOM! Enjoy Your Free Notes!

We've added these Notes to your profile, click here to view them now.

×

### You're already Subscribed!

Looks like you've already subscribed to StudySoup, you won't need to purchase another subscription to get this material. To access this material simply click 'View Full Document'

## Why people love StudySoup

Bentley McCaw University of Florida

#### "I was shooting for a perfect 4.0 GPA this semester. Having StudySoup as a study aid was critical to helping me achieve my goal...and I nailed it!"

Janice Dongeun University of Washington

#### "I used the money I made selling my notes & study guides to pay for spring break in Olympia, Washington...which was Sweet!"

Steve Martinelli UC Los Angeles

Forbes

#### "Their 'Elite Notetakers' are making over \$1,200/month in sales by creating high quality content that helps their classmates in a time of need."

Become an Elite Notetaker and start selling your notes online!
×

### Refund Policy

#### STUDYSOUP CANCELLATION POLICY

All subscriptions to StudySoup are paid in full at the time of subscribing. To change your credit card information or to cancel your subscription, go to "Edit Settings". All credit card information will be available there. If you should decide to cancel your subscription, it will continue to be valid until the next payment period, as all payments for the current period were made in advance. For special circumstances, please email support@studysoup.com

#### STUDYSOUP REFUND POLICY

StudySoup has more than 1 million course-specific study resources to help students study smarter. If you’re having trouble finding what you’re looking for, our customer support team can help you find what you need! Feel free to contact them here: support@studysoup.com

Recurring Subscriptions: If you have canceled your recurring subscription on the day of renewal and have not downloaded any documents, you may request a refund by submitting an email to support@studysoup.com

Satisfaction Guarantee: If you’re not satisfied with your subscription, you can contact us for further help. Contact must be made within 3 business days of your subscription purchase and your refund request will be subject for review.

Please Note: Refunds can never be provided more than 30 days after the initial purchase date regardless of your activity on the site.