Maddie Hulslander Interview Questions

MATH 533 Week 2

seven. Then I tried 21, but that didn’t fit either. I kept going up by multiples of seven trying to find

He can convert improper fractions to a mixed number with 57% accuracy and convert mixed numbers to improper fractions with 80% accuracy. John can simplify a fraction with 92% accuracy. However, he does not always simplify his answer, instead he stops with his answer rather than seeing if it can be simplified. He can add and subtract fractions with 88% accuracy. He can multiply a fraction by a fraction with 14% accuracy and by a whole number with 90% accuracy. He can divide a fraction by a whole number and a whole number by a fraction with 89% accuracy. He needs to be able to simplify fractions when computing with fractions. He needs to be able to add, subtract, multiply, and divide fractions. He needs to identify the correct operation to solve a word problem. He needs to be able to solve one-step and multi-step word problems involving all 4 operations (addition, subtraction, multiplication, and division) of whole numbers and fractions. John’s weaknesses in math impact his ability to solve multi-step word problems, which is expected in 5th

First, I am asking myself, how many groups of ¼ are in 4 3/8. I will use rectangles to represent the whole unit. Because I do not have 5 whole units, I am going to divide the fifth unit into 8 equal part and shade in 3 parts to represent 3/8. Then, I am going to use a pink highlighter to show where the 4 3/8 stops. To find out how many groups of ¼ fit into 4 3/8, I am going to redraw each whole below using an orange color, and this time I am going to divide each whole into 4 equal parts. After that, I am going to count how many groups of ¼ I have in my 4 3/8. I am also going to shade in using an orange highlighter the amount of ¼ that fit into 4 3/8, and I can see that I have 17 groups, and a half of the group of ¼. That means that the answer is 17 ½. Below is a standard algorithm that confirms the

Today we will be learning about place value. When we divide numbers with three and four digits by a one digit number, the quotient doesn’t always go about the first number in the dividend like we saw yesterday. This is important to know because if you had to split $100 with your sister and you divided $100 by 2 and placed the 5 above the 1, then added two zeros, you would have to pay your sister $500. That’s not dividing, or fair. Remember we need to know how to divide so you can evenly split something, like money.”

Teacher divides the class into five groups. On each group table the teacher puts a set of fractions cards and a set of five labeled small boxes. The boxes are labeled as following (one whole, between one-half and one whole, less than one half, one half, more than one whole).

I can figure out the missing number in a subtraction word problem using objects, drawings, and symbols

The author explains how many students, especially those in the focused-upon second grade class, have difficulty explaining their “mathematical thinking process”. While they may provide correct answers using memorized calculations, they are unable to demonstrate their conceptual understandings or explain how they achieved the right results. As stated by the researcher, “it is important for students to be able to demonstrate their mathematical thinking as well as their method of solving a problem” (Kostos & Shin, 2010, p.223).

He subtracts $85.24 from $255.97 and gets his total of $170.73. Tom buts on his winter stuff and runs to the Turkey and Stuffin Car Rental Store or TASCRS for short. He rents a car that can go 32 mpg (miles per gallon). The gas prices are $3.10 per gallon. On his way to Miami he drives 786 miles and has to pay $76.15 because when you do $3.10 x 786, but the total amount he has to pay is $152.28 because when you do 1,572 x $3.10 it is $152.28. Tom decides to take a desert so before he left his house he made Chocolate Chip Cookies, but he had to multiply the original amount by 2 ¼. He needs 4 ½ cups of all-purpose flour so he multiplies it by 2 and gets 10 ⅛. Then he needs 2 teaspoons of baking soda and he multiplies it by 2 ¼ and gets 4 ½ and he also gets 4 ½ cups of butter and teaspoons of vanilla. He then does 1 ½ cups of brown sugar by 2 ¼ and gets 3 ⅜. He also does ½ cup of white sugar by 2 ¼ and gets 1

He counts all (two collections) to find the total amount. Daniel can also count on from one number to find the total of two groups or collections. Daniel is able to count back from given a subtraction situation. He chooses to use his fingers as a strategy in counting down. However, he is not able to use this strategy with numbers more than 10 (two-digit numbers).

Multiplicative thinking, fractions and decimals are important aspects of mathematics required for a deep conceptual understanding. The following portfolio will discuss the key ideas of each and the strategies to enable positive teaching. It will highlight certain difficulties and misconceptions that children face and discuss resources and activities to help alleviate these. It will also acknowledge the connections between the areas of mathematics and discuss the need for succinct teaching instead of an isolated approach.

When the denominator is the same he is able to partition and see what fraction is needed to make the whole. When comparing fraction pairs, Adam is using gap thinking of the fractions 5/6 and 7/8 “both need 1 of their fraction to make a whole” understanding that each numerator needs one more part to make it a whole. In saying that, when comparing ¾ to 7/9 that have more than 1 to the whole, Adam said ¾ is larger, “1 more ¼ to make 1. 2 more 9ths to make a whole” He tried to apply gap thinking, incorrectly not understanding the unit of fractions. Adam has limitations surrounding improper fractions, not recognizing that 4/2 is larger than 1 whole and is equal to 2. He has misconceptions when comparing fractions with proportional reasoning is limited. When asked to draw a fraction he automatically swaps the numerator and denominator (6/3 to 3/6) when the numerator is larger than the denominator, when considering improper fractions, rather than converting to a mixed number fraction or whole number.. This displays Adams misconceptions of the understanding of the

3. In a library there are currently B bookshelves, each with 40 books. C new bookshelves are added, then 5 books are added to every bookshelf in the library. How many books have been added to the library? 45C + 5B

Bob invited 5 friend over and order 3 pizza, but he messed up and cut the pizza's into 4 slices, 6 slices, and 8 slices. Bob's friends are very picky about everyone getting equal amounts so Bob then takes the pizza and divides It to 6 part because he wants some to. He take the 4 slices and gives half each to 2 friends, then he takes the 6 slice pizza and gives it to 2 friends. He then did the same with the 8 slice pizza except half went to him.

After I reiterated that it was 2 children wanting to share 5 cupcakes, his answer was 10. I asked him how he got 10, and he said 5 and 5 equaled 10. Sebastian then showed me using the manipulative blocks, getting 5 blocks and adding 5 more. After combing the blocks and showing me that he got 10 blocks, he grabbed 10 more blocks to make sure he was counting