And the team the Giants had to beat to get there, the St.

Louis Cardinals, had no black players either. How can you ever be in St. Louis and see no black people? And get this, the crowds were over 90 percent white too … just like the Ferguson Police Department. I mean, where is the Beats By Dre? They have an unwritten code too. When you score in football or in basketball the players celebrate. Good times! Like Korea, where bat-flipping is an art form, or the Caribbean where the games are a carnival. Hasidic beards. Exploding scoreboards. They even tried to steal cool from cool black guys, but all that does is make the cool black guys look uncool.

Look what happened to 50 Cent when he tried to throw out the first pitch. You lose black America, and you lose young America. Be sure to read all the preview stuff that the D1baseball. LSU has maintained its consistency and have the most versatile batting order in the country. Those two have been notoriously cool to one another over the years.

Otherwise, this should be dandy. Keep in mind though that the Canes are at home this season and the Seminoles are just away from Howser Stadium. The Tigers are also 17th nationally in fewest walks per nine innings and 15th in defense at. So if all those numerous powerarms Vandy has get a little too walk-happy, like they can from time to time, this series could go either way. But OSU has owned the series lately, winning the last three matchups in conference play and even winning eight of the last 12 played in Lubbock.

But if Tech is going to make a move to improve that terrible RPI ranking it has to start this weekend. Man alive, both of these teams could use this one. And the Titans because they need to put their last game behind them; a loss to Bakersfield where they committed seven errors and allowed 10 unearned runs. Aye caramba!

Click here for a good recap of that historic weekend in Tiger baseball. So this weekend, here are the five — or actually six — to watch:. Impressively, UConn is No. By the way, the Tigers have been quietly impressive as well, sitting at No. Well the next three weeks will be interesting to watch because they will take on the Aces No. Illinois State No. Furman The Cougars are fresh off a big mid-week win over fellow mid-major to watch Coastal Carolina No.

They have the 10th best offense in the country at. Schwarz in home runs hit by a freshman with This Weekend: vs. Students need one card and nine counters. The first student to cover all squares as multiplication facts are called out, wins. Multiples of the table being tested are given to students in order along each line, starting from opposite ends.

For example, if 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, 48 are given to students, the number 48 students will be opposite the number 4 students. The teacher then calls out a table e. The two students with the correct product have to run and try to grab the ball. The first to catch the ball wins a point for his or her team. If a student with a wrong product grabs the ball, that team loses a point and if there are more than 24 students in the class, that student leaves the game and can be replaced by one of the extra students.

Alternatively, an informal debate could be held on the topic. They should write the multiplication fact e. The card templates on page 49 can be photocopied onto light card. This information can be recorded in note form and used to write a simple report about the interview to be shared with the class. This could be a board or card game or an activity using digital technology. If you know your four times table, you can understand the matching seven times table.

If you know a multiplication fact, you can work out its matching division fact. Shade the bubble to show which problem is correct. Understands the inverse relationship between multiplication and division and can use multiplication facts to solve division facts. Understands that multiplication is commutative and uses this knowledge to solve multiplication problems. When the individual steps are recorded they assist in the identification of errors and their correction.

Student vocabulary mental strategy written strategy partitioning multiple product factor algorithm calculator key enter clear display constant.

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Students can explore the constant function of the calculator to improve their understanding of multiplication as repeated addition and division as repeated subtraction. They can take part in both individual and small-group competitions. Working on the same tasks in a group enables students to check that they all have the same answer and if not, to repeat the task to ensure accuracy. Each student needs to work out the number sentences mentally in the quickest and easiest way he or she knows. Students then compare their answers and explain to each other the particular method they used.

They can work together to choose and write down the most interesting and cleverest way one or more of their answers was worked out. This method can then be shared and explained to another pair with some attempt made to decide which was the simplest, most efficient or most interesting method used by a member of the group. This activity is particularly effective when a number of word problems are given to the students to solve.

Give small groups of students examples of partitioning, reordering, rearranging, compensating or splitting up factors to multiply or divide. For example:. Students need to work out why it was easier to work out the example mentally in the way it was done and then write a similar problem in the same way. Give students working in pairs a multiplication or division example e. Their task is to write three interesting word problems based on the multiplication or division.

They then work in a group of six to solve their word problems and choose the most interesting one to present to the class. Students may benefit from working with a partner to complete this activity. Provide an example and demonstrate the steps involved. These can be done on cards and used in the board game described below. They can then carry out additional research to find further information to add to the chart. Each player throws the dice then picks up a card with a simple word problem on it. The other players can then check the answer using a calculator.

If correct, the player moves the number of squares shown on the dice. If incorrect, that player moves back one space. The constant function on a calculator uses repeated addition. For example, if you know these two number facts from the 8 and 9 times tables—. Neat and well organised setting out assists with accuracy and enables students to check for errors and to make any necessary corrections.

The algorithms below are written examples of partitioning into ones, tens and hundreds to multiply two- and three-digit numbers by one-digit numbers, and two-digit numbers by two-digit numbers. Each requires students to show how the numbers are partitioned and multiplied. Clearly defined columns are provided for ones, tens, hundreds and thousands, and rows for partitioning and calculations.

Subtract each number from 10 and record the difference beneath each number. If Step 3 produces a two-digit answer, the tens digit is added to the tens digit already determined. This gives the ones digit 5, with a 10 to add to the tens digit found in Step 2.

This gives the final tens digit 3. Write word problems for h these number sentences. Useo a calculator to find the e t r s s r upe answers.

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Complete the multiplication problems, showing your working out. DATE: Show the method you used to calculate these problems. Use a calculator to check your answers. Demonstrates understanding of a range of mental and written strategies for multiplying and dividing. She would have an even number to frame. Page 56 Assessment 2 1. Teacher to check word problem b Teacher to check word problem Page 73 Assessment 2 1.

The denominator is the bottom number and the numerator is the top number. Give pairs of students larger and smaller paper plates to cut in half. Check they understand the concept that there has to be two halves and they are both the same size. Each student folds a rectangular strip of paper into halves, quarters and eighths.

Their task is to colour half of the strip.

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Some students may simply colour 4 of the eighths or 2 of the quarter next to each other, but others may realise there are other ways of showing one half. Provide opportunities for students to share and explain their innovative ideas. Give small groups of students the task of finding one-third of the water in a plastic bottle by using three same-sized plastic glasses.

Repeat the task of finding one-third of the water using six plastic glasses to show that one-third is equal to two-sixths. Groups of five students are given 60 counters to share equally i. Each group should have five different sets of counters, with each set clearly separated into twelfths, sixths, quarters, thirds or halves. Identify the set already divided into halves and set the task of showing one-half of each of the other four sets without moving the counters; i. Discuss and write these equivalent fractions. Students then investigate which sets can be used to show thirds; i.

Discuss and write the equivalent fractions. The fraction dominoes on pages 82 and 83 and the fraction concentration cards on page 84 provide practice in matching equivalent fractions. Number lines Use page 85 to show equivalent fractions along a number line. Give each small group of students eight beanbags and a skipping rope. When the groups have completed this task successfully, they all sit down. See pages 82— Set out the procedure in numbered steps, using command verbs.

Add some appropriate illustrations. These dominoes will be more durable and easier to play with if printed on card rather than paper. Students can then individualised their set of cards by adding a distinctive illustration or design on the back of each. Circle the picture which equivalent r er o t to this shaded fraction.

Publ i cat i ons 2. Shade a bubble to show if each answer is more, less or the same. Did Jack lose:. If Jody drank. They need to see, for example, that three thirds make a whole and to be able to show this with modelling with paper e. For example, the idea of five-fourths could be shown with diagrams and folding and these numbers should be placed on a number line.

An improper fraction has a value which is greater than one whole. Show with diagrams, folding or counters. See also New wave Number and Algebra Year 4 student workbook pages 44— They need to fold their strip into quarters and mark each quarter with a short line. In groups of four, the students use adhesive tape to join their four strips. Establish that their tape is now four metres long and each metre is divided into quarters.

They write 0 and 4 on the ends of the tape and are set the task of writing numbers and mixed numbers between zero and four on each fold and on each join on their tape. Students work in groups of three. Each group has two different lengths of rope and two clothes pegs. Their task is to find half of each rope and to mark it with a peg.

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They measure and record the lengths of their halves, then explain how their halves are different and why. Each student has a page of number lines marked from 0 to 10 see pages 95— They take turns to draw a line from zero along one number line that ends with two whole numbers. Alternatively, a place along the number line could be indicated by a small arrow. The mixed number indicated is then recorded on a separate page to be kept hidden from the partner.

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The partner has to estimate what the mixed number indicated on the number line is and then write the digits at the appropriate place on the line. Pairs then discuss if the intended number or the revealed estimated number is more accurate and why. Materials provided for this purpose could include small paper plates and paper squares, rectangles and triangles. They will also need a number of small cards and a marker to write with.

They will need to use the cards to describe and label their model and for showing addition and equal signs and the improper fraction. This process would be best modelled with the whole class first. Then have students use page 94 to see graphical representations of groups of objects in which the objects can be split into parts. Ordering fractions Use sets of matching fraction cards displaying mixed numerals and improper fractions with the same denominator, and place them in order.

Matching cards those of equal value can be placed on top of each other. Matching fractions One page 98 are blank fraction cards which students can fill in themselves. Have the students create match pairs, which can then be cut out for matching games. Add quarters to the number line and repeat the process. Students could also start from six and jump backwards along the line, counting as they go. Instead of jumping, students could repeat the activity by hopping or bunny hopping along the line.

Students could repeat the activity with a line marked from 0 to 4 and divided into thirds and, later, ninths. Mark the quarter and half centuries , , , and research to find some events which could be written along the time line. Include examples. Compile a list of reasons why mixed numbers are easier to understand, giving some examples. The non-numbered sides of the cards can be left blank or can all be decorated in exactly the same way. Students could choose to design something suitable and photocopy and colour it to ensure accurate repetition.

The other side should feature either an improper fraction or its matching mixed numerals. Students will need to first compile a list of the pairs they want to include in their pack of cards to determine how many cards they will need and to insure they have a good range of matching fractions to play with. Both of them said I could have one-quarter of each of marbles from Zac. I will get.

There are in my class with green eyes than brown ones. Find a fraction which is equal to the one in the box and draw a circle around it. His share. The value of any digit is ten times greater than that to its right, and smaller than that to its left. Any fraction can be expressed as a decimal fraction. If the sum of the fractions coloured is less than one, they could also work our the fraction and decimal left uncoloured. Decimal number cards The decimal number cards on pages 0. These include:. Identify any which are 10 times bigger or smaller than another.

The cards are placed facedown between them. Each student takes two cards, turns them over, then places the card displaying the greater amount one on top of the other. The first player with 10 points wins the game. The blank number lines for fractions tenths and decimals on page can be used to order and place a number of tenths and decimals from either 0 to 1 and 0 to 2, or between two or three other whole numbers as selected by the teacher. The number lines with fractions, mixed numbers and decimals on page show 0 to 1 and 1 to 2 in tenths, and 0 to 0.

They could be cut out and glued together to make longer number lines. Students can cut out the four sections of the 0-to-2 number strip marked in hundredths see page and glue them to make a longer strip. They should match the marks at the ends so the strips overlap. This longer strip can be used to locate decimals such as 0.

The three decimal models on pages to can be used to demonstrate the relationship among whole numbers, tenths and hundredths. Students should be able to see that one is equivalent to ten-tenths and one hundred-hundredths. Give each student a specific number of tenths between one and nine and ask them to show this fraction in both tenths and hundredths by colouring it with the same colour on both the tenths and the hundredths sheets. They can then write this fraction in hundredths and as a decimal.

This activity could also be used to demonstrate why a zero in the hundredths place is not needed when writing decimals to two decimal places; for example, 0. Explain that it is easy to write other fractions as decimals but they need to be changed to tenths or hundreds first. A useful resources for developing understanding of tenths and hundredths is Middle school maths games by Richard Korbosky R. Include the country, the continent it is located in, the units it uses and some interesting facts; for example: country — Australia, continent — Australia, currency — dollars and cents, interesting fact — decimal currency was introduced in to replace pounds, shillings and pence.

Choose a country that changed its currency and write a report, including information about the old and new currencies, when and why they made the change, and any interesting facts about it. Include hundreds, tens, ones, tenths and hundredths. Include information about face, place and total value.

Make the chart clear, attractive and colourful. The sum of these numbers must be less than Cut out the four strips, line up the last mark on one strip with the first mark on the next and glue them together. Write the face, place and total values for the digits in bold. Converts fractions in tenths, including mixed numbers, to decimals and vice versa Converts fractions in hundredths including mixed numbers to decimals and vice versa. India uses rupees. New Zealand dollars , Japan yen and many European countries euro.

Cash purchases only. This leads to problems when students add quantities. These students are treating decimals as whole numbers. They can be photocopied onto card and laminated for durability. Commercially bought plastic coins and paper money can be used. Shops such as supermarkets and department stores often sell items at prices that cannot be made with cash; e. There are no 1c or 2c coins to make up 47c or 99c.

My guess is that there is no good reason to do so, and the operation is done out of institutional inertia. To the opponent: "I certainly don't want to teach my children that no effort is going to get them half the way there. To Mark: There are 5 point increments in that range: 60, 70, 80, 90, I don't understand your quibble here, because there's really four point ranges there, which is how it's usually divided ,,, If you wanted to actually make it five point ranges, you'd have to divide it up as , , , , and , which extends past There was enough of an uproar that the idea quietly went away.

Averaging percentages makes no sense, either. A chimpanzee can be expected to do as well. What does fairness have to do with teaching? Its not like a kid with a failing grade is gonna take the valevictorian speech away from a more deserving kid or something. There's a big difference in the way to treat students in the top or bottom of a class. At the top of the class its important to have a more precise grading scale to give more accurate feedback.

But at the bottom of the class, all you can do is scream silently to yourself and wish the kid would just try a little. Its still 'slap yourself on the forehead, why won't this kid give a crap' bad. The only thing you want from someone with that low of a score is some indication that they're going to try harder on the next assignment.

If giving him a 50 helps that goal, who cares how fair it is? In my opinion, it doesn't really convey much information to give a numerical grade or a letter grade, except in the two extremes: If you have the highest possible grade, then you probably understand the material pretty well. If you have the lowest possible grade, then you probably don't understand it. For people in the middle, the grade doesn't really reflect any concrete. Pass means that the student has mastered the microtopic, fail means that he or she hasn't.

Mastery means that the student is basically perfect in that microtopic. Yes, it's unreasonable to say that someone has mastered a broad topic, such as "mathematics" or "history", but it's perfectly reasonable to say that he has mastered a tiny topic, such as "multiplying two-digit numbers" or "solving linear equations in one variable". In mathematics especially, it makes no sense to move on to advanced topics when one hasn't mastered the pre-requisites. My quibble about the "point ranges" is that it's another demonstration of the fact that the reporter doesn't understand the problem.

If you're converting from letter grades to numbers, then you get to record a single number for each grade. If a D is a 60, then what's an A? If a D is a 70, then why say that there are 59 points between a D and an F? And if you're converting letter-to-number, where each letter corresponds to a particular percentage, then isn't four scores separated by 10, but 5. The real problem is that there's a problem in the conversion - but the reporter just doesn't get that.

But the two students are very different: one is trying and improving, and the other just doesn't give a shit. I disagree with you - I think that grades are quite informative, even when they're not at the extremes. My first paper in the course got a D - and that may have been generous. During that semester, I worked my butt off trying to improve, and the grades demonstrated that. Moving from a D to a C reflected the fact that my writing had improved; and moving from the C to a B reflected even more improvement. I never got past the B - but my writing was dramatically better than it was at the beginning of the semester.

And I've had students who just can't solve a simple problem, much less write a proof. And the student who has absolutely no clue of what they hell they should do at all deserves less than the student who got the structure and approach but not the answer. In my experience, both in high school Bridgewater, NJ and as an undergrad in college Rutgers , some classes graded on a percentage scale, and some graded with letters.

If you have the mixture, then there's a problem, because you want to be able to compare academic performance between students with different courses, and so you need to universalize the grading system. I agree that it's a broken system, and there really isn't any good way to convert between the two. The percentage grading carries more information than the letter grading.

So converting percentage grades to universal letter-grading requires losing information; and converting from letter grades to universal percentage requires inserting arbitrary information that isn't present in the grade. I agree that the reporter seems to be very hazy about what's going on Not necessarily for individual assignments, but at least at the overall average level. My sons are in Arlington ISD, neighboring the Dallas district that's implemented this, and I know that on their report cards, they don't get letter grades, but the numeric average for the class.

There's a translation to the numeric grade at the bottom, but what's tracked from grading period to grading period is the number. Here's the argument in favor of 'flooring' the averages Dallas' way: Student X has to pass math i. Since this obviously isn't going to happen, he spends the rest of the year just goofing off--not just in math, but in all of his classes.

This ain't college--if he doesn't get promoted, he doesn't just repeat the class he failed, he repeats the whole year. Now, Student Y's chance of being promoted is actually not materially different from Student X's; it's rougly equivalent to their chances of winning the state lottery when Y has a ticket and X doesn't. The difference is, Y has some hope, and might at least try to succeed. There seems to be an unquestioned assumption here that I'd like to bring up. That is, an assessment for a student who learned nothing, or would earn nothing ideally similar concepts yields a zero as a numerical value in the assessment.

However, this is often not the case. But people know more than 'random' and they can make guesses, etc. Sure, there are potentially objective or subjective assessments that can result in zero. Also, failure to take the test or to turn in an assignment can often be zero even though maybe it should not be! Maybe it should be the random expected outcome This would be a nice basis for a series of posts on the confusion of ordinal, cardinal, and real numbers, leading into semiorders, interval orders and partial orders.

It seems that an essay test is the way to go, but those are hard to get graded by scantron. This is exactly why I don't didn't assign letter grades in the middle of the semester. Letter grades should only attach at the very end of a course, to minimize rounding errors. Isn't converting from a letter grade to a percentage grade just like trying to add in extra significant digits after the fact? An 81 IS a different grade than an That said, I do like having letters to convert a percentage grade to at the end, because it does allow for a little rounding in case of a few badly worded questions here and there, losing a bit of time at the end of a test, etc.