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Sep 8th 2011
Love your bangles ;)
Sep 8th 2011
I love your top. Wow!
Jan 21st 2014
A couple of coetnmms on Grade 3.RE: roundingI think teaching children to round numbers to the nearest tens is useless. The whole point of rounding (approximating) is to work with easier numbers, I think. In Grade 3, when children are working with only 3-digit numbers, I don't know if 570 is any easier than 568. Moreover, when you start the instruction of rounding with rounding to the nearest tens, we must make the rule of 5 or above you round up really an arbitrary decision, since 5 in the ones place (for whole numbers) is indeed right in the middle equal distance from both decade numbers below and above. But if you start with something other than rounding to the nearest tens, all but one number with 5 in the place to the right are indeed closer to the number above. Thus, it makes sense to have the rule, 5 or above, round up. But, in general, I think we should think we should delay teaching rounding as a formal technique for approximation till students start dealing with much larger numbers.The other comment may be more about Grade 2, but it is on the following statement: For example, the product 3 50 can be represented as 3 groups of 5 tens, which is 15 tens, which is 150 (p. 11) I think it may be important for the document to discuss this idea of looking at 3-digit number using base-10 units more flexibly in Grade 2 when they study numbers up to 1000. So, not just thinking of 302 as 3 hundreds, 0 tens, and 2 ones, students should be able to consider it as 30 tens and 2 ones. With that knowledge, understanding of multiplying multiples of 10 by a single-digit number becomes easier. As much as possible, we should let students focus on one new idea at a time in this instance, how can I think about multiplying multiples of ten by single-digit numbers? This way of thinking is also useful in simplifying the written notations of addition/subtraction strategies for example, the left-to-right strategy shown on p. 9. This might be a good opportunity for a class of students to discuss if they can just write 11 starting in the tens place, instead of 110. I think one of the merits of the base-10 numeration system is the ease with which we can look at any number and think of it in terms of any base-10 unit, like 1134 as 11 hundreds, 113 tens, etc. I think we want students to understand why our written number system is useful.
Jan 22nd 2014
Hey! Saw your app in a tweet by Tony Vincent, one of my favorite<a href=""> hahlnedd</a> teachers. I'm excited for you and the launch of your new app partly because it's super cool (I'm going to share it with my 6th graders asap), and also because it's fun meeting someone (although we haven't officially met) with an app in the App store. I have one that's in development, and currently in beta one. I'm testing it a bunch and it's so exciting mine is due out mid January, 2011. I have a bunch of questions: How do you know Tony? Did you code your app yourself, or did you hire someone? How long did it take Apple to approve your app? Did you have a launch party? How long did it take you to design/make your app? Have you shared it with your district? Administration? Colleagues? What's been the reaction among your peers? Keep up the good work, and I look forward to playing with Rounding Whole Numbers!Sincerely,-Buzz Garwood

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Uploaded by: anneliepop
Categories: Tops, Dress, Shoes
Location: UK, England
Uploaded on: Sep 8th 2011
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