Download Mathematics for Elementary Teachers: A Contemporary Approach by Gary L. Musser, Blake E. Peterson, William F. Burger PDF

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By Gary L. Musser, Blake E. Peterson, William F. Burger

Mathematics for straightforward academics: a latest strategy, tenth Edition makes readers inspired to profit arithmetic. With new-found self belief, they're higher in a position to get pleasure from the wonder and pleasure of the mathematical international. the hot variation of Musser, Burger, and Peterson's best-selling textbook makes a speciality of one fundamental aim: assisting scholars strengthen a real realizing of vital recommendations utilizing stable mathematical content material in an obtainable and beautiful layout. The parts during this entire studying application paintings in concord to assist do so aim. The Tenth version features the typical middle criteria to accompany the NCTM criteria which are built-in in the course of the textual content.

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Extra resources for Mathematics for Elementary Teachers: A Contemporary Approach (10th Edition)

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31. After the class had found three consecutive odd numbers whose sum is 99, Byron tried to find three consecutive odd numbers that would add to 96. He said he was struggling to find a solution. How could you help him understand the solution to this problem? 32. Consider the following problem: The amount of fencing needed to enclose a rectangular field was 92 yards and the length of the field was 3 times as long as the width. What were the dimensions of the field? Vance solved this problem by drawing a picture and using guess and test.

For example, the pattern 5, 8, 11, . . is similar to the previous pattern, but it is more difficult to see that each term is two greater than a multiple of 3 and, thus, can be expressed in general as 3n + 2. Sometimes it is easier for students to use a variable to generalize a geometric pattern such as the one shown in the following example. This type of example may be used to introduce seventh-grade students to the concept of a variable. Following are four typical student solutions. 11. indd 14 S O L U T I O N The obvious method of solution is to count the dots—there are 16.

Common Core – Grades K-12 (Mathematical Practice 7) Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Look for a Pattern When using the Look for a Pattern strategy, one usually lists several specific instances of a problem and then looks to see whether a pattern emerges that suggests a solution to the entire problem.

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