Go Math Grade 4 Answer Key For Homework __EXCLUSIVE__ 📣

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Go Math Grade 4 Answer Key For Homework

the more students work on the same type of problem, the more fluency they will have with it, and the better they will be able to solve similar problems. using this method, students will solve more complex problems as well as problems with variables as long as the value of the variables is a constant. the more students solve these types of problems, the better able they will be to pick up a new concept. all students will be asked to solve a minimum of four problems in activity two, and only after you and your students have solved the minimum number of problems will you be able to measure the effectiveness of the activity. for students who are struggling with the concept, repeat the number of problems. for example, if after doing activity one you found your students did not understand a type of problem you had answered previously, then you might repeat the activity until your students master the correct steps needed to solve the problem.

students who have trouble in this activity will be able to see their work and work to improve their skills before moving on to the next activity. students who are having a difficult time solving the problems will be challenged by students who have mastered the concept.

when we use the equal sign in mathematics, we are using it in a very general way. it is not meant to show that a problem equals the answer. every problem in this class is a unique one. they all look different and require different thought processes. in order to have a more rigorous approach to our mathematics education, we need to think about how to better connect problem solving and computation. we need to make the equal sign a valuable tool that all students understand. through this activity, i hope to bring this valuable tool into our students’ math teaching.

i’ll list some of the things i have to teach. first i teach them to answer honestly. if you think the questions are hard, write out your answer, fill in the spaces, and read over your work. a classmate can check your answers. if you have a good reason for answering as you did, do it. is it just that someone else did it, and the second student put your answer in the right spot? then point it out. is it because the question just confused you? then explain why to me. you know what the questions are supposed to be. if you don’t know, then say so. if you think it’s because someone put a wrong answer in the right place, say so. if you see someone cheating by flipping to a different page, say so. i might say “bumping” is cheating. you might say that it’s the only way to solve the problem, and i have no choice. i might say “you’ll get no credit for this; it’s a white board exam.
find the value of, 4 + (2 + (2 + (2 + (2 + 2)))). i would expect 2.5 out of these students. of course, it is really important to find a way to present the problem visually. whatever we do should have a visual component. in my classes, i introduce variables to students very slowly and carefully. at first, they are told that the operation must add the number of objects and that, in this case, there is one person, cindy. the teacher should also be careful not to state the specific name of the number of objects because this is the name that the student is already familiar with. a careful watch should be kept as to how the students interact with the number of objects and not make assumptions. i’ve found that students play with many different numbers of objects and names them, until finally they settle on one. they then go on to perform the operation in a different manner for different numbers of objects. once the student starts to understand the rules i state only that the operation must be performed when the operator is present, plus the number of objects. i also explain the problem as, when the operator is added to a number it remains the same, but when two numbers are added the result is the sum of the two numbers. when students understand that the sum of two numbers are what they learned in grade school, they will quickly realize the problem they had was a poor attempt to solve a problem with two objects instead of one. i also include all of this to help show students that their solution was incorrect.
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