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Elementary and Middle School Mathematics: Teaching Developmentally, Enhanced Pearson eText Van de Walle, Karp & Bay-Williams 2016 10e| Pearson

Read Chapter 10 from VDW
Read Chapter 11 from VDW
Read Chapter 12 from VDW
Read pages 318-325 from chapter 13 in VDW

 

Chapter 10:

1. Describe the three types of physical models for base-ten concepts.  What is the significance of the differences between these models? Explain the importance of the progression of instruction using these models. (6 points)

2. After studying the Common Challenges and Misconceptions chart on page 236, choose a tasks from the chapter that could help move a student past 1 of the misconceptions in the chart. Describe the misconception, the task and explain how the task will help the student move past that misconception? (5 points) Please list the page number for the task that you chose.

Chapter 11:

3. There are three types of computational strategies, name and describe each of them. (3 points)

4. Solve 46 + 38 using three different invented strategies for adding. Solve 93 – 27 and 545 – 267 in two different ways by using adding up strategies. (5 points) Feel free to upload an image of your work. Experiment with an open number line for at least two solutions.

5. Create a story problem that would encourage an adding-up strategy for 93-27. Solve the problem using an adding-up model. (2 points)

 

 

 

 

Chapter 12:

6. Draw pictures showing how 4 x 57 could be modeled in two ways using base-ten blocks, and an open array or an area grid. Make sure your drawings are mathematically correct. (4 points)

7. Solve 514 ÷ 8 in two different ways beginning with different first steps. Do your approaches converge before you reach your solution? (3 points)

 

 

Chapter 13

8. What misconceptions or limited conceptions do students have regarding the equal sign? What causes these misconceptions, and how can instruction clear these up? Choose one of the Activities described in chapter 13 and explain how this could help a student that is not at the relational level of understanding about the equal sign, yet. (5 points)

Additional Resources Question

10. After reading the additional articles for this module (linked in the additional readings module), watching the Graham Fletcher videos (linked on our assignment page), and watching the Teaching Channel video (choose one of the 4 teachers to watch), please write a reflection of your learning. Be sure to explain how this new learning might assist you in your placement or with future students? (10 points)

https://gfletchy.com/progression-videos/

https://learn.teachingchannel.com/video/tch-presents-math-to-the-core

 

 

 

 

Sample Solution

It is apparent that the United States has a problem, but what are some solutions to to this crisis?  Unfortunately, there is no simple solution to this complex problem, but in order to move forward, we propose several methods that may incite change in the current system in place.  Historically, pharmaceutical companies dictate pricing with no restrictions from Medicare, Medicaid, or Federal/State governments. The US government (i.e. Medicare, Medicaid, Tricare, etc.) is the largest buyer of prescription drugs in the world, yet they have no say in the pricing of drugs.  Our government also generally issues funds to these pharmaceutical companies for research and development, with substantial investments in the basic science that leads to new drug discoveries. For example, the federal government spent $484 million developing the cancer drug Taxol, which was then taken under agreement with Bristol-Myers Squibb in 1993.  In 10 years, the manufacturer earned $9 billion in revenue and paid the federal government $35 million in royalties (article). Although 75% of new innovative drugs are supported by federal funding, most consumers and payers are unable to afford these medications due to the unreasonable prices. (article) We propose for the United States government to have the ability to establish delegated sectors to negotiate drug prices.  By giving the government some power in dictating cost, this could substantially lower introductory prices, annual costs, and which may reduce out-of-pocket costs for patients. For example, the government may establish a drug’s ceiling price similar to the Federal Ceiling Price program used by the Department of Veteran Affairs. They may also begin use of reference pricing, thus permitting the Department of Health and Human Services to set a benchmark price for clinically comparable drugs that are interchangeable. Though these changes may produce more cost-effective medication, a drawback may be the lack of market diversity. Rather than having one pharmaceutical company dictating the price, the federal government is dictating the price thus creating a lack of competition. Having one body dictate everything may create tensions between pharmaceutical companies and the government; thus, change might not be made at all.
Next, pharmaceutical companies spend a substantial amount of money on marketing rather than research.  At this point, we are unaware of the exact cost breakdown of pharmaceutical company revenue. There is no requirement for documentation to show the difference between profits, money used for marketi

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