Sentences with phrase «did a math problem for»

But students said that teacher «did a math problem for me when [I] didn't know how» and «went back and helped him with questions he did not know.»

Not exact matches

But in many cases the math simply doesn't work out for families, and it ignores deeper problems

To test people's tolerance for various sounds, scientists asked them to do math problems in silence, and then while listening to talking, «motherese» (aka baby talk), whining and machine noise.

A kid gets frustrated during homework and is near tears trying to figure out a math problem... The little one doesn't like what's for dinner... The teenager is sulking...

These include homework - free weekends like the one coming up over Thanksgiving break, encouraging teachers to economize on assignments by, for instance, assigning fewer practice problems in math (10 can serve just as well as 25), and creating a centralized homework calendar that will allow teachers to coordinate big assignments, so that kids don't end up with a lot of tests or projects due on the same day.

«If instead of doing 30 math problems, you just do 15, what that does is it creates stress for the parent that other kids are getting more instruction,» says Harris Cooper, a psychologist at Duke University and leading researcher in the area of homework.

One commenter (who, for the record, does not have a problem with the Lego Friends line) wrote that the main problem with the princess phenomenon is that most of the toys involved don't help girls develop math and science skills.

She can win with everything he's got,» said Joe Trippi, who faced a similar problem when he was trying to figure out the math for the 2004 campaign of Howard Dean, another Vermont liberal popular among white progressives, but one who didn't have a primary opponent with the kind of strength among African - Americans and other minority voters that Clinton's shown in 2008 and so far in this race.

I remember that I was doing the wrong math problems for homework because I wrote them down incorrectly in my planner.

Students analyze whether their thoughts about the problem are permanent («I stink at math and will never get good at it») or temporary («I was distracted by my friends»), and whether they blame themselves («I didn't ask for help when I was confused by my math assignment») or others («the teacher doesn't like me») for the problem.

For instance, instead of saying, «Don't use pens in my class,» you could say, «For practicing math problems, we'll only be using pencils, in case we make a mistake.»

How do you strike the right balance between preparing students for tests and deadlines, and ensuring that they have the time — and the skills — to solve challenging math problems?

For example, in math, extra credit might require doing four more problems than assigned, or, in spelling, it might require sentences that are 10 words or longer.»

It is important to remember that part of this teaching approach is to allow the process to operate in the reverse order to the traditional way we do this in school maths classrooms; practice some maths then apply that maths through a word problem — where the maths skills have already been identified and formulated for the student.

The instructors often do not show real - world problems, focusing instead on the beauty of math for blossoming mathematicians.

«You don't learn to play baseball by a year of batting practice,» he says, but in learning math, for instance, students are all too often presented with prescribed problems with only one right solution and no clear indication how they connect with the real world.

«Maria Martiniello showed how the wording of MCAS math problems increased their complexity for English Language Learners (ELLs), often leading to lower scores that had nothing to do with math knowledge,» Snow said.

«A math problem [containing that word] then becomes relatively more difficult for English - language learners, so performance on that item has little to do with their math knowledge.»

*** This resource can fit a spiral notebook or a composition book *** These Problem Solving Interactive Notebook Grades 1 - 5 includes: Each card has three sections: «I Do» - Teacher Models, «We Do» - Teacher and Student Collaborative, and «You Do» - Student Completes Independently # 1 - 36 - 1st grade math problem solving cards # 2 - 36 - 2nd grade math problem solving cards # 3 - 36 - 3rd grade math problem solving cards # 4 - 36 - 4th grade math problem solving cards # 5 - 36 - 5th grade math problem solving cards # 6 - Answer keys included for all grade levels *** Please see the thumbnails and preview for these Interactive Math Notebooks: Problem Solving before purchasing this pProblem Solving Interactive Notebook Grades 1 - 5 includes: Each card has three sections: «I Do» - Teacher Models, «We Do» - Teacher and Student Collaborative, and «You Do» - Student Completes Independently # 1 - 36 - 1st grade math problem solving cards # 2 - 36 - 2nd grade math problem solving cards # 3 - 36 - 3rd grade math problem solving cards # 4 - 36 - 4th grade math problem solving cards # 5 - 36 - 5th grade math problem solving cards # 6 - Answer keys included for all grade levels *** Please see the thumbnails and preview for these Interactive Math Notebooks: Problem Solving before purchasing this pproblem solving cards # 2 - 36 - 2nd grade math problem solving cards # 3 - 36 - 3rd grade math problem solving cards # 4 - 36 - 4th grade math problem solving cards # 5 - 36 - 5th grade math problem solving cards # 6 - Answer keys included for all grade levels *** Please see the thumbnails and preview for these Interactive Math Notebooks: Problem Solving before purchasing this pproblem solving cards # 3 - 36 - 3rd grade math problem solving cards # 4 - 36 - 4th grade math problem solving cards # 5 - 36 - 5th grade math problem solving cards # 6 - Answer keys included for all grade levels *** Please see the thumbnails and preview for these Interactive Math Notebooks: Problem Solving before purchasing this pproblem solving cards # 4 - 36 - 4th grade math problem solving cards # 5 - 36 - 5th grade math problem solving cards # 6 - Answer keys included for all grade levels *** Please see the thumbnails and preview for these Interactive Math Notebooks: Problem Solving before purchasing this pproblem solving cards # 5 - 36 - 5th grade math problem solving cards # 6 - Answer keys included for all grade levels *** Please see the thumbnails and preview for these Interactive Math Notebooks: Problem Solving before purchasing this pproblem solving cards # 6 - Answer keys included for all grade levels *** Please see the thumbnails and preview for these Interactive Math Notebooks: Problem Solving before purchasing this pProblem Solving before purchasing this product.

He sticks it in whenever he can: doing role - playing during social studies, acting out vocabulary during language arts, and having students interpret math problems by demonstrating answers with, for example, the correct amount of jumping jacks.

For example: «When I use social intelligence to solve complex math problems, it helps prepare me for working on a team like engineers do.&raqFor example: «When I use social intelligence to solve complex math problems, it helps prepare me for working on a team like engineers do.&raqfor working on a team like engineers do.»

For example, I wrote in a previous blog about a teacher that teaches every fifth - grade math lesson by first presenting students with a challenge problem to see what they can do, then based on results from that task, breaks the students into three groups - remedial, progressing and advanced.

At the eighth grade, for example, 75 percent of the curriculum standards in high - achieving countries address the «doing» of math — such things as solving word problems or equations.

Steps along the way have included: The problem with levels - gaps in basic numeracy skills identified by rigorous diagnostic testing, Forgetting is necessary for learning, desirable difficulties and the need to dissociate learning and performance, Going SOLO on the journey towards deep learning, How do we make John Hattie's «Visible Learning» work in maths?

For example, rather than doing 100 rote - work math problems, your child could do 10 more difficult or challenging problems, rather than write each word ten times or write simple sentences using spelling words for homework, your child write a short story or a poem using the worFor example, rather than doing 100 rote - work math problems, your child could do 10 more difficult or challenging problems, rather than write each word ten times or write simple sentences using spelling words for homework, your child write a short story or a poem using the worfor homework, your child write a short story or a poem using the words.

For example, one of the math standards for seventh grade is to use proportional thinking and percentage to solve problems such as: «If $ 50 is 20 percent of your total funds, how much do you have?&raqFor example, one of the math standards for seventh grade is to use proportional thinking and percentage to solve problems such as: «If $ 50 is 20 percent of your total funds, how much do you have?&raqfor seventh grade is to use proportional thinking and percentage to solve problems such as: «If $ 50 is 20 percent of your total funds, how much do you have?»

Indeed, in some school districts teachers are spending their evenings surfing the Internet for math and other problems to give their students because their schools don't have any up - to - date textbooks.

I suggest a range of strategies for how a maths teacher can convince students they do have the skill set to attempt and solve problems they previously thought were beyond them.

The student who forgets to do her book report or math problems as homework may get absorbed in a learning project that involves interviewing a grandparent for social studies (interpersonal), taking pictures of animals in the neighborhood for an ecology unit (spatial - naturalist), or writing a song on an electronic keyboard about a character in a short story (musical).

For example, schools must ensure students can't access a calculator on the computer to solve math problems or that anti-virus updates don't pop up, wasting a student's time.

State accountability systems that emphasize minimum proficiency and teacher evaluation systems that focus monomaniacally on improving reading and math scores have the effect of marginalizing those students whose families have taken care to read to them and do math problems with them — and who look to schools for more.

For example, the Common Core standards expect students to do more than get the right answer to a math problem; they require students to explain their reasoning, in writing as well as orally.

«These kids come out of high school with a very shaky command of high school math and eventually become teachers who can show their students the steps for doing a long division problem, but can't tell them why it works.

The chances of finding that needle in a haystack are like a horrible math problem: If x percentage like our book (enough to buy it) > y percentage who love our book (but not enough to champion it) > z percentage who want to marry our book and have babies with it, then solve for A. I don't know about anyone else, but that gives me a headache.

You can prepare for the SATs, do math and spelling problems, or try advanced physics.

(Teach them how to do that math problem, but don't do it for them; advise them about crafting an argument more effectively, but don't sit at the computer and rewrite the essay or hand them a marked up essay and suggest they just input changes; talk with them about how to fill out an application but don't do it for them.)

«Since the OP didn't stick around to offer her reasons for starting the thread [1], and since everyone [2] seems to find big problems with the math and handling of the statistics referred to, and since as I posted upthread we've had numerous discussions here lately on this issue [3], I am locking this one for now.»

Simple Control System: a new Stylish Type will be available for beginners that allows them to do advanced techniques without needing to learn complicated math problems.

For example, we were presented biofuels as a solution to the fuel problem — until we did the math.

I would be happy for any real mathematician to solve this complex problem and say exactly, «How much water is needed for a rise of 1 meter and up to the limit of the BS that gets said, and «where all the water is going to come from» all I wanted to do was to point out that all the talk about rises of 20 meters is such BS, as the water does not exist to do that, me I think that if all the ice did melt then you would be lucky to get a 1 meter rise, no one would be more thrilled than me if this math was worked out better than I can do it.

Heck, even when doing undergrad physics or math or chemistry problems would always look at the end result for size, just as a sanity check for correctness.

Correcting for lack of mass by sticking in another equation does not solve the problem — the problem is the maths still does not describe the actual real world around us because the scenarios created by AGWScienceFiction fake fisics are of a different world built out of the non-existant massless, volumeless, attractionless, non-condensable and not bouyant in air ideal gas — because there is no air in their ideal gas atmosphere, only empty space, they do not have any atmosphere at all.

The problem for McKibben and other climate change advocates — and the rest of us for that matter — is that the fossil fuel industry has also done the maths and knows that it needs to act now to dig those assets out of the ground, or leave their wealth buried forever.

For example, you can use a pencil to write notes on the display, or even do math problems.

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

Required Qualifications * Must be at least 16 years of age * Licensure requirements vary by state * Attention and Focus o The ability to concentrate on a task over a period of time without being distracted * Customer Service Orientation o Actively look for ways to help people, and do so in a friendly manner o Notice and understand customers» reactions, and respond appropriately * Communication Skills o Use and understand verbal and written communication to interact with customers and colleagues o Actively listening by giving full attention to what others are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times * Mathematical Reasoning o The ability to use math to solve a problem, such as calculating day's supply of a prescription * Problem Resolution o Is able to judge when something is wrong or is likely to go wrong; recognizing there is a problem o Choosing the best course of action when faced with a complex situation with several available options PHYSICAL DEMANDS: * Remaining upright on the feet, particularly for sustained periods of time * Moving about on foot to accomplish tasks, particularly for moving from one work area to another * Picking, pinching, typing or otherwise working primarily with fingers rather than whole hand or arm * Extending hand (s) and arm (s) in any direction * Bending body downward and forward by bending spine at the waist * Stooping to a considerable degree and requiring full use of the lower extremities and back muscles * Expressing or exchanging ideas by means of spoken word; those activities where detailed or important spoken instructions must be conveyed accurately * Perceiving the nature of sounds at normal speaking levels with or without correction, and having the ability to receive detailed information through oral communication * Visual Acuity: o The worker is required to have close visual acuity to perform activities such as: transcribing, viewing a computer terminal, reading, visual inspection involving small parts * Occasional lifting of up to 30 lbs; exerting up to 30 lbs of force occasionally and / or up to 10 lbs of force frequently, and / or a negligible amount of force constantly to move objects Preferred Qualifications * Previous experience in a pharmacy, retail, medical, or customer service setting * Previous experience as a Pharmacy Technician * PTCB National Certification Education * High School diploma or equivalent (preferred) Business Overview CVS Health, through our unmatched breadth of service offerings, is transforming the delivery of health care services in thproblem, such as calculating day's supply of a prescription * Problem Resolution o Is able to judge when something is wrong or is likely to go wrong; recognizing there is a problem o Choosing the best course of action when faced with a complex situation with several available options PHYSICAL DEMANDS: * Remaining upright on the feet, particularly for sustained periods of time * Moving about on foot to accomplish tasks, particularly for moving from one work area to another * Picking, pinching, typing or otherwise working primarily with fingers rather than whole hand or arm * Extending hand (s) and arm (s) in any direction * Bending body downward and forward by bending spine at the waist * Stooping to a considerable degree and requiring full use of the lower extremities and back muscles * Expressing or exchanging ideas by means of spoken word; those activities where detailed or important spoken instructions must be conveyed accurately * Perceiving the nature of sounds at normal speaking levels with or without correction, and having the ability to receive detailed information through oral communication * Visual Acuity: o The worker is required to have close visual acuity to perform activities such as: transcribing, viewing a computer terminal, reading, visual inspection involving small parts * Occasional lifting of up to 30 lbs; exerting up to 30 lbs of force occasionally and / or up to 10 lbs of force frequently, and / or a negligible amount of force constantly to move objects Preferred Qualifications * Previous experience in a pharmacy, retail, medical, or customer service setting * Previous experience as a Pharmacy Technician * PTCB National Certification Education * High School diploma or equivalent (preferred) Business Overview CVS Health, through our unmatched breadth of service offerings, is transforming the delivery of health care services in thProblem Resolution o Is able to judge when something is wrong or is likely to go wrong; recognizing there is a problem o Choosing the best course of action when faced with a complex situation with several available options PHYSICAL DEMANDS: * Remaining upright on the feet, particularly for sustained periods of time * Moving about on foot to accomplish tasks, particularly for moving from one work area to another * Picking, pinching, typing or otherwise working primarily with fingers rather than whole hand or arm * Extending hand (s) and arm (s) in any direction * Bending body downward and forward by bending spine at the waist * Stooping to a considerable degree and requiring full use of the lower extremities and back muscles * Expressing or exchanging ideas by means of spoken word; those activities where detailed or important spoken instructions must be conveyed accurately * Perceiving the nature of sounds at normal speaking levels with or without correction, and having the ability to receive detailed information through oral communication * Visual Acuity: o The worker is required to have close visual acuity to perform activities such as: transcribing, viewing a computer terminal, reading, visual inspection involving small parts * Occasional lifting of up to 30 lbs; exerting up to 30 lbs of force occasionally and / or up to 10 lbs of force frequently, and / or a negligible amount of force constantly to move objects Preferred Qualifications * Previous experience in a pharmacy, retail, medical, or customer service setting * Previous experience as a Pharmacy Technician * PTCB National Certification Education * High School diploma or equivalent (preferred) Business Overview CVS Health, through our unmatched breadth of service offerings, is transforming the delivery of health care services in thproblem o Choosing the best course of action when faced with a complex situation with several available options PHYSICAL DEMANDS: * Remaining upright on the feet, particularly for sustained periods of time * Moving about on foot to accomplish tasks, particularly for moving from one work area to another * Picking, pinching, typing or otherwise working primarily with fingers rather than whole hand or arm * Extending hand (s) and arm (s) in any direction * Bending body downward and forward by bending spine at the waist * Stooping to a considerable degree and requiring full use of the lower extremities and back muscles * Expressing or exchanging ideas by means of spoken word; those activities where detailed or important spoken instructions must be conveyed accurately * Perceiving the nature of sounds at normal speaking levels with or without correction, and having the ability to receive detailed information through oral communication * Visual Acuity: o The worker is required to have close visual acuity to perform activities such as: transcribing, viewing a computer terminal, reading, visual inspection involving small parts * Occasional lifting of up to 30 lbs; exerting up to 30 lbs of force occasionally and / or up to 10 lbs of force frequently, and / or a negligible amount of force constantly to move objects Preferred Qualifications * Previous experience in a pharmacy, retail, medical, or customer service setting * Previous experience as a Pharmacy Technician * PTCB National Certification Education * High School diploma or equivalent (preferred) Business Overview CVS Health, through our unmatched breadth of service offerings, is transforming the delivery of health care services in the U.S..

«The skills that the children are learning in SEL lessons are really important because they can apply them in the classroom and that makes for a happier classroom, happier interactions with each other and lots less problems to deal with and you can then you can get on with other things that you need to teach and that's what we are here for, to teach kids to read and write, do their maths and be happy and adjusted children.»

Thank you for bringing back a long buried memory of standing at the chalkboard with 25 pairs of eyes of my peers trained on me as I did the math problem... WRONG!

Psychologists from SUNY and Clark University asked trial participants to do maths problems while listening to a range of sounds, including a screeching saw on wood, machine noise, a baby crying, motherese and whining, for a whole minute each.