For 4/4 - Response to Chapter 18

Make up a realistic proportional situation that can be solved mentally by a scale-factor approach and another that can be solved mentally by a unit-rate approach.  Explain why you think these situations would be good ones to use with students?

For 3/28 - Response to Chapter 14

What misconceptions or limited conceptions do students have regarding the equal sign? What causes these misconceptions, and how can instruction clear these up?

For 3/28 - Response to Chapter 7

Explain at least three ways that technological tools have affected the mathematics curriculum and how it is taught.  Give examples to support your explanation.

For 3/21 - Response to Let's Be Rational Math Background

Comment on a section of the LBR Math Background that was helpful to you.  Describe the content and format of the section.  Explain how it would be helpful in preparing you to teach the concept to students.

For 3/21 - Reponse to Chapter 17

How can we help students think about very small place values such as thousandths and millionths in the same way we get students to think about very large place values such as millions and billions?