I’ve been on book tour for nearly a month now, and I’ve come across a bunch of arguments pushing against my book’s theses. I welcome them, because I want to be informed. So far, though, I haven’t been convinced I made any egregious errors.
Here’s an example of an argument I’ve seen consistently when it comes to the defense of the teacher value-added model (VAM) scores, and sometimes the recidivism risk scores as well. Namely, that the teacher’s VAM scores were “one of many considerations” taken to establish an overall teacher’s score. The use of something that is unfair is less unfair, in other words, if you also use other things which balance it out and are fair.
If you don’t know what a VAM is, or what my critique about it is, take a look at this post, or read my book. The very short version is that it’s…
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Diane Ravitch's blog
Denis Ian warns that “competency based education,” online teaching and assessment, spells the end of education and of childhood. It is not just a threat to public education. It is a mortal threat to education of any kind.
He posted this comment:
Competency based education isn’t a mirage anymore. It’s here.
Beyond the view of skirmishes now underway across an array of states, is an emerging reality that … in a very short while … this destroying reform will have razed an American institution to a mound of rubble.
And in its place … for as far as the eye can see … will stand drive-thru learning centers offering kiosk-educations from a B. F. Skinner touch-screen that will supply the finger-pointer with all they need to succeed in a life of rich monotony.
That’s what your now titling schools are going to look like. And that’s your child’s purgatory. Dante…
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The parallel equally spaced lines
and the desired length HI, of ribbon, wood, anything non-elastic.
This comes from the Common Core
Develop understanding of fractions as numbers.
2. Understand a fraction as a number on the number line; represent
fractions on a number line diagram.
a. Represent a fraction 1/b on a number line diagram by defining the
interval from 0 to 1 as the whole and partitioning it into b equal
parts. Recognize that each part has size 1/b and that the endpoint
of the part based at 0 locates the number 1/b on the number line.
b. Represent a fraction a/b on a number line diagram by marking off
a lengths 1/b from 0. …….
….but how do you do it ?????
The mystery is solved…….
Here is the line, with 0 and 1 marked. /You chose it already !
Here is a numbered line, any size, equally spaced, at intervals of one unit.
It only has to start from zero.
Now construct the line from point 5 to the “fraction” line at point 1, and a parallel line from point 1 on the numbered line.
The point of intersection of the parallel line and the “fraction” line is then 1/5 of the distance from 0 to 1 on the “fraction” line.
1/5, 2/5, 3/5, 4/5 and 1 are equally spaced on the fraction line.
L cannot be moved in the static picture.
Who needs LCM ?
First, three views of LCM with no comments :
1: Change them to equivalent fractions that will have equal
denominators. As the common denominator, choose the LCM of
the original denominators. Then the larger the numerator, the
larger the fraction.
2: Jun 26, 2011 – If b and d were same it was easy to find LCM
since if denominators are same, we just need to find LCM of
numerators, hence LCM of (a/b) and (c/b) would be LCM(a,c)/b.
So we have to first make denominators of both the fractions same.
Multiply numerator and denominator of first fraction by LCM
3: The GCF and LCM are the underlying concepts for finding
equivalent fractions and adding and subtracting fractions, which
students will do later.
Now we can do fraction addition without LCM. It just needs the use of the distributive law, and the result shows the way in which the divisors combine.
And now using 3/4
But the best one is via multiplication ……
Now for multiplication and division.