# data[].attributes.headline
I’m hoping to obtain my teachers asstistant certificate from JCC, but more importantly I’m going to be working with infants and toddlers upon graduation.

# data[].attributes.subject
I’m hoping to obtain my teachers asstistant certificate from JCC, but more importantly I’m going to be working with infants and toddlers upon graduation.

# data[].attributes.headline
Connection to text book: interpretations of addition and subraction

# data[].attributes.subject
Connection to text book: interpretations of addition and subraction

# data[].attributes.body
https://youtu.be/pN5Ls3KGM7s

# data[].attributes.body
https://www.engageny.org/ccls-math/koa1

# data[].attributes.attachment_link.description
Common Core Learning Standards for Mathematics

# data[].attributes.headline
Connection to text book: how we can use strip diagrams and other math drawings

# data[].attributes.subject
Connection to text book: how we can use strip diagrams and other math drawings

# data[].attributes.headline
Concept card: strip diagrams use lengths of rectangular strips to represent quantities 

# data[].attributes.subject
Concept card: strip diagrams use lengths of rectangular strips to represent quantities 

# data[].attributes.body
https://www.engageny.org/resource/grade-2-mathematics-module-4-topic-d-lesson-21

# data[].attributes.attachment_link.title
Grade 2 Mathematics Module 4, Topic D, Lesson 21 | EngageNY

# data[].attributes.headline
Connection to text book: partial-products method

# data[].attributes.subject
Connection to text book: partial-products method

# data[].attributes.headline
Concept card: partial products method is almost the same as the common way of writing the standard algorithm, but shows more steps.

# data[].attributes.subject
Concept card: partial products method is almost the same as the common way of writing the standard algorithm, but shows more steps.

# data[].attributes.body
https://www.engageny.org/resource/grade-4-mathematics-module-3-topic-h-lesson-36

# data[].attributes.body
https://drive.google.com/open?id=1zAfyIfkwPOasRD-oCzB_5KQju1n5mquU

# data[].attributes.body
https://drive.google.com/open?id=1CO-3z_19IheB1o33LapmGiAWnNNWIstr

# data[].attributes.body
https://drive.google.com/open?id=1rK0UWwf-_dIlcTJKgyzB_5S-nzChlqX-

# data[].attributes.body
Section 1 How much did you know about this topic before we started the chapter?  When it comes to addition and subraction I feel like I’m pretty fluent because this is something that goes hand in hand paying bills.
Section 2 How do I feel about this piece of work?  I feel like I could have done a better job within the actual allotted time.
Section 3 In what ways did your work meet or not meet the standards for this assignment? It didn’t meet the standards because it was missing the resource slide and because it was far too long in length.
Section 4 What will you change in the next revision of the math Cast?  I think I’ll add the resource slide and make it shorter than 14 minutes.

# data[].attributes.body
Section 1 How much did you know about this topic before we started the chapter? I didn’t know a whole lot about strip diagrams, because I don’t use them in my everyday life.
Section 2 How do you feel about this piece of work?  I feel like maybe I could have done a better job.
Section 3 In what ways did this piece of work meet or not meet the standards for this assignment?  I think for the most part it could have used a few more examples.
Section 4  What will you change in the next revision of this math Cast?  I think I’ll add more examples, maybe make look a bit more professional.

# data[].attributes.body
Section 1 How much did you know about this topic before we started the chapter?  I didn’t really know a whole lot about the partial products method.
Section 2  How do you feel about this piece of work? I feel pretty confident that I did a good job at defining how the partial products method works.
Section 3 In what ways did this piece of work meet or not meet the standards for this assignment?  It was made within the allotted timeframe, again could have been made to look more professional.
Section 4  What will you change in the next revision of this math cast?  I think I would have changed my beginning slide to make it look more professional, would have used another example.

# data[].attributes.body
When Martin was asked to say what the 5 in the fraction 2/5 means, Martin said that 5 is the whole. Explain why it is not completely correct to say that “5 is the whole” What is a better way to say what the 5 in the fraction 2/5 means?
So the 5 is not necessarily the whole, the 5 is the number of equal size pieces or parts that the whole has been divided into, making each piece  or part 1/5 of the whole.
The mathematical error I made in the question was that I didn’t do a good enough job defining what the 5 in the fraction 2/5 means. Yes it is the denominator, but it is actually the numbers of parts that the whole has been divided equally into. I should have gone more in depth in my explanation instead of stating a simple fact.

# data[].attributes.body
Use reasoning other than converting to decimals, using common denominators or cross multiplication to determine which of 19/94 and 19/107 is greater? Explain your reasoning clearly.
When we look at 19/94 we can digress that the whole has been parted into 94 pieces where each piece is 1/94 of the whole. When we look at 19/107 we can conclude that the whole has been parted into 107 equal size pieces, where each piece is 1/107 of the whole. Now just because the numerators are the same doesn’t mean the fractions are equal. In fact the fraction 19/94 is greater because each 1/94 piece is slightly larger than a 1/107 piece.
The mathematical error I made was that my reasoning was not explained as clearly as it should have been.

# data[].attributes.body
Explain how to use the distribution property to calculate 29*40 mentally by first calculating 30*40. Write an equation to show your use of the distribution property.
Because we know that 30*40=1200; we want to know what 29*40 is, we simply subtract 40 from 1200.
29*40=(30-1)*40
= (30*40) - (1*40)>distributive property
= 1200-40
= 1160
The error I made with this is I didn’t show my equations to model my explanation. I didn’t show where I used the distributive property.

# data[].attributes.headline
Identify the most important mathematical concept you learned in this course

# data[].attributes.subject
Identify the most important mathematical concept you learned in this course

# data[].attributes.body
I think it’s safe to say that all of it was important, in order to participate in the class and get a good grade.

# data[].attributes.headline
Explain one non-mathematical concept you learned from taking this course

# data[].attributes.subject
Explain one non-mathematical concept you learned from taking this course

# data[].attributes.body
Doing the math cast videos

# data[].attributes.headline
What part or parts of the course did you find most helpful at improving your mathematical reasoning and why

# data[].attributes.subject
What part or parts of the course did you find most helpful at improving your mathematical reasoning and why

# data[].attributes.body
I think having the option of hands on learning manipulation models was very helpful, because it always a person to visualize what ever math problem they’re trying to solve.

# data[].attributes.headline
What part or parts of the course did you find to be least helpful in improving your mathematical reasoning and why

# data[].attributes.subject
What part or parts of the course did you find to be least helpful in improving your mathematical reasoning and why

# data[].attributes.body
I think the least helpful  would have to be having to explain everything in words.