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The user must identify the pattern to find the missing number (for example, if the problem presented is "5, 10, 15, _, 25", then the missing number is 20). Estimation - the user must round numbers to estimate the answer. Fractions/decimals/percents - the user must solve problems that involve fractions, decimals and percentages.
The use of true, false, and open number sentences can go a long way toward getting students thinking about the properties of number and operations and the meaning of the equals sign. Research areas in early algebra include use of representations, such as symbols, graphs and tables; cognitive development of students; viewing arithmetic as a part ...
This allows one to predict that certain forms of numbers will always lead to a smaller number after a certain number of iterations: for example, 4a + 1 becomes 3a + 1 after two applications of f and 16a + 3 becomes 9a + 2 after four applications of f. Whether those smaller numbers continue to 1, however, depends on the value of a.
Other versions of the pea pattern are also possible; for example, instead of reading the digits as they first appear, one could read them in ascending order instead (sequence A005151 in the OEIS). In this case, the term following 21 would be 1112 ("one 1, one 2") and the term following 3112 would be 211213 ("two 1s, one 2 and one 3").
The Principles and Standards for School Mathematics was developed by the NCTM. The NCTM's stated intent was to improve mathematics education. The contents were based on surveys of existing curriculum materials, curricula and policies from many countries, educational research publications, and government agencies such as the U.S. National Science Foundation. [3]
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