EDUCATION Study Guide - Midterm Guide: Impromptu Speaking

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ellenmarieelipe

6 Oct 2021

School

Holy Cross of Davao College

Department

Education

Course

EDUCATION

Professor

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Challenges the students to think quickly, to sequence events and to think creatively. Prepare charts with random images printed in it. Each student will be given a chart, each chart has different images such as sun, flowers, cow, house apple tree, bike and more. Example, the teacher will start the story, " once upon a sunny day, a boy named bry was happy riding his bicycle. " Then the first student got a chart with an image of apple tree would continue to say, "the boy was sweating for he was riding his bicycle for more than an hour. Ahead of him, he saw an apple tree and decided that it would be nice to have some rest under it. " The rest of the students will do the same way. Limit every student into two minutes to talk. Give every student time to think for two minute.

Related Questions

I was talking to my mom today regarding lunch at my son's school; and my nephew's class is having issues with their lunch pails getting back to the right classroom. I said they should all be doing into the storage bin for their class, which should have their name on it; but for these younger students (kindergarten) who might not be reading, the use of an animal or something else associated with their teacher should also be on the bin. This would allow everyone to identify the appropriate bin based on that image. It sounds like this is the same concept as nomenclatures; but who is determining what the image/words/codes means?

Problem 3

Math 151 - Sections 34, 35, 36 - Workshop 11 This workshop deals with an addition formula in section 5.1. This formula is related to an ld story about the great mathematician Gauss. Here is one version of the story Wh en Gauss was ten years old, he attended a certain math class with other kids. One fine day, the math teacher discovered that he was running out of time to grade the latest batch of math homeworks. This is why he decided to finish the grading during his math lecture period. To keep the students busy while he graded, he gave them the following task at the start of the period: Use your slate (the small personal blackboard that every student had in class) to add up the numbers 1,2,3,... , 100 Seconds after the teacher gave this in-class assignment, little Gauss pointed to his slate and yelled "Here is the answer." Then Gauss did nothing for an hour, while the other students labored with the additions and the teacher graded. At the end of the period Gauss showed the correct answer 5050 on his slate. Only Gauss got the correct answer Then Gauss told everybody that the sum 1+2+3+ + 100 is ( 1 + 100) + (2+99)+ (2+98)+--+ (50+51) = 101 + 101 + 101 +. . . +10 101. 50-5050 Problem 1. Explain carefully what Gauss had done. Include the reason why it is impor tant that 100 happens to be Problem 2. Let N be an even positive integer. Use the method of Problem 1 to prov the formula 1 +2+3+.+N) be an even number Problem 3. The formula is still valid when N is an odd integer. Prove this, using a variation on the argument given by Gauss The story continues: Gauss then gave the class a lecture on how his method could be used to sum an arithmeric series (a+1.b) + (a+2 b) + (a+3.b)+. + (a + N b), where a and b are constants Problem 4. Find a formula for the sum (a+1.b)+(a+2.b)+ (a +3.b)+(a+ N b) Prove this formula the way Gauss would have done it. You have to do the case when N is even and the case when N is odd Now let us consider a fictional alternate history where Gauss had not thought of this ve clever trick. We can imagine the ten year old Gauss going home and doing the sequential computations 1+2 1+2+3 1+2+3+4 1+2+3+4+5 and so forth, just to see if he could find a pattern in the sequence of answers. He would have discovered somethin like this: once he had the sum 1+2+3++N, he could simply add N+1 to that sum, and that would give him the sum 1+2+3 Now assume that, by trial and error, Gauss discovered that the formula 1+2+3+ +N an even numbe +) Include the reason why it is important that +Â·Â·Â· + (N +1) very quickly is true for several values of N. How could he prove that the formula is really true for ALL N? The insight described in the previous paragraph might have led Gauss to think the following: All he had to do was prove N(N+1) Â± (N + 1) other words, he only needed to show: Formula for 1 + 2+3+.+ N plus N +1 equals formula for 1+2+3+(N+1). He would have discovered the principle of mathematical induction Problem 5. Prove of the formula for 1+2 +3+... + N (N +1)(+1X++1) Show how this leads to a proof N(N+1 N+)

Please do number 3 with full work and explanation. Thanks

EDUCATION Study Guide - Midterm Guide: Impromptu Speaking

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