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Medium 9781936764006

Appendix B: Standards for Mathematical Content, Grade 3

Kanold, Timothy D. Solution Tree Press ePub


Source: NGA & CCSSO, 2010, pp. 21–26. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. Used with permission.

In Grade 3, instructional time should focus on four critical areas: (1) developing understanding of multiplication and division and strategies for multiplication and division within 100; (2) developing understanding of fractions, especially unit fractions (fractions with numerator 1); (3) developing understanding of the structure of rectangular arrays and of area; and (4) describing and analyzing two-dimensional shapes.

(1)   Students develop an understanding of the meanings of multiplication and division of whole numbers through activities and problems involving equalsized groups, arrays, and area models; multiplication is finding an unknown product, and division is finding an unknown factor in these situations. For equal-sized group situations, division can require finding the unknown number of groups or the unknown group size. Students use properties of operations to calculate products of whole numbers, using increasingly sophisticated strategies based on these properties to solve multiplication and division problems involving single-digit factors. By comparing a variety of solution strategies, students learn the relationship between multiplication and division.

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Medium 9781607321651

Three: Here to Stay


Now it is two generations walking down the street—the Japanese subject and his offspring. It is face to face with you. It is as much a part of the community as the well-tilled fields. No longer is the brown man content to be a field hand. He wants his home, his family—his wife and babies waiting on the doorstep.

C. Charles Hodges, “Honorable Gentlemen’s Agreement; And What the Japanese Ladies Are Doing about It—The Record of a Decade,” Sunset, June 1917

Faith in the possibility of upward social mobility rests at the heart of the American immigrant experience. The wish to provide one’s family with a new house on a nice street among good neighbors is still a cherished American tradition. Like others who came to live in the United States, immigrants from Japan adapted to their new American home by applying and modifying the cultural traditions and behavioral habits of their native land. Their early dedication to moving up the social and economic ladder also shaped the cultural experiences of their American-born citizen children. The compatibility of key aspects of Japanese cultural tradition and American middle-class values played a significant role in the successful adaptation and acculturation of Japanese immigrants. Modest habits on the part of most Nikkei also supported acceptance by a small number of Americans who came to know individual Japanese people as warm acquaintances and loyal friends. However, in the American West during the first half of the twentieth century, long-established anti-Asian racist ideologies often impeded Japanese participation in American middle-class experiences. Members of the growing Nikkei community encountered, both individually and collectively, serious challenges from an American social and legal system that questioned their very right to be here.1

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Medium 9780596102098

11. Inheritance and Polymorphism

Jesse Liberty O'Reilly Media ePub

In Chapter 7, you learned how to create new types by declaring classes, and in Chapter 6, you saw a discussion of the principle object relationships of association, aggregation, and specialization . This chapter focuses on specialization, which is implemented in C# through inheritance . This chapter also explains how instances of more specialized classes can be treated as if they were instances of more general classes, a process known as polymorphism . This chapter ends with a consideration of sealed classes, which cannot be specialized, and a discussion of the root of all classes, the Object class.

Classes and their instances (objects) do not exist in a vacuum, but rather in a network of interdependencies and relationships, just as we, as social animals, live in a world of relationships and categories.

One of the most important relationships among objects in the real world is specialization, which can be described as the is-a relationship. When we say that a dog is a mammal, we mean that the dog is a specialized kind of mammal. It has all the characteristics of any mammal (it bears live young, nurses with milk, has hair), but it specializes these characteristics to the familiar characteristics of canis domesticus. A cat is also a mammal. As such, we expect it to share certain characteristics with the dog that are generalized in Mammal, but to differ in those characteristics that are specialized in cats.

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Medium 9781937538347

Adapting to Change: An Example from Greenland

Peter Essick Rocky Nook-IPS ePub

The process leading up to the capture of this photo of Inuit workers harvesting potatoes in late August in Greenland began on a hot June afternoon in Atlanta. I was beginning my fieldwork for a National Geographic story called “The Greening of Greenland.” The central theme of the story was that temperatures in southern Greenland had warmed at twice the global average over the last 30 years. The warmer climate was melting the icecap with dire consequences for global sea levels. However, it was making it possible for the Inuit to become farmers, because the summers were now long enough to support agriculture.

My plan was to fly from my home in Atlanta to Boston, catch an overnight flight to Reykjavik, then transfer to an Iceland Air flight to Nuuk, the capitol of Greenland. I would stay overnight in Nuuk, and then fly Air Greenland on a twin prop to Narsarsuaq. Finally, I’d transfer to an Air Greenland helicopter and fly south to Qaqortoq, the main village in the south of Greenland. From there I could begin my work.

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Medium 9781741798555


Lonely Planet Lonely Planet ePub

Rents may be rising and gentrification unstoppable, but for now there’s still plenty of partying to be done in this student-heavy district. Soak up the socialist vibe on Karl-Marx-Allee and revel in post-reunification euphoria at the East Side Gallery before finding your favourite libation station(s) around Boxhagener Platz. Wrap up the night with a dedicated dance-a-thon in a top techno club.

East Side Gallery (Click here)

Schwarzer Hahn (Click here)

Strandgut Berlin (Click here)

Süss War Gestern (Click here)

Berghain/Panorama Bar (Click here)

://about blank (Click here)

Astra Kulturhaus (Click here)

Zum Schmutzigen Hobby (Click here)

Himmelreich (Click here)

Berghain (Click here)

S-Bahn Warschauer Strasse (S3, S5, S7/75, S9) is the most central stop.

Tram The M13 goes from Warschauer Strasse station to Boxhagener Platz.

U-Bahn Frankfurter Tor (U5) and Warschauer Strasse (U1) are your best bets.

Make your way to Ostbahnhof and confront the ghosts of the Cold War on a stroll along the East Side Gallery (Click here). After giving your camera a workout, either pop into the cafe at Universal Music (Click here) for a late-morning pick-me-up or report straight to Michelberger (Click here) for lunch.

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