# Results for: “Juli K Dixon”

4 eBooks

## Appendix A: Completed Classification of Triangles Chart |
Juli K. Dixon | Solution Tree Press | ePub | ||||

## Chapter 3: Geometry |
Nolan, Edward C.; Dixon, Juli K.; Safi, Farshid; Haciomeroglu, Erhan Selcuk | Solution Tree Press | ePub | ||||

Geometry Geometry often provides the first opportunity for a formal exploration of proof. Students make sense of and apply both inductive and deductive reasoning in this exploration. Inductive proof could be thought of as connecting to recursive thinking in the study of arithmetic sequences in algebra, while deductive thinking links more closely to determining explicit rules for those sequences. Thinking back to the bridges problem from chapter 2 (see figure 2.5, page 42), the Specifically, |
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## Chapter 5 Geometry |
Juli K. Dixon | Solution Tree Press | ePub | ||||

The focus of this chapter is the mathematics for teaching plane and solid geometry with depth so that you and your students develop a strong foundation for the study of geometry. What you need to know about the study of geometry is sometimes beyond what you will address with students in grades 3–5. This is in large part to be sure that you do not teach rules that will expire as students learn geometry in later grades. Geometry is the study of space, objects in space, and the movement of objects in space. School geometry includes a focus on objects with zero, one, two, and three dimensions. Consider the images in figure 5.1.
An example of an object with zero dimensions is a |
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## Appendix: Hypothetical Weight Loss Study Data |
Nolan, Edward C.; Dixon, Juli K.; Safi, Farshid; Haciomeroglu, Erhan Selcuk | Solution Tree Press | ePub | ||||

Appendix: Hypothetical Weight Loss Study Data See All Chapters |
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## Chapter 4 Fraction Operations |
Juli K. Dixon | Solution Tree Press | ePub | ||||

This chapter focuses on mathematics for teaching addition, subtraction, multiplication, and division of fractions with depth. You can develop students’ fraction operation sense by embedding operations in context through word problems. To do so, first use visual models to solve the problems, then represent the contexts and solutions with equations, and finally, make sense of procedures for solving the equations more efficiently. Check the results through estimation to be sure solutions are reasonable. The initial task in this chapter (see figure 4.1) begins this process by providing word problems to be solved with visual models. These three problems may be challenging if you have not previously explored representing fraction operations with drawings. The key is to act out the context of each problem with pictures. The discussion that follows will be much more meaningful if you make an attempt to solve each problem using a picture and then write the situation equation before proceeding. See All Chapters |