Recent Question/Assignment

These assessments are 500 words for each topic.
First topic -
- -Can you identify some strategies and resources that can assist students in your classroom who might be struggling to understand concepts in Mathematics? Choose 3 strategies to describe briefly.
Please focus on these strategies, -Manipulation resources, retention of math problems, and math games.-
Second topic
_The Supremacy of the Son of God
15 The Son is the image of the invisible God, the firstborn over all creation. 16 For in him all things were created: things in heaven and on earth, visible and invisible, whether thrones or powers or rulers or authorities; all things have been created through him and for him. 17 He is before all things, and in him all things hold together. 18 And he is the head of the body, the church; he is the beginning and the firstborn from among the dead, so that in everything he might have the supremacy.19 For God was pleased to have all his fullness dwell in him, 20 and through him to reconcile to himself all things, whether things on earth or things in heaven, by making peace through his blood, shed on the cross.
21 Once you were alienated from God and were enemies in your minds because of[a] your evil behavior. 22 But now he has reconciled you by Christ’s physical body through death to present you holy in his sight, without blemish and free from accusation— 23 if you continue in your faith, established and firm, and do not move from the hope held out in the gospel. This is the gospel that you heard and that has been proclaimed to every creature under heaven, and of which I, Paul, have become a servant.
If you believe that Christ is Lord over all, how do you respond to this passage in regard to what it means to Teach Mathematics Christianly? How does it affect:
±Your programming or lesson planning?
±Your assessment?
±The way you interact with your students?
±The way you point your students to Jesus?
±What else in your classroom, does your faith impact?
Third topic
Language in Mathematics: How can you use stage-appropriate (Like year 1 to year 6) mathematical language in a way that children can easily understand, especially for those who are behind? All teachers are teachers of literacy, so how can we work to this end?
I hope all the details are clear.