# mat 150 discussion questions

MAT 150

Discussion Questions

All response should be 5-8 sentences exploring and/or explaining the topic.

## A Problem Solving Approach to Mathematics for Elementary School Teachers |

Billstein, R., Libeskind, S., & Lott, J. W. (2016). *A problem solving approach to mathematics for elementary school teachers* (12th ed.). Boston, MA: Pearson/Addison-Wesley. ISBN-13: 9780321987297

Use this link to access the textbook via the web or PDF. This link does not provide access to the text via MyMathLab.

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## Topic 4 DQ 1 |

How would you teach the concept of multiplication of fractions? If a student doesnâ€™t understand it this way, what alternate method can you use?

## Topic 4 DQ 2 |

What are equivalent fractions? Explain how two fractions can be equivalent. Give practical examples of fractions that are equivalent. How would you teach this concept to a class?

## Topic 5 DQ 1 |

Explain how the base 10 number system works. How would you teach the notion of place value to a class? How are decimal numbers related to rational numbers? When is a decimal number also a rational number?

## Topic 5 DQ 2 |

Explain the process of decimal multiplication and division. Explain the mathematical justification for moving the decimal point when performing decimal division.

## Topic 6 DQ 1 |

In your own words, explain the concept of a variable. Discuss how you can teach a class about the use of variables and how they can be used to create an algebraic expression.

## Topic 6 DQ 2 |

How would you teach students to translate English statements into algebraic expressions? Discuss some of the common words and phrases used to represent mathematical operations.

## Topic 7 DQ 1 |

Out of the concepts you have studied in this course, choose one that you feel would be particularly difficult for students to understand. Provide a concrete real-world situation or example to help illustrate this concept.

## Topic 7 DQ 2 |

It is necessary to have a good understanding of mathematics in order to teach it. Who do you think would make a better math teacher: a person who has natural mathematical talent and understands concepts easily without making mistakes, or a person who had to struggle to gain their understanding of math and learn to avoid making mistakes?