34,635 research outputs found
Comparing fractions and evaluating models that represent solutions, Clip 6 of 8: Graham and Michael share their model
No full textResearcher Carolyn Maher then asked the students to share their solutions as a class and Graham and Michael responded. Graham said the orange and the red would be called one and the dark greens would be a half and the light greens would be a quarter. Michael then continued his argument saying that they believed that one half would be bigger than one quarter by one quarter since it would take two quarters to equal one half.Transcript and student work are also available.Robert B. Davis Institute for Learning. (1993). Comparing fractions and evaluating models that represent solutions, Clip 6 of 8: Graham and Michael share their model [video]. Retrieved fro
Michael Rodriguez interviews fiction writer Michael Kimball
No full textAuthor Michael Kimball talks about moving away from Michigan to become a successful writer, his education, the fiction reading series he has started in Baltimore, the life-story-on-postcard project, and his book "Dear everybody." Kimball is interviewed by Michigan State University Librarian Michael Rodriguez for the Michigan State University Libraries' Michigan Writers Series
Michael Rodriguez interviews author Paul Clemens
No full textAuthor Paul Clemens talks about his book "Made in Detroit," the genre of memoir, and writing about race. Clemens is interviewed by Michigan State University Librarian Michael Rodriguez for the MSU Libraries' Michigan Writers Series. Held in the MSU Main Library
Michael Rodriguez interviews author Tom Springer
No full textAuthor Tom Springer is interviewed about his writing career and his newest book "Looking for hickories". Springer talks about his career following after earning an Environmental Journalism degree from Michigan State University. He calls his genre "creative non-fiction" and explains how he weaves his memories into his books about life in rural and wild Michigan. Part of the Michigan State University Libraries' Michigan Writers Series. Springer is interviewed by Librarian Michael Rodriguez
Michael Rodriguez interviews author Gary Gildner
No full textAuthor Gary Gildner explains why he left his tenured teaching position to move to Idaho to became a full-time writer of poetry. Gildner talks about donating his personal papers to Michigan State University Libraries' Special Collections, his writing style and how he approaches writing. Gildner is interviewed by MSU Librarian Michael Rodriguez for the MSU Libraries' Michigan Writer Series. Held at the MSU Main Library
Letter from Archbishop Michael Kelly to Hagan
No full textHolograph letter from Archbishop Michael (Kelly), St. Mary's Cathedral, Sydney (Australia), to Hagan, introducing the bearers as Gertrude and Lorna [Odillo-] Maher, Sydney, asking to arrange access to a papal audience for them
Gold standard of UK degrees is lost in translation
No full textInflated marks, overworked staff and politically compromised courses are the price of exploiting offshore UK registered students, says Michael Day
Michael Rodriguez interviews historian and author Keith Widder
No full textHistorian and author Keith Widder talks about his move to Michigan from Wisconsin, his career as Curator of History for the Mackinac Island State Park Commission, his research interests, his book "Michigan Agricultural College", and his current projects. Widder is interviewed by Michigan State University Librarian Michael Rodriguez for the MSU Libraries' Michigan Writers Series. Held in the MSU Main Library
Contractibility and Contractible Approximations of Soft Global Constraints
Get PDFWe study contractibility and its approximation for two very general classes of soft global constraints. We introduce a general formulation of decomposition-based soft constraints and provide a sufficient condition for contractibility and an approach to approximation. For edit-based soft constraints, we establish that the tightest contractible approximation cannot be expressed in edit-based terms, in general
B60, Milin and Michael classwork of the five-tall towers problem (work view), Grade 4, Feb 6, 1992, raw footage
No full textThe fourth grade class was divided into pairs to work on a Towers problem on February 6, 1992. At the beginning of the session, there are two sheets of paper posted on the board with the following statement:
“Building Towers
Your group has two colors of Unifix cubes for building towers. Work together and make as many different towers as you can that are five cubes high. See if you and your partner can plan a good way to find all the towers that are five cubes high and decide a way to record what you find.”
Researcher Maher introduces the problem to the group, who are seated in pairs and have bags of Unifix cubes at their desks. The camera in this video follows Milin and Michael as they work on the problem and then after some problem solving, there is a full class discussion about the solutions of different groups moderated by Researcher Maher.
During the group work, Milin and Michael generated towers using guess and check. Both students used local organization by first making a tower and then generating its partner tower by switching the colors of the corresponding cubes or by flipping the first tower upside down (Sran, 2010). Throughout their work on this task, Milin and Michael monitored their work by visually checking each new tower against the already made towers to eliminate any duplicates (Sran, 2010). Using the guess and check strategy and local organization of pairs the towers, both students were able to find all thirty-two towers using red and yellow cubes (Sran, 2010).
Researcher Maher asks the students to think about how they will explain their findings to the rest of the class and gives them a few minutes to prepare. She asks groups one by one how many towers they found, at which point there are answers of 32 and 34. Robert and Sebastian say they have found 35. She asks the class if it is possible to have an odd number of towers. Some students say no. Michael, explains that once you build a tower, it must have a color opposite. Another student says it makes sense to have an odd number of towers because a person has the choice to make or not make the color opposite. Milin explains that you must “duplicate” each tower, which meant one must create the color opposite.
The researcher invites students who think they have 32 towers to check for duplicates in the towers of the group that got 35. The class finds the three duplicates. Students get time to work on their own tower collections to check for duplicates and many groups find 32.
The students then are invited to listen to Ankur’s method for finding all of the patterns. Ankur and Joe had a different method for generating towers with awareness of potential duplicates. They describe a “staircase” pattern, beginning with all red, then having one yellow, two yellows, three yellows, four yellows, all five yellow, and then one red, two reds, three reds, four red. They did not include an all red tower because it was in the beginning of the line for this group. Researcher Maher discusses how many groups, including Jeff’s and Ankur’s, made towers with exactly one red on each “floor” (or each position) but in the case of Ankur’s group, their group of towers with exactly one red did not include the red on the top or bottom floor because they were already in their “staircase” pattern. Maher compares how Jeff’s group also did this and noticed duplication; therefore, both groups continued their new patterns to the extent of no duplication from the first patterns.
She then asked the students to study their towers with exactly two reds or two yellows, what they look like, and how many there are in total. They find 4 towers with two reds together. The researcher points out that these are not the only towers with exactly two red cubes. Together as a class, the researcher asks if there can be towers separated by one, two, three, and four floors, at which point Stephanie says no to the latter case. They discuss why there are no more cases. Stephanie and others suggest it is not possible to have four or more yellow cubes separating the red cubes because there are only five cubes in total. As a class they do a case based organization exploration for exactly two reds together, one yellow, two yellow, and three yellow cubes apart.
Researcher Maher pointed out to the whole class that they got ten total towers with exactly two reds. She asked if there is a set of towers that they can imagine in their heads and know the total immediately. Some students say they can make the opposites with exactly two yellows. Researcher Maher asks how many they have in total so far? The class says 20 towers total. She asks them to imagine the towers with exactly one red and how many there are. Students realized there is 5 and 5 more with exactly one yellow, the opposites. She asks what the remaining 2 towers are? Robert points out that it is the tower with all red or no yellow and its opposite. It ends with the class determining there are 32 towers in total when selecting from two colors.Transcript is also available. Student work not available
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