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MATH 1-1 Language Focus Reading symbols Corpus Comprise v.s. Compose Speaking Converting a MIXED NUMBER to a IMPROPER FRACTION By Vanessa Tu Language Focus -- Reading Symbols LANGUAGE FOCUS – ROUND 1 (P.8) PURPOSE – TO LEARN HOW TO SAY 4 BASIC ARITHMETIC OPERATIONS Math Operations How to Read ? 10 + 2 = 12 Ten plus two equals twelve 10 – 2 = 8 Ten minus two equals eight 10 × 2 = 20 Ten times two equals twenty 10 ÷ 2 = 5 Ten divided by two equals five LANGUAGE FOCUS – ROUND 2 (P.8) PURPOSE – TO LEARN HOW TO SAY 4 BASIC ARITHMETIC OPERATIONS Math Operations How to Read ? 10 + 2 = 12 The sum of ten and two is twelve. 10 – 2 = 8 The difference of ten and two is eight. 10 × 2 = 20 The product of ten and two is twenty. 10 ÷ 2 = 5 The quotient of ten and two is five. HOW TO PLAY? 1 minute to review. Each student should get 1 card. Write down 1 operation for each of the four basic arithmetic operations (+, –, ×, ÷). 25 ＋ 6 = (-8) － 12 = 16 × 10 = 99 ÷ 9 = Don’t give answers. The numbers in your question should not more than 2 digits . The numbers in both questions and answers should be integers (positive or negative) (ex: 1 or -1). With your card, find a partner play Paper Scissors Stone. The winner should (a) listen and check; (b) count the time. The loser should read and answer the questions within 30 seconds. If you make it, keep the card. If you fail, give all the card(s) you have to the winner; Line up after the winner. Corpus/Collocation? TAKE A TRY be interested ____ _______ your homework _______ an appointment _______ an argument compare … ___________ ... avoid … ___________ … I was so relieved when they got home safe and _______. TAKE A TRY be interested in _____ your homework _____ an appointment _____ an argument compare … ___________ ... avoid … ___________ … I was so relieved when they got home safe and _______. TAKE A TRY be interested in do your homework _____ an appointment _____ an argument compare … ___________ ... avoid … ___________ … I was so relieved when they got home safe and _______. TAKE A TRY be interested in do your homework make an appointment _____ an argument compare … ___________ ... avoid … ___________ … I was so relieved when they got home safe and _______. TAKE A TRY be interested in do your homework make an appointment have an argument compare … ___________ ... avoid … ___________ … I was so relieved when they got home safe and _______. TAKE A TRY be interested in do your homework make an appointment have an argument compare … to / with ... avoid … ______ … I was so relieved when they got home safe and _______. TAKE A TRY be interested in do your homework make an appointment have an argument compare … to / with ... avoid … from … I was so relieved when they got home safe and _______. TAKE A TRY be interested in do your homework make an appointment have an argument compare … to / with ... avoid … from … I was so relieved when they got home safe and sound. Cross out any of the words in italics that do not EDUCATION form common collocations. 1. He got full / maximum / top marks in the listening test. 2. We have to do / make / write a vocabulary test every Friday. 3. She’s busy reviewing / revising / studying for her exam. 4. How many students have enrolled on / signed up for / undertaken the course? 5. She was always losing / missing out / skipping lessons – no wonder she crashed / failed/ flunked the exam. 6. He suffers badly from exam nerves / stress / worries, which affects his concentration length / span / time. 7. The teacher made up / set / wrote a difficult exam but checked / corrected / marked it leniently. Cross out any of the words in italics that do not EDUCATION form common collocations. 1. He got full / maximum / top marks in the listening test. 2. We have to do / make / write a vocabulary test every Friday. 3. She’s busy reviewing / revising / studying for her exam. 4. How many students have enrolled on / signed up for / undertaken the course? 5. She was always losing / missing out / skipping lessons – no wonder she crashed / failed/ flunked the exam. 6. He suffers badly from exam nerves / stress / worries, which affects his concentration length / span / time. 7. The teacher made up / set / wrote a difficult exam but checked / corrected / marked it leniently. Cross out any of the words in italics that do not EDUCATION form common collocations. 1. He got full / maximum / top marks in the listening test. 2. We have to do / make / write a vocabulary test every Friday. 3. She’s busy reviewing / revising / studying for her exam. 4. How many students have enrolled on / signed up for / undertaken the course? 5. She was always losing / missing out / skipping lessons – no wonder she crashed / failed/ flunked the exam. 6. He suffers badly from exam nerves / stress / worries, which affects his concentration length / span / time. 7. The teacher made up / set / wrote a difficult exam but checked / corrected / marked it leniently. Cross out any of the words in italics that do not EDUCATION form common collocations. 1. He got full / maximum / top marks in the listening test. 2. We have to do / make / write a vocabulary test every Friday. 3. She’s busy reviewing / revising / studying for her exam. 4. How many students have enrolled on / signed up for / undertaken the course? 5. She was always losing / missing out / skipping lessons – no wonder she crashed / failed/ flunked the exam. 6. He suffers badly from exam nerves / stress / worries, which affects his concentration length / span / time. 7. The teacher made up / set / wrote a difficult exam but checked / corrected / marked it leniently. Cross out any of the words in italics that do not EDUCATION form common collocations. 1. He got full / maximum / top marks in the listening test. 2. We have to do / make / write a vocabulary test every Friday. 3. She’s busy reviewing / revising / studying for her exam. 4. How many students have enrolled on / signed up for / undertaken the course? 5. She was always losing / missing out / skipping lessons – no wonder she crashed / failed/ flunked the exam. 6. He suffers badly from exam nerves / stress / worries, which affects his concentration length / span / time. 7. The teacher made up / set / wrote a difficult exam but checked / corrected / marked it leniently. Cross out any of the words in italics that do not EDUCATION form common collocations. 1. He got full / maximum / top marks in the listening test. 2. We have to do / make / write a vocabulary test every Friday. 3. She’s busy reviewing / revising / studying for her exam. 4. How many students have enrolled on / signed up for / undertaken the course? 5. She was always losing / missing out / skipping lessons – no wonder she crashed / failed/ flunked the exam. 6. He suffers badly from exam nerves / stress / worries, which affects his concentration length / span / time. 7. The teacher made up / set / wrote a difficult exam but checked / corrected / marked it leniently. Cross out any of the words in italics that do not EDUCATION form common collocations. 1. He got full / maximum / top marks in the listening test. 2. We have to do / make / write a vocabulary test every Friday. 3. She’s busy reviewing / revising / studying for her exam. 4. How many students have enrolled on / signed up for / undertaken the course? 5. She was always losing / missing out / skipping lessons – no wonder she crashed / failed/ flunked the exam. 6. He suffers badly from exam nerves / stress / worries, which affects his concentration length / span / time. 7. The teacher made up / set / wrote a difficult exam but checked / corrected / marked it leniently. Cross out any of the words in italics that do not EDUCATION form common collocations. 1. He got full / maximum / top marks in the listening test. 2. We have to do / make / write a vocabulary test every Friday. 3. She’s busy reviewing / revising / studying for her exam. 4. How many students have enrolled on / signed up for / undertaken the course? 5. She was always losing / missing out / skipping lessons – no wonder she crashed / failed/ flunked the exam. 6. He suffers badly from exam nerves / stress / worries, which affects his concentration length / span / time. 7. The teacher made up / set / wrote a difficult exam but checked / corrected / marked it leniently. Cross out any of the words in italics that do not EDUCATION form common collocations. 1. He got full / maximum / top marks in the listening test. 2. We have to do / make / write a vocabulary test every Friday. 3. She’s busy reviewing / revising / studying for her exam. 4. How many students have enrolled on / signed up for / undertaken the course? 5. She was always losing / missing out / skipping lessons – no wonder she crashed / failed/ flunked the exam. 6. He suffers badly from exam nerves / stress / worries, which affects his concentration length / span / time. 7. The teacher made up / set / wrote a difficult exam but checked / corrected / marked it leniently. Cross out any of the words in italics that do not EDUCATION form common collocations. 1. He got full / maximum / top marks in the listening test. 2. We have to do / make / write a vocabulary test every Friday. 3. She’s busy reviewing / revising / studying for her exam. 4. How many students have enrolled on / signed up for / undertaken the course? 5. She was always losing / missing out / skipping lessons – no wonder she crashed / failed/ flunked the exam. 6. He suffers badly from exam nerves / stress / worries, which affects his concentration length / span / time. 7. The teacher made up / set / wrote a difficult exam but checked / corrected / marked it leniently. Corpus -- Comprise v.s. Compose (p.9) FILL IN COMPRISE OR COMPOSE TO COMPLETE THE SENTENCES The United states _____________ comprises 50 states. compose Fifty states _____________ the United States. All decimals _____________ the set of the real compose numbers. comprises all The set of the real numbers ____________ numbers that can be represented as a decimal. CORRECT OR INCORRECT? The rock is comprised of three minerals. × The rock is composed of three minerals. The rock comprises three minerals. Three minerals compose the rock. If you are confused, just say, "The rock is made up of three minerals," or "Three minerals make up the rock." In-class Assignment GRE Math Qs SOME GRE MATH QUESTIONS 1. If an integer y is subtracted from an integer x and the result is greater than x, the y must be (A) equal to x (B) less than 0 (C) less than x (D) greater than 0 (E) greater than x Answer: B 2. Which of the following is the product of two positive integers whose sum is 3? (A) 0 (B) 1 (C) 2 (D) 3 (E) 4 Answer: C Speaking Task (p.12) (P.9) The top number is called the ____________. The bottom number is called the _____________. This fraction means 1 ÷ 3. That is, 1 ________ ________ 3. It also means, one thing cut-up or broken into three pieces. We would read this fraction as _______________. (P.9) The top number is called the numerator. The bottom number is called the _____________. This fraction means 1 ÷ 3. That is, 1 ________ ________ 3. It also means, one thing cut-up or broken into three pieces. We would read this fraction as _______________. (P.9) The top number is called the numerator. The bottom number is called the denominator. This fraction means 1 ÷ 3. That is, 1 ________ ________ 3. It also means, one thing cut-up or broken into three pieces. We would read this fraction as _______________. (P.9) The top number is called the numerator. The bottom number is called the denominator. This fraction means 1 ÷ 3. That is, 1 divided by 3. It also means, one thing cut-up or broken into three pieces. We would read this fraction as _______________. (P.9) The top number is called the numerator. The bottom number is called the denominator. This fraction means 1 ÷ 3. That is, 1 divided by 3. It also means, one thing cut-up or broken into three pieces. We would read this fraction as one-third. CONVERTING A MIXED NUMBER TO AN IMPROPER FRACTION (p.13) Example: 1 7 2 3 3 Step 1: Multiply the ___________3 by/with the ____________ 2 for a ________ of 6. Step 2: Add the __________ 1 to/with the 6 for a ______of 7, and write that as a numerator. Step 3: Move the denominator 3 under the numerator 7 for the resulting/converted improper fraction. So, (3×2)+1=7, then move denominator 3 under 7. CONVERTING A MIXED NUMBER TO AN IMPROPER FRACTION (p.13) Example: 1 7 2 3 3 Step 1: Multiply the denominator 3 by/with the ____________ 2 for a ________ of 6. Step 2: Add the __________ 1 to/with the 6 for a ______ of 7, and write that as a numerator. Step 3: Move the denominator 3 under the numerator 7 for the resulting/converted improper fraction. So, (3×2)+1=7, then move denominator 3 under 7. CONVERTING A MIXED NUMBER TO AN IMPROPER FRACTION (p.13) Example: 1 7 2 3 3 Step 1: Multiply the denominator 3 by/with the whole number 2 for a ________ of 6. Step 2: Add the __________ 1 to/with the 6 for a ______ of 7, and write that as a numerator. Step 3: Move the denominator 3 under the numerator 7 for the resulting/converted improper fraction. So, (3×2)+1=7, then move denominator 3 under 7. CONVERTING A MIXED NUMBER TO AN IMPROPER FRACTION (p.13) Example: 1 7 2 3 3 Step 1: Multiply the denominator 3 by/with the whole number 2 for a product of 6. Step 2: Add the __________ 1 to/with the 6 for a ______ of 7, and write that as a numerator. Step 3: Move the denominator 3 under the numerator 7 for the resulting/converted improper fraction. So, (3×2)+1=7, then move denominator 3 under 7. CONVERTING A MIXED NUMBER TO AN IMPROPER FRACTION (p.13) Example: 1 7 2 3 3 Step 1: Multiply the denominator 3 by/with the whole number 2 for a product of 6. Step 2: Add the numerator 1 to/with the 6 for a ______ of 7, and write that as a numerator. Step 3: Move the denominator 3 under the numerator 7 for the resulting/converted improper fraction. So, (3×2)+1=7, then move denominator 3 under 7. CONVERTING A MIXED NUMBER TO AN IMPROPER FRACTION (p.13) Example: 1 7 2 3 3 Step 1: Multiply the denominator 3 by/with the whole number 2 for a product of 6. Step 2: Add the numerator 1 to/with the 6 for a sum of 7, and write that as a numerator. Step 3: Move the denominator 3 under the numerator 7 for the resulting/converted improper fraction. So, (3×2)+1=7, then move denominator 3 under 7. CONVERTING A MIXED NUMBER TO AN IMPROPER FRACTION (p.13) Example: 1 7 2 3 3 Step 1: Multiply the denominator 3 by/with the whole number 2 for a product of 6. Step 2: Add the numerator 1 to/with the 6 for a sum of 7, and write that as a numerator. Step 3: Move the denominator 3 under the numerator 7 for the resulting/converted improper fraction. So, (3×2)+1=7, then move denominator 3 under 7. YOUR TURN! Each student should line up, come to stage and present the converting process. You must: Hold the microphone. Write down the process on the board while speaking. Follow the steps or use your own way to express the converting process. Remember right now you are a math teacher, your job is to Let Your Students Understand, so Be Specific! Each one of you should have only 1 minute to complete your talk. If you can’t complete within 1 minute, line up again until you succeed. DISTRIBUTE THE CARDS Each one of you should get 1 card. Please write down the following sentence to make your own question: How to convert ______________ into ______________? Fold into an airplane. Shoot in any direction. Pick up 1 airplane. DISTRIBUTE THE CARDS The number shows the order of your talk. The topic shows the mixed number you need to convert into its improper fraction in your short report. When it’s your turn, hand in the card and I’ll write comments on it. NOW IT’S YOUR TURN!! 3~4 people in a group. Each group get 1 envelope with your question in it. Present how to solve the question.
