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Displaying (5) Comments | Comment on this piece | Report objectionable art

Felt so hopeless looking for answers to my qutusiont...sneil now.

By: ** | Jan 02, 2015 | Report Comment**

I find these arguments about PDO, ENSO and the rest quite frurstating. These are all just circulation mechanisms. What gets circulated depends on how much heat has accumulated in various bodies of water at various depths. The circulation events affect heat and precipitation in different places, but none of this affects heat exchange between the top of the atmosphere and space. The fact is that the excess CO2 within the atmosphere unbalances the radiative transfer out of the atmosphere. Which leaves a whole lot more hot stuff swirling around in the washing machine of oceans and atmosphere. It's all got to circulate somewhere somehow.

By: ** | Sep 27, 2013 | Report Comment**

, 7Solve real-world and mathematical prembols by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers. So, is the example equation on p. 4, x + 5:50 9:20, appropriate for Grade 6? How should we read these examples? Does x + p literally mean the equation of the sum of a variable and one number? Since equations of the form, px + q = r is a Grade 7 expectation, we know that we are not supposed to combine these two types in Grade 6. But, what about x + p + q = r?Still on p. 4,and still in the same paragraph, I am not sure if I like the rather than language in students find greater benefit in representing the problem algebraically by choosing variables to represent quantities, rather than attempting a direct numerical solution, since the former approach provides general methods and relieves demands on working memory. Aren't they (algebraic representations and numerical strategies) obviously related? I'm not sure if I understand the claim about relieves demands on working memory, either. I don't think students will find it any more difficult to think, well, before he paid $9.20, he had 2.30+9.20, $11.50. And this was after he got $5.50 from grandmother It seems like a benefit of an algebraic equation in a complicated process is that it suggests a numerical strategy to find the solution.Now on to p.5, and this is the last comment/question. The draft says, Students in Grade 5 began to move from viewing expressions as actions describing a calculation to viewing them as objects in their own right. This statement made me wonder what 1.OA.7, Understand the meaning of the equal sign means. In general, I wish the document will more clearly articulate the contrast between what we are expecting from students in Grades K-5 from what we should expects in Grades 6-8. As the draft note, students start using letters for unknowns in Grade 3. So, what are some of the specific differences in their understanding we are expecting? I think the more clearly and specifically the document can articulate the contrast, the more useful it will be for teachers and curriculum developers.

By: ** | Apr 27, 2013 | Report Comment**

That insight would have saved us a lot of effrot early on.

By: ** | Dec 31, 2011 | Report Comment**

Phenomenal breakdown of the topic, you shloud write for me too!

By: ** | Sep 09, 2011 | Report Comment**

chainofbeing

mzabor

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