Steve is going on vacation. He brings 8 different colored t-shirts and 4 pants. How many different outfits could he have on vacation? a)  Write the equation that represents this situation. b)  Draw a diagram that could be useful in representing this situation.

Use the standard algorithm to compute 283 ÷ 8. In this case, have 8 represent how many are in each group. a)  What does the quotient represent in this interpretation of division? b)  In step 1 of the standard algorithm, we often ask the question, “Does 8 go into 2?” Why is the answer ‘No,’ when 8 clearly does go into 200? c)  In step 2 of the standard algorithm, we often ask the question, “Does 8 go into 28?” What does the 28 represent? d)  What does the phrase, “goes into” mean? Think about the interpretation of the divisor as either the number of groups or how many are in each group. e)  What does it really mean to “bring down” the 3 in the standard algorithm?

Rewrite the following numbers using the indicated place value. The first one is given. a)  23,400 as hundreds : 234 hundreds b)  7,234 as tens c)  9,800,000 as millions d)  6,500,000 as tens e)  82,000,000 as hundreds f)  4,005,267 as thousands

Point charge q1 = –20nC is located at (0, 0)m,  poiont charge q­2 = 30nC is located at (4.0, 0)m. a) Find the electric potential at (4.0, –6.0)m. b)  How much energy, in Joules, is required move point charge q3 = 10mC from very far away to the location (4.0, –6.0)m?

a)  Describe each student’s strategy. b)  Identify any similarities among these strategies. Consider any mathematical properties or ideas that they use or the prior knowledge that is needed to execute them.

In 2nd and 3rd grade, students are expected to solve two-step word problems involving all types of addition and subtraction problems. Consider the following word problem: Yuqi was reading a book that is 50 pages long. She read 18 pages on Monday and 22 pages on Tuesday. How many pages does Yuqi have left to read after Tuesday? a)  Write a single equation that models this situation. b)  Write a different word problem that is modeled by the equation 23 + 67 – ☐= 31. Use a context that is familiar and interesting to an elementary school student.

a )What is a constant difference strategy? b)  Use the constant difference strategy to solve 2,415 – 789. c)  Use the constant difference strategy to solve 24.15 – 7.89.

Solve 72 – 34 in two different ways, both of which involve decomposition. Model both strategies on a number line.

For the following problems; Write a division equation that represents each situation. Identify the divisor as the number of groups or the number in each group. Explain how you know. Draw a picture to model the actions in the problem. a)  Stuart ordered 16 cupcakes for a party. He asked the store to put 4 cupcakes in each box. How many boxes will Stuart carry to the party? b)  There are 18 Twix bars. Stephanie plans to put them equally into 6 bags. How many Twix bars will there be in each bag?

Peptide bond formation is catalyzed by _________ and occurs between the _________ sites of the ribosome.