Seeing+the+Implications+of+ZERO+Again

=Overview= Gregorio A. Ponce, a faculty member at the Imperial Valley Campus of San Diego State University in Calexico, California, has written an article that describes the value seeing the implications of zero when it comes to unitizing. If you would like to read the article, - you can get it here -

You do not need to read the article to complete the tasks below.

> 1. Use a rubric to guide your thinking >> a. rubric: >> b. place the completed rubric in the dropbox folder you shared with me

Tasks
> A. Use the IMMLE below to represent the following excerpts from Ponce's article >> 1. "//**As preservice teachers walk into my classroom, they see three numbers on the board: 2, 20, and 200**//" (Ponce, 2015, p. 293, emphasis mine) >>> (i.) Show the numbers on the IMMLE below >>> (ii.) Take a screenshot of your work >>> (iii.) Place the screenshot in the Dropbox folder you shared with me >>> >> 2. "//**The discussion resumes as I record the numbers 13, 12, 11,, 9, and 8 on the board and ask the class to use their base-ten manipulatives to show the 8 and the 13.**//" (p. 294, emphasis mine) >>> (i.) Show the numbers 8 & 13 on the IMMLE below >>> (ii.) Take a screenshot of your work >>> (iii.) Place the screenshot in the Dropbox folder you shared with me >>> >> 3. "//**Denise had twenty coins. She gave thirteen coins to her best friend. How many coins does she have now?.**//" (p. 295, emphasis mine) >>> (i.) Use the IMMLE below to solve the problem >>>> HINT: Click on the word Activities and choose subtraction >>> (ii.) Take a screenshot of your work >>> (iii.) Place the screenshot in the Dropbox folder you shared with me media type="custom" key="28202467"