The day i will never forget descriptive essay, Skip to ..
explains how the names of numbersfrom 10 through 99 in the Chinese language include what are essentiallythe column names (as do our whole-number multiples of 100), and she thinksthat makes Chinese-speaking students able to learn place-value conceptsmore readily. But I believe that does not follow, since however the namesof numbers are pronounced, the numeric designation of them is still a totallydifferent thing from the written word designation; e.g., "1000" versus"one thousand". It should be just as difficult for a Chinese-speaking childto learn to identify the number "11" as it is for an English-speaking child,because both, having learned the number "1" as "one", will see the number"11" as simply two "ones" together. It should not be any easier for a Chinesechild to learn to read or pronounce "11" as (the Chinese translation of)"one-ten, one" than it is for English-speaking children to see it as "eleven".And Fuson does note the detection of three problems Chinese children have:(1) learning to write a "0" when there is no mention of a particular "column"in the saying of a number (e.g., knowing that "three thousand six" is "3006"not just "36"); (2) knowing that in certain cases when you get more thannine of a given place-value, you have to convert the "extra" into a higherplace-value in order to write it (e.g., you can say "five one hundred'sand twelve ten's" but you have to write it as "620" because you [sort of]cannot write it as "5120". [I say, "sort of" because we do teach childrento write "concatenated" columns --columns that contain multi-digit numbers--when we teach them the borrowing algorithm of subtraction; we do writea "12" in the ten's column when we had two ten's and borrow 10 more.] (3)Writing numbers normally without "concatenating" them (e.g., learning towrite "five hundred twelve" as "512" instead of "50012", where the childwrites down the "500" and puts the "12" on the end of it).
Descriptive essay about a place you will never forget.
We had been together almost two years. He was my night in shining armor. Our first date was to a place called Black Fish in Boston. It was unbelievable. I had never been to a place so nice, dim lights, the smell of fresh seafood, great service. He showed me a different side of life that I had never seen before. He had money; both his parents own two successful restaurants each in Boston. He had his own credit card. He showered me with gifts. One day it was fifty roses that smelled amazing. Another time was a beautiful Tiffany’s ring. He bought me lunch or dinner when ever I went into town; which was almost every day in the summer. But it wasn’t just the money; it was the piggy back rides, the kisses on the forehead, playing lacrosse in the middle of Hanover St. at twelve at night, watching the planes take off and land at Logan, feeding his dad’s race horse at Suffolk. It was talking on the phone until five in the morning; it was the little things that made me love him. As much as I do not want him in my heart, he was my first and there is no changing that. And as much as what he did hurt me in places that I never knew existed. I believe the good things overshadowed the bad things. This has led me to believe that I will never forget my first love. He will always have a small place in my heart.
There are many subject areas where simple insights are elusive untilone is told them, and given a little practice to "bind" the idea into memoryor reflex. Sometimes one only needs to be told once, sees it immediately,and feels foolish for not having realized it oneself. Many people who takepictures with a rectangular format camera never think on their own to turnthe camera vertically in order to better frame and be able to get muchcloser to a vertical subject. Most children try to balance a bicycle byshifting their shoulders though most of their weight (and balance then)is in their hips, and the hips tend to go the opposite direction of theshoulders; so that correcting a lean by a shoulder lean in the oppositedirection usually actually hastens the fall. The idea of contour plowingin order to prevent erosion, once it is pointed out, seems obvious, yetit was never obvious to people who did not do it. Counting back "change"by "counting forward" from the amount charged to the amount given, is asimple, effective way to figure change, but it is a way most students arenot taught to "subtract", so store managers need to teach it to studentemployees. It is not because students do not know how to subtract or cannotunderstand subtraction, but because they may have not been shown this simpledevice or thought of it themselves. I believe that counting or calculatingby groups, rather than by one's or units, is one of these simple kindsof things one generally needs to be told about when one is young (and givenpractice in, to make it automatic) or one will not think about it.