immagration essays

immagration essays I am from an ethnicity and culture that is in the forefront of many political topics in this region today. I am Mexican. When this word comes up most people seem to think of illegal immigrants crossing the border. This thought can bring up much resentment and contempt from certain groups, and along with this comes prejudice and discrimination. However, before I jump ahead of myself I would like to discuss the physical and cultural differences between my people- Mexicans and the U.S. majority- Whites. Physical differences may seem obvious if you think in a stereotypical manner. But there is a great deal of physical diversity within the Mexican culture. The range can be anywhere from the "common" image of a short brown eyed, brown haired, brown skinned individual to the tall light eyed, light haired, light skinned person. In between is a mixture and combination of any of the mentioned characteristics (much of the variety comes from the blood of the Spaniards who invaded Mexico). In fact 60% of Mexico Is made up of "mestizo", mixed European and Indian decent and 30% "indigena", Native Americans of Indians (azteca.net). Those who have darker skin are, of course, more easily pointed out as Mexicans and usually experience more prejudice and racism than those who have characteristics similar to the majority. However, prejudice within our own race sometimes makes up for the lack of prejudice from Whites, but I digress. Moving on, there are many cultural differences. Language for one, which is Spanish (though there are over 50 indigenous languages (azteca.com)). Clothing is different. Not so much as it used to be however. Not everyone is wearing a poncho and sombrero. Of course food is different and is quite enjoyed by many Americans. However, Mexican-American food is somewhat different than Mexican food from Mexico. And I am not quite sure what Taco Bell food is. Maybe that can be called American-Mexican food? ...

4th Grade Math Lesson on Factor Trees

4th Grade Math Lesson on Factor Trees Students create a factor tree with numbers between 1 and 100. Grade Level Fourth Grade Duration   One class period, 45 minutes in length Materials blackboard or whiteboardpaper for students to write onIf you prefer a more artistic touch, copies with four evergreen tree shapes per page Key Vocabulary   factor, multiple, prime number, multiply, divide. Objectives In this lesson, students will create factor trees. Standards Met 4.OA.4: Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. Lesson Introduction   Decide ahead of time whether or not you wish to do this as part of a holiday assignment. If you prefer not to connect this to winter and/or the holiday season, skip Step #3 and references to the holiday season. Step-by Step Procedure Discuss learning target- to identify all of the factors of 24 and other numbers between 1 and 100.Review with students the definition of a factor. And why do we need to know the factors of a particular number? As they get older, and have to work more with fractions with like and unlike denominators, factors grow increasingly important.Draw a simple evergreen tree shape at the top of the board. Tell students that one of the best ways to learn about factors is by using a tree shape.Begin with the number 12 at the top of the tree. Ask students what two numbers can be multiplied together to get the number 12. For example, 3 and 4. Underneath the number 12, write 3 x 4. Reinforce with students that they have now found two factors of the number 12.Now let’s examine the number 3. What are the factors of 3? What two numbers can we multiply together to get 3? Students should come up with 3 and 1.Show them on the board that if we put down the factors 3 and 1, then we would be continuing this work forever. When we get to a number where the factors are the number itself and 1, we have a prime number and we are done factoring it. Circle the 3 so that you and your students know that they are done. Draw their attention back to the number 4. What two numbers are factors of 4? (If students volunteer 4 and 1, remind them that we aren’t using the number and itself. Are there any other factors?)Below the number 4, write down 2 x 2.Ask students if there are any other factors to consider with the number 2. Students should agree that these two numbers are â€Å"factored out†, and should be circled as prime numbers.Repeat this with the number 20. If your students seem confident about their factoring abilities, have them come to the board to mark the factors.If it is appropriate to refer to Christmas in your classroom, ask student which number they think has more factors–24 (for Christmas Eve) or 25 (for Christmas Day)? Conduct a factor tree contest with half of the class factoring 24 and the other half factoring 25. Homework/Assessment   Send students home with a tree worksheet or a blank sheet of paper and the following numbers to factor: 10099514036 Evaluation   At the end of math class, give your students a quick Exit Slip as an assessment. Have them pull a half sheet of paper out of a notebook or binder and factor the number 16. Collect those at the end of math class and use that to guide your instruction the next day. If most of your class is successful at factoring 16, make a note to yourself to meet with the small group that is struggling. If many students have trouble with this one, try to provide some alternate activities for the students who understand the concept and reteach the lesson to the larger group.