Bill Bradey Essays - New York Knicks, Bill Bradley, Shooting Guards

Bill Bradey Essays - New York Knicks, Bill Bradley, Shooting Guards Bill Bradey Bill Bradley 7/28/43 Bill Bradley College: Princeton and Oxford Height: 6-5 Weight: 205 lbs. Average Points Per Game is 12.4 Rebounds in his Career 2354 Assists in Career 2533 Points in Career 9217 Bill Bradley started off his life in Crystal City, Missouri. He was born on July 28, 1943. He took his first shot with a basketball when he was 9 at the Crystal Citys YMCA. He started playing basketball for his local high school as a freshman. He became captain of his high school team his second year. He often went to the gym when he didnt have a team practice. He would ask his coach if he could use the gym on the off days of practice. Bill then moved on from high school and made up his mind to go to Princeton University. He was an all American is college and was also asked to play on the Olympic team. That team went on to be gold medallists. He later broke the record for most points in a single NCAA tournament. He also became the first basketball player to get the Sullivan Award for the nations best amateur athlete. Aside from all his basketball he was a good student getting strait Bs. Bill was one of the thirty-two people of the U.S. chosen to go to Oxford University in England. Bill then came back after two years of little basketball to be drafted by the knicks. He signed a three year contract for 500,000. That was unusual for a basketball player to get. Most of them got 50,00 to 100,00. He then had to spend six months in the air force. After the six months he started playing for the knicks. But he wasnt as good as he was in college because, he didnt have as much practice. But managed to start on the knicks great team the second year of his career. Bill won the rookie of the year award. In 1971 he was thinking about dropping out of basketball and going for politics but then he hit his career high 38 and stayed. He also got three hundred rebounds and assists. Bill was then chosen for the all-star game which he thought were only for the young starts not the old but he thought wrong. He played twelve minutes and scored four points. Bill brought his team to 4 championships. Bill had his high games and his low games. He played good games will more then ten assists, points, rebounds and even blocks. In 1972-1973 he was averaging 16 points. In 1976 he decided to retire. He averaged four points and twelve minutes per game. His scoring average of his career was 12.4. After he retired he wanted to join in politics. Bradley won his democratic election. He didnt just stop playing basketball he stop watching basketball in 1977. He did this all for his daughter. He was then elected for the Basketball Hall of Fame. He later became an educator at Stanford, Maryland, and Notre Dame. That is my report on Bill Bradley.

A Close Look at the Singapore Math Method

A Close Look at the Singapore Math Method One of the harder things parents have to do when it comes to their child’s schooling is understand a new method of learning. As the Singapore Math Method gains popularity, it’s starting to be used in more schools across the nation, leaving more parents to figure out what this method is all about. A close look at the philosophy and framework of Singapore Math can make it easier to understand what’s going on in your child’s classroom. The Singapore Math Framework The framework of Singapore Math is developed around the idea that learning to problem-solve and develop mathematical thinking are the key factors in being successful in math.The framework states: â€Å"The development of mathematical problem-solving ability is dependent on five inter-related components, namely, Concepts, Skills, Processes, Attitudes, and Metacognition.†Looking at each component individually makes it easier to understand how they fit together to help children gain skills that can help them solve both abstract and real-world problems. 1. Concepts When children learn mathematical concepts, they are exploring the ideas of branches of math like numbers, geometry, algebra, statistics and probability, and data analysis. They’re not necessarily learning how to work the problems or the formulas that go with them, but rather gaining an in-depth understanding of what all of these things represent and look like.It’s important for kids to learn that all of math works together and that, for example, addition doesn’t stand by itself as an operation, it carries on and is a part of all the other math concepts as well. Concepts are reinforced using math manipulatives and other practical, concrete materials. 2. Skills Once students have a solid grasp of the concepts, it’s time to move on to learning how to work with those concepts. In other words, once the students have an understanding of the ideas, they can learn the procedures and formulas that go with them. This way the skills are anchored to the concepts, making it easier for students to understand why a procedure works.In Singapore Math, skills don’t just refer to knowing how to work something out with pencil and paper, but also knowing what tools (calculator, measurement tools,etc.) and technology can be used to help solve a problem. 3. Processes The framework explains that processes â€Å"includes reasoning, communication and connections, thinking skills and heuristics, and application and modeling.†    Mathematical reasoning is the ability to look carefully at mathematical situations in a variety of different contexts and logically apply the skills and concepts to problem-solve the situation. Communication is the ability to clearly, concisely and logically use the language of math to explain ideas and mathematical arguments. Connections is the ability to see how math concepts are related to each other, how math is related to other areas of study and how math relates to real life. Thinking skills and heuristics are the skills and techniques that can be used to solve a problem. Thinking skills include things like sequencing, classifying and identifying patterns. Heuristics are the experience-based techniques a child can use to create a representation of a problem, take an educated guess, figure out the process to work through a problem or how to reframe a problem. For example, a child may draw a chart, try to guess and check or solve parts of a problem. These are all learned techniques. Application and modelling is the ability to use what you’ve learned about how to solve problems to choose the best approaches, tools and representations for a certain situation. It’s the most complicated of the processes and takes a lot of practice for children to create math models. 4. Attitudes Children’s are what they think and feel about math. Attitudes are developed by what their experiences with learning math are like.So, a child who has fun while developing a good understanding of concepts and acquiring skills is more likely to have positive ideas about the importance of math and confidence in his ability to solve problems. 5. Metacognition Metacognition sounds really simple but is harder to develop than you might think. Basically, metacognition is the ability to think about how you are thinking.For kids, this means not only being aware of what they are thinking, but also knowing how to control what they are thinking. In math, metacognition is closely tied to being able to explaining what was done to solve it, thinking critically about how the plan works and thinking about alternative ways to approach the problem.The framework of Singapore Math is definitely complicated, but it’s also definitely well thought out and thoroughly defined. Whether you’re an advocate for the method or not so sure about it, a better understanding of the philosophy is key in helping your child with math.