Sentence examples for figurative unit from inspiring English sources

One broad implication of our findings is that problems that include figurative unit items in the prompt could be particularly valuable in assessing student work.

In particular, student written work on tasks that included figurative unit items provided the greatest variety of evidence regarding students' construction of and operation on composite units.

In our analysis of students' written work on the assessment, we found that written work on tasks that included figurative unit items, such as cupcakes, boxes, and/or rows on the cupcake tasks, provided the greatest variety of evidence regarding students' construction of and operation on composite units.

In Fig. 9d, the student also does not use figurative units of 1.

Tasks involving discrete units in which figurative representations of units and (to the observer) composite units were provided seemed to elicit a greater variety of written solutions.

Overall, we found the following types of evidence in correct solutions of cupcake tasks: Solutions that lacked evidence of the construction of composite units (possible for INS students) included pen marks from counting and recounting units of 1, indicating a focus on counting units of 1 and not the figurative composites.

However, note that even in Fig. 9a, there is evidence of the use of a composite unit in assimilation, not just the experiential figurative composite formed by rows.

While we can always look at whether students got a problem wrong or right as an indication of certain ways of operating, we chose to feature student responses that would highlight the range of responses involving figurative representation of or inferred internalized use of composite units in solving the tasks.

This implies the ability to assimilate the situation in terms of composite units of 3 and keep track of the number of composite units of 3 in the sequence from 1 to 39 with no figurative support.

Solutions that indicated the ability to construct and potentially operate on in activity, composites of composite units (possible for ENS students) included (a) disembedding (lack of embedding) of a composite of composite units (ENS) and (b) the absence of written supports (no intermediate calculations or figurative items).

We also discuss preliminary approaches for sentiment composition (how smaller units of text combine to express sentiment) and approaches for detecting sentiment in figurative and metaphoric language these are the areas where we expect to see significant work in the near future.