Reflection: Students did not see that for Nesrin b ii is incorrect. Should follow up with another argument that has ii as not being shown.
Reflection:Students did not remember their answers from Day 1, will need to put this earlier next year. I ended up asking for no names on paper and will show advanced – unsat work
This is as far as I got for 1st period.
Moved to warm up next day
Moved to following day
Transcript
1. AUGUST 8TH , 2013
Learning outcome: Understand
how if-then statements function.
2. WARM-UP
3. TOOLKIT – HOW TO JUSTIFY A CLAIM
Does the argument have any errors?
Does it show the statement is true for all numbers
or for some numbers?
Does the argument show why the statement is true?
Does the argument provide an easy way to
convince a skeptic?
4. 1. If today is Wednesday, then tomorrow is ________.
2. If ____________, then tomorrow is Sunday.
3. If I sleep in tomorrow, then _____________.
CLASSWORK
5. WHY DO WE NEED LOGIC?
6. Some strategies:
Explain what you have
tried.
Listen to your group
members for
Understanding
Use genuine questioning
A group of four people has to cross a bridge.
It is dark, and they have to light the path with
a flashlight. No more than two people can
cross the bridge simultaneously, and the
group has only one flashlight. It takes
different time for the people in the group to
cross the bridge:
Annie crosses the bridge in 1 minute,
Bob crosses the bridge in 2 minutes,
Caleb crosses the bridge in 5 minutes,
Dorothy crosses the bridge in 10 minutes.
How can the group cross the bridge in 17
minutes?
CLASS WORK
Bridge Problem
7. GRADING SYSTEM
Advanced (adv) Proficient (p) Partially Proficient
(pp)
Beginning
Understanding (u)
Work shows full
understanding of the
standard being
accessed plus there is
a mathematical
justification of the
correctness of the
solution, and/or the
learning is extending
to more complex
situations.
Work shows full
understanding of the
standard being
accessed however,
MINOR errors or
omissions may be
present. Corrections
can be made without
instruction.
Work does not show
full understanding of
the standard being
accessed even though
the solutions may be
correct. Work is
incomplete, but
corrections could be
made with minimal
instruction.
Work shows some
relevant
understanding of
the standard
being accessed.
Instruction is
needed to make
corrections.
8. CLASSWORK
Reasoning with If-Then Statements
9. CLASSWORK, PAGE 11 #2 PARTS A-D
10. • How are a and b
similar?
• How are a and b
different?
• Which if any of the
them can you make a
conclusion about?
• How do you know?
SUMMARY: WHICH CAN WE MAKE A CONCLUSION FROM?
11. DEFINITIONS OF INDUCTIVE & DEDUCTIVE
REASONING
Deductive reasoning: Reasoning from patterns
based on the analysis of specific cases.
Inductive Reasoning: Reasoning from facts,
definitions, and accepted properties.
12. What do the following numbers have in common?
2, 3, 5, 7, 11, 13, 17, 19, 23
13. P.12 # 5
14. EXIT ITEM
Look back at page 6 #3
Which used inductive or deductive
reasoning?
How do you know
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