Unit 1 day 2


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  • 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
  • Unit 1 day 2

    1. 1. AUGUST 8TH , 2013 Learning outcome: Understand how if-then statements function.
    2. 2. WARM-UP
    3. 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. 4. 1. If today is Wednesday, then tomorrow is ________. 2. If ____________, then tomorrow is Sunday. 3. If I sleep in tomorrow, then _____________. CLASSWORK
    6. 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. 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. 8. CLASSWORK Reasoning with If-Then Statements
    9. 9. CLASSWORK, PAGE 11 #2 PARTS A-D
    10. 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. 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. 12.  What do the following numbers have in common?  2, 3, 5, 7, 11, 13, 17, 19, 23
    13. 13. P.12 # 5
    14. 14. EXIT ITEM Look back at page 6 #3 Which used inductive or deductive reasoning? How do you know