MIriam Lucía and Gloria, 2º ESO C: Everyday activities

•Download as PPT, PDF•

1 like•485 views

Manuel Martínez

Education

By: Lucía, Gloria and Miriam The activities

Gloria can play football better than Lucía and Miriam

Recently uploaded

Mattingly "AI & Prompt Design: The Basics of Prompt Design"

National Information Standards Organization (NISO)

1029-Danh muc Sach Giao Khoa khoi 6.pdf

QucHHunhnh

Mehran University Newsletter Vol-X, Issue-I, 2024

Mehran University of Engineering & Technology, Jamshoro

Ecological Succession. ( ECOSYSTEM, B. Pharmacy, 1st Year, Sem-II, Environmen...

Shubhangi Sonawane

Key note speaker Neum_Admir Softic_ENG.pdf

Admir Softic

Accessible design: Minimum effort, maximum impact

dawncurless

Nutritional Needs Presentation - HLTH 104

misteraugie

APM Welcome Tuesday 30 April 2024 APM North West Network Conference, Synergies Across Sectors Presented by: Professor Adam Boddison OBE, Chief Executive Officer, APM Conference overview: https://www.apm.org.uk/community/apm-north-west-branch-conference/ Content description: APM welcome from CEO The main conference objective was to promote the Project Management profession with interaction between project practitioners, APM Corporate members, current project management students, academia and all who have an interest in projects.

APM Welcome, APM North West Network Conference, Synergies Across Sectors

Association for Project Management

Gardella_PRCampaignConclusion Pitch Letter

MateoGardella

Unit-IV; Professional Sales Representative (PSR).pptx

VishalSingh1417

An Overview of Mutual Funds Bcom Project.pdf

SanaAli374401

ICT Role in 21st Century Education & its Challenges.pptx

AreebaZafar22

In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

Making and Justifying Mathematical Decisions.pdf

Chris Hunter

Código Creativo y Arte de Software | Unidad 1

Maestría en Comunicación Digital Interactiva - UNR

INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

RAM LAL ANAND COLLEGE, DELHI UNIVERSITY.

PROCESS RECORDING FORMAT.docx

PoojaSen20

How to Give a Domain for a Field in Odoo 17

Celine George

Class 11th Physics NEET formula sheet pdf

AyushMahapatra5

Seal of Good Local Governance (SGLG) 2024Final.pptx

negromaestrong

This PowerPoint helps students to consider the concept of infinity.

christianmathematics

Recently uploaded (20)