Spanish-American War Lesson Plan

•

0 likes•133 views

AlohaMaddy

Lesson plan leading to Spanish-American War Document-Based Questions

Education

Viewers also liked

Tecnologia

Ana Zelaya

Lean este articulo por favor

Nathaly Pachay Segura

Un canto de amistad

Nathaly Pachay Segura

Karla

Karlis8080

Hemisferios cerebrales ang

ankaucc

Сон. Биология.

Ксения Масеева

Sales drivers mps suppliers

Mark K

Rivers lrc factfile

Beth Khalil

Ceph Day Berlin: Erasure Code in Ceph

Ceph Community

Graydotpreso1 links 2

Jeba Singh Emmanuel

Elecciones

leon22roch

Viewers also liked (11)

Tecnologia

Lean este articulo por favor

Un canto de amistad

Karla

Hemisferios cerebrales ang

Сон. Биология.

Sales drivers mps suppliers

Rivers lrc factfile

Ceph Day Berlin: Erasure Code in Ceph

Graydotpreso1 links 2

Elecciones

Recently uploaded

Explore the world of IT certification with CompTIA. Discover how the CompTIA Security+ Book SY0-701 can elevate your cybersecurity expertise and open doors to new career opportunities. This PDF provides essential insights into the CompTIA Security+ certification, guiding you through exam preparation and showcasing the benefits of becoming CompTIA-certified. Download now to embark on your journey to IT excellence with CompTIA.

ComPTIA Overview | Comptia Security+ Book SY0-701

bronxfugly43

2024-NATIONAL-LEARNING-CAMP-AND-OTHER.pptx

MaritesTamaniVerdade

Introduction to Nonprofit Accounting: The Basics

TechSoup

Advanced Views - Calendar View in Odoo 17

Celine George

microwave assisted reaction. General introduction

Maksud Ahmed

Class 11th Physics NEET formula sheet pdf

AyushMahapatra5

Activity 01 - Artificial Culture (1).pdf

ciinovamais

Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...

EduSkills OECD

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

VishalSingh1417

Web & Social Media Analytics Previous Year Question Paper.pdf

Jayanti Pande

Sociology 101 Demonstration of Learning Exhibit

jbellavia9

Unit-IV- Pharma. Marketing Channels.pptx

VishalSingh1417

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

AreebaZafar22

TỔNG ÔN TẬP THI VÀO LỚP 10 MÔN TIẾNG ANH NĂM HỌC 2023 - 2024 CÓ ĐÁP ÁN (NGỮ Â...

Nguyen Thanh Tu Collection

Micro-Scholarship, What it is, How can it help me.pdf

Poh-Sun Goh

Measures of Dispersion and Variability: Range, QD, AD and SD

Thiyagu K

Basic Civil Engineering notes first year Notes Building notes Selection of site for Building Layout of a Building What is Burjis, Mutam Building Bye laws Basic Concept of sunlight ventilation in building National Building Code of India Set back or building line Types of Buildings Floor Space Index (F.S.I) Institutional Vs Educational Building Components & function Sills, Lintels, Cantilever Doors, Windows and Ventilators Types of Foundation AND THEIR USES Plinth Area Shallow and Deep Foundation Super Built-up & carpet area Floor Area Ratio (F.A.R) RCC Reinforced Cement Concrete RCC VS PCC

Basic Civil Engineering first year Notes- Chapter 4 Building.pptx

Denish Jangid

1029-Danh muc Sach Giao Khoa khoi 6.pdf

QucHHunhnh

PROCESS RECORDING FORMAT.docx

PoojaSen20

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

Recently uploaded (20)