Submit Search
Upload
Fibonacci 2
•
0 likes
•
159 views
C
Chris Hunter
Follow
Report
Share
Report
Share
1 of 1
Download now
Download to read offline
Recommended
Hello There! My Name is Haryadi Wirawan I’m in the #Round2 of #TheRecruit2016 and here’s my answer to the challenge
AKamSi Tourism Campaign
AKamSi Tourism Campaign
Haryadi Wirawan
[http://www.lifepr.de?boxid=274087]
PM_Auszeichnung für richtungsweisende MS-Forschung verliehen.pdf
PM_Auszeichnung für richtungsweisende MS-Forschung verliehen.pdf
unn | UNITED NEWS NETWORK GmbH
Voluntad de dioses el mito
Voluntad de dioses el mito
Félix Sánchez Paredes
[PDF] Pressemitteilung: Die Laureus World Sports Academy tagt in Berlin [http://www.lifepr.de?boxid=199751]
Einladung Laureus Academy Forum 2010.pdf
Einladung Laureus Academy Forum 2010.pdf
unn | UNITED NEWS NETWORK GmbH
Los valores y antivalores
Los valores y antivalores
majiziur
Serie de diplomas que marcaron mi paso en diversas etapas de mi vida en la universidad, en mi caso nacional de Trujillo en los años 2003 a 2004.
Diplomas M.G.P.L.
Diplomas M.G.P.L.
DIRECTV Latin America
Subway Ravensthorpe Assistant Manager job description.
Asst manager
Asst manager
David Cameron
[PDF] Pressemitteilung: Niederlande kippen Abflugsteuer nach nur einem Jahr [http://www.lifepr.de?boxid=100477]
pi920.pdf
pi920.pdf
unn | UNITED NEWS NETWORK GmbH
Recommended
Hello There! My Name is Haryadi Wirawan I’m in the #Round2 of #TheRecruit2016 and here’s my answer to the challenge
AKamSi Tourism Campaign
AKamSi Tourism Campaign
Haryadi Wirawan
[http://www.lifepr.de?boxid=274087]
PM_Auszeichnung für richtungsweisende MS-Forschung verliehen.pdf
PM_Auszeichnung für richtungsweisende MS-Forschung verliehen.pdf
unn | UNITED NEWS NETWORK GmbH
Voluntad de dioses el mito
Voluntad de dioses el mito
Félix Sánchez Paredes
[PDF] Pressemitteilung: Die Laureus World Sports Academy tagt in Berlin [http://www.lifepr.de?boxid=199751]
Einladung Laureus Academy Forum 2010.pdf
Einladung Laureus Academy Forum 2010.pdf
unn | UNITED NEWS NETWORK GmbH
Los valores y antivalores
Los valores y antivalores
majiziur
Serie de diplomas que marcaron mi paso en diversas etapas de mi vida en la universidad, en mi caso nacional de Trujillo en los años 2003 a 2004.
Diplomas M.G.P.L.
Diplomas M.G.P.L.
DIRECTV Latin America
Subway Ravensthorpe Assistant Manager job description.
Asst manager
Asst manager
David Cameron
[PDF] Pressemitteilung: Niederlande kippen Abflugsteuer nach nur einem Jahr [http://www.lifepr.de?boxid=100477]
pi920.pdf
pi920.pdf
unn | UNITED NEWS NETWORK GmbH
COMENIUS : COMMENT VIVRE DANS l'ESPACE. Centre intérêt N°3 programme technologgie cinquième FCASSORE
Ci3 synthese n2
Ci3 synthese n2
fcassore
[PDF] Anhang: Grußwort LR Jahn Künzelsau [http://www.lifepr.de?boxid=123664]
GrußwortLRJahnKünzelsau.pdf
GrußwortLRJahnKünzelsau.pdf
unn | UNITED NEWS NETWORK GmbH
[PDF] Pressemitteilung: Performance gesteigert, Gewicht und Verbrauch reduziert [http://www.lifepr.de?boxid=290496]
Teaser_SL 63 AMG_de.pdf
Teaser_SL 63 AMG_de.pdf
unn | UNITED NEWS NETWORK GmbH
Cuadro para el blog
Cuadro para el blog
Rosa Rosas Cruz
Australian lingo example
Australian lingo example
Linzylu07
El obsesivo deseo y la insistencia en la igualdad, las conductas repetitivas y los repertorios restringidos de actividades e intereses son aún un conjunto de síntomas del autismo que no cuentan con una explicación satisfactoria. Aquí propondré tres modos relacionados de analizar e intentar comprender estas conductas. En primer lugar, la hipótesis del "déficit en funciones ejecutivas" en personas con autismo. Específicamente, comentaré la escasa capacidad para inhibir conductas que son contextualmente prepotentes pero intencionalmente irrelevantes. En segundo lugar, propondré el uso del concepto de "affordance"1 (potencialidad). Diversas conductas repetitivas podrían explicarse como una consecuencia de graves dificultades en percibir las "affordances" de los estímulos físicos y sociales del contexto. En tercer lugar, hablaré sobre las alteraciones en los mecanismos para la regulación del "arousal" (activación) en las personas con autismo. En este sentido, las conductas repetitivas serían consideradas conductas tendentes a la regulación del "arousal". Por último, plantearé líneas de intervención educativa, centradas en: a) el desarrollo de habilidades de planificación mediante el apoyo de claves visuales (dibujos, fotografías, ...); b) el desarrollo de la flexibilidad; y c) el desarrollo del autocontrol mediante la enseñanza de habilidades de relajación y la enseñanza de modos adecuados de lograr la autorregulación.
ACERCA DE LA INSISTENCIA EN LA IGUALDAD: ANALISIS Y PROPUESTAS PARA LA INTERV...
ACERCA DE LA INSISTENCIA EN LA IGUALDAD: ANALISIS Y PROPUESTAS PARA LA INTERV...
Karlita Bella
[PDF] Pressemitteilung: Rückgang der Arbeitslosigkeit - Arbeitslosenquote sinkt auf 5,1 Prozent [http://www.lifepr.de?boxid=124577]
AMB September 2009.pdf
AMB September 2009.pdf
unn | UNITED NEWS NETWORK GmbH
09
09
Tono Canosa
[PDF] Pressemitteilung: Der Potsdamer Arbeitsmarkt im Januar: Arbeitslosigkeit steigt auf 8,5 Prozent leicht an [http://www.lifepr.de?boxid=285180]
AMR_Januar-2012.pdf
AMR_Januar-2012.pdf
unn | UNITED NEWS NETWORK GmbH
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
Making and Justifying Mathematical Decisions.pdf
Chris Hunter
https://chrishunter.ca/tag/standards-based/
Math 8 Proficiency Scales
Math 8 Proficiency Scales
Chris Hunter
https://chrishunter.ca/tag/standards-based/
Curricular Competencies -- Proficiency Scales
Curricular Competencies -- Proficiency Scales
Chris Hunter
Multiplication is repeated addition... but it also means so much more than that! In this workshop, you will explore several fundamental meanings of this operation (e.g., equal groups, arrays and areas, how a quantity is “stretched,” etc.) through rich tasks that address each of these meanings. Also, you will explore and discuss relationships between the “basic facts.” More importantly, you will learn how to help your students see that these relationships extend to other types of numbers that they come across in BC’s intermediate and middle years mathematics curriculum (e.g., two-digit whole numbers, fractions, decimals, integers, etc.).
Multiplication -- More Than Repeated Addition and Times Tables.pdf
Multiplication -- More Than Repeated Addition and Times Tables.pdf
Chris Hunter
data; decisions; central tendency; mean vs. median
Discogs.pdf
Discogs.pdf
Chris Hunter
Starting the Math Year off Right: Building a Community in Which All Learners Belong
SI 2022.pdf
SI 2022.pdf
Chris Hunter
SBA FAQs
"Yeah But How Do I Translate That to a Percentage?" -- STA Convention 2022.pdf
"Yeah But How Do I Translate That to a Percentage?" -- STA Convention 2022.pdf
Chris Hunter
Visualization is the process of thinking in images to compose, decompose, or transform mathematical concepts.
Visualizing -- Focus Day 2022
Visualizing -- Focus Day 2022
Chris Hunter
NCTM Boston
"They'll Need It for High School"
"They'll Need It for High School"
Chris Hunter
K-12; 2021 STA Convention
Opening Up Math Class
Opening Up Math Class
Chris Hunter
https://chrishunter.ca/2017/11/01/alike-different-which-one-doesnt-belong-more/
Alike & Different: WODB? and More
Alike & Different: WODB? and More
Chris Hunter
Repeating, Increasing, Quadratic, Exponential, Triangular, Fibonacci
Indigenous Art Patterns -- Stamps
Indigenous Art Patterns -- Stamps
Chris Hunter
Conceptual Understanding Through Cuisenaire Rods • Surrey Focus Day • February 2020 • #sd36learn
Cuisenaire Rods
Cuisenaire Rods
Chris Hunter
More Related Content
Viewers also liked
COMENIUS : COMMENT VIVRE DANS l'ESPACE. Centre intérêt N°3 programme technologgie cinquième FCASSORE
Ci3 synthese n2
Ci3 synthese n2
fcassore
[PDF] Anhang: Grußwort LR Jahn Künzelsau [http://www.lifepr.de?boxid=123664]
GrußwortLRJahnKünzelsau.pdf
GrußwortLRJahnKünzelsau.pdf
unn | UNITED NEWS NETWORK GmbH
[PDF] Pressemitteilung: Performance gesteigert, Gewicht und Verbrauch reduziert [http://www.lifepr.de?boxid=290496]
Teaser_SL 63 AMG_de.pdf
Teaser_SL 63 AMG_de.pdf
unn | UNITED NEWS NETWORK GmbH
Cuadro para el blog
Cuadro para el blog
Rosa Rosas Cruz
Australian lingo example
Australian lingo example
Linzylu07
El obsesivo deseo y la insistencia en la igualdad, las conductas repetitivas y los repertorios restringidos de actividades e intereses son aún un conjunto de síntomas del autismo que no cuentan con una explicación satisfactoria. Aquí propondré tres modos relacionados de analizar e intentar comprender estas conductas. En primer lugar, la hipótesis del "déficit en funciones ejecutivas" en personas con autismo. Específicamente, comentaré la escasa capacidad para inhibir conductas que son contextualmente prepotentes pero intencionalmente irrelevantes. En segundo lugar, propondré el uso del concepto de "affordance"1 (potencialidad). Diversas conductas repetitivas podrían explicarse como una consecuencia de graves dificultades en percibir las "affordances" de los estímulos físicos y sociales del contexto. En tercer lugar, hablaré sobre las alteraciones en los mecanismos para la regulación del "arousal" (activación) en las personas con autismo. En este sentido, las conductas repetitivas serían consideradas conductas tendentes a la regulación del "arousal". Por último, plantearé líneas de intervención educativa, centradas en: a) el desarrollo de habilidades de planificación mediante el apoyo de claves visuales (dibujos, fotografías, ...); b) el desarrollo de la flexibilidad; y c) el desarrollo del autocontrol mediante la enseñanza de habilidades de relajación y la enseñanza de modos adecuados de lograr la autorregulación.
ACERCA DE LA INSISTENCIA EN LA IGUALDAD: ANALISIS Y PROPUESTAS PARA LA INTERV...
ACERCA DE LA INSISTENCIA EN LA IGUALDAD: ANALISIS Y PROPUESTAS PARA LA INTERV...
Karlita Bella
[PDF] Pressemitteilung: Rückgang der Arbeitslosigkeit - Arbeitslosenquote sinkt auf 5,1 Prozent [http://www.lifepr.de?boxid=124577]
AMB September 2009.pdf
AMB September 2009.pdf
unn | UNITED NEWS NETWORK GmbH
09
09
Tono Canosa
[PDF] Pressemitteilung: Der Potsdamer Arbeitsmarkt im Januar: Arbeitslosigkeit steigt auf 8,5 Prozent leicht an [http://www.lifepr.de?boxid=285180]
AMR_Januar-2012.pdf
AMR_Januar-2012.pdf
unn | UNITED NEWS NETWORK GmbH
Viewers also liked
(9)
Ci3 synthese n2
Ci3 synthese n2
GrußwortLRJahnKünzelsau.pdf
GrußwortLRJahnKünzelsau.pdf
Teaser_SL 63 AMG_de.pdf
Teaser_SL 63 AMG_de.pdf
Cuadro para el blog
Cuadro para el blog
Australian lingo example
Australian lingo example
ACERCA DE LA INSISTENCIA EN LA IGUALDAD: ANALISIS Y PROPUESTAS PARA LA INTERV...
ACERCA DE LA INSISTENCIA EN LA IGUALDAD: ANALISIS Y PROPUESTAS PARA LA INTERV...
AMB September 2009.pdf
AMB September 2009.pdf
09
09
AMR_Januar-2012.pdf
AMR_Januar-2012.pdf
More from Chris Hunter
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
Making and Justifying Mathematical Decisions.pdf
Chris Hunter
https://chrishunter.ca/tag/standards-based/
Math 8 Proficiency Scales
Math 8 Proficiency Scales
Chris Hunter
https://chrishunter.ca/tag/standards-based/
Curricular Competencies -- Proficiency Scales
Curricular Competencies -- Proficiency Scales
Chris Hunter
Multiplication is repeated addition... but it also means so much more than that! In this workshop, you will explore several fundamental meanings of this operation (e.g., equal groups, arrays and areas, how a quantity is “stretched,” etc.) through rich tasks that address each of these meanings. Also, you will explore and discuss relationships between the “basic facts.” More importantly, you will learn how to help your students see that these relationships extend to other types of numbers that they come across in BC’s intermediate and middle years mathematics curriculum (e.g., two-digit whole numbers, fractions, decimals, integers, etc.).
Multiplication -- More Than Repeated Addition and Times Tables.pdf
Multiplication -- More Than Repeated Addition and Times Tables.pdf
Chris Hunter
data; decisions; central tendency; mean vs. median
Discogs.pdf
Discogs.pdf
Chris Hunter
Starting the Math Year off Right: Building a Community in Which All Learners Belong
SI 2022.pdf
SI 2022.pdf
Chris Hunter
SBA FAQs
"Yeah But How Do I Translate That to a Percentage?" -- STA Convention 2022.pdf
"Yeah But How Do I Translate That to a Percentage?" -- STA Convention 2022.pdf
Chris Hunter
Visualization is the process of thinking in images to compose, decompose, or transform mathematical concepts.
Visualizing -- Focus Day 2022
Visualizing -- Focus Day 2022
Chris Hunter
NCTM Boston
"They'll Need It for High School"
"They'll Need It for High School"
Chris Hunter
K-12; 2021 STA Convention
Opening Up Math Class
Opening Up Math Class
Chris Hunter
https://chrishunter.ca/2017/11/01/alike-different-which-one-doesnt-belong-more/
Alike & Different: WODB? and More
Alike & Different: WODB? and More
Chris Hunter
Repeating, Increasing, Quadratic, Exponential, Triangular, Fibonacci
Indigenous Art Patterns -- Stamps
Indigenous Art Patterns -- Stamps
Chris Hunter
Conceptual Understanding Through Cuisenaire Rods • Surrey Focus Day • February 2020 • #sd36learn
Cuisenaire Rods
Cuisenaire Rods
Chris Hunter
BCAMT Fall Conference • October 2019
Clothesline math
Clothesline math
Chris Hunter
BCAMT Fall Conference • October 2019
Linear relations across the grades
Linear relations across the grades
Chris Hunter
Which two are most alike? What is the same? What's different?
Alike & Different
Alike & Different
Chris Hunter
Chris Hunter • @ChrisHunter36
Paint Splatter Arrays
Paint Splatter Arrays
Chris Hunter
BCAMT Fall Conference 2017
The "MathTwitterBlogoSphere": Creating Your Own Professional Learning Community
The "MathTwitterBlogoSphere": Creating Your Own Professional Learning Community
Chris Hunter
NWMC -- Portland (Slides)
Operations Across the Grades
Operations Across the Grades
Chris Hunter
BCAMT Fall Conference Gladstone Secondary Vancouver, BC October 21, 2016
Proportional Reasoning: Focus on Sense-Making
Proportional Reasoning: Focus on Sense-Making
Chris Hunter
More from Chris Hunter
(20)
Making and Justifying Mathematical Decisions.pdf
Making and Justifying Mathematical Decisions.pdf
Math 8 Proficiency Scales
Math 8 Proficiency Scales
Curricular Competencies -- Proficiency Scales
Curricular Competencies -- Proficiency Scales
Multiplication -- More Than Repeated Addition and Times Tables.pdf
Multiplication -- More Than Repeated Addition and Times Tables.pdf
Discogs.pdf
Discogs.pdf
SI 2022.pdf
SI 2022.pdf
"Yeah But How Do I Translate That to a Percentage?" -- STA Convention 2022.pdf
"Yeah But How Do I Translate That to a Percentage?" -- STA Convention 2022.pdf
Visualizing -- Focus Day 2022
Visualizing -- Focus Day 2022
"They'll Need It for High School"
"They'll Need It for High School"
Opening Up Math Class
Opening Up Math Class
Alike & Different: WODB? and More
Alike & Different: WODB? and More
Indigenous Art Patterns -- Stamps
Indigenous Art Patterns -- Stamps
Cuisenaire Rods
Cuisenaire Rods
Clothesline math
Clothesline math
Linear relations across the grades
Linear relations across the grades
Alike & Different
Alike & Different
Paint Splatter Arrays
Paint Splatter Arrays
The "MathTwitterBlogoSphere": Creating Your Own Professional Learning Community
The "MathTwitterBlogoSphere": Creating Your Own Professional Learning Community
Operations Across the Grades
Operations Across the Grades
Proportional Reasoning: Focus on Sense-Making
Proportional Reasoning: Focus on Sense-Making
Fibonacci 2
1.
What’s the pattern?
photos by mag3737 (flickr)
Download now
