zuw songolt amjiltiin undes

•Download as PPTX, PDF•

0 likes•751 views

Narangerel_saran

Education

Viewers also liked

Niitlel

n.ochiko

Лекцийн хичээлийн үр дүнг сайжруулах нь

Muis-Orkhon

Амжилтын үндэс гэж ву ве?

Muis-Orkhon

Soyliin uv

Usukhbayar Darkhanbayar

ажлын амжилт ба харилцаа

Болормаа Дашдондовын

Өөрийгөө ялан дийлж амжилтанд хүрэх арга зүй - Амьдралын Дасгалжуулагчийн урлаг

Monica Batsukh

Viewers also liked (6)

Niitlel

Лекцийн хичээлийн үр дүнг сайжруулах нь

Амжилтын үндэс гэж ву ве?

Soyliin uv

ажлын амжилт ба харилцаа

Өөрийгөө ялан дийлж амжилтанд хүрэх арга зүй - Амьдралын Дасгалжуулагчийн урлаг

Recently uploaded

1029 - Danh muc Sach Giao Khoa 10 . pdf

QucHHunhnh

Asian American Pacific Islander Month DDSD 2024.pptx

David Douglas School District

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

Measures of Central Tendency: Mean, Median and Mode

Thiyagu K

ICT role in 21st century education and it's challenges.

MaryamAhmad92

Food Chain and Food Web (Ecosystem) EVS, B. Pharmacy 1st Year, Sem-II

Shubhangi Sonawane

General Principles of Intellectual Property: Concepts of Intellectual Proper...

Poonam Aher Patil

psychiatric nursing HISTORY COLLECTION .docx

PoojaSen20

The basics of sentences session 2pptx copy.pptx

heathfieldcps1

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

VishalSingh1417

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

Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes

Celine George

Web & Social Media Analytics Previous Year Question Paper.pdf

Jayanti Pande

1029-Danh muc Sach Giao Khoa khoi 6.pdf

QucHHunhnh

A Transgenic animal is one that carries a foreign gene that has been deliberately inserted into its genome. The foreign gene are inserted into the germ line of the animal, so it can be transmitted to the progeny. Transgenic animals are animals that are genetically altered to have traits that mimic symptoms of specific human pathologies. They provide genetic model of various human disease which are important in understanding disease and development of new target.

Role Of Transgenic Animal In Target Validation-1.pptx

NikitaBankoti2

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