XIX Setm Cultural

•Download as PPT, PDF•

0 likes•384 views

guestbd175df

Education

Viewers also liked

Xinga Muito no Twitter

Leonardo Netto

Xd album de fotografias

'Pâoh Châpârro

XII CONCURSO LITERARIO IES BERGIDUM FLAVIUM

comomolaleer

Ximena haro biblioteca virtual

Sandra Ximena Haro Donoso

XLVI Asamblea Anual de la Felaban, boletín 10

felabanenlima

Xmath 14 15

ccasaresanton

Xeerpa: Social Network Profiling

Omar Rois

XIII Congreso Internacional de Protocolo: El concepto de Protocolo 2.0

Pilar Muiños

Viewers also liked (8)

Xinga Muito no Twitter

Xd album de fotografias

XII CONCURSO LITERARIO IES BERGIDUM FLAVIUM

Ximena haro biblioteca virtual

XLVI Asamblea Anual de la Felaban, boletín 10

Xmath 14 15

Xeerpa: Social Network Profiling

XIII Congreso Internacional de Protocolo: El concepto de Protocolo 2.0

Recently uploaded

psychiatric nursing HISTORY COLLECTION .docx

PoojaSen20

Activity 01 - Artificial Culture (1).pdf

ciinovamais

Mattingly "AI & Prompt Design: Structured Data, Assistants, & RAG"

National Information Standards Organization (NISO)

INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

RAM LAL ANAND COLLEGE, DELHI UNIVERSITY.

Unit-IV- Pharma. Marketing Channels.pptx

VishalSingh1417

PROCESS RECORDING FORMAT.docx

PoojaSen20

1029-Danh muc Sach Giao Khoa khoi 6.pdf

QucHHunhnh

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

SECOND SEMESTER TOPIC COVERAGE SY 2023-2024 Trends, Networks, and Critical Th...

KokoStevan

This PowerPoint helps students to consider the concept of infinity.

christianmathematics

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

AreebaZafar22

Unit-V; Pricing (Pharma Marketing Management).pptx

VishalSingh1417

Holdier Curriculum Vitae (April 2024).pdf

agholdier

Key note speaker Neum_Admir Softic_ENG.pdf

Admir Softic

Grant Readiness 101 TechSoup and Remy Consulting

TechSoup

Advance Mobile Application Development class 07

Dr. Mazin Mohamed alkathiri

How to Give a Domain for a Field in Odoo 17

Celine George

Application orientated numerical on hev.ppt

RamjanShidvankar

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

Web & Social Media Analytics Previous Year Question Paper.pdf

Jayanti Pande

Recently uploaded (20)