How much do you know about creative and media

•Download as DOC, PDF•

0 likes•21 views

marie

Education

How much do you know about creative and media?

Do you like going to the cinema?

Recently uploaded

Nutritional Needs Presentation - HLTH 104

misteraugie

INDIA QUIZ 2024 RLAC DELHI UNIVERSITY.pptx

RAM LAL ANAND COLLEGE, DELHI UNIVERSITY.

Grant Readiness 101 TechSoup and Remy Consulting

TechSoup

Sports & Fitness Value Added Course FY..

Disha Kariya

Accessible design: Minimum effort, maximum impact

dawncurless

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

Shubhangi Sonawane

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

National Information Standards Organization (NISO)

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

EduSkills OECD

PROCESS RECORDING FORMAT.docx

PoojaSen20

Holdier Curriculum Vitae (April 2024).pdf

agholdier

Advanced Views - Calendar View in Odoo 17

Celine George

psychiatric nursing HISTORY COLLECTION .docx

PoojaSen20

Web & Social Media Analytics Previous Year Question Paper.pdf

Jayanti Pande

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

microwave assisted reaction. General introduction

Maksud Ahmed

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

Application orientated numerical on hev.ppt

RamjanShidvankar

An Overview of Mutual Funds Bcom Project.pdf

SanaAli374401

1029 - Danh muc Sach Giao Khoa 10 . pdf

QucHHunhnh

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

AreebaZafar22

Recently uploaded (20)