The document discusses linear relations across grades and includes the following key points:
- It describes how the concept of linear relations is developed from discrete points in one quadrant in grade 6 to continuous relations with rational coordinates in grade 9.
- Constant rate of change is an essential attribute of linear relations and has meaning when represented in tables, graphs, and equations.
- It lists big ideas, competencies, and content topics related to teaching slopes and equations of lines.
Math 2 Times Table, Place Value and Decimals : Grades 3 – 4VSA Future LLC
Learn and practice multiplication and division, dividing fractions, or using algebra to solve complex word problems, students are building their math fluency and using deductive reasoning skills to problem solve.
Math 2 Times Table, Place Value and Decimals : Grades 3 – 4VSA Future LLC
Learn and practice multiplication and division, dividing fractions, or using algebra to solve complex word problems, students are building their math fluency and using deductive reasoning skills to problem solve.
Power point is just like the name says a powerful tool for learning. I think that you can engage students not just through words, but also through visuals. Some students learn better by hearing, but other students learn better by seeing. Recently, i create this power point to evaluate my students, i am looking forward to see your comments!
Enhance your children's division skills with our incredible teaching, activity and display resource pack! Includes a comprehensive guide to the topic, printable activity resources for independent and group work, as well as handy display and reference materials.
Available from http://www.teachingpacks.co.uk/the-division-pack/
Ideas for extracting the maximum value from a survey that is going to happen anyway.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Power point is just like the name says a powerful tool for learning. I think that you can engage students not just through words, but also through visuals. Some students learn better by hearing, but other students learn better by seeing. Recently, i create this power point to evaluate my students, i am looking forward to see your comments!
Enhance your children's division skills with our incredible teaching, activity and display resource pack! Includes a comprehensive guide to the topic, printable activity resources for independent and group work, as well as handy display and reference materials.
Available from http://www.teachingpacks.co.uk/the-division-pack/
Ideas for extracting the maximum value from a survey that is going to happen anyway.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
CMC3S Spring 2013 Dave Sobecki Critical ThinkingFred Feldon
Dave Sobecki, Miami Univ, OH, presentation on "Critical Thinking: Does It Mean What You Think" at 28th Annual Conf of CA Mathematics Council of Community Colleges South on Feb 22-23, 2013
1.Mr. Smith asked his students to write an equation for the graph .docxcroysierkathey
1.Mr. Smith asked his students to write an equation for the graph shown.
Luke wrote the equation y= ( x-5 ) ( x+1) y=(x−5)(x+1). Which set of scaffolding questions would be the most appropriate for Mr. Smith to ask Luke to help Luke realize his mistake?
A. If you convert your equation to the expanded form of a quadratic, what is the coefficient of x^{2}x2? Where is this value located on the graph?
B. What is the y-intercept of the graph? Where is this value located in your equation?
C. If you evaluate your equation at x=1 what is the value of y? Does this match the y-value at x=1 on the graph?
2. The table below shows selected x and y values for a linear function. What is the y-intercept of the function?
x
4
7
9
y
13
31
43
A. 6
B. -11
C. -5
3. Jim enrolled in a new gym membership this year which required a $50 membership fee and a $70 monthly fee. Jim wrote an equation in the form y=mx+b to find the total amount he has spent on his gym membership this year. What is the meaning of the $70 monthly fee in his equation?
A. 70 is the slope of the line
B. 70 is the total amount he has spent this year
C. 70 is the y-intercept of the line
4. Which four of the following lines are perpendicular to 5x-2y=7?
Select all answers that apply.
A. 2x+5y=13
B. 5y=-2x+10
C. 2/3X +5/3Y=1/3
D. 5X+2Y=7
5. Jason is mowing lawns to save up for a new phone. He mows four lawns a day and for each lawn he mows, he earns $30. The table shows the amount of money he makes each day when he mows lawns. Based on the table, what is the total number of days, d, needed to save m amount of money?
Day
Total Amount of Money Made
1
$120
2
$240
3
$360
4
$480
A. m=120d
B. m=120 (d-1)
C. m=d+120
6. On the first day of this year, Erin deposited $2500 into a savings account that earns 4% annual interest, compounded monthly. If she does not have any plans to deposit or withdraw any money, how much money will be in the account at the end of the year?
A. $4002.58
B. $2600.00
C. $2601.85
7. The local radio station is giving away free concert tickets to the 104th person who calls in. Andrew and John want to win the concert tickets, so Andrew calls into the station 6 times and John calls in x times. If the probability that either Andrew or John wins the concert tickets is 0.125, what is the value of x?
A. 6
B. 7
C. 4
8. The ΔADB is inscribed in circle C with radius 8.
If DB=x, find AD.
A. AD=sqrt{64-x^{2}}
B. AD=sqrt{256-x^{2}}
C. AD=16-x
9. The parabola f(x) = -3/2X^2 + 4X is graphed below along with a tangent line at (2,F(2)). What is the slope of the tangent line?
A. -3
B. 0
C. -2
10. In the past several years, the number of students enrolled at a local university has decreased by 14% each year. Currently, there are 23,562 students enrolled. If this trend continues, how many students will be enrolled in 5 years?
A. 20,263
B. 11,084
C. 3,299
11. Student work is shown below.
Step 1: 6x-8=10x+4
Step 2: -8=4x+4
Step 3: -12=4x
Step 4: -3=x
What property listed below c.
1.Mr. Smith asked his students to write an equation for the graph .docxjeremylockett77
1.Mr. Smith asked his students to write an equation for the graph shown.
Luke wrote the equation y= ( x-5 ) ( x+1) y=(x−5)(x+1). Which set of scaffolding questions would be the most appropriate for Mr. Smith to ask Luke to help Luke realize his mistake?
A. If you convert your equation to the expanded form of a quadratic, what is the coefficient of x^{2}x2? Where is this value located on the graph?
B. What is the y-intercept of the graph? Where is this value located in your equation?
C. If you evaluate your equation at x=1 what is the value of y? Does this match the y-value at x=1 on the graph?
2. The table below shows selected x and y values for a linear function. What is the y-intercept of the function?
x
4
7
9
y
13
31
43
A. 6
B. -11
C. -5
3. Jim enrolled in a new gym membership this year which required a $50 membership fee and a $70 monthly fee. Jim wrote an equation in the form y=mx+b to find the total amount he has spent on his gym membership this year. What is the meaning of the $70 monthly fee in his equation?
A. 70 is the slope of the line
B. 70 is the total amount he has spent this year
C. 70 is the y-intercept of the line
4. Which four of the following lines are perpendicular to 5x-2y=7?
Select all answers that apply.
A. 2x+5y=13
B. 5y=-2x+10
C. 2/3X +5/3Y=1/3
D. 5X+2Y=7
5. Jason is mowing lawns to save up for a new phone. He mows four lawns a day and for each lawn he mows, he earns $30. The table shows the amount of money he makes each day when he mows lawns. Based on the table, what is the total number of days, d, needed to save m amount of money?
Day
Total Amount of Money Made
1
$120
2
$240
3
$360
4
$480
A. m=120d
B. m=120 (d-1)
C. m=d+120
6. On the first day of this year, Erin deposited $2500 into a savings account that earns 4% annual interest, compounded monthly. If she does not have any plans to deposit or withdraw any money, how much money will be in the account at the end of the year?
A. $4002.58
B. $2600.00
C. $2601.85
7. The local radio station is giving away free concert tickets to the 104th person who calls in. Andrew and John want to win the concert tickets, so Andrew calls into the station 6 times and John calls in x times. If the probability that either Andrew or John wins the concert tickets is 0.125, what is the value of x?
A. 6
B. 7
C. 4
8. The ΔADB is inscribed in circle C with radius 8.
If DB=x, find AD.
A. AD=sqrt{64-x^{2}}
B. AD=sqrt{256-x^{2}}
C. AD=16-x
9. The parabola f(x) = -3/2X^2 + 4X is graphed below along with a tangent line at (2,F(2)). What is the slope of the tangent line?
A. -3
B. 0
C. -2
10. In the past several years, the number of students enrolled at a local university has decreased by 14% each year. Currently, there are 23,562 students enrolled. If this trend continues, how many students will be enrolled in 5 years?
A. 20,263
B. 11,084
C. 3,299
11. Student work is shown below.
Step 1: 6x-8=10x+4
Step 2: -8=4x+4
Step 3: -12=4x
Step 4: -3=x
What property listed below c ...
Making and Justifying Mathematical Decisions.pdfChris 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.
Multiplication -- More Than Repeated Addition and Times Tables.pdfChris 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.).
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
5. Using the digits 1 to 9 at most one time each,
fill in the boxes to make the slope of the line
that passes through the points as small as
possible.
A( , )
B( , )
Open Middle
6.
7. WANTED
Linear Relation…
… positive y-intercept
… never passes through QIII
… positive x-intercept
… perpendicular to y = ½x + 3
… decreases from left to right
… slope = -2
… x-intercept = 4
… has the same y-intercept as 8x – 3y +24 = 0
… passes through (1, 6)
26. In what figure will the number of
circles exceed 100?
Visual Patterns
Michael Fenton • @mjfenton
27. What comes next?
What else could come next?
What comes before?
What comes between?
What comes way down the line?
Visual Patterns
Michael Fenton • @mjfenton
35. 3-Act Math Tasks
What do you notice?
What do you wonder?
Write down an estimate that is:
too low
too high
just right
What information would be helpful to have here?
57. Foundations &
Pre-calculus 10
Math 9
two-variable continuous
linear relations; includes
rational coordinates
linear equations: slopes and
equations of lines
58. Foundations &
Pre-calculus 10
Math 9
two-variable continuous
linear relations; includes
rational coordinates
Math 8
discrete linear relations
(extended to larger numbers,
limited to integers)
linear equations: slopes and
equations of lines
59. Math 9
two-variable continuous
linear relations; includes
rational coordinates
Math 8
discrete linear relations
(extended to larger numbers,
limited to integers)
Math 7
discrete linear relations,
using expressions, tables, and
graphs (four quadrants;
limited to integral
coordinates)
60. Math 8
discrete linear relations
(extended to larger numbers,
limited to integers)
Math 7
discrete linear relations,
using expressions, tables, and
graphs (four quadrants;
limited to integral
coordinates)
Math 6
increasing and decreasing
patterns, using expressions,
tables, and graphs as
functional relationships
(limited to discrete points in
the first quadrant)
61. linear equations: slopes and
equations of lines
BigIdea(s)
Com
petencies
Content
Constant rate of change is
an essential attribute of linear
relations and has meaning in
different representations and
contexts.
62. Big Ideas: Essential Qs
• What are important features of lines?
• How do these appear in tables, graphs, and equations?
• Which representation should I use?
• How can I make predictions?
63. BigIdea(s)
Com
petencies
linear equations: slopes and
equations of lines
Content
Constant rate of change is
an essential attribute of linear
relations and has meaning in
different representations and
contexts.
?
67. The Crow and The Pitcher
Once upon a time, there was a thirsty crow.
She came upon a pitcher that had some water in it, but when she put
her beak into the pitcher she found she could not reach the water.
Then, she had an idea.
She looked around, found a pebble, and dropped it into the pitcher.
The water rose a little bit.
The crow was encouraged and continued to drop pebbles into the
pitcher, one at a time, until the water rose up high enough for the
crow to reach it with her beak.
The crow drank and was satisfied!
Moral: “Little by little does the trick.”