Pension 650001

•

0 likes•174 views

Ugel Pacasmayo

Education

Recently uploaded

Nutritional Needs Presentation - HLTH 104

misteraugie

Seal of Good Local Governance (SGLG) 2024Final.pptx

negromaestrong

How to Give a Domain for a Field in Odoo 17

Celine George

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

AreebaZafar22

Introduction to Nonprofit Accounting: The Basics

TechSoup

SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx

iammrhaywood

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

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

Gardella_PRCampaignConclusion Pitch Letter

MateoGardella

Advance Mobile Application Development class 07

Dr. Mazin Mohamed alkathiri

Key note speaker Neum_Admir Softic_ENG.pdf

Admir Softic

Mehran University Newsletter Vol-X, Issue-I, 2024

Mehran University of Engineering & Technology, Jamshoro

Explore beautiful and ugly buildings. Mathematics helps us create beautiful d...

christianmathematics

microwave assisted reaction. General introduction

Maksud Ahmed

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

KokoStevan

Web & Social Media Analytics Previous Year Question Paper.pdf

Jayanti Pande

psychiatric nursing HISTORY COLLECTION .docx

PoojaSen20

Advanced Views - Calendar View in Odoo 17