Diamond ring 2

•Download as PPSX, PDF•

2 likes•964 views

langrenchi

Education

Diamond Ring ⅱ Music:SarahBrightman---La Califfa

Recently uploaded

Mattingly "AI & Prompt Design: The Basics of Prompt Design"

National Information Standards Organization (NISO)

SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx

iammrhaywood

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

AreebaZafar22

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

Celine George

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

christianmathematics

Nutritional Needs Presentation - HLTH 104

misteraugie

Grant Readiness 101 TechSoup and Remy Consulting

TechSoup

Introduction to Nonprofit Accounting: The Basics

TechSoup

This PowerPoint helps students to consider the concept of infinity.

christianmathematics

fourth grading exam for kindergarten in writing

TeacherCyreneCayanan

Holdier Curriculum Vitae (April 2024).pdf

agholdier

Gardella_Mateo_IntellectualProperty.pdf.

MateoGardella

PROCESS RECORDING FORMAT.docx

PoojaSen20

An Overview of Mutual Funds Bcom Project.pdf

SanaAli374401

Z Score,T Score, Percential Rank and Box Plot Graph

Thiyagu K

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

Mehran University of Engineering & Technology, Jamshoro

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

Measures of Central Tendency: Mean, Median and Mode

Thiyagu K

microwave assisted reaction. General introduction

Maksud Ahmed

Recently uploaded (20)

Mattingly "AI & Prompt Design: The Basics of Prompt Design"

SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx

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

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

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

Nutritional Needs Presentation - HLTH 104

Grant Readiness 101 TechSoup and Remy Consulting

Introduction to Nonprofit Accounting: The Basics

This PowerPoint helps students to consider the concept of infinity.

fourth grading exam for kindergarten in writing

Holdier Curriculum Vitae (April 2024).pdf

Gardella_Mateo_IntellectualProperty.pdf.

PROCESS RECORDING FORMAT.docx

An Overview of Mutual Funds Bcom Project.pdf

Z Score,T Score, Percential Rank and Box Plot Graph

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

Making and Justifying Mathematical Decisions.pdf

Gardella_PRCampaignConclusion Pitch Letter

Measures of Central Tendency: Mean, Median and Mode

microwave assisted reaction. General introduction

Diamond ring 2

1. Diamond Ring ⅱ Music:SarahBrightman---La Califfa

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

41.

42.

43.

44.

45.

46.

47.

48.

49.

50.

51.

52.

53.

54.

55.

56.

57.

58.

59.

60.

61.

62.

63.

64.

65.

66.

67.

68.

69.

70.

71.

72.

73.

74.

75.

76.

77.

78.

79.

80. Createdbylangrenchi　 09.15.2010　

Diamond ring 2

Recommended

Recommended

More Related Content

More from langrenchi

More from langrenchi (17)

Recently uploaded

Recently uploaded (20)

Diamond ring 2