Pink and say

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Pink and Say by Patricia Polacco. Pictures only for student interpretation. Beautiful story about friendship during the turbulent time of the Civil War.

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Copy link here https://greatfull.fileoz.club/0688161332 In this zany twist on the legend of King Midas and his golden touch a boy acquires a magical gift that turns everything his lips touch into chocolate! Kids will eat this up for summer reading or anytime!Can you ever have too much of your favorite food John Midas is about to find outÃ¢Â€Â¦.The Chocolate Touch has remained a favorite for millions of kids teachers and parents for several generations. It's an enjoyable story that pulls in even reluctant readers.

⚡[READ PDF]❤ The Chocolate Touch

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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.

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