Questions for dialogue

•Descargar como DOC, PDF•

1 recomendación•242 vistas

Teacher Rosa

Speaking activity

Educación

Más contenido relacionado

Destacado

Nicolas gastelbondo

nicogastel

Folder editado outubro

Estado do RS

Jumpstart websiteflyer-6-1web

snowballweb

Ssp refrenda secretario su compromiso 06 10 2011

megaradioexpress

Periodico abc

Erbol Digital

Sentenced todiestillchildrenofgodii

wldwdpc

Kаncelаrijа civilnog drustvа

Marko Rosic

Leituras 5ano

beaerm

Clipping Numen Blog 21/07/11 @iedbarcelona

IED Barcelona

004 Quel gioco stupendo chiamato vita

Giorgio Dambrosio

Destacado (10)

Nicolas gastelbondo

Folder editado outubro

Jumpstart websiteflyer-6-1web

Ssp refrenda secretario su compromiso 06 10 2011

Periodico abc

Sentenced todiestillchildrenofgodii

Kаncelаrijа civilnog drustvа

Leituras 5ano

Clipping Numen Blog 21/07/11 @iedbarcelona

004 Quel gioco stupendo chiamato vita

Más de Teacher Rosa

Who wants-to-be-a-millionaire-relative-clauses

Teacher Rosa

Millionaire tense revision

Teacher Rosa

Millionaire relatives

Teacher Rosa

Reading test March 2017

Teacher Rosa

Reading test march 1017

Teacher Rosa

Reading test March 1017

Teacher Rosa

Prince & Pauper

Teacher Rosa

The Suffragettes

Teacher Rosa

Songs & rhymes & chants

Teacher Rosa

Talking about-the-future

Teacher Rosa

Happy New year

Teacher Rosa

Types of films movies esl vocabulary matching exercise worksheet

Teacher Rosa

Basic grammar

Teacher Rosa

Writing skills

Teacher Rosa

Present perfect & Past simple

Teacher Rosa

Halloween origin & traditions

Teacher Rosa

Second language learning

Teacher Rosa

First lang acquisition theoretical framework

Teacher Rosa

Medications vocab

Teacher Rosa

Netiquette posters

Teacher Rosa

Más de Teacher Rosa (20)

Who wants-to-be-a-millionaire-relative-clauses

Millionaire tense revision

Millionaire relatives

Reading test March 2017

Reading test march 1017

Reading test March 1017

Prince & Pauper

The Suffragettes

Songs & rhymes & chants

Talking about-the-future

Happy New year

Types of films movies esl vocabulary matching exercise worksheet

Basic grammar

Writing skills

Present perfect & Past simple

Halloween origin & traditions

Second language learning

First lang acquisition theoretical framework

Medications vocab

Netiquette posters

Último

Grant Readiness 101 TechSoup and Remy Consulting

TechSoup

psychiatric nursing HISTORY COLLECTION .docx

PoojaSen20

PROCESS RECORDING FORMAT.docx

PoojaSen20

Código Creativo y Arte de Software | Unidad 1

Maestría en Comunicación Digital Interactiva - UNR

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

Accessible design: Minimum effort, maximum impact

dawncurless

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

Mehran University of Engineering & Technology, Jamshoro

Unit-IV- Pharma. Marketing Channels.pptx

VishalSingh1417

microwave assisted reaction. General introduction

Maksud Ahmed

Activity 01 - Artificial Culture (1).pdf

ciinovamais

Sports & Fitness Value Added Course FY..

Disha Kariya

Class 11th Physics NEET formula sheet pdf

AyushMahapatra5

Key note speaker Neum_Admir Softic_ENG.pdf

Admir Softic

Gardella_PRCampaignConclusion Pitch Letter

MateoGardella

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

Shubhangi Sonawane

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

National Information Standards Organization (NISO)

Measures of Central Tendency: Mean, Median and Mode

Thiyagu K

SOCIAL AND HISTORICAL CONTEXT - LFTVD.pptx

iammrhaywood

Gardella_Mateo_IntellectualProperty.pdf.

MateoGardella

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

KokoStevan

Questions for dialogue

Recomendados

Recomendados

Más contenido relacionado

Destacado

Destacado (10)

Más de Teacher Rosa

Más de Teacher Rosa (20)

Último

Último (20)