Chan Mei Shan Student ID:S98039740 Topic:Coordinate Geometry (F3 **Mathematics**) Distance Formula Slope Straight Line Drawing Review:Distance and Slope Equation/(b)What is the y-intercept of L ? Slope-intercept Form 7 min Slope-intercept Form **Class** Work Find the value of k **for** the following straight line, L. L : 3x + 4y + k = 0 with y-/Back=> Find the equation of the perpendicular bisector of the line segment joining (3, -5) and (-7, **9**). [ Ans.: 5x - 7y + 24 = 0 ] Steps : 1.Find the coordinates of the midpoint./

need. Pre/Post Test Model. Follow pace of intervention, not pace of **mathematics** **class** Frequent monitoring of student understanding. Students have been chosen based on need: /Includes a game **for** them to play. Explains to parents and classroom teachers what students are doing in the classroom. Includes a game **for** them to /**class** diagnostic (Week of Sept. 13) Strategies are Still the Key Fact Families +,- 2 Make 10 Five facts X3 X **9** Fact Families +,- 2 Make 10 Five facts X3 X **9**/

(§2.2) 7.Complexity (§2.3) 8.Number Theory (§2.4-2.6) **9**.Matrices (§2.7) 10.Proof strategy (§3.1) 11.Sequences (§3.2) 12./ patterns, or anything! **Mathematics** is, most generally, the study of any and all absolutely certain truths about any and all perfectly well-defined concepts. Again, what ’ s this **class** about? What are “/conceptual foundation of all of computer science. A generally useful tool **for** rational thought! Uses **for** Discrete Math in Computer Science Advanced algorithms & data structures Programming /

d is the discount rate t is the term This is the formula **for** calculating the discount! 8 Math 1140 - Financial **Mathematics** P = S - D Where P is the proceeds D is the/ = S - D = S - Sdt = S(1-dt) Discount Proceeds Formula **9** Math 1140 - Financial **Mathematics** The discount proceeds formula P = S(1-dt) A)Moves money in forward in /or misreported grades Email Communication 18 Math 1140 - Financial **Mathematics** Before **class**, I need to get my many toys ready. After **class**, I am tired and very unlikely to remember what /

at least A*AA **for** a conditional offer **Mathematics** at High Storrs Faculty 2: **Mathematics** & Statistics KS5 Information /**Mathematics** & Statistics KS5 Information Evening Why should I study Maths at High Storrs? Very strong department: –Experienced, enthusiastic and well qualified staff. –Study support available at all times – particularly around module exams. –In Y13, we have **9**/ purchased online textbooks **for** all modules, –All past papers, revision materials and much more on **class** sites. Enrichment Activities/

1982 A Modified Moore Method **For** Teaching Undergraduate **Mathematics**. Background Literatures Research Objectives 1 To investigate how the “in-**class** demos” effect students’ participation in a calculus **class** 2 To study if the “in-**class** demos” help improve students’ course /each Preliminary: MTH 114 or 116 Comparison of Two Sections Control Group Chinese TA Same **class** notes 35 enrolled,16 consent **Class** average ACT-math: 25.**9** Overall GPA: 3.19 Other math grades: 2.91 MWF 10:00-10:50AM /

**mathematics** and physics C# Language &.NET Platform 6 th Lecture Pavel Ježek pavel.jezek@d3s.mff.cuni.cz Some of the slides are based on University of Linz.NET presentations. © University of Linz, Institute **for**/CLI Type Inheritance (Sealed Types) System.Object (C# keyword: object ) user-defined **classes** (C# keyword: **class** ) delegates (C# keyword: delegate ) pointers (C#: Type * ) System./ Backspace8 New lineA Carriage return D Tab (horizontal) **9** xWXYZAny character WXYZ aAlert7 fForm feedC vVertical tabB Note/

**mathematics** and physics C# Language &.NET Platform 8 th Lecture Pavel Ježek pavel.jezek@d3s.mff.cuni.cz Some of the slides are based on University of Linz.NET presentations. © University of Linz, Institute **for**/ System Software, 2004 published under the Microsoft Curriculum License (http://www.msdnaa.net/curriculum/license_curriculum.aspx) CLI Type Inheritance System.Object (C# keyword: object ) user-defined **classes** (C# keyword: **class**/ return D Tab (horizontal) **9** xWXYZAny character WXYZ aAlert7 fForm /

meaningful constructivist approaches in primary **mathematics** **classes**; –assess student’s prior knowledge, conceptions, motivation and **mathematical** learning; Objectives At the end/**For** problem solving –**For** understanding new concepts (Richard Mayer, 2002) Others 1.All must have and use an email. My email : boontat_teoh@recsam.edu.my My hp # : 016-4542693 2. **Class**/ii) To Kuala LumpurWeek 2 (Sat & Sun) iii) Hike up Penang HillWeek 4 (Thu) **9**. Book Allowance : RM100 - (keep your receipts) - RM20 - Journal - RM30 - Pen/

22 (Add four to the previous term) 47 (Add **9** to the previous term) 75 (T = 2 N - 11) S (Initial Letters of days of the week) Pythagoras Theorom **Mathematics** What is Pythagoras Theorom? “**For** any right triangle, the sum of the areas of the two/ Theorom **Mathematics** Mr Hennessy Have a Go: www.mymaths.co.uk Pythagoras Theorom **Mathematics** Mr H Answers: **9**.25.49.7 5.76.22.7 Traffic Light?How did you find it? Difficult OK Easy Pythagoras Theorom **Mathematics** Plenary: (as a **class**) 25m Pythagoras Theorom **Mathematics** Mr /

Welcome to… Grade **9** **Mathematics**! Classroom Policies & Procedures Cell phones Washroom Late/absent Missed work My expectations in the classroom… Cell phones –the list… Homework –Complete ALL homework on time. It may be checked **for** completion and marks. In-**class** work time –If time is given in **class**, use it. Abuse of this time may lead to a phone call home or other consequences. Grading As/

(§2.2) 7.Complexity (§2.3) 8.Number Theory (§2.4-2.6) **9**.Matrices (§2.7) 10.Proof strategy (§3.1) 11.Sequences (§3.2) 12./ patterns, or anything! **Mathematics** is, most generally, the study of any and all absolutely certain truths about any and all perfectly well-defined concepts. Again, what ’ s this **class** about? What are “/conceptual foundation of all of computer science. A generally useful tool **for** rational thought! Uses **for** Discrete Math in Computer Science Advanced algorithms & data structures Programming /

**Mathematics**, Science and Social Science respectively. Peter got 23, 21,20, 19, 24 and 17 marks in the above subjects respectively. Interpret the data in an organized manner Classroom Project 7.2 Representative Values Data handling in 7 th **class**/in 7 th **class** 7.4 Mode Try This 1. Find the modes of the following data. (i) 5, 6, 3, 5, 4, **9**, 5, 6, 4, **9**, 5 / Data handling in 7 th **class** Looking back Dr.C.R.Rao (India) 1920 AD A well known Statistician, famous **for** his “Theory of Estimation/

no College Algebra course. Non-Stem majors take the **Mathematics** **for** Social Science course or the terminal course **Mathematics** in the Modern World. STEM majors take a 5/ NSF-STEP Grant* Used in all introductory Chemistry, Physics and **Mathematics** **classes** Delivery format in Precalculus since Fall 2008 changed to four hours/ challenging problems, strive to develop student thinking and encourage active student learning. **9** PLTL Principles Team Learning is student centered. Peer leaders are approachable. Peer leaders/

with a focus on standards not previously mastered. preview **mathematics** concepts to be addressed in the regular **mathematics** **class**, including prerequisite skills necessary **for** those concepts, vocabulary, and definitions. build a positive disposition toward learning **mathematics**. A-B Block Schedule All **9** th grade students will attend their Math I or Accelerated Math I **class** every other day **for** the duration of the school year. Students enrolled in/

and Functions Math 248VK Exponential and Logarithmic Functions Math 248VG Absolute Value Equations and Inequalities 84 How these **classes** worked We ran six combined sections during Fall 2012 and six during Spring 2013. Each section was deliberately/ **for** demonstrated mastery of redundant topics follows a student from one hybrid **mathematics** course into the next, so 142 Hybrid Pre-Transfer **Mathematics** **for** example, when a student finishes arithmetic, he or she will have completed the first 5 of **9** modules/

**for** the entire College Prep Math (CPM) sequence. Students in the “other” category might have taken the prerequisite more than a year ago or have demonstrated the prerequisite to an advisor. Success in General Education **Mathematics** **Classes** / Success# EnrollmentsSuccess Percentage Contemporary Math51265078.8% CPM IV13716782.0% Other37548377.6% College Algebra3102509960.8% CPM IV828140658.**9**% Other2274369361.6% Pre-Calculus44278256.5% CPM IV7415149.0% Other36863158.3% Statistics767114567.0% CPM IV8915258.6% /

**Mathematics** - Degrees BS Applied **Mathematics** (80%) “MATH” BS Discrete **Mathematics** (20%) “DMTH” 8 **Mathematics** - Degrees BS Applied **Mathematics** (80%) “MATH” BS Discrete **Mathematics** (20%) “DMTH” Business Option, Research Option Co-op, Internships Study abroad Second major, minor, certificates **9** **Mathematics** - Degrees BS Applied **Mathematics** - MATH – 17 MATH **classes** – PHYS 3XXX **class**/ 2010 MATH 4802 **Mathematical** Problem Solving (Putnam **class**, S/U) Take **classes** **for** letter grade – Do not take **classes** pass/fail. 19/

of people will pass this **class**? Follow Instructions on using Standard Notations Presentation Formats Do not skip steps Calculators No calculators will be allowed in all exams. Texts Johnsonbaugh, Discrete **Mathematics**, 7th ed. (ISBN / − a correct answer with no justification will also be worth NO credit. When explanations are called **for** on the homework, you should respond in complete sentences with proper grammar, spelling, and punctuation. Homework/Th: 7:30am - **9**:30pm F: 7:30am - 6:00pm S: 8:00am - 5:00pm

the population to the square mile? By what number must 7/**9** be multiplied, that the product may be 14/15? If a single rail, of a railroad, be **9** feet in length, how many rails would be required **for** a road, whose length is 12 mi. 5 fur. / 631 applied **for** the **class** of 1980 (of 6761) 176 were found qualified 148 offered admissions 116 entered in June 1976 Today 15% of the **class** are women 87 Women Graduated in 1980 COL Kathi Snook Graduated 1980 1987: MA in applied math 1987-1991: “rotator” in **mathematics** 1997: Ed/

/ Thinking/ Communication Recursive Focus Big Ideas Project Work **Mathematics** Curriculum Strands Project Week Framework Geodesic Dome Framework Example Project Piece Recursive /= Perimeter of a Circle Developing circumference and area relationships **for** a circle Determining circumference and area of circles What must /**class** covered 3 strands in the same time frame Follow up: Grade **9** year the majority of students were preforming at Level 3 or higher Grade **9** Academic has stayed fairly level (mid 80s) Grade **9**/

**Mathematics** attribute OpendTect Master **Class** June 15, 2014 **Mathematics** attribute The **mathematics** attribute allows to combine datasets and to compute new output using **mathematical**/avg() med() var() **Mathematics** attribute Constants: –Undef//**Mathematics**/**mathematics**/**Mathematics** attribute - Uses Different types of syntaxes can be used in the **Mathematics**/**Mathematics** attribute - Uses Different types of syntaxes can be used in the **Mathematics** attribute: 3.Recursive : A recursive filter uses past output values x[n-i] **for**/

**mathematics** and **mathematics** education faculty. –collaboration between **mathematics** faculty and school **mathematics** teachers. The Math Matters Vision Create a mathematician – **mathematics** educator partnership with the goal of improving the **mathematics** education of future elementary school teachers Link field experiences, pedagogy and **mathematics** instruction Create math **classes** that are both accessible and useful **for**/is closest to? a).5,b).6, c).7, d).8, e).**9** 16) The average (arithmetic mean) of 89, 94, 85, 90, /

, or a course in quantitative literacy, facility with and understanding of many different aspects of algebra is essential **for** college-level work. Advanced **Mathematics** and Science Coursetaking in the Spring High School Senior **Classes** of 1982, 1992, and 2004. NCES 2007-312 YearPrecollege Precalculus level Calculus and aboveTotal 1980 682,000 952/% 1985 6.0%7.2% 20.4% 1990 7.1%6.**9**%6.5%20.6% 1995 7.2% 5.4%19.8% 2000 6.4%7.2%5.3%18.**9**% 2005 6.7%6.8%4.**9**%18.5% CBMS and NCES data CBMS and College Board data CBMS /

converging of series and calculating them. 8.Study the real functions reales determining their continuity, maxims, minims. **9**.Interprete and calculate derivatives of real functions. T.M. APOSTOL, Calculus. Ed Reverté Barcelona. (Parte /.Develop reasoning capacity to resolve problems and exercises, from the theoretical concepts exposed in **class** and in combination with the provided **mathematical** tools given to the trainee throughout their educational background. Prerequisites: - Física para/you **for** your attention

practice. . **For** this reason, I would provide my students with answer sheets and spend a portion of **class** time to go over questions. Yet, I would never grade them. To encourage students to work on them, I would include homework questions on written tests. Chapter “Equity” Summary Chapter **9** “Equity” addresses multiple issues that deal with the many efforts to make **mathematics** education available/

Wasim Ul-Haq Department of **Mathematics** College of Science in Al-/**for** this **class** will be discussed. Basic Concepts The **class** A (Goodman, vol.1)[2] The **class** S of univalent functions[2] 6 The **class** P (Caratheodory functions) [2] The **class** 19() 6 Some related **classes** to the **class** P (Noor, 2007)[6] 5 Examples 6 Special **classes**/relation (1915) 11 Functions with bounded turning and related **classes** 12 Convolution (or Hadamard Product) Lemma1 (Singh and Singh)[**9**] 13 A **class** of analytic functions [Noor and Haq, 7] 14/

the estimated mean mark c) Draw a frequency polygon **for** this data d) Another set of students take the test their mean score is 32.5 and their range was 22 to 58. What can you say about the two sets of students? b) Work out the median **class** Worle **Mathematics** Department 16. Similar Triangles The line, PR, cuts/.372 cm 2 7.a)£140, £210, £350 b)Sarah=£30, Jane=£180, Jill=£90 c)6:1 8.a) 536000 b) 0.0046 c) 2.5 QuestionsAnswers **9**.13.75cm 10.X=4 & y = -10 11.a) 0.00843 b) 5.0 X 10 4 c) 5.353 X 10 -6 12. 13. 15.a)/

in 490 classrooms while taking **mathematics** **classes** attended by Young Lives children. Academic Self-Concept Index 6 Statements I am really good at learning maths Doing maths is very difficult **for** me (-ve) Most children in my **class** score better than me (-/ to perform poorly and score low marks and was “barely passing in **mathematics**” Association between the classroom learning environment and children’s academic self-concept **9** Variable OLS-site fixed effect Introducing/summarising lesson 0.030 Group call-and/

39,419 (-364) 4 67 (-12) 532 (-31) 792 (-40) 2,040 (-66) 5,440 (-211) 4,864 (-157) * **Class** of 2009 students who were classified as 10 th -graders in spring 2007 ** Numbers in ( ) indicate +/- change from previous Progress Report. / to communicate **mathematical** content to be learned The 23rd Annual WERA/OSPI State Assessment Conference Slide 33 Format of the Draft: Priorities Three to four content priorities per grade K-8. Three to five content priorities by four strands **for** 3 years of math **9**-12. (/

2 (x 2 -x 1 ) -1, (t 2 -t 1 ) -1 Unit rectangular (or square) pulse BMI II SS06 – **Class** 2 “Linear Systems 2” Slide **9** Limiting case of unit pulse x, t 0 As the pulse narrows we also make it higher, such that the area under the pulse is / Transform (IFT) is given by The Fourier transform and its inverse can be interpreted as a **mathematical** technique **for** converting time–domain data to frequency–domain data, and vice versa. BMI II SS06 – **Class** 2 “Linear Systems 2” Slide 32 Detailed FT example 1 t f(t)f(t) t/

ourselves) a reason to care -Difficult, unlikely, to do alone!!! 17 Ready, Set….. 5 + (-**9**) 18 Remember How 5 + (-**9**) “To find the difference of two integers, subtract the absolute value of the two integers and then assign/language-rich **mathematics** classrooms. 66 67 Accordingly: Some Practical, Research-Affirmed Strategies **for** Raising Student Achievement Through Better Instruction 68 My message today is simple: We know what works! K-1 Reading Gifted Active **classes** Questioning **classes** Thinking **classes** 69 Our/

February 2015 ActivityMinutesTime 1 Reflection of Last **Class** 10 min7:30 – 7:40 2 Articles, Discussion Questions 20 min7:40 – 8:00 3 Activity w/ Summary 60 min8:00 – **9**:00 4 Hybrid Course 10 min9:00 – **9**:10 5 Review Info **for** next week Blackboard, articles, 10 min9:10 – **9**:20 EDSE 2700E Middle and Secondary School **Mathematics**: Teaching Developmentally Dr. Shana Elizabeth Henry 5/

**Mathematics** Department Year **9** End of Year Exam Revision Guide Sets 2, 3 & 4 Worle **Mathematics** Department 1. Calculator work Worle **Mathematics** Department 2. Angles 152° What is the value of angle ACB? x° C B A Worle **Mathematics** Department 3. Averages **Class** Marks11121314 Frequency1432 B. Work out the mean mark? 5892341122 A.Work out the median, mode, mean and range. Worle **Mathematics**/ **for** the price of one. Does this change your decision? Worle **Mathematics** Department 10. Area 6 cm **9** cm 10 cm Worle **Mathematics** /

taking away Model 2: Comparison, e.g. “3 fewer than” Max’s string **9**.3 feet Joe’s string If Max has 1.7 less feet of string than Joe and all together they have **9**.3 feet of string, how much string does each boy have? 1.7 feet / problem in the sequence. © 2012 Common Core, Inc. All rights reserved. commoncore.org NYS COMMON CORE **MATHEMATICS** CURRICULUM A Story of Functions Fluency – Sprints Your **class** is ready **for** a sprint when students are able to make it through a set of rapid white board exchanges in which /

expectations parents and teachers have of the students’ ability and performance in **mathematics** SubjectsSubjects –545 high school students, 302 boys and 243 girls, enrolled in **mathematics** high school **classes** 135 freshmen, 153 sophomores, 168 juniors, 84 seniors, and five 8th/**for** group analyses. –Of the 49 items, 40 had item-to-total correlations above.50, the highest being.82. –The mean and standard deviation of the total score were 169.74 and 32.06 respectively. –The standard error of measurement was 6.07. **9**/

have been given the best possible education **for** group thinking. A teacher **for** this **class** should be very experienced and knowledgeable in **mathematics**. Student versus a role model The role of students in such a classroom is doing **mathematics** while keeping the teacher in mind as /a break and then ask them to decide many ways to explain the arguments and choose the most appropriate one. **9**) Notifying important steps in form of lemmas Lemmas are the best tools to simplify explanation of a complicated argument. /

14.62007 SAT Math Scores Excursions in Modern **Mathematics**, 7e: 14.1 - 41Copyright © 2010 Pearson Education, Inc. The process of converting test scores (a numerical variable) into grades (a categorical variable) requires setting up **class** intervals **for** the various letter grades. Typically, the professor /up in a narrow band of scores (at least half of the students in the **class** scored in the range **9**–12 points), and the rest of the **class** was all over the place. In general, this type of “bumpy” distribution of /

**class** information in the PreID upload will be able to create these **classes** in PearsonAccess. **Classes** will have the appropriate prefix and **class** name. **Class** Name (e.g., Clas01) Subject Prefixes: **Mathematics** Grade 10 = M10 **Mathematics** Retake = MRT Reading Retake = RRT Example: if a **class** name of Clas01 was provided **for** **Mathematics** Retake, then the **class**/ workstation. 142 Technology Coordinator TestNav Downloading TestNav 6.**9** Two options **for** installing TestNav, local install or file share Installation /

**9** Learning **Mathematics** In Elementary and Middle Schools, 5e Cathcart, Pothier, Vance, and Bezuk ©2011 Pearson Education, Inc. All Rights Reserved 16-16 Five reasons to include statistics and probability in the school **mathematics** program: 1. They provide meaningful applications of **mathematics** at all levels. 2. They provide methods **for**/ and nonnumeric probability activities should help children think about concepts such as: Certain – **Class** of 30 girls. Teacher picks 1 child. Certain to pick a girl. Impossible /

|A|+|B|. Based on Rosen, Discrete **Mathematics** & Its Applications, 5e Prepared by (c)2001-2004 Michael P. Frank Modified by (c) 2004-2005 Haluk Bingöl **9**/37 Module #18 - Combinatorics Inclusion/Exclusion Example Some hypothetical rules **for** passwords: Passwords must be 2 characters long./ are 101 possible numeric grades (0%- 100%) rounded to the nearest integer. Also, there are >101 students in this **class**. Therefore, there must be at least one (rounded) grade that will be shared by at least 2 students at the /

high- school **mathematics** **classes** (e.g.: Howard, Perry & Lindsay, 1996; Suurtamm & Graves, 2007; Weiss, 1994) Why the decline of manipulative use in high-school when: – The use of manipulatives is strongly recommended by current curricula **for** all students, across/**9** Applied50%48% Grade **9** Academic37%30% Grade 10 Applied47%35% Grade 10 Academic30%27% How important is promoting the use of multiple representations of ideas? In this **class**, how comfortable are you with using concrete materials to teach **mathematics**/

as math credit – **For** those students entering **9** th grade, the assessment and modules contained in the Georgia Virtual School High School Transition Course may be used to assess and remediate topics contained in the middle grades GPS courses. Students needing extensive remediation on middle grades topics should be placed in a Math Support **Class** and **Mathematics** I. Entering with credit **for**: Placement under GPSPossible/

1 (120993)Technical Theatre 2 (120994)Technical Theatre 3 (120997)Technical Theatre 4 (120998) Courses listed **for** all Endorsements may change based on state and district offerings Arts & Humanities Endorsement CAREER PATHWAY ARTS & /YEAR11TH YEAR12TH YEAR **Mathematics** Geometry (125221)Algebra 2 (125131)Advanced **Mathematics** Algebra 1 (125121)Geometry (125221)Algebra 2 (125131)Two Advanced **Mathematics** Science Biology (127104)Chemistry (127201)Physics (127304)Two Advanced Sciences **9** th grade registration/

Alan Edelman **Mathematics** Computer Science & AI Laboratories June **9**, 2014 Jeff Bezanson, Stefan Karpinski, Viral/pay fare lose buy top up pay fare lose buy pay fare lose buy **class**-based OO **classes** are more fundamental than methods 3 Object-oriented programming with multi-methods What can / to objects with the same name that represent different things. -- The Julia Team Abstractions Multi-methods **for** linear algebra What can I do with/to a thing? find eigenvalues and eigenvectors find singular values find/

**class** information in the PreID upload will be able to create these **classes** in PearsonAccess. **Classes** will have the appropriate prefix and **class** name. **Class** Name (e.g., Clas01) Subject Prefixes: **Mathematics** Grade 10 = M10 **Mathematics** Retake = MRT Reading Retake = RRT Example: if a **class** name of Clas01 was provided **for** **Mathematics** Retake, then the **class**/ workstation. 142 Technology Coordinator TestNav Downloading TestNav 6.**9** Two options **for** installing TestNav, local install or file share Installation /

**Mathematics** Cartesian Coordinate Geometry and Straight Lines Session Session Objectives 1.Definition of straight line – locus 2.Slope of a line 3.Angle between two lines 4.Intercepts of a line on the axes 5.Slope, intercept form 6.Point, slope form 7.Two-point form 8.Intercepts form **9**/ the point dividing AB in 2 : 1, Solution And Q be the point dividing AB in the ratio 1 : 2, then Equation of **Class** Exercise - **9** Prove that the points (2, –1), (0, 2), (2, 3) and (4, 0) are the vertices of a parallelogram. /

1 Discrete Structures – CNS2300 Text Discrete **Mathematics** and Its Applications (5 th Edition) Kenneth H. Rosen Chapter 7 Relations 2 Section 7.5 Equivalence Relations 3 A relation on a set A is called an/ R is denoted by [a] R. When only one relation is under consideration, we will delete the subscript R and write [a] **for** this equivalence **class**. 11 [0] = {…-14, -7, 0, 7, 14, 21,…} [1] = {…-13, -6, 1, 8, 15, 22,…} [2] = {…-12, -5, 2, **9**, 16, 23,…} [3] = {…-11, -4, 3, 10, 17, 24,…} [4] = {…-10, -3, 4, 11, 18, /

5 E’s Lesson Plan Announcements 3-2-1 Reflection Differentiated Instruction Dr. Millard Lightburn Big Idea **9**: Changes in Matter (SC.3 P.**9**.1) Changes in Matter (Hands on Activity) Big Idea 10: Forms of Energy (SC. 3. / in all grades (K-5)! Department of **Mathematics** and Science Supplemental Resources Textbook, Notebook (Journal) Common Grade Level Planning Hands-on Materials & Measurement Tools Essentials **for** a Successful Science **Class** computers LCD digital projector Internet Access Designated School /

Teaching and Learning 6 Beliefs about Teaching and Learning **Mathematics** 7 Using the rubric **for** Teaching Through Problem Solving **Classes** observed between Oct. 1 and Nov. 1, 2015. 60 primary **mathematics** **classes** were observed 10 different primary schools 8 /feedback in how to enhance the task (one in each section) **9** Analyzing Tasks 10 Good Task…now what? TASK Questioning Student Engagement Communication 11 Videos – Observing **Mathematics** Share your short video clip of your students being taught through /

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