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Identification of the class

Subject: Math

Time frame (min. and

period):3

rd

period 50 minutes

Grade:8

th

Number of students:22

National, State or NETS standards

(Write out complete

standard. CCGPS, GPS,

NGSS or NETS)

MCC8.F.4 Construct a function to model a linear relationship

between two quantities. Determine the rate of change and initial

value of the function from a description of a relationship or from

two (x,y) values, including reading these from a table or from a

value of a linear function in terms of the situation it models, and

in terms of its graph or a table of values.

Rationale for instruction

(State rationale given to students for how this

instruction will benefit them. Readiness, interest,

learning style, developmental level.

Topic: Determine unit rate (rate of change/slope) from a table,

points, and a graph

Rationale: Students must be able to determine the unit rate (rate

of change/slope) from a table, graph, and points.

Essential Question:

How do you determine rate of change from a table?

How do you determine slope from a graph?

How can the same mathematical idea be represented in

a different way? Why would that be useful?

How do you determine slope from two points?

Materials/equipment/technology/preparation

(List materials, worksheets, formative or summative

assessment instruments, and list web sites if

needed.

Smart board

PowerPoint (attached)

Cow sky Diving Video :

http://www.youtube.com/watch?v=d8MkOBJFFrs

Matching cards ( answer key attached)

IRespond (clickers)

Rubric for students explanation assessment (attached)

To prevent loss of learning time copies of the

PowerPoint and warm up activities have been made in

case of a technology malfunction.

How to find slope video:

http://www.youtube.com/watch?v=qnMaWTmdbKk

Daily objectives

(State in operational, measurable terms; objective

should be directly linked to evaluation procedures.

If you are working with a small group or one-to-

one, individual goals may be appropriate; 1-3

goals per lesson.)

*SWBAT: Students will be able to

1. SWBAT: identify the rate of change from a table

2. SWBAT: identify the slope from a graph

3. SWBAT: identify the slope from two given points.

Assessment/Evaluation/Monitoring

(Description of how you will evaluate student

achievement of lesson objectives; attach any

quizzes, questions used for assessment, or

seatwork worksheets).

Warm-up Activity:

Abigail and Jonathan are both trying to save money

to go on a spring break trip. They both started out

with the same amount and each week having been

adding what they have saved separately.

Weeks Amount in

Abigails Piggy

Bank

Amount in

Jonathans Piggy

Bank

1 15 15

2 19 20

3 23 25

4 27 30

1. What is the rate of change for Abigail? and

slope? (Additional question to ask for #1 and

#2 is what does this number mean? It means

that they are increasing their money each

week by that amount.)

ROC: 4 and Slope: 4

2. What is the rate of change for Jonathan? And

slope?

ROC: 5 and Slope: 5

3. Who is saving the most money? How do you

know that?

Jonathan, because his rate of change is

higher than Abigails rate of change which

means he is adding more money weekly.

(Answers will vary)

4. What would the linear equation be for

Abigail? For Jonathan? (Additional question

to ask would be how they came up with that.

The answer would be that they got the

coefficient of x from the rate of change and

had to add the difference.)

SWBAT: identify the rate of change from a table, graph, or

points and match it to the correct slope or rate of change

through summarizing how and why they chose the

correlating card on the wall in a different form through a

written response no less than three sentences.

Instructional sequence

(Estimate amount of time per section.)

Start of class period (10 min.)

Required tasks

Collection of homework

Warm-up activity

Level of instruction (acquisition, practice, or

generalization): Implementation Plan (bulleted outline)

Procedures Identified

As students walk in hand them a two cards with

either a graph, table, slope, rate of change, or

points on it for later use.

Welcome the class

Explain to students that I have a problem on the

smart board that should be a review of rate of

change. Explain to students that I will randomly

select a students name from the cup, which has

the popsicle sticks with their names on them, to

answer the different portions of the problem so

everyone should be prepared to come up to the

board and explain how they got the answer.

(Warm-up activity, questions to ask students, and

answers below.)

This is the link to the PowerPoint containing the

warm-up activity and video shown below as a

hook: (or see attached)

Rate of Change (Slope).pptx

Warm-up Activity: Abigail and Jonathan are both trying to save money to go on a spring break trip. They both

started out with the same amount and each week having been adding what they have saved separately.

Weeks Amount in Abigails

Piggy Bank

Amount in Jonathans

Piggy Bank

1 15 15

2 19 20

3 23 25

4 27 30

1. What is the rate of change for Abigail? and slope? (Additional question to ask for #1 and #2 is what does this

number mean? It means that they are increasing their money each week by that amount.)

ROC: 4 and Slope: 4

2. What is the rate of change for Jonathan? And slope?

ROC: 5 and Slope: 5

3. Who is saving the most money? How do you know that?

Jonathan, because his rate of change is higher than Abigails rate of change which means he is adding more

money weekly. (Answers will vary)

4. What would the linear equation be for Abigail? For Jonathan? (Additional question to ask would be how they

came up with that. The answer would be that they got the coefficient of x from the rate of change and had to add

the difference.) Abigail: y=4x+11 Jonathan: 5x+10

Abigail: y=4x+11

Jonathan: y=5x+10

Beginning lesson (intro or connecting to

previous day) (5 -10 min.)

Procedures

Motivation

Hook

Objective

Overview

Purpose of lesson

Middle (20 - 40 min.)

Key essential

question(s) Modeling

Informal check for understanding (should

be done throughout lesson)

Guided Practice

Independent Practice

So, now that we have completed are warm-up activity we

are going to watch a cow sky dive (auditory learners), next

do a review on the smart board (visual learners), then do a

group activity that involves matching the cards I handed

out at the beginning of the class review the cards as a class

(kinesthetic tactile learners), and then wrap up with a few

questions I will ask the whole class to determine

everyones understanding.

So first off can anyone tell me how sky diving would relate

to rate of change or slope which is our objective or purpose

of this lesson? (This provides a real world situation in which

students could relate the standards to.) This is when I

would call on a student that raised their hand or I would

randomly choose from the cup if no students volunteered.

(The answer would be along the lines of It would allow us

to determine how fast the cow is falling or how long it

takes to get from a certain altitude to the ground through

figuring out the change in y over the change in x.)

After a student answers I would then do an informal check

for understanding by asking students to do thumbs up if

they understand and thumbs down if they dont.

I would then start the short clip

Once short clip ends I will allow the students to help me

make the table from the altitude at which the cow jumped

(15,000 ft)to the altitude in which the cow landed (0 ft.) in

5 minutes . Table should look like the one below. Questions

to ask below with answers.

What is the rate of change?

What are my input values or my x- values

for the table? 0 and 5

What are my outputs values or my y-values

for the table? 15,000 and 0

After constructing the table then ask: How

we determine rate of change? Change in y

over change in x

So, what is my rate of change for this table?

3,000

Time (minutes) Altitude (feet)

0 15,000

5 0

If students

do not seem

to

understand

how to

graph or are

look dazed

play video:

http://www.

youtube.com

/watch?v=qn

MaWTmdbK

k

Informal check for understanding: Does everyone

understand how we got 3,000 to be our rate of change

from the table? Thumbs up if you do and thumbs down

if you dont. Then chose a student that has given you

thumbs up for understanding to explain how we got to

that conclusion.

After I have done an informal check for understanding I

will then resume the video to watch the portion about

how to construct the graph of the cow that went sky

diving.

Once that short clip is done I will then informally check

on the understanding of rate of change from a graph:

Raise your hand if you can tell me how we get

the rate of change from the graph? Change in

y over change in x or rise over run I will then

choose on a student that raises their hand. If

his/her answer is not correct I can either then

call on someone else or I can explain how we

figure that out.

As a student is explaining how to find the

slope from a graph I will write either on the

smart board or white board.

Show YouTube video if students need

it. (Visual and Auditory Learners)

Then have students rise up out of

their seat and run in place.

(Kinesthetic Learners)

I will then change PowerPoint slide to make our own

table graph it and demonstrate how you find the rise

over run or change in y over change in x on a graph.

I have red, blue, and green lines graphed on

the smart board. First of all are they all three

linear functions? The students response

should be yes. How do you determine that?

Student response should be because each x-

value only has one exact y-value.

Ok, well now since I know they are linear

functions how do I know if they are going to

have a positive or negative slope? Students

should respond a negative slope will start

from the top left or top right and go

downward, but a positive slope will start from

the bottom right or bottom left and excel

upwards toward the opposite direction.

Okay I think I am getting it now!! I just have a

few more questions.

How do I determine the slope for each of these

linear functions? Student response: You take

the change in y over the change in x or some

might say you take rise over run.

o Green Lines Slope: -1

o Blue Lines Slope:

o Red Lines Slope: 3/5

After I have formally assessed that the students have a

good understanding of finding slope on a graph I will

then move to the PowerPoint slide that gives two points

that have to be graphed and a slope that has to be

determined.

The first slide I will graph as the teacher and the second

graph I will select a student volunteer.

After determining that the students have a good

understanding of how to graph two given points and

find its slope I will then move on to finding slope from

two given points without graphing.

I will do the first two points as a review and then allow

two student volunteers to do the last two points.

After determining that the students understand what

we just reviewed with a thumb up or thumb down I will

then move into the group activity by giving them

instructions.

I will then prompt them to get out one sheet of paper, a

pencil, and the two cards that I gave them as they

entered the classroom. While they are doing this I will

be handing out the rubric for the summative

assessment. (If a student has misplaced their cards no

worries I have extras.)

Once they have cleared their desks and I have their

full attention I will then proceed to tell them the

instructions for the group activity:

1 .First, look at your two cards and determine

rather you have a graph, table, slope or rate of

change. So, now that you know what your card is

the object of this task is to find the matching card.

If you have a graph figure out who has the slope, if

you have slope you have to figure out who has

your graph, if you have a table you have to figure

out who has the rate of change, and if you have the

rate of change then you have to figure out who has

the table that represents that specific change in y

over change in x. Next, look over the rubric I

handed out so that when you get ready to do the

third step you will know what is expected.

Closing (5 -10 min.)

Wrap up

Review of key points/EQ/objectives

Bridge to future learning

Collection of papers/materials, etc.

NOTE: This entire section is to be scripted! List

the questions or prompts you will use for

formative assessment.

2. I will allow you to get up and converse with your

classmates to find your match for 3 minutes or less

if I see that everyone has found their match. If you

get too loud or disruptive you will be asked to

leave the classroom and fill out a reflection form. I

will inform them not to let it get that out of

control since this isnt just group work something is

going be taken up for a grade as well.

3.Once you have found your match, you and your

partner will then come up with a mathematical

explanation for each of your matching cards on

why you both think your cards match and how you

both came to that conclusion and write it down on

a piece of paper that will be turned in. Please put

both of your names on it so that you will both get

credit and remember to attach the rubric. (ELA)

After I have given instructions I will randomly draw

students names from the cup and ask them to

repeat the instructions to me in sequential order,

so that I will know that the students understand

what is expected of them.

Once I have made sure the students have a clear

understanding of instructions I will then allow them

to converse with their peers for no longer than 3

minutes.

After each group has finished coming up with their

explanation I will then ask who would like to share

their match and explanation. (In the case that no

one volunteers I will then draw names from the

cup depending on how much time is remaining for

the period will determine how many matches we

cover.)

Once groups are done sharing I will then collect the

cards and written explanations, and ask students to

move back to their original seats.

Once students are back in original seats and I have

their full attention I then will wrap up with these

questions:

How do you determine unit rate from a table?

You take the change in y over the change in x

How do you determine slope from a graph?

You take the change in y over the change in x

Are slope and rate of change the same thing?

How?

Yes, they are both determining the change in y

over the change in x

Closing

continued..

How can the same mathematical idea be

represented in a different way? Why would that be

useful?

You can represent the same mathematical idea in

a table or graph. Some mathematical ideas are

better seen in graphs were others are better

understood through a table.

How do you determine slope from two given

points?

You can take the change in y over change in x or

use the formula Y1-Y2/ X1-X2

Can anyone give me a real world example on how

finding slope or rate of change might be helpful?

Examples are building a ramp, finding the slope of

a mountain, determining the pitch of a roof, etc.

Lesson Plan Organizer (continued)

Solo/Co-teaching considerations for

accommodations/modifications

Did we

Address any non-

content- related IEP

goals

Address appropriate

content-related IEP

goals

Consider needs of

individual students for

assignments and

classwork (modalities,

developmental

pathways)

Discuss how to

provide

accommodations/

modifications

without alienating

students with

disabilities

ESOL

Notes:

Solo/Co-teaching considerations

(Who teaches what? Who prepares what? Who is

responsible for grading which assignments?)

Did we plan for

Seating

Roles in instruction

Roles in discipline

Classroom

movement

patterns

Instructional strategies

Did we consider including

Mnemonics

Graphic organizers

Cooperative

learning

strategies

Progress monitoring

Peer-assisted

learning

strategies

Notes:

Classroom

movement patterns

will be determined by

the cards in which

students receive as

they are entering the

classroom.

Cooperative learning

will occur during

group work.

Progress monitoring

will occur during the

students group work.

Peer-assistance will

occur during group

work while designing

a mathematical

explanation for the

reason they chose

each other as the

right match.

Additional considerations:

(Do we need other resources? How will we know

we have succeeded? )

Things to consider:

Yes No

Yes Do we have an alternate plan if technology does not work or is

unavailable?

I have an usb drive. I would use the white board and markers

to provide examples before group work as well as handout

copies of warm-up activity and graph PowerPoint slide if smart

board isnt working.

Yes Has your collaborating teacher and supervisor approved this

lesson?

Yes Do you have a plan to remediate and assess students who are

absent?

They can come during RTI for remediation and assessment if

absent.

Yes Do you have a plan to reteach challenging material if your

students are not successful (assessment)?

If a few students in each class are not successful they can

come during RTI or connections, but if it seems like the

whole class does not understand the material then I can

re-teach the lesson in a different way the following day.

Collaborative Work Skills : Matching Explanations Rubric

Teacher Name: Ms. Lee

Student Name: ________________________________________

CATEGORY 4 3 2 1

Problem-solving Actively looks for

and suggests

solutions to

problems.

Refines solutions

suggested by

others.

Does not suggest or

refine solutions, but

is willing to try out

solutions suggested

by others.

Does not try to

solve problems or

help others solve

problems. Lets

others do the work.

Attitude Never is publicly

critical of the

explanation. Always

has a positive

attitude about the

task(s).

Rarely is publicly

critical of the

explanation. Often

has a positive

attitude about the

task(s).

Occasionally is

publicly critical of

explanation given

by other members

of the group.

Usually has a

positive attitude

about the task(s).

Often is publicly

critical of the

explanation given

by other members

of the group. Often

has a negative

attitude about the

task(s).

Focus on the task Consistently stays

focused on the task

and what needs to

be done. Very self-

directed.

Focuses on the task

and what needs to

be done most of

the time. Other

group members can

count on this

person.

Focuses on the task

and what needs to

be done some of

the time. Other

group members

must sometimes

nag, prod, and

remind to keep this

person on-task.

Rarely focuses on

the task and what

needs to be done.

Lets others do the

work.

Quality of Work Provides work of

the highest quality.

Three or more

sentences

describing the

thought process of

how the answer

was achieved.

Provides high

quality work. Two

or less sentences

describing the

thought process of

how the answer

was achieved.

Provides work that

occasionally needs

to be

checked/redone by

other group

members to ensure

quality. At least one

sentence describing

the thought process

of how the answer

was achieved.

Provides work that

usually needs to be

checked/redone by

others to ensure

quality. Doesnt

provide complete

sentence (s)

describing the

thought process of

how the answer

was achieved.

Total score:_________/ 16_____

PowerPoint Slides

Rate of Change (Slope)

Warm-up Activity:

Abigail and Jonathan are both trying to save money to go on a spring break trip. They

both started out with the same amount and each week having been adding what they

have saved separately.

Weeks Amount in Abigails Piggy Bank Amount in Jonathans Piggy

Bank

1 15 15

2 19 20

3 23 25

4 27 30

1. What is the rate of change for Abigail? and slope?

2. What is the rate of change for Jonathan? And slope?

3. Who is saving the most money? How do you know that?

4. What would the linear equation be for Abigail? For Jonathan?

Warm-up Activity

First part of the cow sky diving clip.

Time (minutes) Altitude (feet)

0

5

Teacher- student interactive demonstration about how to determine

rate of change from a table.

PowerPoint Slides Continued

Second part of the clip demonstrating how to find slope on a graph.

http://www.youtube.com/watch?v=qnMaWT

mdbKk

Slide show with Youtube video for Rise up Run Out

Lets Try it Ourselves!

Green Lines Slope:

Blue Lines Slope:

Red Lines Slop:

Last slide! Formally assessing that the students know how to determine

a slope from a graph.

Review of graphing points and finding slope

Review of graphing points and finding slope

Review of finding slope from two points.

Answer Key to Matching Game:

y=500x

Y=1x

y=6x y=4.50x

y=260x

y=.25x

y= -2/1 x y=4/1x

Hot Dogs Buns

1 1

2 2

3 3

4 4

Time (Minutes) Elevation (feet)

0 30,000

2 29,00

5 27,500

12 24,000

Times (minutes) Distance (meters)

1 6

2 12

3 18

4 24

Number of

Shirts

Cost ($)

1 4.50

3 13.50

5 22.50

7 31.50

Times (hours) Distance (yards)

1 260

2 520

3 780

4 1040

Number of

pencils

Cost ($)

1 .25

4 1

7 1.75

12 3

y=5/6 x y=3/4x

y=-5/2 x y=1/3x

(4,3) and (-1,-1)

Slope: 4/5

(-3,3) and (4,3)

Slope: 0

(-6,3) and (-1,-3)

Slope: -6/5

(2,3) and (2,-4)

Slope: undefined

(0,4) and (-4,0)

Slope: 1

(-2,-1) and (2, -4)

Slope: -3/4

Find Slope

Find Slope

Find Slope

Find Slope

Slope: 0

Slope: 1

Slope: -5/6

Find Slope

Find Slope

Slope: Undefined

Slope: -4/3

Slope: 4/5

Slope:-5/4

Find the slope

(0,2) and (4, -3)

Find the slope

(-3, 1) and (0, 4)

Slope: 1

Find the slope

(2,2) and (5, 3)

Slope: 1/3

Slope: 2

Find the slope

(4,1) and (2,5)

Slope: 4/3

Find the slope

(3,4) and (0,0)

Slope: -1

Find the slope

(5,1) and (1,5)

Lesson Plan Rubric

Target (4 pts) Acceptable (3 pts)

Needs Improvement

(2 pts)

Unacceptable (1 pt)

Mechanics (1.000, 12%) Writing contains 1-2

errors in spelling,

punctuation, and

grammar.

Writing contains 3-4

errors in spelling,

punctuation, and

grammar, but writing

follows normal

conventions.

Writing contains (5-6)

spelling, grammar and

punctuation errors that

interfere with

comprehension

Writing contains more

than six spelling,

grammar and

punctuation errors.

Targeted Standards/Objectives/Learning Theories (1.000, 12%) All standards/theories

are identified and are a

focus of instruction and

assessment throughout

lessons.

Standards/theories are

implied throughout, but

some are not specifically

shown as being part of

instruction or assessment.

Standards/theories seem

to be addressed, but they

are vague within lesson

plans.

Standards/theories

are not addressed in

any meaningful way.

Curriculum -Framing and Engagement (1.000, 12%) *Questions address the

standards identified in

the by asking students to

analyze, theorize, and

contemplate the

implications,

connections, and

reasons behind and in

support of the content

within the standards.

*Lessons are written to

maximize student

engagement

*Questions address the

standards identified and

describe higher-order

thinking as well as content

knowledge and skills.

*Lessons are written to

maximize student

engagement.

*Questions are related to

standards addressed.

They only target lower-

level elements of the

standards.

*Student engagement

activities may be

questionable.

*Questions are only

tangentially related to

the standards. Their

support of the

targeted standards is

unclear.

*Student engagement

is questionable and

most likely absent

from the lesson.

Assessment Plan (1.000, 12%) Lessons look at multiple

ways of assessment.

Assessment tools are

included.

Lessons generally look at

multiple ways of

assessment. Assessment

tools are included.

Lessons seldom look at

multiple ways of

assessment. Assessment

tools are included.

Assessment is not

included as part of

lessons plans.

Procedures: Student Work/Artifacts (1.000, 12%) Work is complete,

authentic, meaningful,

and resembles the kinds

of work people do in real

life. A description (1

page) of specific

behaviors, knowledge,

and/or products that

Work is complete,

authentic, generally

meaningful, and

resembles the kinds of

work people do in real life.

A general description (1

page) of specific

behaviors, knowledge,

Work is complete,

authentic, vaguely

meaningful, and

resembles the kinds of

work people do in real life.

A vague description (1

page or less) of specific

behaviors, knowledge,

Work does not

resemble authentic

work in a discipline in

any way. Lessons are

missing or do not

follow the correct

formatting.

Lesson Plan Rubric

Target (4 pts) Acceptable (3 pts)

Needs Improvement

(2 pts)

Unacceptable (1 pt)

relate to standards is

included in the form of a

photo or student work

sample.

and/or products that relate

to standards is included in

the form of a photo or

student work sample.

and/or products that relate

to standards is included in

the form of a photo or

student work sample.

Procedures: Student Work/Artifacts (1.000, 12%) Lessons take diverse

learners into

consideration and

provide well-defined and

thoughtful

accommodations.

Lessons provide some

accommodations to

support a diversity of

learners.

Lessons support some

learning styles but do little

to support any special

needs.

Lessons do not

provide any

accommodations to

support multiple types

of learners.

Procedures: Technology Integration (1.000, 12%) Technology deepens

students' understanding

of important concepts,

supports higher-order

thinking skills, and

develops students'

lifelong skills. The

technology enhances

student learning,

increases productivity,

and promotes creativity.

Technology in lessons

help students understand

concepts and develop

skills. The technology

enhances student

learning, increases

productivity, or promotes

creativity.

Technology in lessons

seems to be added

without much thought to

how it supports and

deepens student skills

and understanding.

Lessons could be

taught more

effectively without the

current use of

technology as it is

described in my Unit

Plan.

Overall Procedures (1.000, 12%) Lessons have well

thought-out, detailed

instructions and

procedures that make

lessons more

understandable for

students.

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and procedures that serve

as an effective guide for

implementation.

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areas are unclear, making

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Lessons lack clarity

and are not an

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implementation.

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