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[DOCX File]4-2ab-fraction-strips-compare
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As a class, discuss all fractions equivalent to one-half. Remind students that these fractions are different ways of naming the same fractional amount of the same whole. Use the students’ work to write some of the equivalencies on the board, such as 1 2 = 2 4 , 1 2 = 4 8 , and 1 2 = 3 6 . Ask students to compare the numerator to the ...
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[DOCX File]Course Materials - University of California, Los Angeles
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Using unauthorized material, information, or study aids in any academic exercise or examination – textbook, notes, formula list, calculator, etc. Unauthorized collaboration in providing or requesting assistance, such as sharing information
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[DOCX File]4-2a compare fractions
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The class discussion should allow students to share the kind of reasoning they used, because students need to realize that you can often use more than one strategy to solve a problem. Pose questions to facilitate student sharing and a class discussion on the multiple ways to compare these sets and use models to justify their answer.
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[DOCX File]Carpentry Unit for CTVE
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As you plan, consider the variability of learners in your class and make adaptations as necessary. Standard(s)/Unit Goal(s) to be addressed in this lesson: 2.D.04.01Read a tape measure to 1/16th of an inch. 2.D.04.02Add/subtract fractions. 2.D.04.03Use a calculator to multiply, divide and perform basic trigonometric functions
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[DOC File]CHAPTER 3
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(b) Theoretical value of one share after rights issue is obtained by subtracting theoretical value of one right ($0.83) from price of share before rights offering ($30). Thus, the theoretical value of one share of stock when it sells ex-rights is. $30 - $0.83 = $29.17 (c) Rx = ($30 - …
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[DOCX File]Math Framework Chapter 3 - Curriculum Frameworks (CA …
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Math talks, which include number talks, number strings, and number strategies, are short discussions for students to solve a math problem mentally, share their strategies aloud, and as a class determine a correct solution (SMP.2, 3, 4, 6).
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[DOC File]Activity Book .edu
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Based on your comparison of the solutions, make a list of all the ways that experts solve real problems (e.g., the GWE problem) differently than novices solve what is, for them, a real problem (e.g., the Cowboy Bob Problem). Expert Solving Real Problem Novice Solving a Real Problem "Novice" Solution to Cowboy Bob Problem. 4.
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[DOC File]Saginaw Valley State University
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Think/Pair/Share. After: Create class activities (whole group or individual) where students determine what software is appropriate for a given audience. ... Digital Resources Use reviews or comparison websites to decide which product should be purchased from a list of choices. ... Technology tools Choose an appropriate online calculator from ...
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[DOC File]Ratio in the Real World - Department of Education and Training
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Whole class: The teacher draws the students together to share their approaches and responses to the question. Some students may have commenced with changing the ratios into equivalent fractions 4/3 and 3/2 and then calculated the equivalent decimal 1.33333 and 1.5 respectively.
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[DOCX File]A4.3.5.SmokingLeg
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Calculator. Anatomy in Clay® Maniken® ... Share your findings with your teacher. You may go over Part I as a class or you may be told to proceed to Part II. ... It is the comparison of blood pressures in the arm and the leg to test for blockages- leg divided by arm pressure.
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Share class comparison calculator