How would you adapt the activity for different ability levels? Were the logistics of the activity reasonable to implement (for example, were materials easy to obtain/create and manage)?
Question #1-Geometric Thinking and Geometric Concepts (pp. 402-433) chapter 20
What are some of the most important characteristics of proportional reasoning?
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Write a brief paragraph concerning the most important characteristics of proportional reasoning. Pick an activity for helping students develop proportional thought processes. You can select or modify any activity in chapter 18 (except the Lemonade Activity) or any activity from the text you use in your classroom, or you can create your own. Be specific in your description of the activity. Describe what you will do while the students work through the activity. Make a list of the hints you might need to give students who need help. Describe how you would ask students to reflect on the activity. Describe how you would assess student learning. What is the CCLS connection? How would you assess student learning?
Review the activities from the reading and the video. Select one activity and, Reflect on the experience, Include the following responses in the assignment.
Describe the activity.
List the Common Core Learning Standards that are addressed by this activity
Do you think students will develop understanding of the key concepts as a result of the activity? What are these key concepts?
How would you adapt the activity for different ability levels?
Were the logistics of the activity reasonable to implement (for example, were materials easy to obtain/create and manage)?
What would you do differently if you administered this activity again?
If you have graphing calculators available for your class or an overhead graphing calculator available for demonstrations, conduct a data analysis activity with at least one of your classes by using the graphical features of the calculator and requiring students to analyze the relationship(s) between two sets of attributes or phenomena. If possible, conduct the activity. If it is not possible to conduct the activity, anticipate the end result(s) of the activity. Describe the class for which you developed the activity, the activity, what relationships the students would identify, and how the graph(s) would help them identify each relationship.
First, describe the class for which you designed the activity. Second, describe the activity and the corresponding CCLS. Be sure you identify the type of graph the activity requires. You may wish to attach a copy of the student activity sheet(s) to clarify the activity procedure and reduce the amount of written explanation. Third, list any relationships between the two sets of data the students should be able to determine, and be sure to explain how the graph(s) would help the students justify each relationship.
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