Class 2 Teacher comments: We did not have the opportunity to question her about her work, but see the comments below on subsequent work by Student C. Here are a few examples of preassessment strategies: Their path had to be one that we could use in real life hopscotch. She started to create a pattern, but it was railroaded.
They also had to explain how they would skip or use their feet to jump in the squares. Given more time with this student, it would be appropriate explore whether she could translate patterns from one medium to another.
This is very effective to use when introducing vocabulary words that students need as a knowledge base for a specific unit of study.
After they copied the tile pattern, I teacher checked their work. Multiplication Rule, independent and dependent events, conditional probability, probability distributions and their graphs, waiting-time or geometric distributions, expected value, and rare events.
An effective pre-assessment tool and summative evaluation tool to measure the level of understanding at the end of unit. The English language demands that we choose a gender for each pronoun, and we chose always to use the feminine. She could predict what could come next.
Data analysis has been called the art of letting the data speak for themselves. They study the following topics: On the third day, students were asked to complete an original pattern different than the one they made the day before.
Student II produced an original pattern that we had not modeled in class. I walked around while the students created their paths with tiles.
Throughout this unit, students will be developing tools and strategies that will help them make sense of data and communicate their conclusions. This student was able to create the pattern, copy it with the tile model, but she was unable to extend the pattern without the model.
She extended the stack of cubes, but lost the pattern, and did not seem to sense what was expected. A class discussion follows as students are given the opportunity to outline and defend their positions, refute the arguments of others as well as re-evaluate their own ideas.
At first glance, the pattern above seems to be just a string of squares. Many teachers use the L part as an open-ended question on an exam allowing the students to share the depth of knowledge that was gained in the unit of study.
Student III produced an original pattern. Students go to the corner of the room and as a group, discuss what they know about the topic. Students study inductive and deductive reasoning strategies; principles of logical reasoning—Affirming the Hypothesis and Chaining Implications; the relation among angles formed by two intersecting lines or by two parallel lines and a transversal; rules for transforming algebraic expressions and equations; design of experiments including the role of randomization, control groups, and blinding; sampling distributions; randomization tests; and statistical significance.
I then gave them the assignment to create a hopscotch path of their own first using tiles.Unit 9: PATTERNS OF ASSOCIATION IN BIVARIATE DATAUnit SLOPE REVISITEDUnit mid-unit assessment for polynomials and factoring. ASSESSMENT #18 student mint-body.com The homework for this evening is a Take-Home Assessment: HW ASSESSMENT #17 - POLYNOMIALS AND FACTORING.
13 - 7 HW ASSESSMENT. In-class tests (two forms for each unit) 3. Take-home assessment items (three items for each unit) 4. Projects (two for each unit except Unit 1) 5.
Midterm and end-of-course assessment items (Unit 4 and Unit 8 contain a bank of assessment items from which to design cumulative exams.). Unit 7: Newborn Assessment and Care PRIME Postpartum and Newborn Care: A Self-study Manual 87 Self-study content The newborn Newborns go through a period of adjustment in the first few weeks of life.
Unit 1 Resource Masters Patterns of Change Christian R. Hirsch • James T. Fey • Eric W.
Hart Harold L. Schoen • Ann E. Watkins with In-class tests (two forms for each unit) 3. Take-home assessment items (three items for each unit) 4.
Projects (two or three for each unit. Course 1 Unit 2 - Patterns in Data © Patterns in Data is the second unit in Course 1 of the Core-Plus Mathematics program.
This unit is the first of five units in Courses that develop mathematical content from the statistics and probability strand of.
Purpose: This assessment module provides an activity in which kindergarten students make and describe patterns by pasting colored paper squares on a strip of paper.
Teachers observe students and discuss their work with them, probing each child’s understanding and capabilities.Download