This pattern continued throughout the week until no more snow was left. So that's that right there. And then on the first day, we have 12 inches, on Monday, 0 days after Monday. We emphasize formative assessments are best for monitoring progress within intensive intervention. "Coaching/Facilitator Guide" helps facilitate implementation, reflection, and feedback. Intensive Intervention in Mathematics Course: Module 2 Overview. Modeling with linear equations: snow (video. Grade 10 · 2022-09-20. 12 Free tickets every month. And actually, I could do a table if you like. We solved the question! Sal uses a linear equation to model the amount of snow on the ground. We start with 12, and then every day we lose exactly two inches.
And then the horizontal axis, that is our x-axis-- let me scroll down a little bit-- this is days after Monday. Now let's graph this. This video introduces Module 2 and provides an overview of the module content and related activities.
To build on what Ansh said, and to answer the original question: yes, they are the same thing, but arranged differently. A 508 compliant version of the full PowerPoint presentation across all parts of the module is available below. So this is on Wednesday, so that's 8 inches. Then we lose two inches each day. High accurate tutors, shorter answering time. Part 1 provides an overview of different assessments used within intensive intervention. If i make an arithmetic sequence for the above problem then for an nth term an=14-2n but in the video y=12-2x? Monitoring progress and modeling with mathematics and statistics. Part 2 reviews formative assessments (i. e., progress monitoring) used to monitor progress. 1, 10 is right about there. So, one way to think about it is, OK, when x is 0, when we're on Monday, when we're 0 days after Monday, we're going to have 12 inches of snow on the ground, and every day after that, we're going to lose two inches. Enjoy live Q&A or pic answer. Part 2: How do you administer progress monitoring measures with fidelity?
2 more inches melted by Wednesday morning. In this module, educators will learn about: - Different types of measures used to gauge and monitor student performance within intensive intervention. Coaching Materials and Facilitation Guide. Crop a question and search for answer.
And what they say is create an equation and a graph to show the relationship between the day and the amount of snow on the ground. On Monday morning, there were 12 inches of snow on the ground. Teachers also learn how to administer and score early numeracy measures, computation measures, and concepts and applications measures. On day 1 we have 10, day 2, 8, 6, 4, 2, 0. It was a linear equation you know. Monitoring progress and modeling with mathematics geometry answers. I'm sure at least a few of us who are here have been taught to (when there's a need for it) to use the equation y = mx + c where m is the slope coefficient and c is at which point of y, x = 0 is crossed. At1:48, is the 2x multiplication? The x is not a multiplication sign if that's what you mean, but the expression 2x is using "x" as a variable to represent the number of days since Monday and multiplying it by 2 since 2 inches of snows melts for every day that passes. We conclude with information on how to determine response within intensive intervention.
Mathematics Progress Monitoring. So let's plot these points. If x is 2, that means we're 2 times 2, we've lost 4 inches, which is what the case is on Wednesday. Point your camera at the QR code to download Gauthmath. How do i determine the slope of x-3=0? And then let y be equal to inches of snow on the ground. Monitoring progress and modeling with mathematics mathematics. As soon as you have a y intercept other than 0, then it is not constant. So, y=12-2x is also y=-2x+12(4 votes). We already plotted 0, 12 in that blue color. Now let's plot 1, 10. For an arithmetic sequence, it should be related to n-1, not n. Formula is generally expressed as an=a1+(n-1)d. a1=10 and d=2.
You can see that a line is forming here. So this is our equation for the relationship between the day and the amount of snow on the ground. And so we have 0 days after Monday, we have 1, 2, 3, 4, 5, and 6. Teachers also learn about diagnostic measures and summative measures.
Slope is m=deltaY÷deltaX which in case of the video is -2. The goal for coaching/facilitation is to ensure that educators are practicing the content they are learning and receiving feedback to improve their instruction. It'll be right over there. Included in this guide are: (a) sample communication emails, (b) a master checklist, (c) a discussion guide with important talking points, and (d) a fidelity form that can be completed by a coach/facilitator when observing classroom instruction. So I'll make my vertical axis the y-axis, that's inches on the ground. It looks a little curvy because I didn't draw it perfectly, but that is a line.
How to administer progress monitoring measures. For questions related to course content, please contact. That can be re-arranged (through the commutative property) in the format that you're used to: y=(-m)x+b. So if we're on Tuesday, we're going to have 2 inches times 1, because Tuesday is one day, so if x is 1, that means we're on Tuesday. Check Solution in Our App. So if we do x and y, this is the days after Monday, so there's 0, 1, 2, 3, 4, 5, 6. Unlimited access to all gallery answers. How many inches of snow was on the ground on Thursday. All right, so we'll have 10 left. Question Help: DVideo @Message instructor. When I click on it, it refreshes the page.... (2 votes). I'm somewhat confused at the order of terms and constants at1:21- how can one write the c and -mx terms the opposite way?
The problem in the video was to graph or discover an equation, not be able to us e it for solving the adjacent line. I mean that's rationally constant and so can we really technically call it to be constant those simple Y÷X is not coming constant. So are we supposed to use y=mx+b? Closing: What are the next steps? This module is divided into three parts, with an introduction and closing. The closing video reviews the content covered in the module and concludes with a classroom application activity. Teachers learn where to locate reliable and valid progress monitoring measures. Part 1: What are the different types of assessments used to monitor student progress in mathematics within DBI? Part 3: How do you interpret progress monitoring scores? To unlock all benefits! So let's define a variable that tells us how far away we are from Monday. Then we can plot 2, 8. Does anyone know what the "Google CLassroom" link is for? Ask a live tutor for help now.
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