PPT-Bar Model/Tape Diagrams

Raising Student Achievement Conference Monday Dec 5 2016 Turquoise Room A 10151115 am Donna Potaczek Geneva CUSD 304 dpotaczekgeneva304org Does this drive you crazy What are tape diagrams. . Sketch a cross section of the ‘mountain’ through the middle, normal to the plate boundary.. Which one has higher basal coefficient of friction. ?. A. A’. B. B’. Critical taper equation. The relationship of the topographic slope (. UNIT 6. Math 7 Plus. So far we have looked at the following ways to use ratios to find unit rates as well as to help us find other equivalent ratios. . GRAPHING IN A COORDINATE PLANE. Best used to make predictions about equivalent ratios. The Set-up. We Left These Hanging. Possible Results. Top. Bottom. Foil. Paper. Top. REPEL. ATTRACT. ATTRACT. ATTRACT. Bottom. ATTRACT. REPEL. ATTRACT. ATTRACT. Foil. ATTRACT. ATTRACT. NEUTRAL. NEUTRAL. Increasing student understanding through visual representation . Sean VanHatten. svanhatten@e2ccb.org. Tracey Simchick . tsimchick@e2ccb.org. Morning Session. : . Progression of Tape Diagrams. Addition, Subtraction, Multiplication, Division & Fractions . SENG 301. Learning Objectives. By the end of this lecture, you should be able to:. Read and interpret a state diagram. Analyze and debug a system based on a state diagram. Create a state diagram that models a system’s . - inspired by your paper prototype. - create a stronger glider. - make with recycled material. - use all the glue & tape you want. (no plain paper!!!). - write a report. - be ready to test fly it!. Variables to Develop . A. lgebra Skills. Core Mathematics . Partnership. Building Mathematical Knowledge . and. High-Leverage Instruction for Student . Success. Thursday, September 11, 2014. 4:30 – 7:30 . Ratio Problems. © Hall's Happenings. Tape Diagrams. Visual models that use rectangles to represent the parts of a ratio . A drawing that looks like a segment of tape. Used to illustrate number relationships. Double Number Lines. Created by: Mrs. J Couch. Practice. If 1 inch is approximately 2.54 centimeters, how many centimeters are equal in length to 3.5 inches?. Practice. The ratio of boys to girls in a class is 6:4. If there are 30 students in the class, how many are boys? . K-2 and Beyond. Common Core State Standards for Mathematics. Pathways to Teacher Leadership in Mathematics. Monday, July 7, 2014. Learning . Intentions & Success Criteria. We are learning to. …. perseverance. in reasoning through problems.. Develop students’ independence in asking themselves:. “. Can I draw something. ?”. “What can I label?”. “What do I see?” . “. What can I learn from my drawing?” . Double Number Lines. Created by: Mrs. J Couch. Practice. If 1 inch is approximately 2.54 centimeters, how many centimeters are equal in length to 3.5 inches?. Practice. The ratio of boys to girls in a class is 6:4. If there are 30 students in the class, how many are boys? . Charge. Which items in the Sticky Tape Lab exhibited a charge?. What behavior was displayed that makes you believe those objects were charged?. No Charge?. Were there items that were not charged (neutral)?. WARNINGPlease read the following instructions carefully before usingProduct contains a functional sharp edgekeep away from childrenKeep your finger away from bladeMaintenanceKnow Your ProductApplicabl