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It looks a little curvy because I didn't draw it perfectly, but that is a line. How do i determine the slope of x-3=0? So are we supposed to use y=mx+b? Now let's plot 1, 10. Monitoring progress modeling with mathematics. Teachers also learn about diagnostic measures and summative measures. And then finally, on the sixth day, 6 days after Monday-- so what are we at, Sunday now-- we are going to have no inches on the ground. We've created the equation.
"Coaching/Facilitator Guide" helps facilitate implementation, reflection, and feedback. It'll be right over there. At1:48, is the 2x multiplication? We start with 12 inches, every day after that we lose two inches. Then we lose two inches each day. 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. So this is on Wednesday, so that's 8 inches. Does it even matter? Monitoring progress and modeling with mathematics and computer. The problem in the video was to graph or discover an equation, not be able to us e it for solving the adjacent line. Part 1: What are the different types of assessments used to monitor student progress in mathematics within DBI? Teachers learn where to locate reliable and valid progress monitoring measures. Created by Sal Khan and Monterey Institute for Technology and Education.
The weather warmed up, and by Tuesday morning, 2 inches had melted. 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? How many inches of snow was on the ground on Thursday. Want to join the conversation? This module is divided into three parts, with an introduction and closing. Question Help: DVideo @Message instructor. And then the horizontal axis, that is our x-axis-- let me scroll down a little bit-- this is days after Monday. How do I be able to find out which angle forms a linear angle or ajacent angle using some of these formulas that Sal showed in the video? Monitoring Progress and Modeling with Mathematics - Gauthmath. 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? Closing: What are the next steps? And you can see that there's this line that formed, because this is a linear relationship. Coaching Materials and Facilitation Guide. Provide step-by-step explanations. Gauthmath helper for Chrome.
What Sal wrote was essentially: y=b+(-m)x. Y is equal to inches left on the ground. Slope is m=deltaY÷deltaX which in case of the video is -2. In this module, educators will learn about: - Different types of measures used to gauge and monitor student performance within intensive intervention. I need help with point-slope form of a line(3 votes).
And then on the first day, we have 12 inches, on Monday, 0 days after Monday. For questions related to course content, please contact. This module focuses on the assessment components of intensive intervention. So that's that right there. We solved the question! When I click on it, it refreshes the page.... (2 votes).
Unlimited access to all gallery answers. Additionally, materials within the coaching/facilitator guide can be adapted by faculty as they prepare pre-service educators. So, y=12-2x is also y=-2x+12(4 votes). And so we have 0 days after Monday, we have 1, 2, 3, 4, 5, and 6. X is the day, how many days after Monday, and then y is the inches of the snow left on the ground. A 508 compliant version of the full PowerPoint presentation across all parts of the module is available below. Monitoring progress and modeling with mathematics algebra 2 answers. But why do we have 14 in one and 12 in the other? High accurate tutors, shorter answering time. Check the full answer on App Gauthmath.
Sal uses a linear equation to model the amount of snow on the ground. So let's define a variable that tells us how far away we are from Monday. Y/x is only constant when it is a direct proportion problem (that means the line goes through the origin). Part 1 provides an overview of different assessments used within intensive intervention. The goal for coaching/facilitation is to ensure that educators are practicing the content they are learning and receiving feedback to improve their instruction. On day 1 we have 10, day 2, 8, 6, 4, 2, 0. So let's let x equal days after Monday. Always best price for tickets purchase. So the formula should be an=10-2(n-1). Worksheets & Activities. And then 5 days after Monday, we have 2 inches on the ground. Crop a question and search for answer. You can see that a line is forming here. So after Tuesday, you'd have 10 inches, and after Wednesday, you'd have eight inches, and that pattern continued.
As soon as you have a y intercept other than 0, then it is not constant. 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 already plotted 0, 12 in that blue color. All right, so we'll have 10 left. We start with 12, and then every day we lose exactly two inches. How to administer progress monitoring measures. That can be re-arranged (through the commutative property) in the format that you're used to: y=(-m)x+b. We provide an overview of assessments before diving into instruction in order to stress the importance that intensive intervention cannot occur without adequate assessments in place. 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. To unlock all benefits!
Part 2: How do you administer progress monitoring measures with fidelity? Teachers learn about formative measures, and we highlight the differences between general outcome measures and mastery measurement. 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. Part 2 reviews formative assessments (i. e., progress monitoring) used to monitor progress. The closing video reviews the content covered in the module and concludes with a classroom application activity.