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Syllabus outcomes Students actively listen The origin of percentages Calculate percentage quantities

Communicates and connects in class using mental, written methods

mathematical ideas using appropriate First principles percentage

terminology, diagrams and symbols Ability for students to method Interrupt and calculate

(MA4-1WM) work cooperatively in percentages greater than 100

pairs/small groups

Applies appropriate mathematical

techniques to solve problems (MA4- Presentation skills of

2WM) students

relationships using reasoning (MA4- Percentage Worksheet

3WM) 1 -4

percentages (MA4-5NA) Percentages Trick

Questions

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Numeracy and Literacy Understanding first principles percentage

Personal and Social Capability method

Intercultural Understanding

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage

substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive

that requires active construction and requires students to engage in higher-order knowledge communication

thinking and to communicate substantively about what they are learning.

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support

This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation

productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction

explicit expectations and develops positive relationships between teacher and students

and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness

students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative

identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge

cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

element

Intellectual Teacher will explain the concept of first principles percentage method to students, utilising

Quality the appropriate language to explain mathematical concepts. It is important to highlight key

terms and define them to students. Students have the ability to work cooperatively in pairs/

small groups and thus present their findings to their class.

Quality By allowing students to work in pairs/small groups, it promotes the idea of building positive

Learning relationships with other students. It teaches students how to work together for a common

Environment purpose. Through discussion and presentation, students enter unknown territory, allowing

them to widen their circle of comfort. Students are able to discuss and reconfirm ideas with

other students before speaking to the entire class. This allows for all students to engage into

classwork and public speaking as no student is put on the spot.

Significance Students are able to learn about other concepts outside of mathematics. They learn about

the origin and the concept of how percentages came about.

Time Teaching and learning actions Organisation Centred

T/S

5 Before students arrive, write up five questions on the board Teacher: T/S

as a lesson starter. Prepare questions beforehand

1. 100÷20

60

2. Write in its simplest form Help students in trouble

100

1

3. Is of $60 equivalent to 0.25 of $60?

4 Update students on previous work who

4. Finish this pattern were away

0.12, 0.10, 0.08, ___, ___, ___

1

5. Write a fraction equivalent to a Student:

2

Work individually

Students work individually to answer questions, and can

revise on previous content. Answer questions

Aid students that require extra help and update those that Resources:

have missed out on previous lesson. Whiteboard

Whiteboard markers

Introduce percentages

Ask students if they know what the true definition of

percentages is or whether they know where it comes from? Storytelling

Allow students time to think and discuss their conclusions.

Promote class discussion

Continue to explain that it comes from the Latin word

“percent”, meaning “by the hundred”. Tell students the “old Student:

tale” of how the word percent came about. Students will Answer verbal questions

actively listen in class.

Class discussion

Take the students back to the times when the church and

superstitions would rule the people’s everyday lives. Ask Actively listen in class

students what absurd superstitions they have heard of.

Explain that 800years ago, any associations with money and

maths meant that you will be “doomed in hell”. Bantering for

goods was the only way to obtain everyday necessities. To

fight back this superstition, merchants came together an

invented a new word and symbol to cancel out any

associations with the devil. This was the gateway to money,

today.

method. Explain first principle percentages

1. What is 70% of 100? method

references to the meaning of the word “percent”. Actively listen in class

With that idea in mind, show students how to complete the

first example. Resources:

Whiteboard

So 70% means that there is 70 for every 100 Whiteboard markers

So there is $70 for every $100

$100

$100 $70

$70

2.

2. What is 70% of $200?

$200

$100 $70

$100 $70

$140

3. What is 70% of %300?

$300

$100 $70

$100 $70

$100 $70

$210

To reinforce students learning, show students a second set of

examples and let students complete a third set on their own.

Students will actively listen in class.

complete. Allow some time for students to finish this Handout worksheet to students

worksheet individually.

Monitor all students

Monitor students by walking around and checking on all

students’ progress, helping those in need. Walk around class

Once students have finished their work, allow for students to Check progress of students

discuss their findings in pairs and present to the class. What

were the students able to conclude? What have they Help students in trouble

understood about percentages so far?

Promote class discussion

Student:

Work individually

Answer questions

Resources:

First Principles Percentage Worksheet

1

25 Continue this process for the next 3 worksheets, with the Teacher: T/S

exception that worksheet 2 and 3 does not require discussion Further explain first principle

time. percentages method

For worksheet 4, after students have completed their work, Handouts worksheet to students

allow students to discuss their findings in pairs and present

to the class. Monitor all students

What were the students able to conclude? Was there an Walk around class

easier method? Is this similar to any of the other worksheets

that they have completed today? Check progress of students

Student:

Work individually

Answer questions

Answer verbal questions

Resources:

Whiteboard

Whiteboard markers

Teacher notes

First Principles Percentage Worksheet

2-4

Students quietly pack up

Reflection

What have I learned about the teaching and learning process when preparing this lesson?

I found that it is important to plan for the entire topic and not for this lesson alone. It was

difficult to figure out what content should be taught and when. This made it hard to plan

and prepare this lesson. Time management was also an issue as it is hard to predict student

outcomes, so I resolved the issue with over prepping. Promoting students to work

collaboratively was done easier than expected, since students are able to discuss their

findings with other students and the class. The learning and teaching process for both

students and teacher can be highly interactive and engaging when moving away from a

traditional approach.

Calculate percentage Students will actively listen to examples given by the

quantities using mental teacher as well as complete the handouts.

methods

Interrupt and calculate Students will complete the handout individually, and

percentages greater than 100 discuss their findings in a pair/small group before

presenting in class.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are

demonstrating and indicates the evidence from this lesson that should comply with the

standard.

Standards

1.2 Constant monitoring of students in class will enable myself to understand

the way in which students learn. Through extensive pair/group discussion

students are able to also teach and learn from one another.

2.1 Through the first principles percentage approach students are able to learn

a different method for calculating percentages

2.2 With the use of pair/group discussion and presentation students learn in a

more effective engaging environment. Students learn better from one

another

3.5 Pair/group discussion and presentation are utilised to support student

engagement

4.1 Allowing students to work in smaller pairs/groups before presentation,

enables students the opportunity to gather themselves, thus leads to

higher student participation and engagement

5.4 Students interrupt concepts during discussion time

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this

lesson? Using your syllabus and support documents as well as other WHS policy- Outline

the key WHS considerations that are to be applied in this lesson?

References

Themathlab (2017). A Brief History of Percent. [Online]. Available at:

http://themathlab.com/Algebra/algebra%20lessons/section3proportions/a340%20history%

20of%20percent.htm

Resources Attached:

FIRST PRINCIPLES PERCENTAGE

WORKSHEET 1

Find:

1. 25% of $300 2. 73% of $400

25% means $25 for every $100 ____% means $____ for every $____

$300 $400

$100

$100

$100

∴ ____% of $____ = _____

5. 64% of $1300

FIRST PRINCIPLES PERCENTAGE

WORKSHEET 2

Find:

1. 37% of $350 2. 18% of $550

37% means $37 for every $100 ____% means $____ for every $____

$350 $550

$100

$100

$100

$50

___

3. 52% of $250 4. 8% of $1250

5. 48% of $750

FIRST PRINCIPLES PERCENTAGE

WORKSHEET 3

Find:

1. 81.5% of $200 2. 23.7% of $500

81.5% means $81.5 for every $100 ____% means ____ for every ____

$200 $500

$100

$100

__

3. 10.3% of $300 5. 62.25% of $900

6. 5.01% of $1200

FIRST PRINCIPLES PERCENTAGE

WORKSHEET 4

Find:

1. 40% of $310 2. 70% of $220

40% means $40 for every $100 OR ____% means $____ for every $____

40% means 40c for every 100c ____% means ____c for every ____c

$310 $220

$100

$100

$100

100c

100c

100c

100c

100c

100c

100c

100c

100c

100c

3. 5% of $310 4. 60.02% of $220

Lesson Plan

Syllabus outcomes Students actively listen The relation between Calculate percentages of

Communicates and connects in class fractions, decimals and quantities using mental and

mathematical ideas using appropriate percentages written methods

terminology, diagrams and symbols Ability for students to

(MA4-1WM) work cooperatively in Solving mathematical Convert fractions to

pairs/small groups problems percentages

Applies appropriate mathematical

techniques to solve problems (MA4- Trick Questions 1-3 Solve a variety of real-life

2WM) problems involving

Number Square-saw percentages, including

Recognises and explains mathematical percentage composition

relationships using reasoning (MA4- problems and problems

3WM) involving money

percentages (MA4-5NA)

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Numeracy and literacy Understanding the connection between

fractions, decimals and percentages

Conversions between fractions, decimals and

percentages

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage

substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive

that requires active construction and requires students to engage in higher-order knowledge communication

thinking and to communicate substantively about what they are learning.

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support

This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation

productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction

explicit expectations and develops positive relationships between teacher and students

and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness

students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative

identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge

cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

element

Intellectual Students use the skills they have developed to answer a series of questions. This is done in a

Quality group setting

Quality Since students are paired/grouped according to their academic level, the group is able to

Learning cater to the other student’s social support. Constant monitoring from the teacher will also

Environment provide students with the help they require. With a series of different activities, students

are more inclined to engage in class activities.

Significance Students are able to make student relations with other peers in their pair/group.

Time Teaching and learning actions Organisation Centred

T/S

5 Start with the lesson starter 4 4’s. Students are to come up Teacher: T/S

with as many equations containing only the number 4, 4 Help students in trouble

times.

Update students on previous work who

Encourage students to start simple using addition and were away

subtraction, building onto harder equations using

multiplication, division or even fractions and decimals. Allow Student:

some time for students to complete the answers for their Work individually

equations.

Aid students that may require extra help and update those

that have missed out on previous lesson.

Revision of previous content

Reminding students that “percent” is the Latin word for “by

the hundred”. Student:

Answer verbal questions

Similarly, “by the hundred” could also mean “out of one

hundred”. Ask students where else they have heard this term Class discussion

from, “out of one hundred”. Allow time for students to think

and discuss their conclusions. Resources:

Whiteboard

Continue to relate the term “by the hundred” to “out of one Whiteboard markers

hundred”, and that students would have heard that

previously in the topic fractions. Give students written

examples on the board.

70

1. 70% means 70 out of 100, which is

100

99

2. 99% means 99 out of 100, which is

100

1

3. 1% means 1 out of 100, which is

100

percentages). Both are similar and are both parts of a whole,

highlighting the key word “part of”.

and percentages. Explaining to students, with reference to Explain conversions between fractions

the definition, how to complete the question. and percentages

with 100 as the dominator. Students are then able to convert

these fractions to percentages. Students will actively listen in Student:

class. Actively listen in class

3 Class discussion

1. Convert the following fraction to a percentage

4

3 75

= and therefore, be equal to 75% Resources:

4 100

Whiteboard

To reinforce the students’ understanding do a second Whiteboard markers

example, letting students complete a third on their own.

anything about conversions? Was there a particular pattern

that they saw? Was there anything interesting that they

found? What was it?

5 Handout the first worksheet to students and allow for some Teacher: S

time for them to complete. Handout worksheet to students

Aid students that need extra help and check on the progress Monitor all students

of all students. Walk around the class

Check progress of students

Student:

Work individually

Answer questions

Resources:

Fractions to Percentages Conversions

academic level. Split students into groups

Pose trick questions to each pair/small group, utilising the Handout worksheet

knowledge from today’s lesson and the previous lesson.

Every pair/small group will be given different questions, that Monitor all students

are suitable for their academic needs. Allow time for

students to complete trick questions. Walk around class

Walk around the class to help students and monitor their Check the progress of students

progress.

Help students in trouble

Student:

Work in pairs/small groups

Answer questions

Resources:

Trick Questions 1-3

number square-saw based on their academic level. Handout number square-saw to

students

Remember to pre-cut all number square-saws to students

Monitor all students

Together, students are to complete their squares, by

matching up the corresponding answer to the correct Walk around class

equation.

Check the progress of students

Note to students that all sides need to match up with the

correct answers and equations. Help students in trouble

Walk around the class to aid students that need help and Student:

monitor their progress. Work in pairs/small groups

Complete square-saw

Resources:

Pre-cut number square-saws

Students quietly pack up

Reflection

What have I learned about the teaching and learning process when preparing this lesson?

It was difficult to figure out skills based activities that were more engaging to students. This

required a lot of time, planning and preparation. Time management of the class was also an

issue because it is hard to monitor time duration. To overcome this, extra work has been

planned in case students finish work a lot earlier than expected. It was important that this

lesson plan was made flexible for the students.

Calculate percentages of In pairs/small groups, students will complete number

quantities using mental and square-saws. This will measure their ability to work

written methods successfully in a team and understand the concepts

Convert fractions to Students will be given a short worksheet, where they will

percentages be able to discuss their findings and solutions.

Solve a variety of real-life A trick question worksheet will be given to students for

problems involving them to complete in pairs/groups. It will incorporate real-

percentages, including life situations.

percentage composition

problems and problems

involving money

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are

demonstrating and indicates the evidence from this lesson that should comply with the

standard.

Standards

1.2 Engaging activities reflect the teacher’s understanding of the student’s

learning approach

1.5 By splitting students up into academic groups, and providing different

levels of work, it caters to all student capabilities

3.1 Setting out different activities and challenges to students push students

to achieve their goals

3.5 Group work allows students to demonstrate communication amongst

peers

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this

lesson? Using your syllabus and support documents as well as other WHS policy- Outline

the key WHS considerations that are to be applied in this lesson?

Resources Attached:

You must list all the resources that you have created or found in this space.

FRACTIONS TO PERCENTAGES

CONVERSIONS

Convert the following fractions into percentages

3 12

4. 5.

5 25

100 3

6. 4.

250 4

1

5.

3

TRICK QUESTIONS 1

TRICK QUESTIONS 2

everything she buys. If she wanted to purchase a queen size bed that

is retailed at $4500, how much did Emily buy the mattress for?

TRICK QUESTIONS 3

everything she buys. In addition to her discount, for every mattress

she is able to sell, Emily will receive $50 off of her purchase. If she

wanted to purchase a queen size bed that is retailed at $4500, how

much did Emily buy the mattress for, given that she sold only 1

mattress?

60 4

900x 33 60x

5 1

3

4

x400

40

39

54

80

72x

25

2

5%x1600 240x10% x400

10

80 24 80

8

10

39

36

%x300

55

3

50x

25

13%x300

3

32x 50%x90 7%x600

4

24 45 42

x40

9

20

17

17

18

400x

2

32

5%x340

36 37%x200 11%x500

Lesson Plan

Syllabus outcomes Students actively listen The relevance of percentages Calculate percentages of

Communicates and connects in class to everyday life skills quantities using mental,

mathematical ideas using appropriate written calculations

terminology, diagrams and symbols Student self-regulation

(MA4-1WM) Solve a variety of real-life

Students together problems involving

Applies appropriate mathematical cooperatively percentages, including

techniques to solve problems (MA4- percentages composition

2WM) problems and problems using

money

Recognises and explains mathematical

relationships using reasoning (MA4-

3WM)

percentages (MA4-5NA)

8NA, MALS-9NA)

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Numeracy and literacy Problem solving with money using percentages

Personal and Social Capability

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage

substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive

that requires active construction and requires students to engage in higher-order knowledge communication

thinking and to communicate substantively about what they are learning.

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support

This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self regulation

productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction

explicit expectations and develops positive relationships between teacher and students

and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness

students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative

identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge

cultural perspective. integration

How are the quality teaching elements you have identified achieved within the lesson?

Teaching Indicators of presence in the lesson

element

Intellectual During this lesson, students will extensively communicate with peers and teacher in the

Quality class. Students will also require using problem solving and utilise found knowledge to

achieve success in the game. There are a number of risks involved in the game where

students must evaluate, before proceeding.

Quality The lesson is highly interactive, forcing students to “buy” and “sell” everyday household

Learning items to one another. There is a high expectation that students will achieve the learning

Environment outcomes for this lesson, through problem solving. Students will be self-regulated as it is up

to themselves to achieve the goal of the game.

Significance Through the game, students are able to understand the importance of percentages and its

relation to money in a stimulated real-life situation. All students will have the opportunity

to be involved in the lesson.

Time Teaching and learning actions Organisation Centred

T/S

10 Before students arrive, prep the board with today’s Teacher: T

activity and the rules. Prepare the board for today’s activity

Rule1: Play fairly

Rule 2: Do not push and shove Handout discount list to each group

Rule 3: Do not take what isn’t yours

Rule 4: No calculators Split students into groups

Rule 5: HAVE FUN!

Student:

Allow for some time for students to settle down and read Actively listen

the rules on the board.

Resources:

Divide students into smaller groups with a maximum of 4 Whiteboard

in each. Whiteboard markers

Discount list

Every group is given a budget of $3,000 “class dollars”. Paper

Laptops/computers

Explain the rules of the “shopping” game and how to play.

have all received equal amounts of class dollars in their

groups, and have the ability to control their spending.

1. Group Leader

2. Scribe

3. Presenter

4. Researcher

of miscellaneous objects that could be used to furnish a

bedroom. It is up to the student what they would like to

purchase and how they would furnish their own bedroom.

Remember, if students are purchasing big ticket items

they may not be able to purchase other items. At the end

of the class, each group with present and tell the class

what they have bought and why. And if they had any

difficulties furnishing the room with the given budget.

teacher first before finalising a purchase. Students are

only allowed to select items from ikea.com/au/en/ and

jbhifi.com.au/. A discount sheet will be given to all groups

to clarify the discount for each category.

play the game. Monitor students

Walk around the class to check the progress of each group Check progress of students

and monitor them.

Walk around the class

Make sure that all students are participating in the game

and are maintaining their role in each group. Check calculations

Student:

Play the game

Resources:

Paper

Laptops/computers

Encourage the presenter to explain to the class what they Promote presentation and class

have decided to purchase and why? Why did they discussion

purchase a particular item and decided to forego another

item? Was there an issue with their current budget? Was Student:

there something the group wanted to purchase but Present to the class

couldn’t? Was the budget too little, or was it too much?

What did they think of the activity? Did they find it

relevant in any way? Thus, is mental calculations of

percentages relevant?

Students pack up quietly

Reflection

What have I learned about the teaching and learning process when preparing this

lesson?

The teaching and learning process can be quite fun and interesting for both teacher

and students when planned properly. I enjoyed incorporating a team building

activity in this lesson as it is highly beneficial for students. I was, however, worried

that the shopping game would not work for the given time as group work and class

discussion take up a lot of the lesson time.

Calculate percentages of Teacher monitoring and correcting every calculation

quantities using mental

calculations

Solve a variety of real-life Let’s Go Shopping Game presentation and discussion

problems involving

percentages, including

percentages composition

problems and problems using

money

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are

demonstrating and indicates the evidence from this lesson that should comply with

the standard.

Standards

1.1 The social aspect of learning is developed through a team building game.

All students have a role to play, promoting positive collaboration

between all group members

2.2 By organising content into a game, the lesson becomes an engaging

environment for all students. This is a form of effective learning.

2.3 In understanding the curriculum, this lesson is able to achieve multiple

student learning outcomes through an interactive, engaging class.

3.1 The game sets students a specific learning goal that can be achieved in

their groups

3.5 This lesson promotes workgroup that requires communication and

decision making

4.1 As all students are assigned a role in their groups, no one is left out in

this lesson

4.5 The use of the laptops/computers on two given sites, incorporates safe

use of ICT in learning

5.1 Students and peers are able to assess one another’s learning through the

presentation at the end of the class. It pushes students to evaluate their

decisions.

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated

in this lesson? Using your syllabus and support documents as well as other WHS

policy- Outline the key WHS considerations that are to be applied in this lesson?

IKEA. (2017). Bedrooms. [Online]. Available at:

http://www.ikea.com/au/en/catalog/categories/departments/bedroom/

https://www.jbhifi.com.au/

Resources Attached:

DISCOUNT LIST

The following discounts apply for each of the given categories:

IKEA

1. Bedframes – 35% off

2. Mattresses – 12.5% off

3. Bedroom Storage – 27% off

4. Bedroom Lighting – 75% off

5. Bedroom Textiles – 5.8% off

6. Mirrors – 10% off

JB HI-FI

1. Computers & Tablets – 41% off

2. TV & Home Entertainment – 55% off

3. Gaming – 35.6% off

Extended Explanation

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