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swau4meTeacher

Terms in this set (9)

-Metric units:grams, degrees Celsius, liters, meters, milliliters, kilograms

-Units of length:centimeters, feet, kilometers, miles, paces, meters, inches

-Customary units: feet, miles degrees Fahrenheit, quarts, gallons, yards, pounds

-Non-standard units: hand spans, books, jars, paces, pencils, spoonfuls

-Standard unitsz; inches, liters, kilometers, pounds, grams, millimeters

-Units of length:centimeters, feet, kilometers, miles, paces, meters, inches

-Customary units: feet, miles degrees Fahrenheit, quarts, gallons, yards, pounds

-Non-standard units: hand spans, books, jars, paces, pencils, spoonfuls

-Standard unitsz; inches, liters, kilometers, pounds, grams, millimeters

-Operate on numbers: Count the number of swings of the pendulum in 15 seconds, measure the length of the string and angle of the swing.

-Quantify the real world: Based on the identified relationship between a pendulum's frequency and length, predict the frequency for a new length.

-Organize and interpret data: Place pendulum data into data tables and search for patterns in the data.

-Use patterns and relationships: Calculate ratios of frequency to length of a pendulum to see if there is a pattern so an equation can be written.

-Quantify the real world: Based on the identified relationship between a pendulum's frequency and length, predict the frequency for a new length.

-Organize and interpret data: Place pendulum data into data tables and search for patterns in the data.

-Use patterns and relationships: Calculate ratios of frequency to length of a pendulum to see if there is a pattern so an equation can be written.

-write initial descriptions and explanations of phenomena.

-construct concept maps of what they know.

-draw pictures and label diagrams of events that should be accompanied by written explanations.

-present their ideas to the class so that alternative descriptions and explanations might be considered.

-construct concept maps of what they know.

-draw pictures and label diagrams of events that should be accompanied by written explanations.

-present their ideas to the class so that alternative descriptions and explanations might be considered.

-Pre-reading: Rather than simply giving the students questions to answer from their reading, encourage students to speculate about the text content before beginning the passage.

-During Reading: Facilitate a discussion of the text to help students link text ideas with their prior knowledge and make connections between main ideas and supporting detail.

-Post-reading: Encourage students to use comprehension monitoring strategies such as: raising questions about the text, clarifying terms, identifying main ideas and supporting statements, making and verifying inferences and predictions about text meanings.

-During Reading: Facilitate a discussion of the text to help students link text ideas with their prior knowledge and make connections between main ideas and supporting detail.

-Post-reading: Encourage students to use comprehension monitoring strategies such as: raising questions about the text, clarifying terms, identifying main ideas and supporting statements, making and verifying inferences and predictions about text meanings.

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