Pt1420 Unit 6 Lab Report

Black history is probably one of my favorite to learn about, so it is no surprise that I would take such joy and excitement of teaching it to children.

Lesson 11- Students were able to brainstorms ideas around “what if earth’s mass was 15 times bigger”

Able to solve three digit problems using the algorithm independently, and they are able to explain their solution by writing out the steps or checking their solution with the inverse operation.

5.NBT.5: Fluently multiply multi-digit whole numbers using the standard algorithm. students are full able to solve basic multiplication facts. they will use their prior knowledge to be able to solve two digits’ numbers between each other. They no longer need to see each group beginning build through a picture. They will be able to understand the relationship between number, and regroup when needed. Student are able to work problem through by recognizing pattern within the factors

Age and gender are the independent variables the dependent varies are medication, exercise, and the combination of both.

The teacher will talk about evaporation, condensation,and precipitation. When providing the definitions have the students relate them to what happened with the crock pot.

There are three good reasons why we use the Angle Addition Postulate. We use this method because it is similar to the Segment addition postulate, two adjacent angles together create a larger angle, and you can find out unknown angles. The real world application of this method is used in carpentry, engineering, design, and construction of anything with angles.

On 01/18/2018 at 0745, I (Officer Molly Harvey) attended a lab entitled “Bloodstain Pattern Analysis I”. This lab session was held at the Des Moines Area Community College (D.M.A.C.C.), Ankeny campus, in Building 3W, classroom 02. The presentation was conducted by DMACC criminal justice professor Steve Martin.

As soon as students get in they set up their assignment’s to be check by the teacher. She walks around and check that. After that she takes attendance. After that she double checks absences with the students. Right after that she starts teaching, but before doing so, she restates classroom rules. She tells the students that it was their verbal warning. If the students are talking. She mentions that she is not going to talk over them. If they waste her time during the class, she will waste their time after the class by keeping them in. If they use cell phone any time during the class period, she takes the phone away and keeps it until the end of the class period. If the student does the same thing for another day in the same week, she will take

Day 1: The lesson begins with students doing a pre-assessment of playing four corners. All four corners of the room are labelled either; one, two, three, or four, these numbers represent a spectrum of agree to disagree, one stands for not agreeing

I feel like I have used my sequence learning pattern more in class when pattern completing my assignments. Sequence learning

Medical students have different types of learning styles. First of all learning styles can be classified based off different types of learning style models. Based on my research, I had found out four types of different models of learning style using by medical students.

With the stopwatch ready drop each spinner one at a time right above the marked point and time how long the seed is in the air as the spinner floats to the ground (note: one of the seeds will be dropped without a spinner and will be used as a constant).

I have selected group work strategy because I believe pupils working in a group are more engaged not only intellectually but emotionally as well. Pupils have to think, contribute to the group, evaluate what other members of the group say, share information, ask friends for clarification, and prepare a presentation together. Classroom research has shown that students often learn better from each other than they do from a teacher (Barkley et al. 2005:16-20). Group work gives learners exposure to a range of items and language functions. (Krall, 1989-1993:161)

3. If the digits repeat in a series of steps: for example advancing positions from a point to another like in this series: 01-44-45 23-01-34 33-41-01.