## Tuesday, November 3, 2009

### Module 5 Reflection

There are many aspects of assessing student projects. I believe that students need to have the basic outline or rubric of the expectations to complete the project in front of them at all times. Teacher should regularly review the rubric with students to ensure they are staying on-task. Often times, students will be required to assess other student projects. When the occasion call for this, teachers should model the expectations of how to grade peers. Rules should be set up and adhered to in order to provide honest feedback.

## Tuesday, September 29, 2009

### My Unit

The title of my unit is "It's Golden!". Students will interpret and use ratios in different contexts to show the relative sizes of two quantities, using appropriate notations. They will use proportions to solve problems. They will also use cross-multiplication as a method for solving proportions, understanding it as the multiplication of both sides of an equation by a multiplicative inverse

What is change?

How can an understanding of ratios and rates help you solve proportions?

Why do you need to convert between fractions, decimals, and percents?

How can you show that two ratios are equivalent?

How can you change a "rate" to a "unit rate"?

How do you solve a "proportion"?

How are "scale factors" used to create scale drawings?

**Essential Question:**What is change?

**Unit Questions:**How can an understanding of ratios and rates help you solve proportions?

Why do you need to convert between fractions, decimals, and percents?

**Content Questions:**How can you show that two ratios are equivalent?

How can you change a "rate" to a "unit rate"?

How do you solve a "proportion"?

How are "scale factors" used to create scale drawings?

## Tuesday, September 15, 2009

### Module 1 Reflection

This module has made me think about my role as an instructional designer by making me look from the outside at how I teach. Am I providing a "real life" learning experience for my students? Am I encouraging them to use higher order thinking skills to solve problems independently? I must provide probing questions to encourage independent problem-solving and thinking.

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