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The first step in preparing to use the Crosscutting Concepts (CCCs) is to become familiar with what they are and how they are defined.
This activity is a basic introduction to the names of the seven CCCs and an opportunity to start learning what they mean and how content might be sorted among them.
I know I should expect students to know this by now. I want an accurate representation of which students can and cannot solve a rational equation when it is applied in context.
Technology Note: If students will be texting in their answers, they are not expected to text in units as it will not mark the answer correct.
Them, students have 10 minutes to solve their problem and become an expert on how to explain the solution process to someone else. After ten minutes they will need to be the expert on the problem.
The answers are copied on the back of the card so that students can check their work.
Today's Do-Now students asks students to create equations of lines that are either parallel or perpendicular.
This topic was taught during our last unit, but some students may still need a reminder to refer to their old notes if they have forgotten the relationship between parallel and perpendicular lines.
This interactive, two-part activity and discussion helps to lay the foundation for deeper thinking about these ideas later on.
Watch the video above to get an overview, and use the detailed lesson plan below to lead this professional development activity for your team of educators.
The first step in preparing to use the Crosscutting Concepts (CCCs) is simply to become familiar with what they are and how they are defined.