So let's let x equal days after Monday. Part 2 reviews formative assessments (i. e., progress monitoring) used to monitor progress. Y is equal to inches left on the ground. If x is 2, that means we're 2 times 2, we've lost 4 inches, which is what the case is on Wednesday. Teachers learn about formative measures, and we highlight the differences between general outcome measures and mastery measurement. How to administer progress monitoring measures. So let's plot these points. Monitoring progress and modeling with mathematics geometry. So are we supposed to use y=mx+b? Unlimited access to all gallery answers. And so we have 0 days after Monday, we have 1, 2, 3, 4, 5, and 6. As soon as you have a y intercept other than 0, then it is not constant. So if we're on Tuesday, we're going to have 2 inches times 1, because Tuesday is one day, so if x is 1, that means we're on Tuesday.
So if we do x and y, this is the days after Monday, so there's 0, 1, 2, 3, 4, 5, 6. Enjoy live Q&A or pic answer. Want to join the conversation? We emphasize formative assessments are best for monitoring progress within intensive intervention. Monitoring progress and modeling mathematics. So this is on Wednesday, so that's 8 inches. Check Solution in Our App. Gauthmath helper for Chrome. This module focuses on the assessment components of intensive intervention. What Sal wrote was essentially: y=b+(-m)x. Y/x is only constant when it is a direct proportion problem (that means the line goes through the origin).
But why do we have 14 in one and 12 in the other? And we showed a graph that depicts the relationship. We already plotted 0, 12 in that blue color. And then on Monday, which is exactly 0 days after Monday, that is Monday, we have 12 inches on the ground. Teachers also learn how to administer and score early numeracy measures, computation measures, and concepts and applications measures.
So we've done everything. Sal uses a linear equation to model the amount of snow on the ground. Unlimited answer cards. "Coaching/Facilitator Guide" helps facilitate implementation, reflection, and feedback. I'm sure at least a few of us who are here have been taught to (when there's a need for it) to use the equation y = mx + c where m is the slope coefficient and c is at which point of y, x = 0 is crossed. I'm somewhat confused at the order of terms and constants at1:21- how can one write the c and -mx terms the opposite way? Included in this guide are: (a) sample communication emails, (b) a master checklist, (c) a discussion guide with important talking points, and (d) a fidelity form that can be completed by a coach/facilitator when observing classroom instruction. If i make an arithmetic sequence for the above problem then for an nth term an=14-2n but in the video y=12-2x? Monitoring progress and modeling with mathematics and science. We start with 12 inches, every day after that we lose two inches. To build on what Ansh said, and to answer the original question: yes, they are the same thing, but arranged differently. So they're essentially saying that we had 12 inches of snow on the ground on Monday and that every day after that, two inches melted. All right, so we'll have 10 left. And actually, I could do a table if you like.
Always best price for tickets purchase. Now let's graph this. So let's define a variable that tells us how far away we are from Monday. Teachers review how to set appropriate goals for students using benchmarks, slopes, or an intra-individual framework. We start with 12, and then every day we lose exactly two inches. This video introduces Module 2 and provides an overview of the module content and related activities. When I click on it, it refreshes the page.... (2 votes).
Then we can plot 2, 8. The weather warmed up, and by Tuesday morning, 2 inches had melted. It was a linear equation you know. So, one way to think about it is, OK, when x is 0, when we're on Monday, when we're 0 days after Monday, we're going to have 12 inches of snow on the ground, and every day after that, we're going to lose two inches.