Experiments in Learning by Doing

We want every learner in our care to be able to say

**I can attend to precision.****(CCSS.MATH.PRACTICE.MP6)**

But what if I can’t attend to precision yet? What if I need help? How might we make a pathway for success?

Level 4:

I can distinguish between necessary and sufficient conditions for definitions, conjectures, and conclusions.

**Level 3:**** I can attend to precision.**

Level 2:

I can communicate my reasoning using proper mathematical vocabulary and symbols, and I can express my solution with units.

Level 1:

I can write in complete mathematical sentences using equality and inequality signs appropriately and consistently.

** **How many times have you seen a misused equals sign? Or mathematical statements that are fragments?

A student was writing the equation of a tangent line to linearize a curve at the point (2,-4). He had written: ** y+4=3(x-2)**

And then he wrote:

He absolutely knows what he…

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