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Jarnagin

Table
of
Contents

Theme
Statement

Page 3

Day One

Page 4

Day Two

Page 5

Day Three

Page 6

Day Four

Page 6

Day Five

Page 7

Day Six

Pages 7 and 8

Day Seven

Page 8

Day Eight

Page 8

Day Nine

Page 9

Day Ten

Page 9

Resources

Text
Overview

Pages 15 and 16

Theme Statement

The
theme
of
the
unit
is
parallel
lines
cut
by
a
transversal
in
high
school

geometry.
This
mostly
involves
the
angles
in
between
and
what
we
can

mathematically
prove
about
them.
The
goal
of
this
unit
is
to
incorporate
as
many

different
resources
as
possible
to
attain
a
complete
understanding
of
the
concepts

revolving
parallel
lines
cut
by
a
transversal.
This
unit
includes
a
lot
of
vocabulary

and
different
theorems
so
a
further
goal
of
this
unit
is
to
use
a
multitude
of
different

literacy
techniques
to
gain
a
complete
understanding
of
these
words
and
theorems

as
well
as
how
to
use
them.
I
selected
this
theme
because
geometry
in
general
is

extremely
confusing
to
most
students
at
the
high
school
level.
I
believe
that
this
is

because
of
the
strong
push
for
thinking
about
mathematics
visually
and
textually
in

a
way
that
is
not
touched
on
in
any
other
branch
of
mathematics.
Noting
the
call
for

good
literacy
instruction
in
mathematics
in
general,
I
chose
the
relationship

between
parallel
lines
and
their
transversal
to
address
both
the
need
for
an

introduction
to
different
literacy
techniques
in
mathematics
and
the
need
for
a

better
understanding
of
the
concepts
in
general.

The
standards
that
go
along
with
this
unit
include
literacy
standards
that

address
comparing
texts
to
one
another,
analyzing
an
authors
purpose,
translating

information
from
visual
to
text
or
text
to
visual,
determining
the
meaning
of

symbols,
and
following
precise
multi-step
procedures.
I
chose
these
because
I
feel
as

though
these
are
the
standards
that
mathematics
classrooms
struggle
with
on
a

regular
basis.
The
content
standards
addressed
in
this
unit
include
proving

theorems
about
lines,
defining
vocabulary
related
to
lines,
and
analyzing
meaning
of

symbols.
I
chose
these
standards
because
proofs
and
their
corresponding
theorem

definitions
are
what
students
struggle
with
the
most
in
geometry.

I
selected
the
texts
based
on
my
goal
of
addressing
these
needs
I
have

encountered.
I
chose
the
newspaper
article
to
show
students
that
mathematics
can

be
very
interesting
and
mysterious.
I
chose
a
video,
a
game,
and
a
Geogebra
file
to

engage
students
visually
and
interactively.
I
chose
the
standard
geometry
book
to

get
students
to
think
about
how
a
seemingly
evil
resource
can
actually
help.
I
chose

the
note
packet
to
assist
in
student
understanding
in
a
way
that
includes
more

scaffolding.
Finally,
I
chose
the
poem
to
introduce
some
fun
into
the
mathematics

classroom
and
get
students
to
think
about
the
math
in
a
completely
different
way.

Overall,
this
unit
covers
many
different
literacies
and
should
provide
students
with

an
understanding
of
geometry
that
they
have
never
seen
before.

Sequence
of
Lessons

Day
One

Student
Objective

Students
will
question
the
author
of
a
newspaper
Analyze
the
author's
purpose
in
providing
an

article
through
discussion
after
reading
the

explanation,
describing
a
procedure,
or

article.

discussing
an
experiment
in
a
text,
defining
the

question
the
author
seeks
to
address.

Students
will
begin
creating
a
word
wall
of

Translate
quantitative
or
technical
information

important
vocabulary
words
using
both
visuals

expressed
in
words
in
a
text
into
visual
form

and
text
after
reading
the
article.

(e.g.,
a
table
or
chart)
and
translate
information

expressed
visually
or
mathematically
(e.g.,
in
an

equation)
into
words.

Display
the
newspaper
article
on
the
board
and
give
handouts
to
students,

read
the
article
out
loud.

Ask
students:

o What
confuses
you
the
most
about
this
article?

o Do
you
think
this
study
is
accurate?

o What
emotions
does
this
article
spark
in
you
about
learning

mathematics?

o What
vocabulary
words
do
you
see
in
the
article
that
you
think
we

may
cover
in
this
upcoming
unit?

Begin
modeling
the
creation
of
a
word
wall
by
listing
important
words
from

the
article.
Discuss
prior
knowledge
of
words.

o Planar
geometry,
parallel
lines,
Euclidean
geometry

Open
book
to
page
98

Complete
listing
vocabulary
words
from
book
and
discussing
any
prior

knowledge
of
words

o Parallel
lines,
angle,
alternate
interior,
alternate
exterior,

corresponding

o Review
from
previous
lessons
(will
still
put
in
word
wall
for

reference):
supplementary/linear
pair,
vertical
angles,
transversal,

consecutive
angles,
complimentary
angles,
perpendicular
lines,

converse
statements

Day Two

Student Objective

symbols used to denote mathematical concepts.

Students will use multiple resources to clearly

define vocabulary words discussed in the

previous lesson.

Students will compare and contrast definitions

and explanations of concepts from multiple

different resources.

and other domain-specific words and phrases as

they are used in a specific scientific or technical

context relevant to grades 9-10 texts and topics.

Know precise definitions of angle, circle,

perpendicular line, parallel line, and line

segment, based on the undefined notions of

point, line, distance along a line, and distance

around a circular arc.

Compare and contrast findings presented in a

text to those from other sources (including their

own experiments), noting when the findings

support or contradict previous explanations or

accounts.

Ask students

o What did you notice about the way the narrator described the

concepts presented?

o How does this compare to your prior knowledge of these concepts?

Open book to page 98

Have students get in groups of three or four and discuss

o How does the book describe these concepts?

o How does it relate to how Khan Academy described them?

o Using these two resources, come up with one group product of what

you think the best definition for the words presented is.

Come together as a class and share out what was discussed in groups

Day
Three

Student
Objective

different resources and compare knowledge

attained from each through discussion.

text to those from other sources (including their

own experiments), noting when the findings

support or contradict previous explanations or

accounts.

students get out their collaborative definitions

Working in same groups from previous lesson, have students travel around

and work through the three stations leaving time to discuss before switching

Discuss

o How did this station assist in my understanding of the concepts?

o How did this station change my understanding?

o Would I refine my previous definition? Why or why not?

Come together as a class and share out what was discussed

As a class, come up with the most complete definition of each word listed in

the word wall including visuals when necessary and have students document

them in their own word wall

Day
Four

Student
Objective

from a note packet to their prior knowledge.

text to those from other sources (including their

own experiments), noting when the findings

support or contradict previous explanations or

accounts.

Prove theorems about lines and angles.

begin proving basic theorems/postulates about

lines and angles.

Using
the
note
packet,
work
through
page
one
as
a
class,
discussing
the

relationship
between
prior
knowledge
and
the
definitions
provided
in
the

sheet

Think,
Pair,
Share

o Have
students
begin
to
look
at
example
2
on
page
2
of
the
note
packet

o Pair
them
up
to
work
through
example
2

o Come
together
as
a
class
to
discuss
answers
and
issues,
if
any

As
a
class,
work
through
the
postulate
and
theorems
on
page
2

o Recommend
another
word
wall
to
keep
these
straight
(not
required)

Pair
up
again
to
work
through
page
three
of
note
packet,
scaffolding
as

necessary

Day
Five

Student
Objective

know and want to know about geometric proofs.

expressed in words in a text into visual form

(e.g., a table or chart) and translate information

expressed visually or mathematically (e.g., in an

equation) into words.

Compare and contrast findings presented in a

text to those from other sources (including their

own experiments), noting when the findings

support or contradict previous explanations or

accounts.

proofs to their note packet as well as their book.

Display
Fib
poem
on
the
board
and
discuss
how
mathematics
and
poetry
can

work
together

Discuss
different
types
of
poetry

Discuss
prior
knowledge
of
proofs
(should
be
triangle
congruency)
and
what

students
want
to
learn
(beginning
of
KWL)

Break
into
groups
of
two
or
three
and
have
them
open
book
to
page
117

(what
does
a
proof
look
like?)
to
compare
their
prior
knowledge
and
gain

inspiration

Hand
out
poetry
worksheet
(found
in
resources
section)
and
have
students

create
poem
in
groups

Once
one
poem
is
completed
within
each
group,
jigsaw
groups
to
discuss

poems
produced
and
prior
knowledge
required
in
each

Share
some
favorites
with
the
class

Day
Six

Student
Objective

proofs and the vocabulary from the unit.

concepts in a text, including relationships among

key terms (e.g., force, friction, reaction force,

energy).

Prove theorems about lines and angles.

theorems/postulates about lines and angles in a

geometrical way, including algebraic methods

when necessary.

Work through introduction of converse statements and proofs (page 4) as a

class

Break students into groups of four to work through pages 5 and 6 of the note

packet

o Encourage use of book from page 123 to page 137 for comparison of

explanation of concepts

Come together to discuss the relevance of the understanding of vocabulary

words and theorems/postulates in the process of writing proofs

7

paragraph proof (remind students that for any work turned in has the

expectation that they show both the two column and paragraph forms of

proofs)

Day
Seven

Student
Objective

Follow precisely a complex multistep procedure

geometrical proofs and convert their two-column when carrying out experiments, taking

proofs into paragraph form.

measurements, or performing technical tasks,

attending to special cases or exceptions defined

in the text.

Students will compare geometrical proof

Compare and contrast findings presented in a

techniques of multiple different resources and

text to those from other sources (including their

discuss how each helped shape their

own experiments), noting when the findings

understanding through journaling.

support or contradict previous explanations or

accounts.

Have students open book to page 123 and discuss in groups how they

compare

Work through pages 7-9 in the note packet in groups, coming together as a

class when necessary to add to word wall or further discuss concepts

Have students individually journal about the different resources used to

understand proofs including which resource they think helped them the

most and why (using mathematically correct language) will collect to check

understanding

Day
Eight

Student
Objective

their new understanding of concepts to analyze

through journaling what changes they would

make, if any, and why.

text to those from other sources (including their

own experiments), noting when the findings

support or contradict previous explanations or

accounts.

Have
students
work
through
page
10
of
the
note
packet
in
partners,
coming

together
as
a
class
when
necessary

Have
students
get
back
into
the
groups
they
were
in
to
create
the
poem

Discuss

o What
knowledge
have
you
acquired
since
the
creation
of
this
poem?

o What
understandings
of
proofs
or
other
mathematical
concepts

addressed
in
the
poem
have
changed
since
its
creation?
(KWL
wrap

up)

o What
would
you
change
about
your
poem
and
why?

Have
students
individually
journal
using
mathematically
correct
language

about
their
group
discussion

Day
Nine

Student
Objective

according to the procedure given and prove the

angles created.

when carrying out experiments, taking

measurements, or performing technical tasks,

attending to special cases or exceptions defined

in the text.

Translate quantitative or technical information

expressed in words in a text into visual form

(e.g., a table or chart) and translate information

expressed visually or mathematically (e.g., in an

equation) into words.

visually represent the concepts of the unit and

create written proofs based on the picture

created.

Have
students
get
with
a
partner
and
hand
out
the
Create
a
City!
worksheet

Remind
students
to
email
their
finished
product
so
they
can
receive
a

corrected
version
as
soon
as
possible

Day
10

Student
Objective

problem to check their understanding of lessons

taught in the unit.

when carrying out experiments, taking

measurements, or performing technical tasks,

attending to special cases or exceptions defined

in the text.

board/individual computers) and be asked to find all angles listed and prove

them (directions on assessment)

After everyone has completed, come together as a class to discuss the

triangle within the assessment

o What was the sum of its angles?

o How did you find this?

Resources

Khan
Academy
video-
https://www.khanacademy.org/math/basic-geo/basic-geo-

angles/basic-geo-angle-relationships/v/angles-formed-by-parallel-lines-and-

transversals

Geogebra
visual-
https://tube.geogebra.org/material/simple/id/745651

Exploring
Parallel
Lines
game-

http://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.SH

AP&ID2=AB.MATH.JR.SHAP.ANG&lesson=html/object_interactives/parallel_lines/u

se_it.html

10

STATIONS

Today
we
will
be
going
through
three
different
stations
that
involve
the
vocabulary

we
have
been
learning!
Please
bring
your
word
wall
with
you
so
you
can
update
or

refer
to
it
at
any
point
in
each
station.

Station
1-Partner
Transcription

This
station
requires
one
partner.
You
may
not
use
your
word
wall
to
cheat!

1. Sit
back
to
back
with
your
partner.
Each
of
you
should
have
a
whiteboard
and

a
marker
to
play!

2. Refer
to
your
list
of
words
on
your
word
wall.
One
partner
will
give
the
other

partner
a
word
from
that
word
wall
and
the
listener
must
depict
the

definition
of
the
word
visually.

a. If
the
listener
is
incorrect,
he/she
must
write
out
the
definition
of
the

word
in
a
different
way
than
stated
in
the
word
wall
to
gain
a
better

understanding.

b. If
the
listener
is
correct,
discuss
how
you
might
have
drawn
the

picture
differently
or
if
not,
discuss
why.

c. Switch
partners
each
turn.

3. If
there
is
time,
try
the
same
words
by
describing
the
picture
to
the
listener
to

have
them
produce
the
theorem
or
vocabulary
word!

Station
2-
Geogebra
Exploration

https://tube.geogebra.org/material/simple/id/745651

Use
the
website
listed
above
to
access
the
worksheet
we
will
interact
with
at
this

station!

1. Open
the
Geogebra
file
and
take
note
of
which
vocabulary
words
the

worksheet
covers
and
which
it
does
not.
Why
do
you
think
this
is
so?
Would

it
make
sense
to
use
all
of
our
vocabulary
words
on
this
worksheet?
Why
or

why
not?

2. Use
the
provided
boxes
to
explore
the
worksheet
and
see
how
this
particular

student
understood
the
concepts
provided.
Would
you
change
the
way
this

worksheet
is
set
up?
Why
or
why
not?

3. Write
a
short
but
detailed
journal
entry
of
how
this
applet
assisted
in
your

understanding
of
these
concepts,
or,
if
it
did
not,
why
you
think
that
is
so.

Station
3-
Exploring
Parallel
Lines
Game

http://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.SH

AP&ID2=AB.MATH.JR.SHAP.ANG&lesson=html/object_interactives/parallel_lines/u

se_it.html

Use
the
website
listed
above
to
find
and
play
the
game!

When
you
have
completed
the
game,
please
write
a
short
but
detailed
review
of

what
aspects
of
the
game
helped
you
and
why,
or,
if
it
did
not,
why
you
think
that
is

so.
Be
sure
to
use
mathematically
correct
knowledge
in
all
write-ups!

11

A FIB is a poem whose lines have syllable-counts that follow the pattern of the

Fibonacci numbers: 1, 1, 2, 3, 5, 8, . . .

An example by JoAnne Growney:

If

two

angles

both are right

angles then they are

supplements and are congruent.

Math

and

also

poetry

my favorite things.

Both extend me beyond myself.

This
is
just
one
example
of
the
many
different
kinds
of
poems!

Your
task
is:

1. Get
into
a
group
of
no
more
than
three
and
research
different
kinds
of
poems.

(i.e.
haiku,
sonnet,
quatrain,
etc.)

2. Choose
one
style
and
create
a
poem
about
your
prior
knowledge
of

mathematical
proofs
and,
if
you
can,
incorporate
some
vocabulary
from
this

unit
as
well.
Be
sure
to
also
include
things
that
you
would
like
to
learn
about

proofs
in
the
future.

3. Only
complete
one
poem
per
group.
Make
sure
each
group
members

name
is
included
on
your
final
product
and
remember
to
use
mathematically

correct
language
throughout!

Do
not
be
afraid!
Take
a
leap
of
faith
and
have
fun!

12

Create
a
City!

With
a
partner,
you
will
be
constructing
a
series
of
city
blocks

and
proving
the
angles
within
them
using
Geogebra!

https://www.geogebra.org/

1. Click
Start
Geogebra

2. Click
Geometry

3. Construct
a
rectangle
to
encase
your
city

4. Use
parallel,
perpendicular,
and
transversal
lines
to

create
a
set
of
city
blocks
(no
more
than
6
blocks
please)

5. Color
code
the
congruent
angles
that
you
have
created

6. Prove
why
the
angles
are
congruent
using
both
the
two-

column
method
and
the
formal
paragraph
method

7. Use
the
measurement
tool
to
measure
one
angle,
then

find
the
rest
of
the
angle
measurements
based
on
your

proofs
from
above

8. Email
me
your
finished
product!

13

Final
Assessment

14

Text Overview

Whole
Class

CME
Geometry
Textbook:
Published
by
Pearson
Education
in
2009
(Curriculum

Library)

This
book
is
a
classic
geometry
textbook
that
would
be
used
in
a
classroom

setting.
There
are
multiple
sections
within
the
book
that
pertain
to
my
unit

plan
and
I
believe
that
the
way
these
authors
describe
some
of
the
concepts

is
beneficial
to
student
understanding
and
definitely
worth
comparing
to

other
resources
as
well.
This
book
is
used
on
pages
3,
4,
6,
and
7
of
the
unit

plan.

Newspaper
Article

Learning
Geometry
Without
a
Protractor
by
Sindya
N.
Bhanoo
(New
York
Times

May
24,
2011)

This
newspaper
article
discusses
a
study
done
on
indigenous
groups
in
the

Amazon.
Researchers
asked
these
groups
if
a
line
can
be
made
to
cross
two

other
parallel-looking
lines.
The
results
showed
that
these
isolated
groups

actually
understood
the
concept
to
a
certain
extent
mirroring
American

children
who
did
have
formal
geometry
training.
This
brings
up
the
question

of
whether
or
not
geometry
understanding
is
innate.
This
is
the
opener
for

my
unit
plan,
as
I
am
hoping
that
it
gets
students
to
question
how
hard

geometry
really
is,
especially
when
it
comes
to
parallel
lines.
It
is
also
a
very

interesting
piece
of
literature
that
will
spark
good
conversation
about
the

authors
purpose
in
general.
It
is
used
on
page
3
of
my
unit
plan.

Poem

Fib
poem
by
JoAnne
Growney
(Poetry
with
Mathematics
Workshop
July
29,
2012

http://poetrywithmathematics.blogspot.com)

This
is
an
example
of
a
mathematical
poem
that
even
uses
the
Fibonacci

sequence
as
a
structure
for
the
poem.
The
poem
itself
even
uses
a
vocabulary

word
that
we
touch
on
in
this
unit
plan.
I
am
showing
students
this
poem
to

spark
their
inspiration
to
create
their
own
mathematically
correct
poem.
This

poem
is
used
on
page
6
of
my
unit
plan.

Online
Texts

Angles
Formed
by
Parallel
Lines
and
their
Transversals
by
Khan
Academy

(https://www.khanacademy.org/math/basic-geo/basic-geo-angles/basic-geo-

angle-relationships/v/angles-formed-by-parallel-lines-and-transversals)

15

This
is
a
video
describing
the
concepts
that
the
unit
plan
is
addressing.
I
use

this
video
throughout
the
unit
plan
to
compare
other
resources
to
and

hopefully
to
assist
in
student
understanding.
Khan
Academy
is
widely
known

throughout
high
schools
as
a
great
tool
so
I
figured
integrating
it
into
the

classroom
and
comparing
the
textbook
to
it
will
help
students
gain
a
better

understanding
of
the
concepts
and
in
which
ways
they
learn
best.
This
video

describes
the
concepts
in
a
very
different
way
and
also
provides
live
visual

connections
as
well
to
assist
in
the
understanding
of
the
relationship

between
the
text
and
corresponding
visuals.
This
video
is
used
on
pages
4

and
7
of
my
unit
plan.

Geogebra
Visual
by
Lindsay
Flannagan
and
Rachel
Phillips

(https://tube.geogebra.org/material/simple/id/745651)

This
Geogebra
applet
allows
students
to
interact
with
just
the
visual
of
the

vocabulary
words
discussed
in
the
unit.
This
is
beneficial
because
students

are
not
shown
definitions;
they
have
to
remember
them
while
they
explore

what
this
applet
has
to
offer.
It
is
another
visual
to
assist
in
a
complete

understanding
of
the
concepts
provided.
This
is
used
on
pages
4
and
5
in
the

stations
activity
for
day
three
of
my
unit
plan.

Exploring
Parallel
Lines
Math
Interactions
(game)

(http://www.learnalberta.ca/content/mejhm/index.html?l=0&ID1=AB.MATH.JR.SH

AP&ID2=AB.MATH.JR.SHAP.ANG&lesson=html/object_interactives/parallel_lines/u

se_it.html)

This
resource
is
an
interactive
game
that
has
students
answer
questions

about
the
vocabulary
discussed
throughout
the
unit
based
on
a
picture

provided.
It
is
a
very
fun
game
that
is
not
too
difficult
and
allows
for
students

to
laugh
about
productive
failure.
This
is
also
used
on
pages
4
and
5
in
the

stations
activity
for
day
three
of
my
unit
plan.

16

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