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MY PORTFOLIO JORGE A. GARCIA TORRES PROF. MARIO MEDINA ENGLISH 3102

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EXERCISE ON PAST PERFECT PROGRESSIVE

EXERCISE ON SIMPLE PAST

EXERCISE ON PAST PERFECT SIMPLE

EXERCISE ON PAST PERFECT SIMPLE

EXERCISE ON PAST PERFECT SIMPLE

LIVEMOCHA.COM ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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MISSION: Helping People Go Global Our mission is to help people go global, creating opportunities to learn from people across the world. For anyone who desires to learn or teach, we make it easy, convenient, and affordable to share skills and knowledge without regard to differences in language, culture, and nationality. VISION: Sharing the World’s Knowledge Our vision is to create a global skill-sharing marketplace. Every single person has a unique set of skills, knowledge, and experiences that someone else in the world will value. This abundance of talent and potential is currently untapped and limited to the general public. By connecting individuals worldwide, we enable people to access the world’s knowledge. ABOUT: A Marketplace for English Learners and Teachers We help English learners find the best teachers from all over the world and offer a platform where anyone can start one-on-one online English classes. Currently, we focus exclusively on English learning, but plan to expand to other skills in the near future.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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My Portfolio

1. MY PORTFOLIO JORGE A. GARCIA TORRES PROF. MARIO MEDINA ENGLISH 3102

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3.

4.

5.

6. EXERCISE ON PAST PERFECT PROGRESSIVE

7. EXERCISE ON SIMPLE PAST

8. EXERCISE ON PAST PERFECT SIMPLE

9. EXERCISE ON PAST PERFECT SIMPLE

10. EXERCISE ON PAST PERFECT SIMPLE

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