Strategies to teach Algebraic Thinking: (12 points) Identify and explain instructional strategies for at least three concepts for a total of 6 strategies. See Section 1 directions for more detail. Remember to include references.
(60.2.1) Interpret and extend multiple representations of patterns and functional relationships by using tables, graphs, equations, expressions, and verbal descriptions.
Concept: Patterns
Strategy: Identify Arithmetic Patterns. Students identify patterns in numbers; students can do this by looking at the pattern: 2, 4, 6, 8 and using the 2 more, 1 less strategy to realize that the numbers are going up in increments of two.
Strategy: Generate a number or shape pattern that follows a given rule; Identify features
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Students who are able to properly simplify expressions are able to understand how to apply mathematic properties and preserve equivalence while working the problem. Reference: Chapter 14, (Walle, Karp, Williams, 2016), Page 330
Strategies to teach Data Analysis: (12 points) Identify and explain instructional strategies for the following strand for a total of 2 strategies. See Section 1 directions for more detail. Remember to include references.
(60.4.1) Calculate and interpret statistics of variability (e.g., range, mean absolute deviation) and central tendency (e.g., mean, median).
Concept: Ratio
Strategy: Mean Absolute Deviation; find the deviation from mean, find absolute deviation, average it out.
Strategy: Interquartile range; to find the range, you find the difference between the upper and lower quartiles (Q3-Q1) where quartile 1 is the median of the lower half data set, and quartile 3 is the medium of the upper half of the data set.
Reference: Chapter 21 (Walle, Karp, Williams, 2016), Page 554
SECTION 2: USING TOOLS (MANIPULATIVES, MODELS, &
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You may choose one concept and provide two tools (a manipulative, model, or technology) for teaching that concept or two concepts and provide one tool for each concept. Overall, you must have at least one of each (a manipulative, model, and technology) represented in each area as shown below: Manipulatives, Models, and Technology to teach Numbers and Operations: (9 points) Identify and explain how specific (by name) manipulatives, mathematical and physical models, and/or technology can be used to teach Number and Operation concepts for the following strands for a total of 6 tools. See Section 2 directions for more detail. Remember to include references and represent at least one concept from each strand with a minimum of one of each tool (manipulative, model, and technology) represented in the

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