As evidence of their practice, teachers submit a written commentary, videotape, and optional instructional artifacts that demonstrate their ability to engage students in working on mathematical tasks that promote the importance of learning to work with others to develop mathematical power. Teachers will demonstrate how they model questioning strategies, mathematical thinking, and reasoning processes to promote interactions between self and students. This exercise requires teachers to use their ability to describe, analyze, and evaluate students' participation and their ability to think and reason mathematically. The Level 4 performance provides clear, consistent, and convincing evidence that the teacher is able to engage students in small group collaborative learning about mathematics and enhance students' mathematical understanding and their ability to think and reason mathematically. Eighth grade students learn to apply their number skills with fractions, decimals, percents, ratios, and proportions to solve a variety of problems.
Proportionality is also a key component of our work with algebra and functions in eighth grade.
And again in our study of geometry, students work with similarity, scale and proportions. Understanding how to measure accurately and choosing appropriate units is an ongoing learning goal throughout middle school. It takes repeated experiences and discussions to undo this deep-seated belief. This investigation is one of a continuing series of lessons that provides students with opportunities to distinguish between metrics and U.S. Standard measurements. One of the primary learning goals for this lesson was that students be able to solve a real-world problem involving similarity .