Integrating Social-Emotional Learning in Mathematics Quiz

Culturally reflective learning experiences = Learning experiences that align with students' lived realities in the community and in the world around them Multiple ways of knowing and doing = Acknowledging and affirming the various approaches students may bring to the classroom Sample tasks in the curriculum = Intended to be illustrations only, and should be replaced or supplemented with affirming, relevant, and reflective tasks and learning contexts Social and economic justice concerns in learning opportunities = Incorporating examination of issues like racism, classism, sexism, health, and environmental aspects

Strand A Learning related to Social-Emotional Learning (SEL) Skills = Occurs in the context of learning related to other strands and is important for educators to consider when developing lessons and learning activities Cultural reflection in learning experiences = Ensuring that learning experiences are reflective of students’ lived realities and acknowledging the diverse ways of knowing and doing students bring to the classroom Affirming and relevant sample tasks = Intended to guide teachers in thinking about how learning for each expectation might be positioned and demonstrated Incorporating diverse cultures and communities in learning = Providing students with the opportunity to learn about diverse cultures and communities in a respectful and informed way

Positioning and demonstration of learning expectations = Intended to guide teachers in thinking about how the learning for each expectation might be positioned and demonstrated Affirming and relevant learning contexts = Contexts that are reflective of students’ lives and backgrounds, and provide opportunities to learn about diverse cultures and communities in a respectful and informed way Acknowledging diverse ways of knowing and doing = Affirming and acknowledging the various approaches students may bring to the classroom Examination of social and economic justice concerns = Incorporating examination of issues like racism, classism, sexism, health, and environmental aspects

<p>Illustrative sample tasks = Intended to be illustrations only, and should be replaced or supplemented with tasks and learning contexts that are affirming of, relevant to, and reflective of students’ lives and backgrounds Culturally reflective tasks and learning contexts = Tasks and learning contexts that align with students' lived realities in the community and in the world around them Incorporating diverse cultures and communities in tasks = Tasks that provide students with the opportunity to learn about diverse cultures and communities in a respectful and informed way Relevance and affirmation in tasks = Tasks that are affirming of, relevant to, and reflective of students’ lives and backgrounds</p> Signup and view all the answers

<p>Learning related to other strands = Occurs in the context of learning related to the other strands and is important for educators to consider when developing lessons and learning activities Acknowledgment of diverse student approaches = Acknowledging and affirming the various ways of knowing and doing that students may bring to the classroom Reflective learning experiences = Learning experiences that are culturally reflective of students’ lived realities in the community and in the world around them Opportunities for examining social and economic justice concerns = Incorporating examination of issues like racism, classism, sexism, health, and environmental aspects</p> Signup and view all the answers

<p>Vertical angles = Angles opposite each other when two lines intersect Corresponding angles = Angles in matching positions when two lines are intersected by a transversal Exterior angles = Angles formed outside a pair of parallel lines when intersected by a transversal Alternate interior angles = Non-adjacent angles on opposite sides of the transversal between the two lines</p> Signup and view all the answers

<p>Parallel lines = Lines that will never intersect with each other Transversal line = A line that crosses two parallel lines Congruent angles = Angles that have the same measure Interior angles = Angles between the parallel lines and on the same side of the transversal</p> Signup and view all the answers

<p>Angle 1 and Angle 2 = Vertical angles Angle 3 and Angle 4 = Corresponding angles Angle 5 and Angle 6 = Exterior angles Angle 7 and Angle 8 = Alternate interior angles</p> Signup and view all the answers

<p>Angle 1 and Angle 2 = Congruent Angle 3 and Angle 4 = Congruent Angle 5 and Angle 6 = Not congruent Angle 7 and Angle 8 = Congruent</p> Signup and view all the answers

<p>Alternate interior angles = Create angle relationships between parallel lines and a transversal Corresponding angles = Related to the positions of angles when a transversal intersects two lines Vertical angles = Pairs of non-adjacent angles formed by intersecting lines Exterior angles = Formed outside a pair of parallel lines when intersected by a transversal</p> Signup and view all the answers