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  1. page home edited ... It is essential to add a timecode, if for no other reason but for student reference ("Can…
    ...
    It is essential to add a timecode, if for no other reason but for student reference ("Can you scan back to five seconds in? I thought I saw something.") but also because the timecode will allow for time-based calculation. The timecode needs to take the format Minutes:Seconds:HundredthsOfASecond not Minutes:Seconds:Frames.
    Invite the students to estimate the answer to the chosen question. Take five student estimates and post them on the wall. This offers the students a low-stress opportunity to consider a correct range for the answer. It also invests them in the problem.
    ...
    program like LoggerPro.LoggerPro or Tracker.
    The final element in one of these digital media artifacts must provide the payoff for the mathematical work. It needs to confirm, for example, that the water balloon did or did not land on its target, or it needs to flashback to the moment the water balloon was dropped, revealing the height of the drop. The classroom discussion can then turn to possible sources of error or calculations of percent error.
    (view changes)
  2. page home edited ... It is essential to add a timecode, if for no other reason but for student reference ("Can…
    ...
    It is essential to add a timecode, if for no other reason but for student reference ("Can you scan back to five seconds in? I thought I saw something.") but also because the timecode will allow for time-based calculation. The timecode needs to take the format Minutes:Seconds:HundredthsOfASecond not Minutes:Seconds:Frames.
    Invite the students to estimate the answer to the chosen question. Take five student estimates and post them on the wall. This offers the students a low-stress opportunity to consider a correct range for the answer. It also invests them in the problem.
    ...
    system like Geogebra.Geogebra or a photo and video analysis program like LoggerPro.
    The final element in one of these digital media artifacts must provide the payoff for the mathematical work. It needs to confirm, for example, that the water balloon did or did not land on its target, or it needs to flashback to the moment the water balloon was dropped, revealing the height of the drop. The classroom discussion can then turn to possible sources of error or calculations of percent error.
    (view changes)

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