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      <title>EDU 345_SKohler_SP17  by Sean Kohler</title>
      <link>https://padlet.com/sean36/94yqt6755eaz</link>
      <description></description>
      <language>en-us</language>
      <pubDate>2017-01-25 02:28:36 UTC</pubDate>
      <lastBuildDate>2017-04-26 23:26:35 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <title>Algebraic reasoning</title>
         <author>sean36</author>
         <link>https://padlet.com/sean36/94yqt6755eaz/wish/149211176</link>
         <description><![CDATA[<div>Cubes in a tude <br><br>This activity allows students to begin to make predictions about patterns while dealing with patterns in the use of manipulative so that it is easier for students to see and recognize patterns. <br><br>I like this activity to address emerging bilingual especially with the sentence structures because with the addition of manipulative they can continue to do the activity without the use language.<br><br>I don't really have an aha moment from this Im left with a question of how to apply this to higher grades like 5th or 6th.  </div>]]></description>
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         <pubDate>2017-01-25 02:32:55 UTC</pubDate>
         <guid>https://padlet.com/sean36/94yqt6755eaz/wish/149211176</guid>
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      <item>
         <title>Algebraic Reasoning</title>
         <author>sean36</author>
         <link>https://padlet.com/sean36/94yqt6755eaz/wish/149212600</link>
         <description><![CDATA[<div>Building iguanas <br><br>how are the upper elementary goals different from the lower levels or primaries<br><br><br>the Upper level elementary goals are much more indent than that of the lower grades. they are asking a similar question just on a higher level of complexity than the lower grades. asking questions that go up Blooms Taxonomy to promote higher level thinking of a similar subject. </div>]]></description>
         <enclosure url="" />
         <pubDate>2017-01-25 02:52:32 UTC</pubDate>
         <guid>https://padlet.com/sean36/94yqt6755eaz/wish/149212600</guid>
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      <item>
         <title>G.R.A.S.P.S</title>
         <author>sean36</author>
         <link>https://padlet.com/sean36/94yqt6755eaz/wish/150733509</link>
         <description><![CDATA[<div>Goal<br>count the number of turtles in their lake and then figure out the number of turtles in all the lakes<br><br>Audience<br>Forist service trying to see if this species of turtle is indangered<br><br></div><div><br>Situation <br>Students need to catch and count turtles to determine fi they are endangered <br><br>product <br>students work in small groups each has a limited amount of time to catch and count the turtles before they grow up and move away<br>materials to catch turtles <br>materials to count turtles<br><br>Standerds <br>level 1 How many turtles<br>level 2 How did you count <br>level 3 How do you know you got the right number </div>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-01 03:23:15 UTC</pubDate>
         <guid>https://padlet.com/sean36/94yqt6755eaz/wish/150733509</guid>
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      <item>
         <title>Fractions </title>
         <author>sean36</author>
         <link>https://padlet.com/sean36/94yqt6755eaz/wish/152355999</link>
         <description><![CDATA[<div>after gaining over fractions today one of the biggest things that I took away from the lesson was realizing that a/b is just 1/n repeated. I feel like this is a good way to look at fractions to really break them down and understand the consepts more of equivalent fractions. Which is important when dealing with adding or subtracting fractions, which is the hardest part of fractions n my opinion. </div>]]></description>
         <enclosure url="" />
         <pubDate>2017-02-08 03:26:41 UTC</pubDate>
         <guid>https://padlet.com/sean36/94yqt6755eaz/wish/152355999</guid>
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