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Playing with Nuts and bolts Nuts and bolts may seem like a simple activity, but it provides children with many great opportunities to explore and build on their skills. - Fine motor skills. * Hand and eye coordination as children grasp and pick their selection of bolts and then attach the nuts and bolts. * Twisting, pinching, rotating give fingers muscles a workout, skills needed later for writing - Math skills * Giving children a variety of bolts and nuts allows them the opportunity to sort, match, categorize as they make a selection and plan how to use them. * Create patterns, count and describing of different attributes including size - Language skills * Back and forth conversation as they work with other children * Exploration and explanation of their creation and learning to others * So much creativity as children came up with new ways to create and play, testing their ideas. - Sensory experience * Different textures, weights, sizes, and materials can be incorporated, experimenting with touch and sound.

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CC-MAIN-2023-50

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Common Core Math: Counting & Cardinality The Counting and Cardinality domain is covered entirely in kindergarten, where students learn number names up to one hundred and use them to count the numbers of objects in groups. Students develop an understanding of counting as pairing the counting numbers with the objects being counted. Students practice counting groups of up to 20 objects, reporting their results by writing numerals and comparing groups based on their numbers of objects. Get information about Common Core Standards. Look up a specific standard: Search for all standards in a domain: Use counting to determine the number of objects. Count the number of objects (CCSS.Math.Content.K.CC.B.5): Compare the sizes of two groups (CCSS.Math.Content.K.CC.C.6): Compare two numbers (CCSS.Math.Content.K.CC.C.7): Know number names and the counting sequence.

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Students will create class rules by determining what they would like their classroom to look like, feel like, and sound like in order for it to be a safe, fair, and fun learning environment. They will come to a consensus about what behaviors will lead to this goal, and... Filter by subjects: Filter by audience: Filter by unit » issue area: find a lesson Unit: Philanthropic Behavior Unit: Let's Play and Learn Learners discover that rules are helpful. Rather than being a roadblock, rules can actually help us to avoid problems. Students learn that cooperation skills involve knowing and following (obeying) the rules. Unit: Growing as a Group This lesson teaches responsible personal conduct and encourages students to consider the effect their individual actions have on the group. To encourage students to brainstorm and develop ideas for classroom rules.... Students explore the meaning of honesty as it relates to playing by the rules and making choices that support the common good. Students discuss and illustrate how people could respond honestly and dishonestly to the same situation. They learn vocabulary related to honesty. Unit: Constitution Day Students learn how the Constitution relates to rules and community roles. This lesson is designed for Citizenship/Constitution Day (September 17) and connects students to improving their community for the good of all. ...

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CC-MAIN-2020-34

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Bounds are the maximum and minimum values of a given number. The rule to bounds is that the real value may be as much as half of the rounded unit above or below the value. In a bounds question, a value will be given and you will be asked to find either the upper or lower bound of that value. This is because the given value is already rounded, and you have to reverse it according to the question. First, you must find the rounded unit in a question. For example, if a question says that '3.7m has been rounded to the nearest 0.1m' then 0.1m is the rounded unit. This means that the real value is anything up to 3.7m ± 0.05m. The upper bound is always adding the 0.05 as it is the higher possibility, resulting in the answer being 3.75. The lower bound is subtracting the 0.05 as it is the lower possibility, resulting in the answer 3.65. An example of an actual bounds question appearing in an IGCSE paper is: "There are 1300 sheets of paper, correct to the nearest 100 sheets, in a pile. Each sheet is of equal thickness. The height of the pile is 160 mm, correct to the nearest 10mm. Calculate the upper bound in millimetres, for the thickness of one sheet of paper." (From Mathematics A, paper 4H, Wednesday 15 January 2014 - Morning) In this question we have to find the highest value for the thickness of one sheet of paper as it asks for the upper bound. to find the thickness of one sheet of paper in this question, we would need to do height ÷ sheets. (This is where it gets tricky). To find the highest value from this equation, we would need to do Upper bound ÷ lower bound. (because a higher value divided by a lower value gives a higher answer than any other combination). To find the upper bound of the Height: "The height of the pile is 160 mm, correct to the nearest 10mm" The rounded unit is 10mm, so the answer would be 160mm ± 5mm. As it is the upper bound, we add 5mm, meaning the upper bound of the sheets is 165mm. To find the lower bound of the number of sheets:"There are 1300 sheets of paper, correct to the nearest 100 sheets" The rounded unit is 100 sheets, so the answer would be 1300 ± 50 sheets. As it is the lower bound, we subtract50 sheets, meaning the lower bound of the number of sheets is 1250. We then complete the height ÷ sheets, which would be 165 ÷ 1250, giving the answer of 0.132mm as the upper bound of the thickness of one sheet of paper. Maximum and minimum values When a calculation is done, sometimes it is done using rounded values. This will mean that the answer will not be accurate because the values used in the calculation were rounded and not accurate. For this, you may be asked to find maximum and minimum values. An example is: "The area of a garden is measured to be 6.2m x 3.3m to the nearest 10cm. Find the maximum and minimum values for the area of the garden." The area of the garden using the rounded off values gives an answer of 20.46m² . The maximum value of this equation would be the highest value it could possibly be. Since it was rounded to the nearest 10cm, the highest values would be +5cm (0.05m) and the lowest values would be -5cm (0.05m). To find the maximum value, we would have to add 5cm to both parts of the equation and to find the minimum value, we would have to subtract 5cm from both sides of the equation. So: - Maximum value = 6.25m x 3.35m = 20.9375m² - Minimum value = 6.15m x 3.25m = 19.9875m²

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CC-MAIN-2024-10

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The students will be looking at a bar graph and answer questions about it 1. How many data points are in the graph? 2. Can you tell the mode? 3. Is there a range of data values? 4. When is a bar graph a good way to display data? Begin by asking students to write down their full names (first and last). Once their names are written down, have them count the number of letters in their name. Collect the data on the board based upon the amount of letters in the name. Once the data is on the board, have the students create a bar graph based upon the information collected.(MP 4) At this time, the teacher will move about the classroom making sure students are correctly representing the data. Key parts to look for: title, labeled x and y axis, scale is equal and starts at zero, correct bar heights, bars not connected.(MP6) When students are done creating the first graph, have them change the format of the graph (vertically or horizontally) based on their first graph. As the students finish their bar graphs, use the bar graph worksheet to answer questions about the data. (MP 1) If you have a student that finish ahead of the others, they can use the bar grapher tool to represent this data on the computer. It will be a good visual check for the student s to see that they have done it correctly. If no computer is available, the students can check with other classmates because everyone is working with the same data values. To wrap up this lesson, have students work on the Cereal worksheet (Navigating through Data Analysis) to collect as evidence of student learning. This worksheet drives home the main concepts of 6.SP.3. Data sets can contain many numerical values that can be summarized by one number, while displaying the data in a graph (6.SP.4)

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CC-MAIN-2020-45

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The theory of plate tectonic presented in early 1960’s, explains that the lithosphere is broken into seven large segments (and several smaller) called plates separated by boundaries. The uppermost part of the earth has two layers with different deformation properties. - The upper rigid layer called lithosphere is about 100 km thick below the continents and about 50 km thick under the oceans, consisting of crust and upper mantle rocks. - The lower layer called as the asthenosphere is extends down to about 70 km depth. The lithosphere plates are not stationary, they float in a complex pattern with a velocity 2 to 10km per year on the soft rocks of the underlying asthenosphere like raft on a lake. The major continental plates are: - African plate - South American plate - North American plate - Eurasian plate - Indo-Australian plate - Antarctic plate - Pacific plate The great forces thus generated at plate boundaries build mountain ranges, cause volcanic eruptions and earthquake. The earthquake that occur at plate boundaries is inter-plate earthquake, and the earthquake that occur far from the plate boundaries are called intra-plate earthquake. The types of plate tectonic boundaries are: 1. Divergent boundary Divergent boundaries or spreading ridge are areas along the edges of plate that move away from each other. This is the location where the less dense molten rock from the mantle rises upwards and becomes part of the crust after cooling. This occurs in rifts and valleys formation. 2. Convergent boundary It is also known as subduct boundaries. It is formed when either oceanic lithosphere subducts beneath oceanic lithosphere (ocean-ocean convergence) or when oceanic lithosphere subducts beneath continental lithosphere (ocean-continental convergence). An oceanic trench or mountains forms at the junction of two plates where they meet. 3. Transform boundary Transform boundaries occur along the plate margins where two plate move pass each other without destroying or creating new crust. Here the two plates may move horizontally across each other or they may shift vertically with respect to each other.

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from a handpicked tutor in LIVE 1-to-1 classes NCERT Solutions Class 10 Maths Chapter 13 Exercise 13.2 Surface Area and Volumes NCERT solutions for class 10 maths chapter 13 exercise 13.2 Surface Area and Volumes deals with the calculation of volumes when different objects come together to form a new shape. Unlike the surface area calculation in the previous section, where some part of the area which was not visible was missed out, here, in the case of volume, that would not be the case. The volume of the solid generated by connecting two basic solids will be equal to the total of the constituent solid volumes. NCERT solutions class 10 maths chapter 13 exercise 13.2 has 8 questions that require the students to visualize the shapes as described in the problem statements, and then break up the figure into its elements in order to find the required volume or the amount of quantity needed to fill in that volume. The pdf file of the class 10 NCERT solutions maths chapter 13 exercise 13.2 Surface Area and Volumes can be found here : ☛ Download NCERT Solutions Class 10 Maths Chapter 13 Exercise 13.2 Exercise 13.2 Class 10 Chapter 13 More Exercises in Class 10 Maths Chapter 13 - NCERT Solutions Class 10 Maths Chapter 13 Ex 13.1 - NCERT Solutions Class 10 Maths Chapter 13 Ex 13.3 - NCERT Solutions Class 10 Maths Chapter 13 Ex 13.4 - NCERT Solutions Class 10 Maths Chapter 13 Ex 13.5 NCERT Solutions Class 10 Maths Chapter 13 Exercise 13.2 Tips NCERT Solutions Class 10 Maths Chapter 13 Exercise 13.2 questions in this section are related to finding the volume of solid shapes. There are a total of eight questions in this exercise. All these questions are in a word problem format where students have to identify the two solids and find the total volume of the figures. In order to do so, they need to study and understand each of the figures adjacent to the question. The figures will help them visualize the problem. Some of the questions don’t have figures adjacent to them; in that case, students can study the problem and draw the solids for reference. This will help them visualize the problem and apply the required formulas. All the word problems of this exercise are stated in simple language. These problems in Class 10 Maths NCERT Solutions Chapter 13 Exercise 13.2 are quite relatable as they are based on real-life scenarios. This allows the students to navigate through the topics in an interesting way. If they get stuck in any of these problems, they can always go to the examples and study the theory section of this exercise. Download Cuemath NCERT Solutions PDF for free and start learning! NCERT Class 10 Maths Video Solutions Chapter 13 Exercise 13.2 |NCERT Videos for Class 10 Maths Chapter 13 Exercise 13.2

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Coordinates in the Plane To represent points in the plane, two perpendicular straight lines are used. They are called the Cartesian axes or coordinate axes. The horizontal axis is called the x-axis. The vertical axis is called the y-axis. Point O, where the two axes intersect is called the origin. The coordinates of a point, P, are represented by (x, y). The distance measured along the horizontal axis is the x-coordinate or the abscissa. The distance measured along the vertical axis is the y-coordinate or the ordinate. The coordinate axes divide the plane into four equal parts called quadrants. The origin, O, has coordinates (0,0). The points that are on the vertical axis have their abscissa equal to 0. The points that are on the horizontal axis have their ordinate equal to 0. The points in the same horizontal line (parallel to the x-axis) have the same ordinate. The points in the same vertical line (parallel to the y-axis) have the same abscissa. Plot the following points: A(1, 4), B(-3, 2), C(0, 5), D(-4, -4), E(-5, 0), F(4, -3), G(4, 0), H(0, -2)

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CC-MAIN-2014-52

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Objective: Children will investigate fireflies, including what makes a firefly different from other insects, and will create a firefly. ‹ Return to Theme Note: Cut the wings from the construction paper in advance. Fireflies, like all insects, are part of a larger group of animals called arthropods. Arthropods are animals that have segmented bodies, six or more jointed legs, and a hard outer shell called an exoskeleton. Insects are different than other arthropods because they have three body parts, two antennae, and six jointed legs. Fireflies are insects. Their body parts include the head, thorax (which is the middle part), and abdomen. Like most adult insects, fireflies have wings. All wings and legs are attached to the thorax. Fireflies are different from other insects because their bodies can glow. Even firefly eggs glow! Fireflies are also known as lightning bugs, but they are not flies or bugs; they are actually beetles. Their bodies are brownish or black in color, and their glow can be green, yellow, or orange. Fireflies produce their glow or light through a chemical in their bodies that reacts with oxygen. Scientists think that fireflies light up as a way to advertise to predators that they taste bad. Fireflies also glow as a way to communicate with each other. These lessons are aligned with the Common Core State Standards ("CCSS"). The CCSS provide a consistent, clear understanding of the concepts and skills children are expected to learn and guide teachers to provide their students with opportunities to gain these important skills and foundational knowledge. While we believe that the books and resources recommended may be of value to you, keep in mind that these are suggestions only and you must do your own due diligence to determine whether the materials are appropriate and suitable for your use. PNC has no sponsorship or endorsement agreement with the authors or publishers of the materials listed. There are currently no Common Core Standards for pre-k, but these lessons are aligned as closely as possible to capture the requirements and meet the goals of Common Core Standards. However, these lessons were neither reviewed or approved by the National Governors Association Center for Best Practices or the Council of Chief State School Officers, which together are the owners and developers of the Common Core State Standards.

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exponents & roots factors, factoring, & prime numbers fractions, decimals & ratio & proportion In grades 6-8, students explore the relations among similar objects, solving problems that link length, perimeter, area, and volume. In order to do so, students must learn to calculate the perimeter of a variety of objects. Problems that allow middle-school students to practice finding the perimeter or circumference of an object are listed below. They address the NCTM Geometry Standard for Grades 6-8 expectation that students will be able to analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships. For background information elsewhere on our site, explore the Middle School Geometry area of the Ask Dr. Math archives. For relevant sites on the Web, browse and search Euclidean Plane Geometry in our Internet Mathematics Library; to find middle-school sites, go to the bottom of the page, set the searcher for middle school (6-8), and press the Search button. Access to these problems requires a Membership. Home || The Math Library || Quick Reference || Search || Help

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CC-MAIN-2015-06

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Uniform Circular Motion Activity Sheet The purpose of this activity is to explore the characteristics of the motion of an object in a circle at a constant speed. Procedure and Questions: 1. Navigate to the Uniform Circular Motion page and experiment with the on-screen buttons in order to gain familiarity with the control of the animation. The object speed, radius of the circle, and object mass can be varied by using the sliders or the buttons. The vector nature of velocity and acceleration can be depicted on the screen. A trace of the objects motion can be turned on, turned off and erased. The acceleration of and the net force acting upon the object are displayed at the bottom of the screen. The animation can be started, paused, continued or rewound. After gaining familiarity with the program, use it to answer the following questions: 2. Velocity is a vector quantity which has both magnitude and direction. Using complete sentences, describe the body's velocity. Comment on both the magnitude and the direction. 3. TRUE or FALSE? If an object moves in a circle at a constant speed, its velocity vector will be constant. Explain your answer. 4. In the diagram at the right, a variety of positions about a circle are shown. Draw the velocity vector at the various positions; direct the v arrows in the proper direction and label them as v. Draw the acceleration vector at the various positions; direct the a arrows in the proper direction and label them as a. 5. Describe the relationship between the direction of the velocity vector and the direction of the acceleration for a body moving in a circle at constant speed. 6. A Puzzling Question to Think About: If an object is in uniform circular motion, then it is accelerating towards the center of the circle; yet the object never gets any closer to the center of the circle. It maintains a circular path at a constant radius from the circle's center. Suggest a reason as to how this can be. How can an object accelerate towards the center without ever getting any closer to the center? 7. A "Thought Experiment": Suppose that an object is moving in a clockwise circle (or at least trying to move in a circle). Suppose that at point A the object traveled in a straight line at constant speed towards B'. In what direction must a force be applied to force the object back towards B? Draw an arrow on the diagram in the direction of the required force. Repeat the above procedure for an object moving from C to D'. In what direction must a force be applied in order for the object to move back to point D along the path of the circle? Draw an arrow on the diagram. If the acceleration of the body is towards the center, what is the direction of the unbalanced force? Using a complete sentence, describe the direction of the net force which causes the body to travel in a circle at constant speed. 8. Thinking Mathematically: Explore the quantitative dependencies of the acceleration upon the speed and the radius of curvature. Then answer the following questions. a. For the same speed, the acceleration of the object varies _____________ (directly, inversely) with the radius of curvature. b. For the same radius of curvature, the acceleration of the object varies _____________ (directly, inversely) with the speed of the object. c. As the speed of an object is doubled, the acceleration is __________________ (one-fourth, one-half, two times, four times) the original value. d. As the speed of an object is tripled, the acceleration is __________________ (one-third, one-ninth, three times, nine times) the original value. e. As the radius of the circle is doubled, the acceleration is __________________ (one-fourth, one-half, two times, four times) the original value. f. As the radius of the circle is tripled, the acceleration is __________________ (one-third, one-ninth, three times, nine times) the original value. Write a conclusion to this lab in which you completely and intelligently describe the characteristics of an object that is traveling in uniform circular motion. Give attention to the quantities speed, velocity, acceleration and net force. Start Circular Motion Activity.

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CC-MAIN-2015-06

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This topic covers the basic concepts and terminology of fractions. It consists of 4 lessons that provide an introduction to understanding what a fraction is. A fraction is a number. The numbers represented by fractions have the same properties as whole numbers. That is, some fractions are bigger than other fractions, some are smaller, and some fractions represent the same number (equivalent fractions). In the first two lessons in this series, students come to understand fractions as numbers, which then provides the basis for learning the answers to questions covered later in the series, like: How big is a fraction? Which of two fractions is bigger? How much bigger? How do you add and subtract fractions? How do you multiply and divide fractions? These lessons represent fractions as distances on a number line rather than concrete objects. The rationale behind this approach is well-established through research and its use is specified in the Common Core State Standards. This lesson explains the meaning of the bottom number of a fraction. It represents the number of equal-size parts a whole unit is divided into. In this lesson, students learn what the top number of a fraction means. The top number represents the number of equal-size parts that are counted. This lesson introduces the names for the top number (numerator) and bottom number (denominator) of a fraction. These labels are not introduced in the initial lessons to reduce the cognitive load students experience in learning the basic concepts of fractions. This lesson is the last of 4 lessons that provide an introduction to understanding what a fraction is. This lesson covers the terminology for reading and writing fractions in words. Fractions given in numbers are written with words. Fractions given in words are written with numbers.

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CC-MAIN-2018-13

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It has long been assumed that our solar system, like a comet, has a tail. Just as any object moving through another medium – for example, a meteor traveling through Earth’s atmosphere – causes the particles to form a stream trailing off behind it. But the tail of our solar bubble, called the heliosphere, has never actually been observed, until now. NASA’s Interstellar Boundary Explorer, or IBEX, has mapped the boundaries of the tail of the heliosphere, something that has never before been possible. Scientists describe this tail, called the heliotail, in detail in a paper published on July 10, 2013, in The Astrophysical Journal. By combining observations from the first three years of IBEX imagery, the team mapped out a tail that shows a combination of fast and slow moving particles. There are two lobes of slower particles on the sides, faster particles above and below, with the entire structure twisted, as it experiences the pushing and pulling of magnetic fields outside the solar system. To see images and read more about this development, visit https://www.nasa.gov/content/nasa-s-ibex-provides-first-view-of-the-solar-system-s-tail/index.html#.Ud74gIVTcvQ. This discovery is a great extension to NASA Now: Space Science: Voyager’s Grand Tour of the Solar System. To access this video, visit the NASA Explorer Schools Virtual Campus NASA Explorer Schools Virtual Campus website.

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CC-MAIN-2021-04

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From practicing place values to rounding, our materials help make decimal numbers easy. Teach your students how to compare decimal numbers while working with money or get them to play a game that reinforces tenths, hundredths, and thousandths. After working with these resources, your students will be on point and ready to tackle decimal addition. You have a point. As students enter upper-elementary grades they should start to learn about decimal numbers. A decimal number is a number that includes a decimal point. One of the first things students will need to learn when working with decimal numbers is place values, specifically the values of numbers to the right of the decimal point. These resources help students working with decimal numbers to identify the tenths place, hundredths place, and thousandths place as well as learn how to round and compare decimal numbers. Lessons for teaching about decimal numbers include instructions on ordering decimal numbers from least to greatest on a number line and real-world applications, such as using decimal skills to add up the cost of a back-to-school shopping spree! Worksheets also help students convert decimal numbers to fractions. Working with and understanding the relationship between decimals and fractions is an important math skill for students.

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CC-MAIN-2021-04

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Our Take: Third graders learn the concept of whole objects (circle, squares, etc.) being broken into a certain number of equal parts, and that equal parts of a whole can be written as a fraction. First, they understand that 1/b represents one equal part out of the total number of parts. They build upon this understanding when they learn that a/b is a fraction that represents multiple equal parts out of the total number of parts. For example, if you show your students a circle broken into five equal parts, with two parts shaded, they should know that two-fifths of the circle is shaded. These worksheets can help students practice this Common Core State Standards skill.

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CC-MAIN-2018-17

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A Beginning Look at Basic Algebra – Lesson 1 by Elaine Ernst Schneider Objective(s): By the end of this lesson the student will be able to: Define these terms: variable; algebraic expression; signs of operation; order of operations. Algebra provides the basics for all higher math. You will work with numbers and letters (variables) to form sentences (expressions) that you can solve. The best way to learn math is by practicing it, so each lesson will include exercises using the skills learned. A place to begin: Letters in math are called variables. They can stand for different numbers at different times. A mathematical sentence is called an expression. It can include numbers, variables, signs of operation, and symbols of inclusion. Signs of operation tell you what to do to the sentence. The four operations are addition, subtraction, multiplication, and division. Symbols of inclusion are parentheses ( ) and brackets [ ]. An important caution: Be very neat in your calculations. Many an algebra problem is missed because the student misread what he or she had written or did not “line up” the column correctly for subtraction or division. Always double check operations. You don’t want to miss a problem because you added incorrectly. Let’s Get Started: To “evaluate” an expression means to find its value, or to solve it. The first rule to learn about algebra is “what to do when.” The order in which an expression’s operations are done can completely change the answer. When evaluating an algebraic expression, first look for the symbols which show the innermost work. That can be expressed by use of parentheses or brackets. If BOTH parentheses and brackets are present, the parentheses are usually the innermost and should be worked first. Here is an example: 24 + [46 – (2 X 11)] 24 + [46 – 22] 24 + 24 Now it’s time for you to try a few. 9 – (4 X 2) (9 – 4) X 2 (9 – 4) X (2 X 1) 48 – [42 – (3 X 9)] 63 – [8/2 + (14 – 10)] (Note: 8/2 is the same as 8 divided by 2, just like in fractions.) [800/ (200 X 4)] 28 + [ 10 – (4 + 2) ] (11-5) X (10 + 14) 125 / ( 5 X 5) (Remember from number 5? / = divided by.) [28 – (4 X 5)] – 4

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TI-86 BASIC Tutorial Chapter 5: Loops Loops are an extremely important part of any programming language. They allow you to repeat blocks of code more than once, or until certain conditions are true. For( Loops: A For( loop takes a variable, changes its value (By adding to or subtracting from it), and repeats until a condition is true. The syntax of a for loop is "For([variablename],[beginnumber],[endnumber],[increment]". [variablename] is the name of the variable, [beginnumber] is the value that the variable starts at, [endnumber] is the number after which the loop quits, and [increment] is how much the variable is changed by each cycle of the loop. So, say you wanted to make variable A change from 1 to 10 counting by 1. Make a new program called "FORLOOP" and enter this: This is like saying, "Store 1 to A, display A, go back and store 2 to A, display A, go back and store 3 to A, display A, and repeat this process over and over until A=10". Run the program. It should rapidly display the numbers 1 to 10. Now let's rewrite the code to count down from 10 to 1: Run the program. It might not seem like much right now, but For( loops are extremely powerful and versatile. If you want the for loop to increment by 1, like in the first sample code, you can save space by leaving off the increment (because 1 is the default) like this: You can also use a for loop to repeat code a set number of times. If you want to display "Hello" 3 times, you would simply enter this: Basically, A is counting from 1 to 3, and each time the loop repeats it displays "Hello". Neat. Familiarize yourself with this important command. While Loops: A while loop repeats code as long as a condition is true. The syntax is "While [condition]". An example of a condition is "A<5". Put this code into a program called "WHYLOOP": :Disp "Enter a number","greater than 5:" As long as A is less than 5, the program will repeatedly ask the user to enter a number greater than 5. So, if the user enters the number 3 (Which, of course, is less than 5), the program will ask for a number greater than 5 again. Expiriment with the While loop before continuing. Repeat Loops: The repeat loop is the exact opposite of the While loop. It repeats a block of code until a condition is true. So, if this code were entered... :Disp "Enter a number","less than 5:" ...then the loop would be executed over and over until the value of A is less than 5.

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Math Talk Worksheet: Guide students in explaining their mathematical thinking and problem-solving strategies with a Math Talk conversation guide. Identify the key vocabulary you want students to use. Students work in pairs to describe their problem-solving and tally one another when they use key vocabulary. Step 1. Solve the problem. Show your work. How did you solve the problem? As you tell your partner what you were thinking and what strategies you used, use the key vocabulary. Listen to your partner’s explanation. Write a tally next to any of the key words they use. Step 3. Switch with your partner and have them tally you. CCSS.MATH.PRACTICE.MP6 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

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Learning Intention: Students will solve multiplication problems using 2 values whose product is less than or equal to 100; use concrete objects to prove the answer; use a calculator to prove the answer. Success Criteria:Students will be successful when they can multiply by 1, 2, 3, 4, 5, 6, 7, 8, 9, and/or 10. Essential Questions: - How can I make equal groups from this one large group? - How do I know this is a fair share? - What is the product? - How can I solve this multiplication problem using objects? - How can I solve this multiplication problem using a calculator? EE.6.NS.3. Solve two-factor multiplication problems with products up to 50 using concrete objects and/or a calculator. EE.7.NS.2.a. Solve multiplication problems with products to 100. Multiplication is when you take one number and add it together a number of times. Example: 5 multiplied by 4 = 5 + 5 + 5 + 5 = 20. We took the number 5 and added it together 4 times. This is why multiplication is sometimes called "times". Repeated addition is adding equal groups together. It is also known as multiplication. If the same number is repeated then, we can write that in the form of multiplication. Repeated addition is the easiest way to progress from additive to multiplicative understanding. It helps kids build rock solid mathematical understandings, compared to solving pages of multiplication problems. If this step is missed students will struggle with multiplication down the line.

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How fusion works In a fusion reaction, energy is released when two light atomic nuclei are fused together to form one heavier atom. This is the process that provides the energy powering the Sun and other stars, where hydrogen nuclei are combined to form helium. To achieve high enough fusion reaction rates to make fusion useful as an energy source, the fuel (two types of hydrogen – deuterium and tritium) must be heated to temperatures over 100 million degrees Celsius. At these temperatures the fuel becomes a plasma. This incredibly hot plasma is also extremely thin and fragile, a million times less dense than air. To keep the plasma from being contaminated and cooled by contact with material surfaces it is contained in a magnetic confinement system. Magnetic confinement is the approach that Culham and many other laboratories are researching to provide energy from fusion. A plasma of light atomic nuclei is heated and confined in a circular bottle known as a tokamak, where it is controlled with strong magnetic fields. In a magnetic fusion device, the maximum fusion power is achieved using deuterium and tritium. These fuse to produce helium and high-speed neutrons, releasing 17.6MeV (megaelectron volts) of energy per reaction. This is approximately 10,000,000 times more energy than is released in a typical chemical reaction. A commercial fusion power station will use the energy carried by the neutrons to generate electricity. The neutrons will be slowed down by a blanket of denser material surrounding the machine, and the heat this provides will be converted into steam to drive turbines and put power on to the grid. Animation of the fusion reaction (Courtesy of www.euro-fusion.org) - Introduction to fusion - Why fusion is needed - How fusion works - The tokamak - Achieving fusion power - Frequently Asked Questions - Support fusion research

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Code Help and Videos > In Python code, a string is written withing double quotes, e.g. "Hello", or alternately within single quotes like 'Hi'. Use the len(s) function to get the length of a string, and use square brackets to access individual chars inside the string. The chars are numbered starting with 0, and running up to length-1. s = 'Hello' len(s) ## 5 ## Chars are numbered starting with 0 s ## 'H' s ## 'e' s ## 'o' -- last char is at length-1 s ## ERROR, index out of bounds Python strings are "immutable" which means a string can never be changed once created. Use + between two strings to put them together to make a larger string s = 'Hello' t = 'Hello' + ' hi!' ## t is 'Hello hi!' A "slice" in Python is powerful way of referring to sub-parts of a string. The syntax is s[i:j] meaning the substring starting at index i, running up to but not including index j. s = 'Hello' # 01234 ## Showing the index numbers for the 'Hello' s[1:4] ## 'ell' -- starting at 1, up to but not including 4 s[0:2] ## 'He' If the first slice number is omitted, it just uses the start of the string, and likewise if the second slice number is omitted, the slice runs through the end of the string. s = 'Hello' # 01234 s[:2] ## 'He', omit first number uses start of string s[2:] ## 'llo', omit second number uses end of string Use the slice syntax to refer to parts of a string and + to put parts together to make bigger strings. a = 'Hi!' b = 'Hello' # Compute c as the first 2 chars of a followed by the last 2 chars of b c = a[:2] + b[len(b) - 2:] A bad index in Python, e.g. s for the string "Hello", is a runtime error. However, slices work differently. If an index number in a slice is out of bounds, it is ignored and the slice uses the start or end of the string. Negative Index As an alternative, Python supports using negative numbers to index into a string: -1 means the last char, -2 is the next to last, and so on. In other words -1 is the same as the index len(s)-1, -2 is the same as len(s)-2. The regular index numbers make it convenient to refer to the chars at the start of the string, using 0, 1, etc. The negative numbers work analogously for the chars at the end of the string with -1, -2, etc. working from the right side. s = 'Hello' # -54321 ## negative index numbers s[-2:] ## 'lo', begin slice with 2nd from the end s[:-3] ## 'He', end slice 3rd from the end One way to loop over a string is to use the range(n) function which given a number, e.g. 5, returns the sequence 0, 1, 2, 3 ... n-1. Those values work perfectly to index into a string, so the loop for i in range(len(s)): will loop the variable i through the index values 0, 1, 2, ... len(s)-1, essentially looking at each char once. s = 'Hello' result = '' for i in range(len(s)): # Do something with s[i], here just append each char onto the result var result = result + s[i] Since we have the index number, i, each time through the loop, it's easy to write logic that involes chars near to i, e.g. the char to the left is at i-1. Another way to refer to every char in a string is with the regular for-loop: s = 'Hello' result = '' for ch in s: ## looping in this way, ch will be 'H', then 'e', ... through the string result = result + ch This form is an easy way to look at each char in the string, although it lacks some of the flexibility of the i/range() form above. CodingBat.com code practice. Copyright 2010 Nick Parlante.

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Accurate world maps were not completed until the middle of the 16th century. Back then, people were mapping coastlines from the decks of ships, and physical features such as mountains and rivers by traversing them on foot. Soon after the world was well mapped, people began to recognize that certain coastlines seemed to ‘fit’ together (most notably the east coast of South American and the west coast of Africa). As data on the rock types and ages around the world were compiled, the relationships between the continents became more clear. In 1912, a German named Alfred Wegener proposed the theory of continental drift. Wegener provided evidence for how all the earth’s present-day landmasses were united in a single supercontinent he dubbed ‘Pangaea’ about 225 million years ago. Wegener’s ideas were built upon and modified as later scientific discoveries added to his theory. More was learned about the composition of the continental and ocean crust, and as the bottoms of the oceans were thoroughly mapped, scientists began to recognize features in the ocean floor which pointed to a more complex theory of the movement of the continents. Ocean bottom imaging revealed deep trenches around the rim of some continents, and linear ridges running down the middle of some ocean floors. These observations led to the theory of plate tectonics. The theory of plate tectonics provides us with a comprehensive model of the earth’s inner workings. According to the model, the earth’s rigid outer shell, the lithosphere, is broken into several individual pieces called plates. From Wegener’s model we understood that these rigid plates are slowly and continually moving. The plate tectonics theory provides a mechanism for this motion: the circulation of molten rock in the earth’s mantle. The circulation of material in the mantle is not unlike the circulation in the atmosphere. Hot material from deep in the mantle rises because it is more buoyant, this drives powerful thermal cycles which push the plates laterally. The thermal circulations in the earth's mantle provided the critical mechanism that brought together the theory of Plate Tectonics (see schematic below) Ultimately, this movement of the earth’s lithosphere plates generates earthquakes, volcanic activity and the deformation of large masses of rock into mountains. Because each plate moves as a distinct unit, interactions between plates occur at their boundaries. There are three distinct types of plate boundaries: - Divergent boundaries are zones where plates move apart, leaving a gap between them. One example of divergent boundaries between ocean plates is the mid-ocean ridge in the middle of the Atlantic. Another example of a divergent boundary between two continental plates is the East African Rift zone, part of which has formed the Persian Gulf. - Convergent boundaries are zones where plates move together. When an ocean plate meets a continental plate, the heavier ocean place is pushed beneath the continental plate. When two continental plates collide, they smash into each other, forming a large mountain belt (like the Himalayas). - Transform boundaries form where plates slide past each other, scraping and deforming as they pass. Each plate is bounded by a combination of these zones. Look for more graphic examples of plate motion. - You should check out more graphics of Pangaea at the Paleomap Project. Contributors and Attributions K. Allison Lenkeit-Meezan (Foothill College)

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The use of math manipulatives to teach math concepts increases the student's ability to grasp skills and concepts. By using a set of math manipulatives that one could create in a HyperStudio stack, students are able to carry this understanding one step further. Technology Resource Used Several lessons were used to show ways to use math manipulatives. The first lesson involved patterning. Students spent several lessons exploring patterns with pattern blocks. The teacher led discussions about patterning and what makes a pattern. She also discussed the difference between a repeating pattern and a design. Students used the pattern blocks to build patterns. Finally the students traced or drew their patterns on paper. At this point, the teacher introduced the students to a set of math manipulatives created on HyperStudio. Students were given some quick directions on how to copy and paste shapes by using the "tools". They also watched as the teacher demonstrated how to flip blocks to make them fit into the pattern. Each student was given the opportunity to build their pattern on the computer. Students loved recreating their pattern on the computer. They problem solved how to flip a shape and make it fit into their pattern. Two examples of student patterns are shown below. Another time that students used math manipulatives was when we were introducing the concept of multiplication. Students worked with manipulatives at their desk to build arrays. They wrote an addition sentence and a multiplication sentence to match their array. Next they did the same activity on HyperStudio using the math manipulatives. Two examples of their work are shown below. Focus On Technology These activities used HyperStudio. They gave students more practice using manipulatives. They also gave students practice transferring from paper to the computer. Having to flip the math manipulatives was good geometry practice that made the students visualize how the manipulative must be turned to fit in the pattern. For sample lessons on geometry visit "Geometry and Spatial Sense" by Dr. Jan Flake, Florida State University Florida Sunshine State Standards that apply to this learning activity: Geometry and Spatial Sense Number Sense, Concepts, and Operations ESOL teaching strategies that apply to this learning activity: A more comprehensive list of strategies is provided in the ESOL research section of this web site.

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Elementary School Grammar Skills This course has been created for the youngest eager writers, starting at 2nd grade. During the eight week pre-sentence course, students will be introduced to parts of speech and how to recognize and use them in a sentence. Students will understand how to recognize and form a complete sentence with a subject and predicate. Students will also learn to recognize basic capitalization rules and proofreading strategies. Unit 1 – Nouns By the end of the first unit, students will be able to correctly identify common nouns and capitalize proper nouns. Students will be able to differentiate between concrete and abstract nouns. Unit 2 – Pronouns and Adjectives By the end of the second unit, students should have a complete understanding of all types of pronouns. Students will also be introduced to adjectives and be able to recognize and use them in sentences. Unit 3 – Verbs By the end of the third unit, students will be able to correctly identify action, helping, and linking verbs in a sentence. Unit 4 – Capitalization By the end of the fourth week, students will be able to recognize and utilize the most common capitalization rules. Unit 5 – Sentence Structure By the end of week 5, students will be able to identify and correct run-on sentences and fragments. Unit 6 – Sentence Subject By the end of unit 6, students will be able to correctly identify complete subjects in sentences and be able to form complete sentences with subjects. Unit 7 – Sentence Predicate By the end of unit 7, students will be able to correctly identify the predicate in a sentence and form complete sentences with predicates. Unit 8 – Proofreading By the end of unit 8, students will begin to recognize simple proofreading strategies and utilize them in their own writing.

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Note: The impetus behind this lesson is the students lack of understanding during the previous lesson. This lesson was added after reflecting on students' progress. It may not be necessary to teach this lesson. We start this lesson by investigating the ticket out from the previous day: What pairs of numbers satisfy this statement: The sum of two numbers is less than 10. Create an inequality in two variables and graph the solution set. We first revisit the understanding that there are an infinite number of solutions to this question. Those solutions lie all over the coordinate axes. However, there is a boundary between where the statement is true or false. Ask students to think about solutions to the following statement: The sum of two numbers is equal to 10. I ask my students to write down as many pairs as they can think of by themselves. I then have them turn and talk with a neighbor to try to extend their list. We compiled many of the answers on the board so that students could see the relationship between the variables (all sum to 10). We then graphed the coordinates and discussed the type of line that could be drawn (dotted or solid) and why. Finally, I ask students to work with their partners to determine some numbers that made the statement "the sum of two numbers is less than 10" true. In class, students came up with a variety of solutions. Through a "popcorn" style share out (calling on students at random) we created a list and plotted to results. Students could then see that if they wanted to represent all of the solutions the graph could be shaded downwards. I then ask students to choose a point that is in the unshaded are and test it in the inequality. Showing that that point does not work reinforces why that part of the graph is not shaded. Because we fell short on time in the previous lesson, I had students work with their partner to begin with questions a-f on solving_two_variable_inequalities_investigation. After today's Open, they now had a more solid understanding of how to determine a boundary line before trying to shade the graph. As students work with their partners, I confer with various students. Most of my questions centered around understanding of why certain coordinates were in the solution and others were not. I want students to explain that coordinates in the shaded solution make the inequality true, while the others did not (MP3). This very simple closure will give some good feedback on what students are understanding and what they are still unsure of. The question to the class was as follows: Write down on a half sheet of paper: (1) One thing that you feel you learned as a result of today's class. (2) One thing you are still confused about as a result of today's class.

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Today in Math we learned about the order of operations, which we can use to come to a consensus about a "correct" answer when doing multiple operations. Perhaps you remember BEDMAS from school? This is what we learned this week! First, we looked at a number sentence (eg. 9 + 3 x 6 - 4) and tried to come up with as many different answers as possible. We saw that there are lots of different answers we could potentially come up with using this number sentence. I explained that we need to have a way to solve number sentences with multiple operations so that everyone could get to the same answer. Hence - BEDMAS! Exponents (which we do not study in grade 6) Multiplication ---> division and multiplication are done in the order they appear in the problem Subtraction ---> addition and subtraction are done in the order they appear in the problem. Here are some videos that may help to explain this concept in more detail. TVO Kids Order of Operations In Language, we are wrapping up our Analyzing Unit by doing some research about an animal we are interested in and writing a report. We are going to try to stick to the following schedule so that it is finished by Friday: Monday - research & note-taking Tuesday - Outlining Wednesday - Rough Draft Thursday - Editing Friday - Final Drafts and submit. Here is the success criteria that we will be using for our own self-assessment, peer-editing and my own final marking.

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Functions are equations where we use f(x) for the dependent variable y. This is a bit simplified, because it does involve a bit more. For a formal definition of functions refer to Dictionary.com. The simple definition involves variables and equations. We would plot the equation y = 3x +2 by assigning values to x and getting the values for y. If x = 0, then y = 2. If x = 1, then y = 5. For any value of x, the formula returns a value of y. You might say (and I will) that the value of y depends on the value of x. y is what we call a dependent variable, and because x can be almost anything, it is the independent variable. Now, because formulas will eventually become fairly complex, we want a way to show that the y value is dependent on x. We do that by writing it as f(x) instead of y. So, our formula becomes f(x) = 3x + 2. It's the same formula, only now we use f(x) instead of y in order to show a relationship between y and x. We usually write it as f(x) but we could write it as g(x) or h(x) they all mean the same thing. Two important concepts are the range and the domain. In short, the domain is all the independent values (we commonly call these x values). The range is all the dependent or y values in a formula. For a relationship to be a function, each value in the domain has one and only one value in the range. Each value of the independent variable determines exactly one value of the dependent variable. I'm going to say it one more time - in bold print - Each value of the independent (x) variable determines one value of the dependent (y) variable. The reverse is not necessarily true. Two different independent (x) values could have the same dependent (y) value. So, we are dealing with formulas that look like f(x) = 3x +2. If we want to show what this would look like when x = 7 we could write f(7) = 3x + 2 or f(7) = 23. There are many different types - bijective, injective, surjective, identity, constant, empty, additive, multiplicative, subadditive, superadditive, continuous, monotonic, analytic, smooth, holomorphic, meromorphic, nested, and others. It is my goal to be far more inclusive in these entries, but time is a factor. I am currently aiming the information at Algebra 1 level. When I finish, the plan is to work our way up through Geometry, Algebra 2, Trigonometry, Calculus, etc.. But, we have to start somewhere. Hopefully, it is obvious that, following the rules, a formula does not qualify if its graph doubles back on the y axis. There can be only one value of y for each x.

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Ohm's law is an important mathematical formula that electricians and physicists use to determine certain measurements in a given circuit. The formula is V = I x R where V is the voltage, measured in volts, I is the amount of current measured in amps or amperage and R is the resistance, measured in ohms. Resistors impede the electron flow within a circuit and, depending on their material, offer more resistance than others. The voltage in a circuit is nothing more than "a source of electric potential," within that circuit. Circuit in Series Determine the total amperage in the circuit. If you had a circuit and you found that it carried a total current of 6 amps, you should use this as the amperage in the circuit. Remember that in a circuit the total amperage is everywhere equal. Determine the total number of resistance in the circuit. You measure resistance in ohms, which is expressed using the Greek letter omega. If you measure that there is a resistor with 3 ohms of resistance in this circuit and another with 2 ohms of resistance, that means that the circuit has a total resistance of 5 ohms. Find voltage output by multiplying the amperage by the total number of resistance in the circuit. In the examples above, we know that the amperage is 6 amps and the total resistance is 5 ohms. Therefore, the voltage output for this circuit is 6 amps x 5 ohms = 30 volts. Circuits in Parallel Determine the total current in the circuit. Just as it is in a series circuit, the current or amperage is everywhere the same. Using the same example, we'll say that the total amperage is 6 amps. Find the total resistance in the circuit. The total resistance in a parallel circuit differs from a series circuit. In the series circuit, we obtain the total resistance by simply adding each individual resistance in the circuit; however, in a parallel circuit, we need to find the total resistance by using the formula: 1/ 1/R1 + 1/R2 +...+1/Rn. That is, one divided by the sum of the reciprocals of all the resistors in the parallel circuit. Using the same example we will say that the resistors have a resistance of 2 ohms and 3 ohms. Therefore the total resistance in this parallel series is 1/ 1/2 + 1/3 = 1.2 ohms. Find the voltage the same way you found the voltage in the series circuit. We know that the total amperage for the circuit is 6 amps and the total resistance is 1.2 ohms. Therefore, the total voltage output for this parallel circuit is 6 amps x 1.2 ohms = 7.2 volts. TL;DR (Too Long; Didn't Read) If you're using a scientific calculator to find the total resistance in a parallel circuit, don't forget to put parentheses around the bottom fraction. For example when you calculated the total resistance in a parallel circuit you got 1/ 5/6. In a calculator this is different than 1/ (5/6).

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CC-MAIN-2018-34

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Integers are positive and negative whole numbers. Teach students about comparing, ordering, adding, subtracting, multiplying, and dividing basic integers. Basic Addition (0-10). This page has lots of activities to use when teaching basic addition facts. Includes a memory match game, dice games, bingo, drill worksheets, flashcards, number line practice, and much more. All facts have addends between 0 and 10. (examples: 2+8, 9+6) Approx. levels: Kindergarten, 1st and 2nd grades. Addition with 3 or More Addends. When you print these activities, you will notice that the problems have 3, 4, or 5 addends. Includes 1, 2, 3, and 4-digit numbers. Printable practice worksheets to help you teach and review symmetry. Includes worksheets the require students to draw lines of symmetry, determine which pictures are symmetrical, and design symmetrical illustrations.

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Common Core Standards: Math Statistics and Probability 7.SP.C.6 6. Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times. It isn't too much of a leap to go from the very basic, informal understanding of probability in 7.SP.5 to get to the formal definition of probability: the number of favorable outcomes divided by the number of total outcomes possible. Once students know how to calculate probabilities, put 'em to work with coins, dice, spinners, and basically anything they can use to generate frequencies and calculate probabilities. Once they've generated enough data, they can use it to approximate the probabilities of these events. (Disclaimer: what's "enough data" is totes your call. Whether you want them to flip that coin 50 or 500 times is up to you. Just remember, you were once in their shoes, too. Have mercy.) After calculating probabilities, they should be able to make use of those probabilities to calculate the frequency of a "favorable outcome" if the event were to be repeated a given number of times. Students have been around the block, though, and they should understand that calculating relative frequencies from probabilities provide estimations, not final, conclusive numbers. If students are having trouble grasping this, have them flip a fair coin two times. They'll see that even though they know the probability of tossing a heads to be , they won't always get 2 heads. Some students will get 2 tails and others will get 2 heads—and that's okay! Because ultimately, no matter what we do and no matter how many times we repeat an event, the results are still subject to the gods of chance. This would also be a good opportunity to introduce your students to the ideas of theoretical and experimental probabilities, and the differences between them. (Actually, "relative frequency" is Common Core code for "experimental probability.") Plus, this standard discusses the "long-run relative frequency" of an event, which is subject to the Law of Large Numbers. As we repeat an event more and more, the experimental probability of the event will approach the theoretical probability. In other words, the more trials we perform, the more accurate we'll be. If students are having trouble grasping this, have them flip a fair coin a hundred times and compare this to their two-flip trial. They'll see that their experimental probability will be closer to the theoretical probability of than before. Er, well, probably.

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Constitutional Principles (HS) When the Founders wrote the Constitution, they didn’t pull their ideas out of thin air. They created a government based on a set of fundamental principles carefully designed to guarantee liberty. This lesson lets students look at the Constitution from the perspective of its foundational principles. Students make direct connections between these principles, the Founders’ intentions, and the Constitution itself, and they learn why the constitutional principles are critical to a free society. Students will be able to: - Analyze the basic principles of the U.S. Constitution - Identify relationships among popular sovereignty, consent of the governed, limited government, rule of law, federalism, separation of powers, and checks and balances - Describe how these principles are incorporated into the Constitution - Explain the concerns that led the Founders to value these principles

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African Americans fought in the first armed rebellion against British authority in the colonies, Bacon's Rebellion, in 1676. Nathaniel Bacon was a member of the rising generation of colonial planters who resented British rule and, particularly, the British protection of Indian lands that lay just outside of the Virginia settlement. As life expectancy increased in the second half of the seventeenth century, as more and more indentured servants lived beyond the end of their indentures, and as the king gave away huge tracts of arable land to his friends in England, increasing numbers of poor whites found they could not afford land to farm once their indentures were up. Bacon became the leader of a motley crew of poor whites who rebelled against the British governor, seized Williamsburg, and forced the governor to flee the capital. Bacon also offered freedom to any slaves who joined his rebellion. Bacon's substitute government lasted only a few weeks, but it showed the potential to gain the loyalty of the slaves by offering freedom.

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This unit was written for elementary students, however, if you have younger or older students who need to develop this structure, you can use a similar format with age-appropriate materials and activities. As you develop this language component, use only language structures and concepts the students already know. Tell students what they will learn and why - Review the Where____? the children already know. (Where is the ___?) - Tell the students that they will learn another Where question. (Use material from their reading and content area books.) Write on the board: The children played outside. - Tell the students that you will ask a Where question about this sentence. - Ask: Where did the children play? Write the question on the board and then write their response on the board. - Write the Where question form they already know on the board: (e.g., Where is the book?) Compare the new form to the familiar form. - Discuss the difference in the verb. (In the form they already know, they used a form of the verb TO BE, e.g., is, are, was, were. The verb is different in the new form.) - Explain: The verb in the sentence is in the past tense. In the question you change played (which is past tense) to did____play. - The verb did____play is also in the past tense. - Write on the board: played = did____play. - Show the students how this verb is used in the new question form, Where did the children play? Students say/sign the question with you. - Write a second sentence on the board: The children found some worms in the grass. - Ask the students what the verb is (found). Emphasize that it is in the past tense. - Show them how to change the verb for the question: found = did____find. (also indicate past tense) - Tell them the question would look like this (write on board): Where did the children find some worms? Have the students say/sign the question with you. - Write a third sentence on the board: The children put the worms in a jar. Follow the same steps: - Identify the verb in the sentence. - Show them how to change the verb for the question. - (put = did___put) - Write the new question form (Where did the children put the worms?) on the board. - Have the students say/sign the question with you. - Tell the students that you will ask them the questions, and they will answer. - Ask: Where did the children play? They can respond: outside or The children played outside. Encourage them to respond “outside.”) - Ask: Where did the children find some worms? Encourage them to respond in the yard. - Ask: Where did the children put the worms? Response: in a jar - Write on the board: The children jumped on the bed. Ask the students what the verb is. Response: jumped. Ask how the verb changes in the question from. Response: jumped = did____jump. - Have a student (Latasha) ask the Where question. If necessary, guide her response to: Where did the children jump? Have Latasha write the question on the board. - Latasha asks a student (Ruben) the question. Ruben should answer: on the bed. Continue the same steps with other sentences. Review work from the previous lesson. - Write a familiar sentence on the board for each student (if you have only one or two students, each can do 2 – 3 sentences): - Assign a sentence to each student. The students will go to the board and write the new Where question form under their sentences. For example: The birds built their nest in a big tree. Where did the birds build their nest? - Provide help when necessary. - Each student should read the sentence and the Where question he/she wrote. The other students respond. Repeat the steps using different sentences. Review work from the previous lesson. - In reading class, during guided reading and postreading, incorporate the Wherequestion form into your discussions as often as possible. - Give the students a worksheet with 5 – 6 comprehension questions; several of these should be Where questions. Students write responses in class or for homework. - Incorporate the new structure into other activities during the day.

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The Fugitive Slave Act of 1850 was a part of the Compromise of 1850 in the United States. According to the Fugitive Slave Act, citizens and federal officials were required to assist in returning runaway slaves to their owners. Knowingly defying this law resulted in stiff consequences. The passing of the law is said to have struck terror among blacks and sparked anger in the free states of the North. The U.S. Congress enacted the first Fugitive Slave Act in 1793, but because states in the North were free, the act was seldom enforced. Resentment from the South as well as other parts of the Compromise of 1850 prompted Congress to enact the new law in 1850. In this second enactment, more officials were hired and mandated to actively capture runaway slaves. Citizens also were required to help capture runaway slaves. Those who refused to cooperate, plus those who helped or hid slaves, were subject to fines, imprisonment or both. Captured slaves were not allowed a trial. Instead, they were appointed a federal commissioner who would hear the case and determine the outcome. To abolitionists, this procedure was seen as unjust. Slaves were not allowed to testify at their trials, and the bulk of the evidence was taken from slave owners who were not even required to make an appearance at the hearing. In addition, those in the North felt that commissioners were being bribed to side with slave owners. Commissioners who ruled in favor of the slave owner were paid $10 US Dollars (USD), and commissioners who ruled in favor of the slave were only paid $5 USD. The majority of slaves who were captured were returned to their owners. The Underground Railroad was aggressively used during this period. No blacks in the U.S. were exempt from the law, and although runaway slaves were the target, because slaves could not defend themselves, many free blacks were captured and made into slaves. Fearing for their lives, about 20,000 blacks fled to Canada. The act caused tension to build between the North and the South. Abolitionists in the North felt that the Fugitive Slave Act of 1850 gave preferential treatment to slave owners in the South and that the North should not be required to enforce slavery. Many people in the North did not agree with the law, so some states tried to enact laws that nullified or went against it. Congress repealed both acts in 1864.

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Like everything in our lives, we have certain rules to follow, and make things easy for ourselves. These rules give us the structure, and tell us what and how to use them to get the desired outcomes. In the same way, there are rules in mathematics too that – when followed – help us to get correct answers. Specifically in algebra – when you are evaluating a problem – we need to follow a specific order in which the various operators must be used. This order of operations is very important, and can be remembered as B O D M A S meaning work out what is in the Brackets ( ) Of Division / Multiplication (whichever operator comes first when read left to right), lastly Addition/Subtraction (whichever operator comes first when read left to right). A scientific calculator uses this method to solve a given set of operations, and this rule specifies the order in which two or more operators must be performed: - the expression within the grouping symbols (like brackets, paranthesis, braces) are performed first, then - multiplication and division are worked out from left to right, and finally - addition and subtraction are worked out from left to right. Let’s look at a few examples: Example 1 : Evaluate 20 + 12 x 3 ÷ 6. Applying the order of operations rules, this will be 20 + (12 x 3 ÷ 6). = 20 + (36 ÷ 6) = 20 + 6 Notice we have first found the value of 12 x 3, and divided the number by 6, and added 20 to the number obtained from this calculation to get the final answer. We also need to remember that multiplication and division are worked from left to right, i.e. if the multiplication part comes first (i.e. left of division), then we do the multiplication part first before doing the division. Similarly for addition and subtraction. Example 2 : Evaluate 6 + 4 x 2 Answer: Applying the order of operations, the expression can be represented as 6 + (4 x 2) So first find (4 x 2) = 8 ; next add 6 to 8; 6 + 8 = 14. The answer for the expression 6 + 4 x 2 is 14. Example 3 : Find (2 + 4) ÷ (6 – 3) Answer: First we work out answers for the two brackets viz. (2 + 4) = 6 and (6 – 3) = 3 So (2 + 4) ÷ (6 – 3) = 6 ÷ 3, i.e. = = 2. Example 4 : Evaluate -4 + (3 + 1) Answer: First work out the bracket (3+1) = 4; then -4 + (3+1) = -4 + 4 = 0. Example 5 : = ? Answer: First we find the value of the denominator; 14 – 7 = 7; next = 2. So = 2 Example 6 : What is ? Answer: To find the answer, we have to find the value of the numerator (top numbers) and denominator (bottom numbers) separately. Then we divide the numerator value with the denominator value. So 30 + 10 = 40, and 30 – 10 = 20. Hence = = 2 We will use a variation of the above order of operations (called B I D M A S) meaning Bracket Index/Indices Division/Multiplication (whichever operator comes first when read left to right) Addition/Subtraction (whichever operator comes first when read left to right). BIDMAS is used when the calculation involves working with indices. Here are a few examples: Example 1 : Evaluate 5 x 22 Answer: The BIDMAS order of operations rules say that we have to first work out the indices, i.e. 22 = 4, and then multiply it with 5. So 5 x 4 = 20 is the final answer. Example 2 : What is 32 + 42 Answer: The first step is to work out the respective indices, i.e. 32 = 9 and 42 = 16; and then add the two numbers. So 32 + 42 = 9 + 16 = 25 is the final answer.

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Critical thinking skills are essential to helping middle school students develop into intelligent, open-minded adults. Activities for developing these skills can be performed in any classroom or at home, and they often encourage students to question aspects of their own personalities and the opposing perspectives of others. Rock or Feather? Have your students stand and gather in the middle of the room. Tell them that you will ask a question that gives them a choice, and they will have to answer and explain why their choice is true. Ask your students if they are a rock or a feather. Tell the rocks to move to one side of the room and the feathers to move to the other side. Then, one by one, ask each student to explain why he made his choice. By answering this question, your students are forced to make definitive choices and examine the qualities that support their decisions. You can repeat the exercise with other questions, such as "Are you a bat or a ball?" or "Are you a comedy or a drama?" This activity puts a student's analytical skills to the test. Write a word or phrase on the board. Then ask your students to write a list of all the words they can think of that use only letters in that word. For example, if the word is "tomatoes," their words could include "too," "toes" and "same." Have students repeat the exercise with a different word, but while working in groups of two or three instead of individually. Students tend to come up with more answers to the problem when they're working collaboratively. The group portion of this activity can encourage students to observe and adopt critical thinking skills displayed by their peers. How Is a Peanut Like Me? On the chalkboard, write "How is a peanut like me?" Give your students five minutes to write a list of at least five ways they are similar to a peanut. Tell them not to worry about being literal; their answers can be creative and figurative. For example, a student might claim to be thick-skinned, or that he cracks under pressure, just like a peanut. By answering this question, your students identify some of their own personal characteristics and investigate the nature of those characteristics. A major aspect of critical thinking is considering opposing viewpoints, and this activity will require your students to do so. Write a list of controversial topics on the board familiar to your class, such as school uniforms, standardized testing and zero-tolerance policies in schools. Then ask who agrees with each side of each topic. Pair students with opposing viewpoints together. Assign each student to write a two-minute speech that argues for the opponent's side of the debate. They can't fake it or use a false argument to support their own ideas; they must argue for the opposing side. Have each pair read their speeches, and then ask them if they have a better understanding of why their debates are so difficult to resolve. - Jupiterimages/Stockbyte/Getty Images

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Every spoken language has a general set of rules for how words and sentences should be structured. These rules are collectively known as the language syntax. In computer programming, syntax serves the same purpose, defining how declarations, functions, commands, and other statements should be arranged. Many computer programming languages share similar syntax rules, while others have a unique syntax design. For example, C and Java use a similar syntax, while Perl has many characteristics that are not seen in either the C or Java languages. A program's source code must have correct syntax in order to compile correctly and be made into a program. In fact, it must have perfect syntax, or the program will fail to compile and produce a "syntax error." A syntax error can be as simple as a missing parenthesis or a forgotten semicolon at the end of a statement. Even these small errors will keep the source code from compiling. Fortunately, most integrated development environments (IDEs) include a parser, which detects syntax errors within the source code. Modern parsers can even highlight syntax errors before a program is compiled, making it easy for the programmer to locate and fix them. NOTE: Syntax errors are also called compile-time errors, since they can prevent a program from compiliing. Errors that occur in a program after it has been compiled are called runtime errors, since they occur when the program is running. Updated: August 12, 2011

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4.1 Solving Inequalities using Addition and Subtraction Vocabulary:• inequality: a mathematical sentence formed by placing an inequality symbol between two expressions.• graph of an inequality: is the set of points that represent all solutions of the inequality.• equivalent inequalities: inequalities that have the same solution. Graphing:• x>1 greater than open dot• x<1 less than open dot• x ≤1 less than or equal solid dot• x ≥ 1 greater than or equal solid dot Example 1:Write and graph an inequality that describes the situation1.)The speed limit on the road is 45 miles per hour.2.) A child must be taller than 40 inches to get on Space Mountain. Example 2 Write inequalities from graphsWrite an inequality represented by the graph.a.SOLUTIONThe shading includes all numbers to the right of(greater than) – 6.5.ANSWERAn inequality represented by the graph is x > – 6.5. Example 2 Write inequalities from graphsWrite an inequality represented by the graph.b.SOLUTIONThe shading includes 4 and all numbers to the left of(less than) 4.ANSWERAn inequality represented by the graph is x ≤ 4. Example 3 Solve an inequality using subtractionSolve 9 ≥ x + 7. Graph your solution. 9 ≥ x +7 Write original inequality. . Example 3 continueSolve the inequality. Graph your solution. – 2 < y + 15 Try on your own!!Solve the inequality. Graph your solution.7. y + 5 > 6ANSWER y >18. x + 7 ≥ – 4ANSWER x ≥ –11

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Code Help and Videos > In Python code, a string is written withing double quotes, e.g. "Hello", or alternately within single quotes like 'Hi'. Use the len(s) function to get the length of a string, and use square brackets to access individual chars inside the string. The chars are numbered starting with 0, and running up to length-1. s = 'Hello' len(s) ## 5 ## Chars are numbered starting with 0 s ## 'H' s ## 'e' s ## 'o' -- last char is at length-1 s ## ERROR, index out of bounds Python strings are "immutable" which means a string can never be changed once created. Use + between two strings to put them together to make a larger string s = 'Hello' t = 'Hello' + ' hi!' ## t is 'Hello hi!' A "slice" in Python is powerful way of referring to sub-parts of a string. The syntax is s[i:j] meaning the substring starting at index i, running up to but not including index j. s = 'Hello' # 01234 ## Showing the index numbers for the 'Hello' s[1:4] ## 'ell' -- starting at 1, up to but not including 4 s[0:2] ## 'He' If the first slice number is omitted, it just uses the start of the string, and likewise if the second slice number is omitted, the slice runs through the end of the string. s = 'Hello' # 01234 s[:2] ## 'He', omit first number uses start of string s[2:] ## 'llo', omit second number uses end of string Use the slice syntax to refer to parts of a string and + to put parts together to make bigger strings. a = 'Hi!' b = 'Hello' # Compute c as the first 2 chars of a followed by the last 2 chars of b c = a[:2] + b[len(b) - 2:] A bad index in Python, e.g. s for the string "Hello", is a runtime error. However, slices work differently. If an index number in a slice is out of bounds, it is ignored and the slice uses the start or end of the string. Negative Index As an alternative, Python supports using negative numbers to index into a string: -1 means the last char, -2 is the next to last, and so on. In other words -1 is the same as the index len(s)-1, -2 is the same as len(s)-2. The regular index numbers make it convenient to refer to the chars at the start of the string, using 0, 1, etc. The negative numbers work analogously for the chars at the end of the string with -1, -2, etc. working from the right side. s = 'Hello' # -54321 ## negative index numbers s[-2:] ## 'lo', begin slice with 2nd from the end s[:-3] ## 'He', end slice 3rd from the end One way to loop over a string is to use the range(n) function which given a number, e.g. 5, returns the sequence 0, 1, 2, 3 ... n-1. Those values work perfectly to index into a string, so the loop for i in range(len(s)): will loop the variable i through the index values 0, 1, 2, ... len(s)-1, essentially looking at each char once. s = 'Hello' result = '' for i in range(len(s)): # Do something with s[i], here just append each char onto the result var result = result + s[i] Since we have the index number, i, each time through the loop, it's easy to write logic that involes chars near to i, e.g. the char to the left is at i-1. Another way to refer to every char in a string is with the regular for-loop: s = 'Hello' result = '' for ch in s: ## looping in this way, ch will be 'H', then 'e', ... through the string result = result + ch This form is an easy way to look at each char in the string, although it lacks some of the flexibility of the i/range() form above. CodingBat.com code practice. Copyright 2010 Nick Parlante.

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en

Exponents are just a shorthand for long multiplication problems. Instead of writing out x · x · x · x · x · x we would write x6, i.e. the variable and the number of times we wanted it to be multiplied by itself. The superscript part of the expression is called the exponent; the lower part, the x in our example, is called the base. Of course, we can do this with numbers as well as variables so, for example, 5 · 5 · 5 · 5 would be 54. Logarithms are a little trickier to define using English. The logarithm of a number is the number to which you'd have to raise ten to get the original number. The multiple uses of "a number" make the definition a little hard to follow. It's usually a little easier to look at some examples. log(1000) = log(103) = 3 log(100) = log(102) = 2 log(10) = log(101) = 1 log(1) = log(100) = 0 log(.1) = log(10-1) = -1 So how about numbers that aren't a power of 10? For those you usually need to get out your calculator. The thinking goes like this: log(12) = 1.079 because 101.079 = 12 log(.12) = -0.9208 because 10-.09208 = .12 Why does the logarithm always represent a power of 10? It doesn't, necessarily. If no other base is specified then the assumption is that it's 10 but you can specify other bases by using a subscript. For example log2x is "the number to which you have to raise 2 to get x". Revisiting our previous examples log2(8) = log2(23) = 3 log2(4) = log2(22) = 2 log2(2) = log2(21) = 1 log2(1) = log2(20) = 0 log2(.5) = log2(2-1) = -1 So what about log25.4? Or some other number that isn't a power of 2? Here you can run into problems since calculators don't have keys for every possible base. To calculate these values you can use a simple formula: Applying this to my question at the beginning of the first paragraph, and using a calculator to get the base 10 logarithm values, gives us |log25.4 =||log(5.4)||=||0.7323||= 2.432| You can confirm with a scientific calculator that 22.423 = 5.4.

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CC-MAIN-2018-47

http://whitecraneeducation.com/reference/algebra/index.php?id1=2

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en

Being able to identify parts of speech in paragraphs is an important tool that can help a student to better understand what he reads. Knowing which words are which parts of speech and which parts of speech should modify those words will also help a student to write clearly and correctly. There are eight parts of speech: verbs, nouns, pronouns, adjectives, adverbs, prepositions, conjunctions and interjections. The parts of speech are the foundation for all writing and reading, so it will benefit a student greatly to gain a strong grasp of the parts of speech. Identify the verbs in the paragraph. Every sentence requires at least one verb. A verb is a word that expresses action, occurrence or being. Verbs have different tenses such as past, present and future. Verbs include "run," "see," "is," "bought," "came," and "drove." It is important to know that many words that are verbs can also be other parts of speech such as adverbs and nouns. The word "exit," for instance, can be a verb or a noun depending on its usage within the sentence: In the sentence, "Please exit through the back," "exit" is a verb. In the sentence, "We couldn't find the exit," "exit" is a noun. Identify the nouns in the paragraph. A noun is a person, place, thing or idea. A noun usually acts as the subject of the sentence, but it can also act as a direct object, indirect object, appositive or complement. Some examples of nouns include "Peter," "China," "table," and "happiness." Nouns can be singular or plural. Note that every sentence will contain at least one noun because every sentence must have a subject. Identify the pronouns in the paragraph. Pronouns take the place of nouns and function just as nouns do. Examples of pronouns include "her," "I," "we," and "him." Note that "his" or "your" are considered possessive adjectives. Identify the adjectives in the paragraph. Adjectives modify, qualify or describe nouns and pronouns in the sentence. Adjectives will answer the questions, "Which one?", "What kind?", and "How many?". Some examples of adjectives include "that," "blue" and "seven." Identify the adverbs in the paragraph. Adverbs are words that modify verbs, adjectives and other adverbs. In the sentence, "She ran quickly," "quickly" is the adverb that modifies "ran." Note that not all sentences will contain an adverb. Other words that act as adverbs include "unfortunately," "therefore" and generally any word that ends in "-ly." Identify the prepositions in the paragraph. A preposition links nouns, pronouns and phrases to other words in the sentence. Examples of prepositions include "of," "in," "at," "from," "to," "since," "up" and "with." Prepositions generally indicate a spatial, temporal or logical relationship between the prepositional phrase and an object in the sentence. Note that not all sentences will contain prepositions. Identify the conjunctions in the paragraph. Conjunctions are words that connect other words, phrases and clauses. The words "and," "but," "or," "for," "nor," "yet" and "so" are conjunctions. Note that not all sentences will contain conjunctions. Identify the interjections in the paragraph. Interjections are words that make an exclamation. Words like "Wow!", "Please!", and "What!" are interjections. Note that some words, such as "What!", are interjections only when they are used to make an exclamation.

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CC-MAIN-2018-51

https://penandthepad.com/identify-parts-speech-paragraphs-8286905.html

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en

Students should use their prior knowledge of numbers from previous grade levels to estimate the values of irrational numbers. Irrational numbers cannot be written in the form a/b as it is a non-terminating, non-repeating decimal. Students should know the perfect squares (1 to 15) in order to approximate the value of irrational numbers. Irrational numbers would include π, as well as square roots of numbers that are not larger than 225. 8.2 Number and operations. The student applies mathematical process standards to represent and use real numbers in a variety of forms. The student is expected to: (B) approximate the value of an irrational number, including π and square roots of numbers less than 225, and locate that rational number approximation on a number line

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CC-MAIN-2021-43

https://www.math4texas.org/Page/565

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en

Constitutional Principles (HS) When the Founders wrote the Constitution, they didn’t pull their ideas out of thin air. They created a government based on a set of fundamental principles carefully designed to guarantee liberty. This lesson lets students look at the Constitution from the perspective of its foundational principles. Students make direct connections between these principles, the Founders’ intentions, and the Constitution itself, and they learn why the constitutional principles are critical to a free society. Students will be able to: - Analyze the basic principles of the U.S. Constitution - Identify relationships among popular sovereignty, consent of the governed, limited government, rule of law, federalism, separation of powers, and checks and balances - Describe how these principles are incorporated into the Constitution - Explain the concerns that led the Founders to value these principles

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CC-MAIN-2019-04

https://www.icivics.org/teachers/lesson-plans/constitutional-principles-hs

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en

Activity 1. Ask each student to write down what they think sustainability means in a sentence or short paragraph. Get them to compare their ideas in small groups to work out a group definition. Share these around the class. Now introduce the students to two key diagrams (figure 1 below). Both these diagrams emphasise that sustainability has several dimensions - environment, social and economic. Activity 2. Watch these videos to find out more about what sustainability might mean. Activity 3. Students should discuss the importance of teaching about sustainability. Do they think it is important in all subject areas? Why should children - future citizens of the world - know about global and local environmental issues? Activity 4: Students will be divided into 17 groups. Each group will discuss one of the goals of sustainable development according to the United Nations – 2015, will give examples and will explain its relevance to everyday's life. Then each group will share their work in front of the classroom. Activity 5: Students will suggest experiential and meaningful teaching methods for teaching about sustainability, and will plan activity for school's students.

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CC-MAIN-2019-04

https://cure.erasmus-plus.org.il/mod/folder/view.php?id=1717

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en

The theory of plate tectonic presented in early 1960’s, explains that the lithosphere is broken into seven large segments (and several smaller) called plates separated by boundaries. The uppermost part of the earth has two layers with different deformation properties. - The upper rigid layer called lithosphere is about 100 km thick below the continents and about 50 km thick under the oceans, consisting of crust and upper mantle rocks. - The lower layer called as the asthenosphere is extends down to about 70 km depth. The lithosphere plates are not stationary, they float in a complex pattern with a velocity 2 to 10km per year on the soft rocks of the underlying asthenosphere like raft on a lake. The major continental plates are: - African plate - South American plate - North American plate - Eurasian plate - Indo-Australian plate - Antarctic plate - Pacific plate The great forces thus generated at plate boundaries build mountain ranges, cause volcanic eruptions and earthquake. The earthquake that occur at plate boundaries is inter-plate earthquake, and the earthquake that occur far from the plate boundaries are called intra-plate earthquake. The types of plate tectonic boundaries are: 1. Divergent boundary Divergent boundaries or spreading ridge are areas along the edges of plate that move away from each other. This is the location where the less dense molten rock from the mantle rises upwards and becomes part of the crust after cooling. This occurs in rifts and valleys formation. 2. Convergent boundary It is also known as subduct boundaries. It is formed when either oceanic lithosphere subducts beneath oceanic lithosphere (ocean-ocean convergence) or when oceanic lithosphere subducts beneath continental lithosphere (ocean-continental convergence). An oceanic trench or mountains forms at the junction of two plates where they meet. 3. Transform boundary Transform boundaries occur along the plate margins where two plate move pass each other without destroying or creating new crust. Here the two plates may move horizontally across each other or they may shift vertically with respect to each other.

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CC-MAIN-2022-05

https://theenigmaticcreation.in/2020/03/15/plate-tectonic-boundaries-and-its-types-2/?shared=email&msg=fail

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en

Heating and thermal equilibrium Students often think that some materials (metals, water) are intrinsically cold, while others (plastic, wood) are intrinsically warm. These resources help students to develop a deeper undestanding of heat transfers and link to the following areas of the curriculum: • heating and thermal equilibrium: temperature difference between two objects leading to energy transfer from the hotter to the cooler one, through contact (conduction) or radiation; such transfers tending to reduce the temperature difference: use of insulators. The list provides a range of activities, lesson ideas, film clips, careers resources, background information, practical tips and suggested teaching strategies. Links and Resources There is a good poster about temperature in this resource, but it's the poster on the difference between accuracy and precision that is really useful here! It's a difficult concept for students to grasp, so this visual representation will help students to start to use the terms appropriately. This inspiring careers clip is an ideal introduction to the topic of heat transfers and thermal insulation, showing the application of these concepts in building design. In addition to illustrating the careers in which physics plays a part, the film also explains concepts such as heat transfer, conduction, convection, radiation and thermal conductivity. Most students will tell you that heat energy travels from hot places to cold places. This simple yet profound demonstration will challenge them to think more deeply about this simple concept since the block that feels colder melts the ice more quickly. This demonstration is a good opportunity for teachers to use plenty of open questions to guide students' thinking and to develop scientific vocabulary. Thermal conduction involves energy flowing from a higher temperature to a lower temperature, and as a result the temperatures tend to become equal. Because thermocolour film makes variation in temperature visible, it is ideal for showing how energy moves along a conductor due to a temperature difference. You could set up the most appropriate of these quick and visual demonstrations around the room for students to try. Recommended are the activities which show conduction, insulation, feeling hot and cold, and radiation. Non specialists or those teaching the topic for the first time will appreciate the background science provided for each activity. This resource, originally developed for Key Stage Four students, has been adapted for students working at levels 3-6, which makes it accessible for students in Key Stage Three. Where Does All the Energy Go? (page 32 of the pdf document) is a particularly good piece of experimental work for encouraging students to think about energy transfers. A beaker of hot water is placed in a beaker or bowl of cold water and the temperatures of both are monitored over time. Where does the heat energy in the hot water go? The temperature drop of the hot water will not match the temperature rise of the cold water, why not? Has one lost more energy than the other has gained? In the first part of this podcast, scientists discuss whether bubbles keep your bath warmer for longer. They explore how the bubbles in a bath could reduce water evaporation as well as heat loss by radiation and convection. This can be used as an introduction to an investigation of heat transfer and insulation, with good scope for addressing areas of working scientifically. This resource has two useful sets of worksheets to support lower ability students when investigating heat transfer: Temperature and heat Activities using a liquid crystal film to clarify students' understanding of the distinction between the terms hot, cold, heat energy and temperature. A set of short activities which continue to explore the scientific ideas behind thermal insulation and to distinguish between heat and temperature. An extension activity allows students to investigate the idea of work done against friction transferring heat energy. This activity challenges students to apply their understanding of heat transfer to the context of designing insulation for the Beagle 2 Lander. The lander relies on batteries to carry out experiments, but the batteries' ability to supply energy is severely impaired by low temperatures. The challenge can be differentiated to suit the ability of the students by adapting the criteria: “The temperature of the space probe should not drop below X degrees over a period of Y minutes.” Since there was an absolute limit to the mass of the real Beagle 2, every gram that was used to protect the scientific payload was a gram that was effectively lost from that payload. To reflect this, the winning team must meet the criteria for heat loss whilst using the least mass of insulation.

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CC-MAIN-2019-13

https://www.stem.org.uk/resources/community/collection/14876/heating-and-thermal-equilibrium

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Students unknowingly use algorithms every day from planning their daily routine, working on a project to writing code. An algorithm is a detailed step-by-step instruction set or formula for solving a problem or completing a task. Algorithms are also an important part of the coding process. Students will learn about algorithms and how to create and follow step-by-step instructions when going through the code.org lessons. Code.org provides free computer science curriculum resources for K-12 teachers. Lessons are organized to suit specific grade levels and reading abilities. Courses are crafted to build a strong foundation of basic concepts before opening up to a wider range of topics. Showing the students how to use the site will only take 20-30 minutes, but to fully delve into solving the puzzles the students will need several sessions to complete them all. - Understand the difficulty of translating real problems into programs. - Be able to explain how ideas may feel clear, but are still misinterpreted by a computer. - Be able to communicate ideas through codes and symbols and express movement in a series of commands represented by an algorithm. - Algorithm: An algorithm is a list of steps to finish a task. - Program: A program is an algorithm that has been coded into something that can be run by a machine. - Bug: A bug is a part of a program that does not work correctly. - Debugging: Debugging is finding and fixing problems in an algorithm or program. - Sequencing: Sequencing is putting commands in correct order so computers can read the commands. - See Accommodations Page and Charts on the 21things4students.net site in the Teacher Resources. Read and Write for Google Chrome can be used to help students with reading deficiencies as they navigate the Code.org website. - Use one of the following videos to introduce the concept of algorithms: - Using this link for the graph paper programming assessment, discuss the difference between using entire phrases or arrows/symbols. Discuss that the arrows are the program code and the phrases are the algorithm piece. - Explain to students that they will be using an online puzzle game with characters that represent Angry Birds. They will be creating a very specific set of sequenced directions. - Model one of the eight online puzzles using the following link. These puzzles are linked under “Programming in Maze” circles two-eleven. Number eight is suggested for modeling purposes. - Students may work independently or in pairs to complete online puzzles. Optional: For information on working in pairs watch this student video for working in a partnership. - Check for understanding - What was today’s lesson about? - How did you feel during today’s lesson? - Use a Socrative Exit Ticket. - Maze Design - Students design their own mazes individually or in small groups and challenge each other to write programs to solve them. Life size mazes with students as game pieces may add a fun element. - Students create algorithms and convert them into programs using symbols for others to draw. 5a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions. 5d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions. MITECS: Michigan adopted the "ISTE Standards for Students" called MITECS (Michigan Integrated Technology Competencies for Students) in 2018. Devices and Resources Device: PC,Mac, iPad Browser: Chrome, Safari, Firefox, Edge, ALL App, Extension, or Add-on: Screencastify for Chrome CONTENT AREA RESOURCES Students can be provided opportunities to communicate and share their new knowledge and vocabulary in a variety of ways. Written and oral opportunities are optional. Here is a link for student journaling. Students will learn about algorithms, patterns and basic problem solving. This task card was created by Lisa Fenn, Lakeview Public Schools, February 2018.

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CC-MAIN-2019-13

https://www.remc.org/mitechkids/4th-grade/understanding-algorithms/

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en

The Online Teacher Resource Receive free lesson plans, printables, and worksheets by email: Ready to print and post in your classroom. Based on National Standards. Make and print rubrics of all types for Kindergarten through High School! Students acquire knowledge differently from one another. This process of learning is dependent on the formed pattern of reception, sensation, perception and retention which is unique to every individual. Some students may find it easier to understand processes when demonstrated, while others may already get it once verbally presented. While some students survive classes by listening to the professor alone, some may opt to just read their books at home. These patterns of behavior called learning styles are essential traits that students must possess to be able to work in school. As mentioned earlier, students learn in different ways - some by seeing, some by listening, and others by reading. Some even learn more by doing it themselves. The first thing that a teacher must do is to determine the learning style of his or her students. To do this, the teacher must identify the sensory systems that work with a particular student. He or she must further determine the stimulus to which the sensory system responds. For instance, a child who learns faster by seeing a demonstration is a visual learner. A child can be classified visual too if he or she prefers reading. It is then necessary to classify between visual-seeing and visual-reading. On the other hand, a student who listens in class may be classified as auditory-verbal, while a student who tends to work well while listening to music may be classified auditory-musical. Lastly, a student who learns by doing a certain task may be classified as tactile-working, while one who deliberately takes notes and understands the lessons may be tactile-writing. With these six handy classifications, the teacher may now choose at least two to combine. Combining sensory classifications will be beneficial not only to one student but will target many in the class. A visual-reading and tactile-writing student benefits from copying notes from the blackboard or the book. It may be helpful to give reading and research tasks to this student, as he or she already learns by himself or herself. A visual-seeing and tactile-working student on the other hand will benefit more with experiments and arts and crafts, rather than doing written seat works. If the child is visual-reading and tactile-working, he or she may also benefit from experiments, but will work more if given a self-instructional module. On the other hand, a visual-seeing and tactile-writing student may benefit most by direct observation and jotting down notes, so activities like watching and filling up a checklist or answering questions are applicable. If a student is visual-seeing and auditory-verbal, he or she can be expected to just come to class and listen to the teacher. He or she may not write down notes anymore, because participation in didactic s may be enough. For a visual-reading and auditory-verbal student, it will be best to give him or her some reading assignments before going into class. In this sense, he or she will initially acquire information from the reading homework, and then reinforce it by listening to the teacher the next day. The case is different for auditory-musical students. When a child is visual-reading and auditory-musical, reading assignments will work provided that the student is also given music to listen to. For visual-seeing and auditory-musical students, sometimes playing music in class during discussion will help, as long as the music is not very distracting. Auditory-verbal and tactile-writing students will greatly benefit from dictated lectures or didactics when they have to jot down notes. For auditory-verbal and tactile-working students, giving verbal commands as an activity proceeds will help. For auditory-musical tactile-working and tactile-writing students, again playing music in class during seat work or experiments may work. It must always be remembered that the classifications mentioned above are more or less the dominant traits that a student may possess. No single learning style works for all students, and so the teacher may try different methods and see which works best for a certain class.

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CC-MAIN-2016-36

http://www.teach-nology.com/currenttrends/learning_styles/

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en

Make sure Nasco Education is on your preferred vendor and bid lists! Send inquiries to: [email protected] Comparing & Ordering Decimals - Lesson Plan Volume 22 This lesson uses Base 10 blocks to teach students the basics of comparing and ordering decimals to the thousandths place. This lesson will give them a clear, concrete picture of what a decimal number actually looks like. Students will grasp the concept that a number such as 1.3 is greater than 1.29, even though there are more digits in the second number. The concept can be challenging for students to comprehend without the use of concrete manipulatives, such as Base 10 blocks. In this lesson, you will use the decimeter cube (thousands cube) to represent one, the hundreds flat to represent tenths, the tens rod to represent hundredths, and the ones unit to represent thousandths. - Investigate different values for Base 10 blocks - Create decimal numbers using Base 10 blocks - Compare and order decimals using Base 10 blocks - Justify why given decimals are greater than, less than, or equal to other given decimals

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CC-MAIN-2022-05

https://www.enasco.com/p/Comparing-%26-Ordering-Decimals---Lesson-Plan-Volume-22%2BU27679

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Factors are pairs of counting numbers that multiply to give another counting number. They can be represented by arrays. Make a partial array on the board (e.g. 6 by 5). Ask the students to predict the number of tiles they think were used to make the complete array and how they might work it out. Students play a game of 'How many tiles do I need to pave the floor?' You can download and view the Complete the Array slide presentation. Variation: Students tell a partner the number of tiles in each row and the number of rows in the array. Restrict the numbers to single digits. Strategies such as skip counting or double count suggests students are attending to the row and column structure. This also suggests they recognise and are treating the number of tiles in each row as composite units rather than as ones. More advanced thinking is evident when a student derives the total number of tiles (product) from a known multiplication fact. For example, a student might use knowledge of 5 \(\times\) 5 = 25 to work out the number of tiles for the 6 rows of 5 array. Invite students who use this type of thinking to share with the class. Challenge others to think of known facts as a starting point for finding the total number of tiles.

<urn:uuid:45b48171-30fa-499a-8d6e-81541035ae97>

CC-MAIN-2019-18

https://topdrawer.aamt.edu.au/Mental-computation/Activities/Partial-arrays

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en

Coordinates in the Plane To represent points in the plane, two perpendicular straight lines are used. They are called the Cartesian axes or coordinate axes. The horizontal axis is called the x-axis. The vertical axis is called the y-axis. Point O, where the two axes intersect is called the origin. The coordinates of a point, P, are represented by (x, y). The distance measured along the horizontal axis is the x-coordinate or the abscissa. The distance measured along the vertical axis is the y-coordinate or the ordinate. The coordinate axes divide the plane into four equal parts called quadrants. The origin, O, has coordinates (0,0). The points that are on the vertical axis have their abscissa equal to 0. The points that are on the horizontal axis have their ordinate equal to 0. The points in the same horizontal line (parallel to the x-axis) have the same ordinate. The points in the same vertical line (parallel to the y-axis) have the same abscissa. Plot the following points: A(1, 4), B(-3, 2), C(0, 5), D(-4, -4), E(-5, 0), F(4, -3), G(4, 0), H(0, -2)

<urn:uuid:1a58bbf0-661f-40da-af56-570c8402a49d>

CC-MAIN-2016-40

http://www.vitutor.com/calculus/functions/coordinates_plane.html

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en

Like when doing math, there’s a set of operators that work on booleans. They are used to compare two values, on the left and right of the operator, to produce a boolean value. To find out when two values are equal, use the triple equals operator (“===”). 15.234 === 15.234 We can also determine if two values are not equal using the triple not equal operator (“!==”). 15.234 !== 18.4545 It’s important to know that strings containing a number and an actual number are not equal. '10' === 10 Greater than and less than Comparing two numbers is useful, for example, to determine which of two is larger or smaller. This first example is a comparison of 10 and 5 to see if 10 is larger, using the greater than operator (“>”). 10 > 5 Next we use the less than operator (“<”) to determine if the left value is smaller. 20.4 < 20.2 That example gives back (or returns) false, because 20.4 is not a smaller number than 20.2. Combining a comparison of equality and size can be done with the greater than or equal to and less than or equal to operators (“>=” and “<=” respectively). 10 >= 10 10 <= 5

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CC-MAIN-2019-18

https://www.htmldog.com/guides/javascript/beginner/logic/

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The increasing number of black slaves in colonial America created suspicion and fear among the general population and led to a backlash of white reaction known as slave codes. Virginia was the first of the 13 colonies to adopt such regulations, using earlier Caribbean slave codes as models. Other colonies quickly followed suit, patterning their codes after the Virginia laws. Slave codes varied slightly from colony to colony, but most made bondage a lifelong condition and ensured that all descendants of slaves would be slaves as well. Other codes prohibited them from voting, owning property, testifying in court against whites, gathering in large numbers, traveling without permission, or marrying whites. Slave codes also gave white masters nearly total control over the lives of slaves, permitting owners to use such corporal punishments as whipping, branding, maiming, and torture. Although white masters could not legally murder their slaves, some did and were never prosecuted. Colonial North Carolina, still tied to South Carolina until 1729, had few slaves in the late seventeenth century, but by 1710 there were around 900. The colony's growing number of blacks led to the creation of a slave code by 1715. After the Revolutionary War, most states, especially those in the South, developed new slave codes. After the 1830s these laws became increasingly stringent, due to the tensions produced by the Nat Turner Rebellion in Southampton County, Va., and the rise of the abolitionist movement in the North. The new regulations clearly defined slaves as property, rather than as people, and outlawed teaching them to read and write. Slaves could not leave the plantation without their master's permission, strike a white person even in self-defense, buy or sell goods or hire themselves out, or visit the homes of whites or free blacks. Enforcement of slave codes varied. In times of peace, masters gave slaves more freedom; but in times of unrest, they rigorously enforced the slave codes both through the courts and by establishing slave patrols. Composed of white men who took turns covering a particular area of their county, slave patrols watched for runaways or assisted owners in enforcing the slave codes on their plantations. Slave codes ended with the Civil War but were replaced by other discriminatory laws known as "black codes" during Reconstruction (1865-77). The black codes were attempts to control the newly freed African Americans by barring them from engaging in certain occupations, performing jury duty, owning firearms, voting, and other pursuits. At first, the U.S. Congress opposed black codes by enacting legislation such as the Civil Rights Acts of 1866 and 1875 and the Thirteenth, Fourteenth, and Fifteenth Amendments to the U.S. Constitution. But by the time of the so-called Compromise of 1877, civil rights for blacks had eroded, as Congress, the U.S. Supreme Court, and northerners lost interest in the issue. The slave codes essentially lived on in Jim Crow laws and other forms of discrimination until successfully challenged in the civil rights era of the 1950s and 1960s. Lerone Bennett Jr., Before the Mayflower: A History of Black America (1993). Jeffrey J. Crow, Paul D. Escott, and Flora J. Hatley, A History of African Americans in North Carolina (2002). John Hope Franklin and Alfred A. Moss Jr., From Slavery to Freedom: A History of Negro Americans (6th ed., 1988). Eugene D. Genovese, Roll, Jordan, Roll: The World the Slaves Made (1974). "Broadside about a fugitive slave." Image courtesy of the Libraries of Northern Illionois University. Available from http://www.lib.niu.edu/1996/iht329602.html (accessed May 4, 2012). 1 January 2006 | Lamm, Alan K.

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CC-MAIN-2022-21

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If you want to improve your class 9 Math, Introduction to Euclids Geometry concepts, then it is super important for you to learn and understand all the formulas. By using these formulas you will learn about the Introduction to Euclids Geometry. With the help of these formulas, you can revise the entire chapter easily. Introduction to Euclids Geometry Class 9 Maths Formulas - Point– a point is that which has no part. - Line: A line is breadthless length. - The ends of a line are points. - Surface: A surface is that which has length and breadth only. - Plane surface: A plane surface is a surface which lies evenly with the straight lines on itself - Edge: The edges of a surface are lines. - Straight line: It is a line which lies evenly with the points on itself. - Axiom: The basic facts which are taken for granted without proofs are called axiom. - Statement: A sentence which is either true or false, but both is called a statement. - Theorem: A statement which requires proof. - Collinear points: Three or more points are said to be collinear, if they all lie in the same line. - Plane: A plane is a flat, two dimensional surface that extends infinitely in all directions. Intersecting lines: Two lines land M are said to be intersecting lines if l and M have only one point common. - Playfair Axiom: Two intersecting lines cannot both be parallel to a same line. - Plane figure: A figure that exists in a plane is called a plane figure. Euclid’s five postulates - A straight line may be drawn from any one point to any other point. Note: This postulate tells us that one and only one (unique) line passes through two distinct points. - A terminated line can be produced indefinitely. This postulate tells us that a line segment can be extended on either side to form a line. - A circle can be drawn with any center and any radius. - All right angles are equal to one another. - If a straight line falling on two straight lines makes the interior angles on the same side of it taken together less than two right angles, then the two straight lines if produced indefinitely, meet on that side on which the sum of angles is less than two right angles. NCERT Class 9 Maths Book in PDF Download NCERT Class 9 Science Book in PDF Download NCERT Class 9 Science Exemplar in PDF Download NCERT Class 9 Maths Exemplar in PDF Download If you have any Confusion related to the Introduction to Euclids Geometry Class 9 Maths Formulas, then feel free to ask in the comments section down below. To watch Free Learning Videos on Class 9 Maths by Kota’s top Faculties Install the eSaral App

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World War II and the Holocaust displaced millions of people in Europe. Throughout the war, American relief organizations lobbied the United States federal government to take in some of these people on humanitarian grounds, particularly Jews who had made it to neutral or Allied territory and were seeking safety. Though President Franklin D. Roosevelt often expressed his sympathy for these petitions, he also stated that his hands were tied by existing American immigration laws.1 A system of quotas created in 1924 restricted immigration on the basis of national origin, limiting the opportunity for many people uprooted by the war to enter the United States.2 To overcome these restrictions, the US War Refugee Board pitched a novel idea to Roosevelt in the spring of 1944—allow refugees to enter the United States temporarily outside of the quota system. The effort would ease the overcrowding in refugee camps in territory controlled by the Allies. It would also aid the War Refugee Board's attempts to convince neutral European nations to accept more refugees. Agreeing to the idea, Roosevelt allowed War Refugee Board officials to select up to 1,000 refugees to come to the United States. A group of 982 mostly Jewish people living in Italy in temporary camps became the first special "guests of the president."3 This photograph, taken in August 1944 by Japanese American photographer Hikaru CarI Iwasaki, captures the arrival of one of the president's "guests" as he entered temporary housing in a camp at Fort Ontario in Oswego, New York.4 Their exceptional status as "guests" had made it possible for these refugees to come to the US. However, this status also came with strings attached. These "guests" could not spend a night outside the grounds of the camp, live with American family members, or enlist in the armed forces. Their status was only temporary, and they were expected to return to Europe after the war ended.5 Following the war, some Jewish groups, relief organizations, and elected officials pressed Roosevelt's successor, President Harry S. Truman, to allow these "guests" to stay permanently in the US. In December 1945, Truman agreed that the camp residents would be permitted to stay in the country. Fort Ontario closed in 1946. The plan to bring people to the US as "guests of the president" during the war was promoted as a success by many relief organizations and voluntary agencies. But those at Fort Ontario were the only refugees to come to the US as temporary guests. The Fort Ontario project was not repeated after the war ended in May 1945, despite an urgent need for resettlement and relief among DPs in Europe.

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en

Look at the Numicon shapes and find pairs of shapes that make 10. Check that you are correct by placing each pair on top of the ten shape. Put your pairs in order. What do you notice? What patterns can you see? Say an addition sentence for each pair e.g. 1 add 9 equals 10. Write an addition sentence e.g. 1 + 9 = 10. Say a subtraction sentence e.g. 10 take away 1 equals 9. Write a subtraction sentence e.g. 10 – 1 = 9. Play What’s Missing? Set out your pairs like Digit Dog and Calculating Cat. Player 1 closes their eyes, Player 2 removes one shape and says “what’s missing?” Player 1 works out what shape is missing and explains how they know. For more Numicon activities visit Oxford Owl for Home Maths. Download and print the free Numicon shapes and the Numicon at Home Activity Kit for Years 1 and 2.

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CC-MAIN-2022-21

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The most basic building block is a variable. They store values that we use in our program. A variable can hold numbers, text, or logical values “true” and “false”. “sunny” is our variable, and in this case, we can assign it a value of either true or false right above the “If Statement” code, just like this: sunny = true if sunny then print “have a nice day” print “don’t forget your umbrella” Variables are the simplest thing to learn, yet without them, our programs would be clueless. To add numbers, we can use two variables: int iFirstNumber = 3 int iSecondNumber = 5 print iFirstNumber + iSecondNumber When we run this code, it returns the sum of these two variables which is 8. The int declaration tells a compiler to expect integer variables. It means, in this example, we can only use integer numbers. Anything else would certainly confuse our program.

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Minilessons for Extending Multiplication and Division is one of two yearlong resource guides in Contexts for Learning Mathematics’ Investigating Multiplication and Division (3–5) Minilessons for Extending Multiplication and Division can be helpful in grades 4–5 as students work with multiplication and division beyond the basic facts. This guide contains 77 minilessons structured as strings of related computation problems. They are likely to generate discussion of certain strategies or big ideas that are landmarks on the landscape of learning for multiplication and division, particularly using numbers with two and three digits. Although the emphasis is on the development of mental arithmetic strategies, this does not mean learners have to solve the problems in their heads—but it is important for them to do the problems with their heads! In other words, as you use this guide, encourage students to examine the numbers in each problem and think about clever, efficient ways to solve it. The relationships between the problems in the minilesson will support students as they progress through the string. The open array is used throughout to represent student strategies.

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CC-MAIN-2016-50

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A lesson plan is a written description for teaching. It helps to think through how and what you will be teaching. It is important to be clear about what you want the child to learn, how the child can demonstrate the learning, how you will assess the learning, what you do, what the child does, and the material you need. A lesson plan should be written clearly and thoroughly enough so that someone who reads you plan could follow it and teach the children. Our department has created a lesson plan template that students will be using unless your instructor specifies other. The lesson plan can be found on website and you can ask your instructor for a copy. It is important that your lesson plan is completed prior to conducting it with children. Components of a lesson plan: Goal: Goals are broad. What is the concept you want the children to learn. Learning Objective: Objectives must be measurable. You have to be able to observe what the child does so that you can make an inference about the child's learning. It is a description of a performance you want the children to be able to exhibit. What is it you want the children to be able to do at the end of your lesson or activity? Step 1: Each object will begin with The child will.... Step 2: Connect step 1 with an action verb which communicates what the children will do. Use verbs which describe an action that can be observed and is measurable within the teaching time frame. Materials: Include all the materials and or equipment you need to carry out the lesson/activity. Introduction: How will you introduce the activity so that it gets the children's attention and makes them excited about doing the activity? It is short and focuses on getting the children's attention. You might use a surprise box or a puppet. Procedures: Step by step what to do to accomplish your activity. Be specific on what you do as part of the procedure and what the child does. Reflection: Reflect on the activity you taught and ask yourself, "Were the learning objectives met? What evidence do you have for this? How did the children respond to the activity? What would you change if you did again? What do you need to plan for next time? Opportunities for Extension: How can you relate this activity/lesson to other areas of the curriculum?

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CC-MAIN-2022-27

https://www.imperial.edu/courses-and-programs/divisions/economic-and-workforce-development/child-family-consumer-sciences-department/child-development-program/guide-for-student-success/completing-a-lesson-plan/

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Python New Line Generally, when we print a string using a print statement, we use another print statement to print another string in a new line. When we write a print statement, after its execution, automatically, the cursor is shifted to a new line. Why does this happen? Can't we print a string in a new line without using a new print statement? The code becomes absurd if we keep writing new print statements for every string. The answer to both the above questions is an escape sequence character called the 'Python new line character' represented by '\n'. This article discusses new line character with examples. Function: Shifts the cursor to a new line. Need of '\n': Suppose we are trying to print "Hello" in the first line, '!' in the next line and "world" in the line after that and if we use a normal print statement: It took 3 lines of code to print 3 words. The code will be longer if we want to print more strings. Now, if we use '\n': It just took one line. We can print any number of strings using '\n' in multiple lines and still keep the code simple and small. More about '\n': Why is the print statement not printing '\n' like a normal string? How does Python recognize '\n'? We have a few predefined characters in Python succeeding a back slash character ('\'), called the 'Escape sequences'. Python recognizes the '\' and immediately understands that it is not a part of the string and executes it based on its succeeding character. Using a backslash before a character helps the character escape normal string execution. Examples: \t, \r, \n etc. Declaring a string with '\n': In the above example: How does the print statement automatically shift to a new line? In Python, the syntax of the print statement: print (values, sep = '', end = '\n', file = file, flush = flush) Here, the end is an optional parameter. It specifies the last character we want the string to end with. By default, '\n' is assigned to the end, which is why, after the execution of a print statement, it will shift the cursor to the next line when we don't give any argument to the end. If we give an argument to the end: We assigned '!' to the end. Hence, after the execution of the first print statement, the second print statement is not shifted to a new line and follows "!" in the same line. Another way to print a string in a new line: There is one more way we can shift to a new line. First, we can use multiple print statements. Second, we can use the '\n' character. We can achieve this using 'Multi-line strings' in Python. We use single quotes or double quotes to print a single-line string. In Python, we can print multiple lines of strings using either 3 double quotes ("""strings""") or three single quotes (''' string'''). Python recognizes that the string is a multi-line string by the quotes ''' or """. We wrote two multi-line strings using single quotes and double-quotes. We can print a string in a new line in 3 ways in Python: These three ways might be useful for different needs, but programmers mostly use '\n' to print a new line because it is the most commonly accepted method due to its simplicity. Using '\n,' we can:

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CC-MAIN-2022-33

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Division Operators in Python Division Operators allow you to divide two numbers and return a quotient, i.e., the first number or number at the left is divided by the second number or number at the right and returns the quotient. There are two types of division operators: (i) Float division: The quotient returns by this operator is always a float number, no matter if two numbers are integer. For example: >>>5/5 1.0 >>>10/2 5.0 >>>-10/2 -5.0 >>>20.0/2 10.0 (ii) Integer division( Floor division): The quotient returned by this operator is dependent on the argument being passed. If any of the numbers is float, it returns output in float. It is also known as Floor division because, if any number is negative, then the output will be floored. For example: >>>5//5 1 >>>3//2 1 >>>10//3 3 Consider the below statements in Python. The first output is fine, but the second one may be surprised if we are coming Java/C++ world. In Python, the “//” operator works as a floor division for integer and float arguments. However, the division operator ‘/’ returns always a float value. Note: The “//” operator is used to return the closest integer value which is less than or equal to a specified expression or value. So from the above code, 5//2 returns 2. You know that 5/2 is 2.5, and the closest integer which is less than or equal is 2[5//2].( it is inverse to the normal maths, in normal maths the value is 3). The real floor division operator is “//”. It returns the floor value for both integer and floating-point arguments. 2 -3 2.0 -3.0 See this for example.

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Kids rewrite incorrect sentences to gain practice with sentence structure, capitalization, and punctuation on this first grade reading and writing worksheet. Learn about the people of Noun Town, and find the plentiful nouns in the community. Your child will use his grammar skills to identify each sentence's nouns. Welcome to Noun Town! Visitors can practice identifying nouns in some of these sample sentences, and then finish with a fun drawing activity. Make the trip down to Noun Town for some parts of speech practice. Your child will identify and circle nouns, then write some of his own. Noun town is the perfect place for parts of speech practice! Help your young reader get his nouns down to a tee by identifying the nouns in sample sentences. This drawing conclusions worksheet gets your child to strengthen his reading comprehension. Try this drawing conclusions worksheet with your third grader. A coin-counting worksheet for preschoolers that focuses on learning numbers and simple addition and subtraction. Have your first grader identify the words associated with the Autumn season in this word search. This reading exercise uses interactive story writing; it's a great way to look at reading comprehension from a different angle.

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CC-MAIN-2017-04

https://www.education.com/collection/pvolchansky/1st-grade/

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I began the lesson by explaining to scholars the direct object is the noun or pronoun that received the action of the verb. Direct objects follow action verbs. In order to determine the direct object, simply ask yourself "what?" or "whom?" after you say the verb. This lesson builds on scholars' prior knowledge because in order to determine the direct object, they must first know how to identify the verb. Given the sentence - Dr. Martin Luther King, Jr. wanted equality for all people. The verb is "wanted." Wanted what? - equality. "Equality" is the direct object. We then watched a short Brainpop video and took the graded quiz. (Teacher reviews quiz whole group and gets scholars to show sign language for answers a, b, c, or d or write answers on a personal dry erase board.) (Click here to watch video.) Scholars worked in pairs creating their own sentences and their partner identifying the direct object. They then alternated their roles. Scholars divided into two teams to play a Knowledge Bowl game. One person from each team goes to the front of the class. One scholar creates a sentence with a direct object. In order to get a point, the other scholar has to identify the verb and the direct object. I had students to also identify the verb in order to scaffold their learning to get them to better understand the direct object. The 2 scholars then reversed roles and the other scholar attempts to get a point. This way, both scholars have an opportunity to create a sentence and identify the verb and direct object. Then, the next 2 scholars come forward. The winning team is the team with the most points at the end of class (see attached Knowledge Bowl Instructions as a resource to display on the SmartBoard.) To close the lesson, each scholar Thinks-Pairs-Shares with a neighbor and tells them what is a direct object and how you determine the direct object in a sentence. The ticket-out-the-door is each student telling me as they exit what is a direct object and how you determine the direct object in a sentence.

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CC-MAIN-2019-30

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Our Commutative Property lesson plan explains the commutative property, covering both addition and multiplication. Several examples are provided for the teacher to review with the students. During this lesson, students are asked to use their collaborative skills to work with a partner on an activity in which they roll dice to generate numbers and then write an equation using the commutative property. Students are also asked to identify equations that show the commutative property and solve equations in order to demonstrate their understanding of the lesson. At the end of the lesson, students will be able to understand the commutative property of addition and multiplication. Common Core State Standards: CCSS.Math.Content.3.OA.B.5

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CC-MAIN-2019-35

https://clarendonlearning.org/lesson-plans/commutative-property/

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Students have a reminder of the 2 pronunciation rules at the top, and then are asked to separate words into two categories: those that end in n, s, or vowel, and those that do not. Once categorized, they separate the syllables, and then identify the stress according to the pronunciation rule. This worksheet assumes that students have already learned to separate syllables, but do not yet know rules of pronunciation or where accents go. They do not need to know how to hear the sílaba tónica here as they just follow the rules of pronunciation. This activity is for after students know how to separate syllables, but before they start adding accents to words. Instructions are in Spanish, made for a Native Speaker class. The first page could be used as in class practice and the second page for homework.

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CC-MAIN-2017-09

https://www.teacherspayteachers.com/Product/Reglas-de-pronunciacionRules-of-pronunciation-1798649

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exponents & roots factors, factoring, & prime numbers fractions, decimals & ratio & proportion In grades 6-8, students explore the relations among similar objects, solving problems that link length, perimeter, area, and volume. In order to do so, students must learn to calculate the perimeter of a variety of objects. Problems that allow middle-school students to practice finding the perimeter or circumference of an object are listed below. They address the NCTM Geometry Standard for Grades 6-8 expectation that students will be able to analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships. For background information elsewhere on our site, explore the Middle School Geometry area of the Ask Dr. Math archives. For relevant sites on the Web, browse and search Euclidean Plane Geometry in our Internet Mathematics Library; to find middle-school sites, go to the bottom of the page, set the searcher for middle school (6-8), and press the Search button. Access to these problems requires a Membership. Home || The Math Library || Quick Reference || Search || Help

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CC-MAIN-2017-09

http://mathforum.org/library/problems/sets/middle_perimeter.html

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1 shades of meaning activity worksheet for units 1-6 (weeks 1-4). Each worksheet uses a word from the reading vocabulary list of the week. 1 blank template to use your own words This activity can be used to introduce the shades of meaning concept. They can also be used for weekly practice, assessment, or for stations/centers. Students use the dictionary to look up and copy the definition of each of the three words. Students use the definitions to determine an order of strength and write the words in the correct boxes. Put students in groups of 3-4. When all groups are finished, they share their results and the class can see if everyone agreed. To save time, provide students with the definitions to copy, rather than looking them up. Use digital dictionaries. There are times when two words have such a similar meaning, that one is not clearly stronger than the other. In this case, it is appropriate for more than one answer to be correct. When having students copy definitions from the dictionary, watch for multiple meanings. It’s a great opportunity for students to have to choose the meaning that matches the other two words.

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CC-MAIN-2017-13

https://www.teacherspayteachers.com/Product/Shades-of-Meaning-with-Wonders-1568705

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The unusually high porosity of the interior of the nucleus provides the first indication that this growth cannot have been via violent collisions, as these would have compacted the fragile material. Structures and features on different size scales observed by Rosetta’s cameras provide further information on how this growth may have taken place. Earlier work showed that the head and body were originally separate objects, but the collision that merged them must have been at low speed in order not to destroy both of them. The fact that both parts have similar layering also tells us that they must have undergone similar evolutionary histories and that survival rates against catastrophic collision must have been high for a significant period of time. Merging events may also have happened on smaller scales. For example, three spherical ‘caps’ have been identified in the Bastet region on the small comet lobe, and suggestions are that they are remnants of smaller cometesimals that are still partially preserved today. At even smaller scales of just a few metres across, there are the so-called ‘goosebumps’ and ‘clod’ features, rough textures observed in numerous pits and exposed cliff walls in various locations on the comet. While it is possible that this morphology might arise from fracturing alone, it is actually thought to represent an intrinsic ‘lumpiness’ of the comet’s constituents. That is, these ‘goosebumps’ could be showing the typical size of the smallest cometesimals that accumulated and merged to build up the comet, made visible again today through erosion due to sunlight. According to theory, the speeds at which cometesimals collide and merge change during the growth process, with a peak when the lumps have sizes of a few metres. For this reason, metre-sized structures are expected to be the most compact and resilient, and it is particularly interesting that the comet material appears lumpy on that particular size scale.

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CC-MAIN-2019-39

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One Person Can Change the World: Teaching Social Justice More than ever before, your students are connected to the world around them. It takes only seconds for news stories to spread about events happening in other towns, other states, or even other countries. As news becomes more ever-present in your students’ lives, it’s the perfect time to start thinking about social justice and the role it can play in your classroom. Chances are, your students have seen their peers on TV, protesting gun violence or staging walkouts to demonstrate their opinions on issues that concern them. Rather than being worried about broaching topics of social justice in your classroom, use the momentum and enthusiasm students are feeling about their ability to change the world, and foster a classroom environment that supports social justice. What is Social Justice? In broad terms, social justice is the idea of a fair and just relationship between an individual and society. It measures the distribution of wealth, opportunities for personal choice, and social privileges. The principles of social justice include equity, access, participation, and rights. In the most general definition, social justice refers to what’s fair and what isn’t. Social justice issues can involve unfair treatment due to race, age, gender, religion, or sexuality. It’s important for students to learn about social justice to help them become better global citizens. Learning about the issues facing groups of people different from themselves—or similar to—can help them develop empathy and learn to tackle real-world problems by looking at them from multiple viewpoints. What Are Some Examples of Social Justice? When talking about social justice in your classroom, you are bound to encounter questions from students. They may be confused about how something can be “wrong” but still legal. Use examples from history to illustrate the complications of social justice and the efforts it has taken groups of people to earn their rights. Check out these lesson plans about women’s suffrage. Talk to your students about how just 100 years ago, women in the United States didn’t have the right to vote. Look at other examples of women’s voting rights around the world and discuss the steps women took to gain voting privileges. For older students, plan a lesson on how segregation impacted the United States. Discuss the changes that have occurred in the United States to improve racial equality and the issues that still need to be addressed. Look at examples of racial equality or inequality in other parts of the world. Use examples from recent history to talk about how young people are making a difference in the world. This lesson plan highlights the gun-violence activism of students at Marjory Stoneman Douglas High School in the aftermath of a shooting at the school. How Can You Get Your Class Invested in Social Justice? It may seem overwhelming to students to read about the history of social justice and see all the steps it took to make changes. Reassure your class that they can start small yet still make a difference. Try these simple ways to get your students thinking about social justice: - Encourage your students to share their stories of diversity. Hold a cultural fair to let students highlight their backgrounds and histories. - Make a Student Bill of Rights. Show your students that social justice starts in your classroom. Discuss the difference between rights and privileges, and work together to create a list of student rights. Use this lesson plan for inspiration. - Find examples of people close to your students’ age. If you’re teaching a unit on climate change, read about Greta Thunberg. Use the stories of Ryan White, Alex Scott, Malala Yousafzai, or these cool kids to inspire your students. - Remind them to start small. Encourage your students to look around their school or their community and find examples of social justice issues, or ways to promote justice for all. It only takes one person to make a world of difference.

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Start a 10-Day Free Trial to Unlock the Full Review Why Lesson Planet? Find quality lesson planning resources, fast! Share & remix collections to collaborate. Organize your curriculum with collections. Easy! Have time to be more creative & energetic with your students! Apostrophes and Contractions Learners study the pairs of words and then their matching contraction. They study 23 words. A good resource to help children understand how to properly make and use contractions. 3 Views 51 Downloads Underlining, Quotation Marks, and Apostrophe Practice Two worksheets provide practice for correct usage of underlining, quotation marks, and apostrophes. Titles are the main focus of the first page, which is directed at when to underline/italicize and when to use quotation marks, but... 3rd - 8th English Language Arts CCSS: Adaptable Contractions: An Introduction A solid introduction to the concept of contractions is provided in this resource. The definition of contractions and how they are used is discussed and shown in example sentences. Students also look at several example sentences and a... 2nd - 4th English Language Arts CCSS: Adaptable

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Now we will take a look at the Logical, Bitwise and Miscellaneous Operators, in this chapter. Following logical operators are supported by C++ language. Here we have assumed that A holds 1 while B holds 0. |&&||AND Operator, returns true if both the operands are non zero||A && B will give False| |||||OR Operator, returns true if either of the operands are non zero||A || B will give True| |!||NOT Operator, negates the value of the operand||!A will give False !B will give True Bitwise Operators work on bit level and perform operations on a bit by bit basis, now if we assume A = 60 and B = 13, then the binary representation of these are as follows: Now, the Bitwise Operators in C++ will produce the following results as shown: |&||Binary AND, copies a bit if it is in both operands||(A & B) will give 12 i.e. 00001100| ||||Binary OR, copies a bit if it is in either operand||(A | B) will give 61 i.e. 00111101| |^||Binary XOR, copies a bit if it is set in one operand||(A ^ B) will give 49 i.e. 00110001| |~||Binary Ones, complements the bits||~A will give -61 i.e. 11000011 in 2’s complement due to signed binary number| |<<||Binary left shift operator, the left operand’s value is moved left by the number of bits specified||A<<2 will give 240 i.e. 11110000| |>>||Binary right shift operator, the left operand’s value is moved right by the number of bits specified.||A>>2 will give 15 i.e. 00001111| There are some Miscellaneous Operators offered by the C++, these are as follows. Here, A and B are two integer variables with values 20 and 10 respectively. |sizeof||Returns the size of the specified variable||sizeof(A) will return 4| |Cond?X:Y||Conditional Operator, returns X if the condition is true and Y if it is false||A>B?A:B will return A| |,||Comma Operator, is used to separate variables, expressions, etc.||int A,B;| The Conditional Operator is the only ternary operator in C++ as it requires three operands to act upon. This operator also acts as a substitute for the if-else statements. We will learn about them later on.

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Developing a Learning Plan To engage students in thinking about how they can learn what they need to know, and how they can demonstrate what they’ve learned. This process begins after teacher and students have identified what they need to learn (see Learning List tool). 1. How Can We Learn It? - Go over the list of things that teacher and students have decided need to be learned and talk about ways to learn them. Encourage students to “think outside the box.” Activities may include trips outside the classroom, inviting guest speakers into the classroom, or independent activities students do outside of class. They may include bringing in real life materials (newspapers, grocery items, auto repair manuals) and doing activities that allow students to practice using their skills to do real things. - There does not have to be a one-to-one correspondence between items to be learned and activities. Some activities might help students learn more than one item, and they may want to practice some items multiple times in different ways. 2. How Can We Show We Know It? - Discuss the importance of building on-going assessment and reflection into the learning process. Help students to understand that, within the EFF teaching and learning process, assessment is seen not as something that just happens at the end of the teaching and learning cycle, but as a process that is woven into each stage of the learning process. - Have students begin to brainstorm ideas for the third column on their planning guide. Worksheet (Word file) Example form Practice: |Goal: To read road signs (in preparation for a trip) Standard: Read with Understanding |What do we need to know? ||How can we learn it? ||How will we show we know it? |• Clues to help identify words quickly • Length and shape of word, first letter, etc. • How to use key words rather than reading every word. • How to read quickly |• Students will copy down 3-5 road signs and create flashcards (including color and shape) for class • For each card, the group will identify the key words, the sight words they remember (“speed limit”), and other clues they will use to read quickly • Students will note names of streets and towns that they will need to look for as they travel and practice scanning for these quickly during flashcard work • Teacher sets up flashcards along hallway and students will read them as they walk by. |• Flashcards are created accurately • Each student can identify and use 3 strategies to read flashcards quickly • With practice, the number of flashcards students can accurate-ly read during hallway walk increases. Used in Teaching/Learning Examples: Measurement in a Real World Setting (adapted from Amy Prevedel, South San Francisco Project READ. For additional examples of how this mind map activity can be used, see Hot Topics Vol. 1, 1 )

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This opening lesson invites students to experiment with expressions and equations to model a situation. Students think about relevant quantities, whether they might be fixed or variable, and how they might relate to one another. They make assumptions and estimates, and use numbers and letters to represent the quantities and relationships. The lesson also draws attention to the idea of constraints and how to represent them. There is not one correct set of expressions or equations governing the potential quantities involved in the pizza party. The focus is on the modeling process itself—identifying relevant quantities, making assumptions, creating a model, and evaluating the model (MP4). Discussions are built in to foster an environment of collaboration and active thinking and listening. Encourage students to share their ideas and questions at these times. In subsequent lessons, students will continue to write and interpret expressions, equations, and inequalities that represent situations and constraints. Making internet-enabled devices available gives students an opportunity to choose appropriate tools strategically (MP5). - Comprehend the term “constraint” to mean a limitation on the possible or reasonable values a quantity could have. - Use variables and the symbols =, $\lt$, and $\gt$ to represent simple constraints in a situation. - Write expressions with numbers and letters to represent the quantities in a situation. - Let’s write expressions to estimate the cost of a pizza party. - I can explain the meaning of the term “constraints.” - I can tell which quantities in a situation can vary and which ones cannot. - I can use letters and numbers to write expressions representing the quantities in a situation. A limitation on the possible values of variables in a model, often expressed by an equation or inequality or by specifying that the value must be an integer. For example, distance above the ground \(d\), in meters, might be constrained to be non-negative, expressed by \(d \ge 0\). A mathematical or statistical representation of a problem from science, technology, engineering, work, or everyday life, used to solve problems and make decisions. Print Formatted Materials Teachers with a valid work email address can click here to register or sign in for free access to Cool Down, Teacher Guide, and PowerPoint materials. |Student Task Statements||docx| |Cumulative Practice Problem Set||docx| |Cool Down||Log In| |Teacher Guide||Log In| |Teacher Presentation Materials||docx|

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Point to the Smaller: Greater Than or Less Than? For this equality/inequality worksheet, students insert a greater than or less than sign between 2 numbers to determine value. 5 Views 11 Downloads It's a Perfect Fit (Parts 1 through 3) Here is a three-part lesson on shapes. Each lesson is for a different grade level. Peruse them and pick what is appropriate for your pupils. Circles, squares, rectangles ... hexagons, trapezoids, pattern block patterns, and more are... K - 3rd Math CCSS: Adaptable Locating Fractions Less than One on the Number Line Understanding where to place a fraction on a number line is key to understanding fractions as numbers. This activity focuses on locating fractions less than one. Learners need to partition the line into the correct number of equal sized... 2nd - 4th Math CCSS: Designed A Letter to Amy Teaching Plan Peter wants to send a special birthday party invitation to Amy, but a lot can happen between the front door and the mail box. Read the children's book A Letter to Amy by Ezra Jack Keats with your class to find out what happens, extending... Pre-K - 2nd Math CCSS: Adaptable

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Parts of Speech When a word is used in a sentence, it is then put into a part of speech category. The eight parts of speech are: - Nouns – a person, place, thing, idea, or quality. - Verbs – show action or state of being. - Adjectives – describe nouns and tell which, whose, what kind, and how many. - Adverbs – describe verbs, other adverbs, adjectives, and phrases. - Conjunctions – join other words, phrases, or clauses. - Interjections – used to express strong feeling or sudden emotion. - Prepositions – relationship words that show how one noun relates to another noun. - Pronouns – replace a noun or a group of words used as a noun. A word can fit into more than one part of speech category. Let’s take the word back. It can be a: Noun – Jane has a pain in her back. Verb – Ray can back the car out of the garage. Adjective – Don’t forget to close the back door. Adverb – I‘ll be back in five minutes. Common Core State Standards specify that students should begin using frequently occurring nouns, verbs, and prepositions in Kindergarten; by third grade, students should begin to demonstrate command of all eight parts of speech, and their understanding and use of words should become more sophisticated every year. The Parts of Speech activity allows students at all grade levels to practice identifying the part of speech of an underlined word in a sentence. Use as individual, small group or whole class grammar activities to help students fully understand what they have learned. All lists can be transformed to Parts of Speech worksheets. Browse the sample worksheets below: - Nouns: People Practice Worksheet (WhichWord Definitions) - Nouns: Ideas Practice Worksheet (MatchIt Sentences) - Nouns: Animals Practice Worksheet (Word-O-Rama) - Verbs: Actions Practice Worksheet (Sentence Unscramble) - Adjectives Practice Worksheet (MatchIt Definitions) - Adverbs Practice Worksheet (WhichWord Sentences) - Correlating Conjunctions Practice Worksheet (Word-O-Rama) - Prepositions Practice Worksheet (Word Unscramble) - K-2 Homophones Parts of Speech Practice Worksheet (Parts of Speech Game) - 3-5 Homophones Parts of Speech Practice Worksheet (Parts of Speech Game) - 6-8 Homophones Parts of Speech Practice Worksheet (Parts of Speech Game)

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This lesson is partly based on the Software Carpentry group’s lessons on Programming with Python. What is a function?¶ A function is a block of organized, reusable code that can make your scripts more effective, easier to read, and simple to manage. You can think functions as little self-contained programs that can perform a specific task which you can use repeatedly in your code. One of the basic principles in good programming is “do not to repeat yourself”. In other words, you should avoid having duplicate lines of code in your scripts. Functions are a good way to avoid such situations and they can save you a lot of time and effort as you don’t need to tell the computer repeatedly what to do every time it does a common task, such as converting temperatures from Fahrenheit to Celsius. During the course we have already used some functions such as the print() command which is actually a built-in function in Python. Anatomy of a function¶ Let’s consider the task from the first lesson when we converted temperatures from Celsius to Fahrenheit. Such an operation is a fairly common task when dealing with temperature data. Thus we might need to repeat such calculations quite frequently when analysing or comparing weather or climate data between the US and Europe, for example. Let’s define our first function called In : def celsiusToFahr(tempCelsius): ...: return 9/5 * tempCelsius + 32 ...: The function definition opens with the keyword deffollowed by the name of the function and a list of parameter names in parentheses. The body of the function — the statements that are executed when it runs — is indented below the definition line. When we call the function, the values we pass to it are assigned to the corresponding parameter variables so that we can use them inside the function (e.g., the variable tempCelsiusin this function example). Inside the function, we use a return statement to define the value that should be given back when the function is used, or called). Now let’s try using our function. Calling our self-defined function is no different from calling any other function such as print(). You need to call it with its name and send your value to the required parameter(s) inside the parentheses: In : freezingPoint = celsiusToFahr(0) In : print('The freezing point of water in Fahrenheit is:', freezingPoint) The freezing point of water in Fahrenheit is: 32.0 In : print('The boiling point of water in Fahrenheit is:', celsiusToFahr(100))

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Lesson Notes 2-2 Factorial notation is a concise representation of the product of consecutive descending natural numbers: n! = n(n - 1)(n 2) (3)(2)(1). For example, 4! = (4)(3)(2)(1). Example 1: Evaluate the following. Lesson Notes 2-5 It is important to know the difference between a permutation and a combination. The two formulae are: Cr = = r r!(n r)! A permutation is an arrangement of a set of objects where order is important. Lesson Notes 2-3 Permutations of Distinguishable Objects The number of permutations of n different objects taken r at a time is: nPr = (n r )! Example 1: Matt has downloaded 10 new songs from an online music store. How many different 6-song play lists Lesson Notes 2-4 Permutations of Identical Objects In lesson 1, we determined the number of arrangements of objects when the objects were all different (ie. the letters in CLARINET were conveniently different). Now, lets take any word that has two letters Lesson Notes 1-2 Intersection & Union of Two Sets The set of elements that are common to two or more sets is called the intersection. In set notation, A I B denotes the intersection of sets A and B. For example, if A = cfw_1, 2, 3 and B = cfw_3, 4, 5 then Lesson Notes 1-1 Types of Sets & Set Notation QuickTime and a TIFF (Uncompressed) decompressor are needed to see this picture. How could we describe or organize the provinces and territories of Canada? A set is a collection of distinguishable objects. For Lesson Notes 2-1 Counting was fun when you were little, but sometimes there were too many items to count. In this chapter, you will learn some short cuts to counting. In other words, youll be counting without actually counting! Lesson Notes 1-5 Inverses & Contrapositives A statement that is formed by negating both the hypothesis and the conclusion of a conditional statement is called an inverse. For example, for the statement If a number is even, then it is divisible by 2 the in Lesson Notes 1-4 Consider the following two statements: If Adam is texting, then he is using a cellphone. If Adam is using a cellphone, then he is texting. How are the these statements relate to each other? Are they both true? Lesson Notes 1-3 Part A: Using the word not The negation of the statement I am going to assign homework tonight would be: I am not going to assign homework tonight. In Math the symbols for negations are: , , , Show the following on a n

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This is a very important part of any program, as it can allow your program to make decisions, based on simple rules and the data it is given. Almost all useful Scheme programs make use of conditional expressions. Whether deciding if a number is even or odd, or if two strings are equivalent, conditionals litter most Scheme programs, and are a core part of all Turing complete languages. In order to tackle conditionals, we must understand relational, equivalence and Boolean logic expressions Relational and Equivalence Expressions These determine how one value relates to another, is x larger than y? Is x the same as y? And so on and so forth. - (< a b) - #t if 'a' is strictly less than 'b', #f otherwise. - (<= a b) - #t if 'a' is less than or equal to 'b', #f otherwise. - (> a b) - #t if 'a' is strictly greater than 'b', #f otherwise. - (>= a b) - #t if 'a' is greater than or equal to 'b', #f otherwise. - (equal? a b) - #t if 'a' is exactly equal to 'b', #f otherwise. Now we know how to compare variables with one another, we can start executing code based on this, using an > (if (> 6 5) (+ x y) (- x y)) 11 This code is very simple to understand; if the first expression is #t (i.e. true), then evaluate the second expression, otherwise evaluate the third. In general, an if expression has the form: (if (<Predicate>) (<Body for True>) (<Body for False>)) cond we can easily evaluate many expressions based on many predicates. It is a very useful construct. (cond ((> x 0) x) ((= x 0) 0) ((< x 0) -x)) The general form of the cond is as follows: (cond (<p1> <e1>) ... (<pn> <en>) (else <exp>) ) This demonstrates that a cond expression can have multiple 'clauses'. Each clause is composed of a 'predicate' (<p1> ... <pn>) and an expression to be evaluated if the predicate is true. The else clause at the end is entirely optional, though it is often used to help handle errors and such.

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When, where, and how life first appeared are among science's biggest questions. A new model attributes life's formation to bombardment by meteorites. It also suggests there was only a short period during which life could have begun. Natural selection provides a powerful force for life to grow and develop, but getting started required the bringing together of nucleobases to form what became RNA. The most popular suggestions for the location of this event are hydrothermal vents at the bottom of the ocean and what Darwin called a warm little pond (WLP). A nuclear reactor has recently been proposed as well, but it is yet to be properly reviewed. According to McMaster University graduate student Ben Pearce, WLPs have several advantages: “Their wet and dry cycles have been shown to promote the polymerization of nucleotides into chains possibly greater than 300 links,” Pearce writes in Proceedings of the National Academy of Sciences. “Furthermore, clay minerals in the walls and bases of WLPs promote the linking of chains up to 55 nucleotides long.” Attempts to replicate the conditions around hydrothermal vents have produced RNA chains too short to be likely starter kits for life. However, WLPs still need nucleobases to join together in the first place, and the atmosphere back then is not thought to have been something well-suited to their formation. Moreover, three sorts of nucleobases have been found in meteorites. How likely then was it that nucleobases could reach Earth aboard a meteorite, survive passage through the atmosphere, and splashdown in a suitable pond where wet-dry cycles could cause them to join together to become life's first RNA? We know the early Earth was peppered by meteorites, although the record of the exact rate has been lost to erosion and geologic forces. Pearce and his co-authors use the rate of cratering on the Moon to calculate the number of impacts the Earth experienced in its first few hundred million years and factored in that only carbonaceous meteorites are likely to be suitable carriers. In addition, only a few of those traveled slowly enough to not burn up in the atmosphere. These estimates were compared with likely numbers of lakes and ponds on the Earth's very limited continental crust at the time. The authors conclude that prior to 4.17 billion years ago, there were sufficient cases of suitable meteorites touching down in WLPs to make seeding credible. RNA formation needed to occur before the nucleobases seeped out of the pond, which required temperatures of 50-80ºC (122-176ºF), but that is considered likely at the time. The paper concludes that life could have begun within just a few cycles of rainfall and drought after a meteorite strike, particularly if sedimentation protected the nucleobases from UV radiation.

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Negatives vs. Positives Prior to beginning algebra, most students have not had much practice with negative numbers. They are often not accustomed to taking a number’s sign into consideration. To help draw students’ attention to this important factor, ask them to highlight positive numbers in one color and negative numbers in another. -12 + 4 = Color-coding is a great strategy for helping algebra neophytes understand the idea of like terms. When adding or subtracting in expressions containing variables, ask students to highlight unattached numbers with one color and like terms with other colors before solving. Grouping blue terms with other blue terms will seem a lot more natural than grouping x’s with other x’s. Tip: Ask them to include the sign preceding each number in the highlight so that they will understand which numbers are positive and which are negative in tricky equations. When there is no sign, ask students to add in their own addition sign, then highlight it. 4n + 3x - 4 = 7x - 2n + 10 -> +4n + 3x - 4 = +7x - 2n + 10

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Wholes and Parts: English Learners In this fraction activity, students read about "whole" and "parts" and draw lines from sentences that tell about pictures related to the concepts, then draw something that is whole and falls to become parts. Houghton Mifflin text is referenced. 3 Views 2 Downloads Vocabulary Strategies for the Analysis of Word Parts in Mathematics Pair this resource with a reading of any math textbook, article, or book. Learners take note of unknown words and use the provided graphic organizer in order to use word roots, prefixes, and suffixes to help them determine the meaning of... 3rd - 8th Math CCSS: Adaptable Understanding Paragraph Basics Full of informative, helpful, and accessible activities, a language arts packet is sure to be a valuable part of your writing unit. It's versatile between reading levels and grade levels, and focuses on the most efficient ways for your... 3rd - 6th English Language Arts CCSS: Adaptable Count Fractions to Make 1 Whole Understanding how many fractions make one whole is a big step for young mathematicians. In the sixth video of this series, pupils look at visual models as they learn to count up fractions to make a whole. Students then apply this new... 5 mins 2nd - 4th Math CCSS: Designed

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The Creation of the Bill of Rights - How does the Bill of Rights protect individual liberties and limit the power of government? - How is this seen in our everyday lives? - Students will explain how the first 10 amendments to the Constitution protect individual liberties and limit the power of the government. - Students will evaluate the impact of the Bill of Rights on Americans’ everyday lives. Facilitation Notes: Stronger readers can read the background essay and complete the graphic organizer as background/preparatory work. Students will consult Appendix A: Founding Principles and Civic Virtues Organizer and Appendix B: Being an American Unit Graphic Organizer from the first lesson in this curriculum. Have students play the Life Without the Bill of Rights game. Ask for student responses to the Life Without the Bill of Rights game. What surprised them? What did they learn? Which rights seemed especially important after playing the game? - Distribute Background Essay and Background Essay Questions. Complete as a class/individually/in pairs as best suits your classroom. Discuss and/or collect answers. - Distribute Breaking Down the Bill of Rights Graphic Organizer. Have students complete in pairs or small groups, individually, or as a jigsaw, as best fits your classroom. Discuss student responses to the final questions. These questions are opinion-based and meant to generate discussion. Assess & Reflect - Have students return to Appendix A: Founding Principles and Civic Virtues Organizer from the first lesson in this curriculum and complete the definitions of freedom of religion and freedom of speech, press, and assembly based on what they learned in this activity. - Have students return to Appendix B: Being an American Unit Graphic Organizer from the first lesson in this curriculum and complete the applicable row as an exit ticket. - Have students create an approximately two-minute “Amendment Story” video for a chosen amendment in the Bill of Rights. Students can use whatever software is easily available. Each story should include visuals and narration on what the amendment says and why it is important. If software is not available, students can draw a cartoon or storyboard for their amendment story. The Supreme Court and the Bill of Rights Preserving the Bill of Rights Preserving the Bill of Rights teaches students Constitutional principles by examining primary source documents and significant Supreme Court cases. In addition, each unit features expanded classroom activities engaging students with the Bill of Rights and the responsibilities of citizenship. Students will understand the connection between current events and the Bill of Rights when they participate in activities such as writing letters to their elected representatives; serving in a mock jury; creating public service announcements; and writing model laws. Bill of Rights (1791) The first 10 amendments to the Constitution make up the Bill of Rights. James Madison wrote the amendments, which list specific prohibitions on governmental power, in response to calls from several states for greater constitutional protection for individual liberties. What Are the Origins of the Bill of Rights? In this lesson, students will explore the events and philosophies from British and colonial history that shaped the Founders' ideas about natural rights as well as the rights of Englishmen. They will also see how these rights affect all of our daily lives in a free society. The Bill of Rights – Docs of Freedom The Anti-Federalists had many objections to the Constitution, and one of them was that it did not have a bill of rights. Madison was worried that listing some rights would leave those rights that weren’t listed more vulnerable to infringement. But Jefferson put aside Madison’s concerns about the risks of a partial listing of rights, arguing, “Half a loaf is better than no bread. If we cannot secure all our rights, let us secure what we can.” Amid the drama of the ratification debate, Madison promised to introduce amendments in Congress. The Bill of Rights, a list that would serve to clarify and emphasize the limited nature of the national government, was ratified and added to the Constitution in 1791. Why A Bill of Rights? What Impact Does It Have? The debate over the Bill of Rights at the Founding was not an argument over whether rights exist, but about how best to protect those rights. The Founders disagreed about whether a bill of rights was necessary, and whether it would be effective. Later generations continue to face the challenge of finding the best way to safeguard individual rights. This lesson explores these debates and discussions.

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CC-MAIN-2023-23

https://billofrightsinstitute.org/lessons/the-creation-of-the-bill-of-rights

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en

This worksheet will see your learners finding the gradient, y-intercept and equations of straight-line graphs and between two points. As well as drawing graphs from equations without using a table of values to generate coordinates. In section A, students are faced with ten straight-line graphs on individual axes. They will calculate the gradient and find the y intercept before writing out the equation of each straight line. Section B is similar but also includes two questions where only two points on a graph are given. Then in section C, pupils will draw five graphs from their equations and are encouraged to do so only using the y intercept and gradient. Gradients are integer and fractional, positive and negative.

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CC-MAIN-2023-23

https://www.cazoommaths.com/maths-worksheet/finding-the-equation-of-the-line-a-worksheet/

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en

Earth's axis is tilted by approximately 23.5 degrees. In other words, Earth's daily rotation is shifted by 23.5 degrees with regard to its yearly revolution around the sun. This axial tilt is the reason why Earth experiences different seasons throughout the year, and also why summer and winter occur opposite each other on either side of the equator -- and with greater intensity farther away from the equator. The sun burns with the same intensity all year. Earth's elliptical orbit brings it closer or farther at different times of year, but this change in distance has a negligible effect on weather. The important factor is the incident angle of sunlight. As an example, imagine that you have a flashlight and a piece of paper. Hold the paper so that it is perpendicular to the beam of the flashlight, and shine the light on the paper. The light hits the paper at 90 degrees. Now, tilt the paper. The same light is spread over a larger area, and is therefore much less intense. The same phenomenon occurs with Earth and the sun. Equator Versus the Poles The reason the equator is the hottest part of the planet is because its surface is perpendicular to the sun's rays. At higher latitudes, however, the same amount of solar radiation is spread over a larger area, due to Earth's spherical shape. Even without any tilt, this would result in the equator being warm and the poles being cold. Because Earth is tilted, different latitudes receive different sun angles throughout the year. During summertime in the Northern Hemisphere, Earth is tilted so that the Northern Hemisphere is angled more directly at the sun. It receives more direct sunlight and is warmer. At the same time, the Southern Hemisphere is angled away from the sun, so it receives less direct sunlight and experiences winter. The axial tilt doesn't change throughout the year, but as Earth travels to the other side of the sun, the opposite hemisphere is angled toward the sun and the seasons change. Length of Days At the fall and spring equinoxes, in mid-September and mid-March, the axis is pointed neither toward nor away from the sun, and the Northern Hemisphere and Southern Hemisphere receive the same amount of sunlight. Day and night are of equal length at these times. After the equinox, the days begin to get shorter in one hemisphere and longer in the other. At the summer and winter solstices on the 21st or 22nd of June and December, the days are at their longest or shortest, respectively. The summer solstice in the Northern Hemisphere, June 21st or 22nd, is also the winter solstice in the Southern Hemisphere, and vice versa. About the Author Eric Moll began writing professionally in 2006. He wrote an opinion column for the "Arizona Daily Wildcat" and worked as an editor for "Persona Literary Magazine." He has a Bachelor of Science in environmental science and creative writing from the University of Arizona. Solar System image by kolesn from Fotolia.com

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CC-MAIN-2023-23

https://sciencing.com/tilt-earth-affect-weather-8591690.html

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en

Understanding the Basics of .append() In this lesson, you’ll see the basics of using the .append() method. The .append() method takes an object as an argument and adds it to the end of an existing list. For example, suppose you create a list and you want to add another number to it. You would do so by using the .append() method, by first typing the name of the list, followed by a dot, then the call to .append(), putting in parentheses the object you wanted to add. And now you can see that 4 has been added to the end of the list. In Python, the elements of a list can be any type of object, and .append() can be used to add any type of object to the end of the list. 00:57 You can start with a list of integers, 01:06 add another integer, then maybe a string, 01:20 and then a decimal number. So any type of object you have to add to the end of the list, you can use .append() to do that. One way to interpret what .append() does can be through the use of slicing. 01:45 You can start with a list and then use a slice operation to extend it. So this notation will have the same effect as .append(). So, what’s happening here? You’re taking a slice from numbers—in this case, from 3 to the end—and then assigning that slice to an iterable—in this case, a list containing a single element Since there is nothing at index 3 yet, Python unpacks this iterable and places the individual items at the end of the list. However, you shouldn’t take this interpretation too literally because .append() only adds a single item to the end of a list but using the slice operation will lead to a different type of results. So again, I’m going to take a slice from positions 3 to the end and set that slice equal to a longer iterable. Since numbers doesn’t have any elements there, Python will add them to the next positions in order in this list. So this list was extended by three elements to make room for 6. That’s using slicing. The .append() method doesn’t function this way. If I try to append… It helps if I type it right! numbers.append(). If I try to append a list to the end of the existing list, we get a list of size 4 with the fourth element being that list, the first three elements still being those integers. So again, don’t take this slice interpretation too literally. It only makes sense if you’re adding an iterable with a single element to the end of the list. In the next lesson, you’ll try to clear up some other misconceptions some programmers have when using Become a Member to join the conversation.

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CC-MAIN-2023-23

https://realpython.com/lessons/basics-of-append/

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en

1. M&M Math - M&M Math teaches number recognition and progression, and strengthens rote counting skills. The teacher reads the M & M Counting Book to the whole group and then there are four stations to complete. Station 1 uses estimation of m & m’s in baggies. The students will compare the bags of m& m’s. (Source: LEARN NC, The University of North Carolina at Chapel Hill School of Education) 2. Is Your Order Up or Down? The students will actively explore ordering numbers (from least to greatest and greatest to least). The students will engage in a whole group and cooperative learning group setting to explore ordering whole numbers. Students will also explore interactive web activities in an effort to enhance their understanding of ordering whole numbers. (Source: Alabama Learning Exchange, Alabama State Department of Education) 3. Island Inequality Mat. - The concepts greater than, less than, and equal to are explored in this 2-lesson unit. Students create piles of food on two islands, and their fish always swims toward the island with more food. The fish's mouth is open to represent the greater than and less than symbols. Students transition from the concrete representation of using piles of food and the fish to writing inequalities with numerals and symbols. (Source: Illuminations website, NCTM) 4. Comparing More Than, Less Than, Same - Concrete Level provides students with multiple practice opportunities to make a group of objects that is less than, more than, or the same as a given group of objects. (Source: MathVIDS Video Instructional Development Source, College of Education University of South Florida)

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CC-MAIN-2013-48

http://www.readtennessee.org/math/teachers/k-3_common_core_math_standards/kindergarten/counting_cardinality/kccc6/kccc6_lesson_plan.aspx

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en

Question or Exclamation? Students will be able to use exclamation points effectively in oral and written language, generate their own sentences using exclamation marks, and read to convey messages clearly to listeners. - Begin the lesson by asking students if they have ever been excited or angry. - Ask them how they show that they are excited, surprised, or scared. - Explain to your students that people often shout when they are angry, surprised, or excited. - Invite volunteers to demonstrate excitement or surprise. Explicit Instruction/Teacher modeling(10 minutes) - Explain to your students that an exclamation point is a punctuation mark usually used to indicate strong feelings or high volume and often marks the end of a sentence. For example: Watch out! - Have students generate a list of words that show excitement, surprise, relief, anger, and fear. For example: Oh no! Go away! Ouch! Hooray! - Write these words on the board, emphasizing that you are writing an exclamation point each time. Guided Practice(20 minutes) - In groups, instruct students to write sentences on sentence strips using one of the listed exclamatory words. - Invite each group to share sentences with the class using correct intonation and pitch. Remind your students to elevate their voices. - Allow the class to comment and determine whether other students are using the exclamation point appropriately. - Give question mark cards and exclamation point cards to each student. Have students give example sentences, and instruct the rest of the class to listen and raise the correct card when a question or exclamatory sentence is spoken. - Play another version of this game by asking your students to listen carefully to the sentences. Direct them to stomp their feet at the end of a sentence if it is a question and clap their hands once if it is an exclamatory sentence. If the sentence is neither a question sentence nor an exclamatory sentence, have your students remain silent. Independent working time(15 minutes) - Give students simple sentences in different ways so that they can be transformed into statements, exclamations, and questions. For example: Run John! Can John run? John runs. - For each sentence, ask your students to copy the statement and write the correct ending mark on a piece of paper. - Enrichment: Instruct your students to write a short story with as many question sentences and exclamatory sentences to read aloud. - Support: Have struggling students act out a scene where they act out questions and the feelings that typically accompany exclamation points. Instruct them to write down what they said. - During the lesson, observe students who are participating, following directions, and keeping up with their peers. - Check completed work. Review and closing(5 minutes) - Have students reread their sentence strips and display them in the classroom.

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CC-MAIN-2020-16

https://www.education.com/lesson-plan/question-or-exclamation/

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en

- slide 1 of 5 To have amazing adjective activities you must be properly prepared and you will have outstanding outcomes! Consider the grade level you are targeting for this activity. Choose several books from the classroom or library. Have one book for every two or three students. You may decide to go even further and mark specific selections from the books or even copy certain pages. The time to use these activities would be mid-way through your study of adjectives. The students should already know: An adjective is a word that describes a noun or a pronoun. A noun names a person, place or thing. A pronoun takes the place of a noun. Now that they can pick out an adjective from a sentence, the students will deepen their understanding by seeing that there different kinds of adjectives. Some adjectives tell "what kind": Bertha Butterwinkle is a famous person. What kind of person? A famous person. Some adjectives tell "how much/many": Bertha Butterwinkle has two dogs. How many dogs? Two dogs. Bertha Butterwinkle ate the whole pizza! How much pizza? The whole pizza. Some adjectives make comparisons: The nicest friend that I know is Bertha Butterwinkle. What kind of friend? The nicest friend. Some adjectives tell "which one": That boy is my brother. Which boy? That boy. - slide 2 of 5 Divide your students into groups of two or three. They should have a paper, pencil and the book or selection that you want them to use. Within the group, students can decide how they will operate. Will one read and one write? Will they read the selection together? Encourage them to go over the material several times in case they miss an adjective. The adjective usually comes before the noun but not always! Example: She wore a beautiful blouse. The blouse she wore was beautiful. Once they have gathered all the adjectives, students should put them in categories: ****What Kind***** Which One**** How Much/Many**** Comparing**** As groups finish, have them trade with another finished group to check their work. - slide 3 of 5 Wonderful Word Wall For the next part the students need to make a word wall with the adjectives. All of the students in class should compile their words by category and delete any duplicate words. You may decide to put the words on poster boards by category (What kind, Which one, How much/many, comparing) or add the words to your word wall by category. - slide 4 of 5 Now that you have your adjectives displayed by categories, for the final part of the adjective activities your students will have a writing assignment. Tailor this assignment to the age of your students. They can write sentences, a paragraph or a short story. The challenge is to use every category of adjective. If the assignment is writing sentences, students must use two or three different categories of adjectives. The tallest boy in the class is wearing a red shirt and two blue shoes. After these adjective activities, your students will have a better understanding of descriptive words and are more likely to spice up their writing. - slide 5 of 5 Cleary, Brian. Hairy, Scary, Ordinary: What is an Adjective? Lerner Publishing Group, 2000. Source: Author's twenty-five years of teaching in the elementary grade levels.

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CC-MAIN-2017-34

http://www.brighthubeducation.com/elementary-school-activities/56966-adjective-activity-and-word-wall/

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Since this science course was first examined in 2006 graph questions have become quite common. There are different types of graph questions, and we will look at each of these different types in turn. There is nothing scary here, and you have probably covered them all in maths anyway. It’s just that the science textbooks don’t seem to do a very good job of telling us why we have them in the first place, or why there are different types. Why do we have graphs? You won’t get asked this so you don’t have to learn it off by heart – I just thought you deserved to know. There are many different reasons, but we’ll just look at two here. To see what the relationship is between two variables, e.g. between the extension of a string and the force which caused it. Now assuming that a bigger force causes a bigger extension, the question is; are the two quantities directly proportional? i.e. if the size of the force doubles then the extension should be twice as much, if the force triples the extension will be three times as much etc. Another way of saying this is that the two quantities increase at the same rate (as force is increased the extension increases at the same rate). Or finally the scientific way of saying this is to say that the two quantities are directly proportional to each other (you must learn the phrase in italics off by heart because it gets asked a lot as you will see below). To investigate this you would plot the results on a graph, and if the two quantities are directly proportional then you will find that if you draw a line through the points you will end up with a straight line through the origin (the origin is the (0,0) mark). In some graphs the slope of the line gives us some extra information (and you must know what this is). There are only three graphs which fall into this category so make sure that you know each of them. 1. The slope of a distance-time graph corresponds to the speed (or velocity) of the moving object 2. The slope of a velocity-time graph corresponds to the acceleration of the moving object 3. The slope of a voltage-current graph corresponds to the resistance of the resistor under investigation. Note that for each of these graphs you will also get a straight line going through the origin, which verifies that the two quantities are directly proportional to each other. Which brings us to our next problem – how do we calculate the slope of a line? To calculate the slope of a line Pick any two points (from the graph) and label one point (x1y1) and the second point (x2y2). Make life easy for yourself by picking (0,0) as one of the points (assuming the line goes through the origin). You must then use the formula: slope = (y2 – y1)/(x2 – x1) Note that you can also find this formula on page 18 of the new log tables Yo – Which axis is the y-axis? Remember the yo-yo? It goes up and down right? Well so does the y axis (and it begins at zero) so y-zero = yo Now that’s just freaky.

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CC-MAIN-2017-34

https://thinkforyourself.ie/2012/05/11/how-to-get-an-a-in-junior-cert-science-part-2-the-graphs/

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en

Why do this problem? As well as giving students an opportunity to visualise 3-D solids, this problem provokes the need for students to work systematically. Counting the winning lines in an ad hoc way will result in double-counting or missed lines, with students getting many different answers. It is only by working in a systematic way that students can convince themselves that their answer is correct. By offering a variety of methods, we hope students will evaluate the merits of the different approaches, and recognise the power of methods which make it possible to generalise. These printable worksheets may be useful: Marbles in a Box Marbles in a Box - Methods "If I played a game of noughts and crosses, there are eight different ways I could make a winning line. I wonder how many different ways I could make a winning line in a game of three-dimensional noughts and crosses?" The image from the problem could be used to show one example of a winning line. Give students time to discuss with their partners and work out their answers. While they are working, circulate and observe the different approaches that students are using, and challenge them to explain any dubious reasoning. After a while, stop the group to share their results, perhaps writing up all their answers on the board (it is likely that there will be disagreement!). "It's often difficult to know we have the right answer to a problem like this, because there is a danger of missing some lines or counting some lines twice. Here are the systematic methods that four people used to work out the number of winning lines. For each method, try to make sense of it, and then adapt it to work out the number of winning lines of 4 marbles in a 4 by 4 by 4 cube." The methods are arranged two to a sheet, so you could give each half of the class a different pair of methods to work on, or alternatively you could give everyone all four methods. "Once you have adapted the methods for a 4 by 4 by 4 cube, have a go at working out what would happen with some larger cubes, and perhaps try to write down algebraically how many lines of n marbles there would be for an n by n by n cube." Bring the class together and invite students to present their thinking, by asking them to explain how to work out the number of winning lines in a 10 by 10 by 10 version of the game. Finally, work together on creating formulas using each method for the number of winning lines in an n by n by n game (or gather together on the board the algebraic expressions they found earlier) and verify that they are equivalent. How can you categorise the types of winning line, to make sure you don't miss any? How would you extend Caroline's (or Grae's or Alison's or James') method to count the number of winning lines in a 4 by 4 by 4 cube? Extend the cubic 'grid' to a cuboid, possibly 4 by 3 by 3 to start with, and ultimately $n$ by $m$ by $p$, always looking for lines of 3 - unless students want to look for other length lines (they could look for lines of 2 on the 3 by 3 by 3 grid). offers students the opportunity to work with the structure of a cube and consider faces, edges and vertices.

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CC-MAIN-2020-16

https://nrich.maths.org/marbles/note

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Resistors in electrical circuits are commonly used to provide other components in the circuit with the voltages and currents they require in order to function properly. For example, in this exercise, we will design our circuit (i.e. choose a resistance value) to ensure that an LED receives the voltage necessary for it to light up without allowing excessive current, which could burn out the LED. This exercise uses concepts introduced in our experiment on Ohm's law. A link to this experiment is provided at the right. The circuit we will build is displayed below. We are using a 5V source to light up an LED; we need to choose the resistor R so that the LED specifications are met. A review of the LED datasheet indicates that the LED requires at least a 2V voltage difference in order to light up. The datasheet also indicates that the absolute maximum forward current through the diode is limited to less than 30mA. Based on the information in the LED datasheet, we will set the following design requirements: Note: Design requirement (a), in conjunction with Kirchhoff's voltage law means that the voltage drop across the resistor must be approximately 3V. Choose a value for the resistance, R, which meets the above design specifications. Use only fixed resistances from the Digilent® Analog Parts kit. Construct the circuit you designed in Step 1 and measure the diode voltage difference and the current, I. Are the design requirements met?

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CC-MAIN-2023-23

https://learn.digilentinc.com/Documents/358

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en

A statement is an assertion that can be determined to be true or false. The truth value of a statement is T if it is true and F if it is false. For example, the statement ``2 + 3 = 5'' has truth value T. Statements that involve one or more of the connectives ``and'', ``or'', ``not'', ``if then'' and `` if and only if '' are compound statements (otherwise they are simple statements). For example, ``It is not the case that 2 + 3 = 5'' is the negation of the statement above. Of course, it is stated more simply as ``2 + 3 5''. Other examples of compound statements are: If you finish your homework then you can watch T.V. This is a question if and only if this is an answer. I have read this and I understand the concept. In symbolic logic, we often use letters, such as p, q and r to represent statements and the following symbols to represent the connectives. Note that the connective ``or'' in logic is used in the inclusive sense (not the exclusive sense as in English). Thus, the logical statement ``It is raining or the sun is shining '' means it is raining, or the sun is shining or it is raining and the sun is shining. If p is the statement ``The wall is red'' and q is the statement ``The lamp is on'', then is the statement ``The wall is red or the lamp is on (or both)'' whereas is the statement ``If the lamp is on then the wall is red''. The statement translates to ``The wall isn't red and the lamp is on''. Statements given symbolically have easy translations into English but it should be noted that there are several ways to write a statement in English. For example, with the examples above, the statement directly translates as ``If the wall is red then the lamp is on''. It can also be stated as ``The wall is red only if the lamp is on'' or ``The lamp is on if the wall is red''. Similarly, directly translates as ``The wall is red and the lamp is not on'' but it would be preferable to say ``The wall is red but the the lamp is off''. Click on the microscope for a more extensive list of English equivalents. The truth value of a compound statement is determined from the truth values of its simple components under certain rules. For example, if p is a true statement then the truth value of is F. Similarly, if p has truth value F, then the statement has truth value T. These rules are summarized in the following truth table. If p and q are statements, then the truth value of the statement is T except when both p and q have truth value F. The truth value of is F except if both p and q are true. These and the truth values for the other connectives appear in the truth tables below. From these elementary truth tables, we can determine the truth value of more complicated statments. For example, what is the truth value of given that p and q are true? In this case, has truth value F and from the second line of the tables above, we see the truth value of the compound statement is F. Had it been the case that p was false and q true, then again would be false and from the fourth row of the above table we see that is a false statement. To consider all the possible truth values, we construct a truth table. The lower case t and f were used to record truth values in intermediate steps. Note that while a truth table involving statements p and q has 4 rows to cover the possibility of each statement being true or false, if we have additional information about either statement this will reduce the number of rows in the truth table. If, for example, the statement p is known to be true, then in constructing the truth table of we will only have 2 rows. Truth tables involving n statements will have rows unless additional information about the truth values of some of these statements is known. A statement that is always true is called logically true or a tautology. A statement that is always false is called logically false or a contradiction. Symbolically, we denote a tautology by 1 and a contradiction by 0.

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CC-MAIN-2014-15

http://www.math.csusb.edu/notes/logic/lognot/node1.html

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Summary of Lesson Plan: Australian Curriculum Links: - Make models of three dimensional objects and describe key features (ACMMG063). Lesson Plan Sequence: In this lesson the learners will: Understand what are vertices, edges and faces are. Create 2D shapes from play dough and cut these in half to show line of symmetry and identify nets of 3D shapes and create the 3D shape from the net by cutting, folding and pasting/taping. Orientation 5 minutes - Focus: Students attention to play dough shapes at the front. - Engage: Ask students what they think we are doing this lesson? - Access: What are 3D shapes? What are 2D shapes? Explain 2D shapes are flat (they only have width and length) and 3D shapes have height (length, width and height) E.g. prisms and pyramids. Prisms have two bases and are the same all the way across. Pyramids have one base and a point where all edges meet. ExplorationStudents complete worksheet on vertices, edges and faces of 3D shapes.Guided Discovery What is symmetry? Share ideas. Explain a shape/object has symmetry when both sides of the shape/object are exactly the same/equal when we cut/divide it in half. Cut a flat triangle created from play dough in half horizontally and ask students if both sides are equal/exactly the same? No, therefore it is not symmetrical. Now cut the triangle in half vertically. Ask students if both sides are equal/exactly the same? Yes, therefore it is symmetrical. Write the names of a few 2D shapes on the board (circle, square, rectangle and triangle). Students roll out play dough and create these shapes and make a cut to show the shape’s line of symmetry. Show students how to create 3D shapes from nets. Cut, fold, paste/tape. Students create 3D shapes from their nets by cutting, folding and pasting/taping. Reflection 5 minutes - Consolidate: Revise 2D/3D shapes, vertices, edges, faces, symmetry and nets by playing the tag game. - Challenge/Extend: What is a hexagonal prism? - Using anecdotal notes and/or observational checklist, look for: - Understands vertices, edges and faces - Understands symmetry - Is able to correlate nets with its shape - Play dough shapes - Plastic knife - Cube Net (PDF) - Square-Based Pyramid Net (PDF) - Vertices, Faces, Edges Worksheet (DOC) If you like this lesson plan, or have an idea to improve it, please consider sharing it on Twitter, Pinterest and Facebook or leave a comment below. Feature image source: http://richgamesforlearning.com/wordpress/wp-content/uploads/2012/08/BlindShapes.jpg

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You need to understand the various properties of numbers because many GRE math questions will use words such as integer, whole number, and ratio, and you’ll need to be familiar with these and similar concepts. Integers are whole numbers on the number line, and can be either negative or positive. For every positive integer, there is an equivalent negative integer. Zero is a special integer, and it is neither positive nor negative. Examples of integers are -3, -2, -1, 0, 1, 2, 3. All numbers on the number line to the left of the zero are negative integers, while all numbers to the right of the zero on the number line are positive integers. That said, here is a sample GRE quantitative comparison integer question: |The number of integers that are less than -10 but greater than -34,645,734,654 ||The number of integers that are greater than 9 but less than 34,645,734,654 First, you'll need to know that there are as many negative integers as there are positive integers, because for every positive integer, there is an equivalent negative integer*. However, the set of numbers in Column B is greater than the set of numbers in Column A because Column B also includes positive 10, while Column A does not include negative 10. Although the concept of positive and negative numbers is straight-forward to those that routinely use math in their work or who routinely used math in college, you might find it a bit confusing, in which case, feel free to quickly draw a number line if you are given a positive/negative integer question on the GRE. That way, you'll be able to easily see how one number relates to another. Consecutive integers are two or more numbers that are written in sequence, where the numbers are ordered according to size. For example, the consecutive integers from -2 to 1 are -2, -1, 0, and 1. So, a simple GRE consecutive integer question might be the following: |How many consecutive integers are| larger than -5 and smaller than 6? Again, this is a straight forward GRE question, but ONLY if you know the definition of consecutive integers. The consecutive integers greater than -5 and smaller than 6 include -4, -3, -2, -1, 0, 1, 2, 3, 4, and 5, for a total of 10 integers. The absolute value of a number is the distance to the number from 0 on the number line. The symbol for absolute value is | |, and the absolute value of a number is always positive. For example, the absolute value of -5, which is written as |-5|, is 5, and the absolute value of 6, written as |6|, is 6. Two different numbers are opposite if they have the same absolute value, so -6 and 6, and -22 and 22 are opposite numbers. *Keep in mind that the GRE General Test is meant to measure your BASIC math skills. If, while reading the above referenced statement, you were conjuring up proofs and theorems that depend on concepts such as Kantor's degrees of infinity, the cardinality of infinite sets, or, God-forbid, you ventured so far as to begin thinking about Godel's Incompleteness Theorems as a way to address the relation of infinite sets to Hilbert's posed problems (see, we know our math!), then you have over-analyzed the problem. Remember; think SIMPLE! If you catch yourself performing tedious calculations, or you are employing advanced mathematical techniques in an attempt to answer a question, then stop! and look for an easier solution.

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In the computer, a computer byte is composed of 8 binary bits, and the computer word is composed of a number of bytes with the word length dependent on the computer. A user should read the manufacturer’s documentation to determine the word size for a particular computer system. Therefore, a character, integer, or decimal number must be represented as a bit combination. There are some generally accepted practices for doing this: Character: Almost all computers today use the ASCII standard for representing character in a byte. For example “A” is represented by 6510, “a” is represented by 9710, and “1” is represented by 4910. Most architecture textbooks will provide a table providing the ASCII representation of all character. In the past there were vendor-specific representations such as EBCDIC by IBM. Integer: The computer and user must be able to store signed (temperature readings) and unsigned (memory addresses) integers, and be able to manipulate them and determine if an error has occurred in the manipulation process. Most computers use a twos complement representation for signed numbers and the magnitude of the number to represent unsigned numbers. Decimal number: Decimal numbers are represented using a floating point representation with the most important one being the IEEE Standard 754, which provides both a 32-bit single and a 64-bit double precision representation with 8-bit and 11-bit exponents and 23-bit and 52-bit fractions, respectively. The IEEE standard has become widely accepted, and is used in most contemporary processors and arithmetic co processors. The computer is a finite state machine, meaning that it is possible to represent a range of integers and a subset of the fractions. As a result, a user may attempt to perform operations that will result in numeric values outside of those that can be represented. This must be recognized and dealt with by the computer with adequate information provided to the user. Signed integer errors are called overflow errors, floating point operations can result in overflow or underflow errors, and unsigned integer errors are called carry errors. The computers store numbers in twos complement or floating point representation because it requires less memory space. The operations are performed using these representations because the performance will always be better. The computer architect must determine the algorithm to be used in performing an arithmetic operation and mechanism to be used to convert from one representation to another. Besides the movement of data from one location to another, the arithmetic operations are the most commonly performed operations; as a result, these arithmetic algorithms will significantly influence the performance of the computer. The ALU and Shifter perform most of the arithmetic operations on the data path.

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Capital Letters and Full Stops Worksheets This set of capital letters and full stops worksheets are a great way to help your children become more familiar with how to use capital letters and full stops in full sentences, including capital letters for proper nouns. Children can unscramble sentences, correct the missing capital letters and full stops in both single sentences and paragraphs, and read sentence cards aloud to a partner to see if they can record the sentence including the correct punctuation. These fun capital letters and full stops worksheets are completely free to download. Did you know that we also have fully planned and resources English lessons for KS1 and KS2? You can also check our Capital Letters and Full Stops wiki entry!

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A moment is a turning effect of a force and you come across them every day of your life. For the physics GCSE, you need to know some examples of forces that create turning effects, how the principle of moments can be utilised and how to calculate the magnitude of turning forces and moments. If an object is fixed in place using a pivot (a shaft or other fixing that is designed to allow movement of the object), then you have the exact situation required for a turning force to arise. When an object is placed on something narrower, the narrow object can act as a pivot too, for example, a plank placed on a brick. Finally the edges or curved parts of objects can act as pivots too - take for example, a fork. Placed with the curved side uppermost, it is stable, however, placed with the curved side on the table, pressing downwards on the prongs will create a turning force that raises the handle. The pivot is sometimes referred to as the fulcrum, especially in the context of levers. When a force is applied to a pivoted object, if it is to one side or the other of the pivot, the object will experience a moment. If the magnitude of the moment is sufficient to overcome any frictional forces, then the object will turn around the pivot. The size of the moment depends on the size of the force applied and its perpendicular distance from the pivot. The equation for calculating a moment is simply the force multiplied by the distance. The SI unit of force is the newton; the SI unit for distance is metres, so the SI units for moments will be newton metres. All pivoted systems obey the principle of moments. This tells us that if a pivoted object is not moving, the sum of the anticlockwise moments is the same as the sum of the clockwise moments. Questions on your exam paper will often ask you to work out the force or the distance that would be needed to balance a specific moment. Answering such questions is just a case of rearranging the equation that represents the principle of moments to isolate the term you are required to work out: anticlockwise force x anticlockwise distance = clockwise force x clockwise distance In some parts of the world, the circus is still very popular. Several circus acts utilise the principle of moments. Trapeze artists are one such group of performers. The trapeze is just an object that is fixed in place by a pivot, high in the big top tent. They can change the moment on the trapeze by altering the position of their centre of gravity. Some of the more spectacular trapeze artists even use the principle of moments to reach the trapeze - they use a see-saw! One or more members of the troupe will stand on a platform and the trapeze performer stands on the end of a specially strengthened see-saw. The people on the platform jump down together and land on the end of the see-saw. The moment they create is larger than the one created by the single person on the other end, so the force moves the see-saw. As you know, when a force moves, work is done. This work done transfers the gravitational potential energy of the jumpers into kinetic energy, firing the performer upwards to reach their trapeze. There is lots of physics in operation at a circus. You can play every teacher-written quiz on our site for just £9.95 per month. Click the button to sign up or read more. The Tutor in Your Computer! Quiz yourself clever - try up to five free quizzes NOW

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An object may have several different forces acting on it, which can have different strengths and directions. But they can be added together to give the resultant force. This is a single force that has the same effect on the object as all the individual forces acting together. If the resultant force is zero, a moving object will stay at the same speed. If there is no resultant force then a system is said to be in equilibrium. If the resultant force is not zero, a moving object will speed up or slow down - depending on the direction of the resultant force: Note that the object could also change direction, for example if the resultant force acts at an angle. Here is the equation that relates acceleration to force and mass: force is measured in newtons, N mass is measured in kilograms, kg acceleration is measured in metres per second squared, m/s2. For example, the force needed to accelerate a 10 kg mass by 5 m/s2 is 10 × 5 = 50 N The same force could accelerate a 1 kg mass by 50 m/s2 or a 100 kg mass by 0.5 m/s2. You should see that it takes more force to accelerate a larger mass. The triangle diagram may help you to rearrange the equation so you can calculate acceleration. An aircraft of mass of 1200 kg starts from rest and accelerates along a straight horizontal runway. The aircraft engine produces a constant thrust of 3400 N. A constant frictional force of 400 N acts on the aircraft. Calculate the acceleration of the aircraft. m = 1200 kg Engine = 3400 N Friction = 400 N F = (3400 - 400) = 3000 N F = ma 3000 = 1200 × a a = 2.5 ms-2 In some situations, forces on an object act in more than one dimension. For example, for an aircraft in flight there are at least four forces acting: When you are doing this kind of problem, always work in one dimension at a time.

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How SCs Work: A Bunch of Parts Every sentence is built out of a bunch of parts. The most important parts you need to know to beat SCs are clauses and conjunctions. - Clauses: The parts of a sentence that contain a noun and a verb. Every complete sentence must contain at least one clause, and every clause should convey one idea. SCs always present you with compound sentences, which means they contain more than one clause. In compound sentences, clauses can either support or contrast each other. Clauses that support each other contain a consistent flow of ideas with no opposition within the sentence. For example, this sentence contains two clauses that support each other: “The test was easy, so I aced it.” Clauses that contrast each other contain a flow of ideas that oppose each other. For example, this sentence contains clauses that contrast each other: “The test was easy, but I failed it.” - Conjunctions: Words that join clauses, like so and but in the previous examples, are called conjunctions. Conjunctions are important on SC questions because they often reveal how a sentence’s clauses relate to each other. Knowing how clauses relate enables you to determine what kind of word(s) you need to fill in the blanks. In the sentence, “The test was easy, but I failed it,” the conjunction but indicates that the two clauses contrast—although you would expect that the writer of this sentence would pass an easy test, the conjunction but signals a contrast, which sets up the unexpected idea that the writer of this sentence failed the test. One of the simplest ways to understand how sentences work is to imagine them as electrical ciruits. Let’s talk very basic electricity for a few minutes. Here’s how electricity works: An electric current flows along a path called a circuit, which carries the current from one point to another. Along the way, switches at certain key points of the circuit tell the current which way the flow should go. Think of every sentence as a circuit. The clauses are the current and the conjunctions are the switches that direct the flow of the sentence. - sentence = circuit - clauses = current - conjunctions = switches Some sentences flow in one direction from start to finish. An example of a sentence in which the clauses flow one way is, “Sarah slept until noon and was wired all night.” The two clauses, Sarah slept until noon and was wired all night, are joined by the conjunction and, a switch that tells you that the two clauses support each other. If someone sleeps until noon, you’d expect them to be wired all night; the and in this sentence signals that you’re expectations will be met. Other conjunctions signal a contrast between the clauses that make up a sentence. For example, in the sentence, “Sarah slept until noon but was still tired by nine p.m.,” the conjunction but serves as a switch that signals a contrast, or opposition, between the two clauses in the sentence. You’d expect that Sarah would have trouble falling asleep, since she slept until noon; that but signals that you’re expectations will not be met in this

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THE BASICS OF FRACTIONS Equivalent fractions To create a fraction, a whole is divided into equal pieces. The number of equal pieces becomes the denominator of a fraction related to that whole. The denominator is the bottom of a fraction. The numerator of the fraction is determined by counting how many of those equal pieces are selected from the whole. The numerator is the top of a fraction. Equivalent fractions show the same part of the whole. Different fractions are equivalent if the part of the whole that is selected for each is identical in size. You should be able to look at these drawings and decide if the part of the whole shown identical in size and if the fractions created are equivalent. Math Oasis Home | Talking Math | List of available Tutorials | Questionnaire

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