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The learning goals for this section are for students to understand the need for (1) brackets in expressions and (2) assigning an order to operations. I found this section difficult to plan for, because of how much background knowledge is required before students can successfully complete the problems proposed in the textbook. It was challenging to find a way to build the necessary understanding into each example that would allow students to feel successful with the next. I am still not entirely sure I succeeded, and I would appreciate feedback. The first example reviews the concept of brackets, and shows what effect they can have on an expression containing only addition and subtraction. The second example adds a small amount of complexity, but sticks to addition and subtraction. The third example introduces multiplication and division. The fourth combines multiplication with addition, and explains that multiplication is simply shorthand for repeated addition. Next, we use the acronym BEDMAS (Brackets and Exponents, Division and Multiplication, Addition and Subtraction) to state the order of operations. I am unsure if this is still the best way to present the order of operations, for the following reason. Ideally, students should understand that: - Brackets define a priority - Powers (exponents) are simply repeated multiplication (or division) - Multiplication is simply repeated addition (or subtraction) With that understanding, students should be able to comprehend intuitively what the order of operations has to be. In this lesson, it would be up to the teacher to ensure that students make that connection. The final example puts it all together and introduces the square root symbol, which (depending on your interpretation and the level of your students), could be categorized (correctly) as an exponent or (less correctly) as a type of bracket. To view or print the PDF, click here: 2014-09-06 1.8 Order of Operations.pdf Chapter Overview / Table of contents. Not what you're looking for? Try the main Grade 8 Nelson Mathematics Lesson Plans.

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CC-MAIN-2017-34

https://www.jeremybarr.ca/blog/2014/09/11/order-of-operations

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What Are Logic Truth Values? We live in a world where logic is everything. You cannot solve even a simple addition problem without logic behind it. However, when you are learning about the truth value of any scenario, you need to keep one major thing in your mind. The answer will be either true or false. There is no in between, and there is no such thing as no answer or both answers. A statement in logic is usually built around statements using logic connectives. Thus, the truth/false answer of any statement depends on these connectives. After you've learned the concepts of logic truth values, you'll start to perform operations by using the truth tables. Over the course of our logic worksheet collection we have covered disjunction, conditionals, and biconditionals by themselves. These worksheets also work on the AND and Or conditional statements. The major theme here is to provide you with a series of logic review lessons and worksheets. We also introduce the concept of open sentences. An open sentence just means that an unknown variable is present in the sentence and we do not clearly know the truth value because of that missing value. Your students will use the following worksheets to learn about various truth values. Activities include disjunctions, conditionals, and biconditionals, negations, conjunctions, determining the truth value of open sentences, truth tables, and more.

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CC-MAIN-2021-39

https://www.easyteacherworksheets.com/math/logic-truthvalues.html

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When a reaction occurs, we can record on paper what has happened, but we do so in very specific ways. For example, whenbarium nitrate reacts with sodium sulfate, the reaction that occurs is written this way: Here is the same reaction, with explanations for all of the numbers that you may or may not recognize: When reactions are written in this manner, there are a few very important rules that must be followed: - The reactants (the things that are reacting together) are always on the left side - An arrow leads from the left to the right and signifies that a change is occurring. - The products (the things that are formed in the reaction are always on the right side - The reaction must be balanced. That means that there must be the same number of atoms of each element on both sides of the reaction. - Formulas MUST be written correctly according to the defined practice - Reactions are balanced by adding coefficients (by changing how many or each molecule are involved in the reaction not by changing the formula itself.

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CC-MAIN-2018-05

http://abetterchemtext.com/Reactions/wrt_rxn.htm

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Observe the differences in the graphs when <, ≤, =, >, and ≥ are used. - Students will graph the solution to simple inequalities in one variable and describe the solution using correct vocabulary and symbols. - Boundary point - Open (non-inclusive) intervals - Closed (inclusive) intervals About the Lesson This lesson involves observing the differences in the graphs when <, ≤, =, >, and ≥ are used. Students will make conjectures as to when to shade to the left, right, or not at all, as well as to whether the boundary point is shaded (included). As a result, students will: - Understand how to graph the solution to an inequality in one variable on the number line. - Describe the solution of a linear inequality in one variable, given the graph, using correct vocabulary and symbols.

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CC-MAIN-2021-25

https://education.ti.com/en/activity/detail?id=BEBDC44A5B694AA88842F84E5B69A108

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- Introduce compound probability and demonstrate the difference between dependent and independent events. Show examples of independent events and the formula to use when solving these types of problems. - Introduce mutually exclusive events and how to solve for these events. - Introduce more real-world examples of conditional probability, using tree diagrams. Tree diagram . - Have students work individually or in pairs to solve probability problems. Students can hand in results for grading or use as a discussion tool. Tips and Tools Either of thesecan be used to demonstrate compound probability, sample space, and outcomes. UseKhan Academy video to demonstrate the addition rule for probability (11 minutes). Check for prior understanding using this CCSS 8th grade exercise on. Have students enter their observations (what they learned, what they need to learn, etc) in their. If appropriate, use a prompt: What surprises them about probability?

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CC-MAIN-2019-04

http://currikigeometry.org/ContinueInstruction_2Teacher

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Observe the differences in the graphs when <, ≤, =, >, and ≥ are used. - Students will graph the solution to simple inequalities in one variable and describe the solution using correct vocabulary and symbols. - Boundary point - Open (non-inclusive) intervals - Closed (inclusive) intervals About the Lesson This lesson involves observing the differences in the graphs when <, ≤, =, >, and ≥ are used. Students will make conjectures as to when to shade to the left, right, or not at all, as well as to whether the boundary point is shaded (included). As a result, students will: - Understand how to graph the solution to an inequality in one variable on the number line. - Describe the solution of a linear inequality in one variable, given the graph, using correct vocabulary and symbols.

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CC-MAIN-2019-13

https://education.ti.com/en/activity/detail?id=BEBDC44A5B694AA88842F84E5B69A108

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en

This topic introduces the fundamentals of radical expressions. In this six lesson series, the student learns the definition of radicals. The student also learns how to add, subtract, and multiply radical expressions. In this lesson, the student is introduced to many special definitions that involve radicals. Words like radical, radicand, and order are given. Examples are used to illustrate the square root, cube root, fourth root, and fifth root of numbers to show the student the notation behind radical expressions. In this lesson, the student learns the even-odd principle of radicals. The student learns radicals of an even order have two solutions, if they exist, while radicals of an odd order have one solution. The student also learns that the square root of a negative number is not a real number. This lesson introduces the product rule for radicals. The student also learns how to simplify radicals that contain whole numbers. In this lesson, the student learns how to add and subtract radicals. The student first learns that radicals with different bases or different orders cannot be added or subtracted. The student then sees how simplifying a radical can allow the bases to align, so that radical expressions can be added or subtracted. This lesson introduces the student to multiplying radicals. The student learns that they can multiply radicals of the same order together. They also learn how to simplify the product. In this lesson, the student is introduced to using the distributive property to multiply radicals.

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CC-MAIN-2017-26

http://ilearn.com/main/ilearntopics/algebra1/radicals-i.html

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en

Students should spend time spinning the geometric shapes below. They can see the controls to get to know the shapes. In a math journal or on a blank piece of paper, ask students to record what they discover about the shapes. Each of the shapes is called a polyhedron, which means "many faces." (Note: Polyhedra is the plural form.) Students may use the Geometric Solids Tool, which is identical to the following tool: Geometric Solids Tool Instructions for Students Choose a Shape: - Click on the new shape button. Rotate the Shape: - Place the mouse pointer on the shape. Move the mouse while holding down the mouse button. Color the Shape: - Click on a color. Hold the Shift Key while clicking the mouse where you want to paint. You can paint a face, an edge or a corner. Remove the Color: - Click on the reset shape button. See Through the Shape: - Click the box by Transparent. Change Shape Size: - Use the mouse to move the blue Developing the Activity It is expected that students will identify the solids as having flat sides and that they will say the first shape is made of pentagons, the second is made of lots of triangles, and the third is made of triangles but is different from shape 2, and so on. They may tell you which is their favorite shape and why, and they may mention which shape is more familiar to them. Be sure to have the students check the Transparent box so they can also view the shapes as transparent. Ask what information about the shapes they can see more easily in the transparent views. It is very beneficial for students to work with solid models in becoming familiar with the properties of solids. If you have geoblocks or other geosolids, make them available to students. Open-ended directions, such as, "See what you discover about the shapes. Share your discoveries with a friend," can be useful. You can begin to derive some vocabulary from student dialogue. For example, a student might say, "There is a flat side." And the teacher could respond, "Yes, we call that flat side a face." The terms faces, edges, and corners are defined in the next lesson.

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CC-MAIN-2015-27

http://illuminations.nctm.org/Lesson.aspx?id=3969

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en

Java's System.out.printf function can be used to print formatted output. The purpose of this exercise is to test your understanding of formatting output using printf. To get you started, a portion of the solution is provided for you in the editor; you must format and print the input to complete the solution. Every line of input will contain a String followed by an integer. Each String will have a maximum of alphabetic characters, and each integer will be in the inclusive range from to . In each line of output there should be two columns: The first column contains the String and is left justified using exactly characters. The second column contains the integer, expressed in exactly digits; if the original input has less than three digits, you must pad your output's leading digits with zeroes. Each String is left-justified with trailing whitespace through the first characters. The leading digit of the integer is the character, and each integer that was less than digits now has leading zeroes.

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CC-MAIN-2018-47

https://www.hackerrank.com/challenges/java-output-formatting/problem

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en

We can determine how big an earthquake is by measuring the size of the signal directly from the seismogram. However, we also have to know how far away the earthquake was. This is because the amplitude of the seismic waves decreases with distance, so we must correct for this. In 1932 Charles Richter devised the first magnitude scale for measuring earthquake size. This is commonly known as the Richter scale. Richter used observations of earthquakes in California to determine a reference event; the magnitude of an earthquake is calculated by comparing the maximum amplitude of the signal with this reference event at a specific distance. The Richter Scale is logarithmic, that means that the amplitude of a magnitude 6 earthquake is ten times greater than a magnitude 5 earthquake. Since then, a number of different magnitude scales have been developed based on different seismic wave arrivals observed on a seismogram. Body wave magnitude, mb, is determined by measuring the amplitude of P-waves from distant earthquakes. Similarly, surface wave magnitude, Ms, is determined by measuring the amplitude of surface waves. However, many magnitude scales tend to underestimate the size of large earthquakes. This led to the development of the moment magnitude scale — Mw. The advantage of Mw is that it is clearly related to a physical property of the source, since the seismic moment is a measure of the size of an earthquake based on the area of fault rupture, the average amount of movement, and the force that was required to overcome the friction holding the rocks together. |1.0||30 lb||Construction site blast| |2.0||1 ton||Large quarry or mine blast| |4.0||1 kiloton||Small atomic bomb| |5.0||32 kiloton||Nagasaki atomic bomb| |6.0||1 megaton||Double Spring Flat, NV Quake, 1994| |7.0||32 megaton||Largest thermonuclear weapon| |8.0||1 gigaton||San Francisco, CA Quake, 1906| |9.0||32 gigaton||Indian Ocean Quake 2004|

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CC-MAIN-2016-36

http://www.bgs.ac.uk/discoveringGeology/hazards/earthquakes/MeasuringQuakes.html

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en

This set of three worksheets provide practice with the verbs “has”, “have” and “had”. The first worksheet explains that these verbs tell about a noun or pronoun in the sentence. - Worksheet 1: Students circle the word “has”, “have” or “had” in each given sentence, and underline the noun or pronoun the word tells about. - Worksheet 2: Students fill in the blanks with the correct word (“has”, “have” or “had”) - Worksheet 3: Students use their own words to complete sentences with given subject and verb . (Eric has….) These worksheets are great for review, practice, or for students just learning this concept. Perfect for either in-class or take-home work. Designed for Grades 1 & 2, with simple sentences. Supports Common Core standards L.1.1, L.1.1j, L.2.1, L.2.1f

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CC-MAIN-2022-49

https://www.madebyteachers.com/products/verbs-practice-has-have-had-3-worksheets-grades-1-2/?add-to-cart=179182

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In an effort to provide you with as many resources as possible, this is the section reserved for activities to help students learn all about similes. There are now 23 simile worksheets in this section but you can expect more to be added soon. Your intermediate students will enjoy this activity for practicing similes and idioms. All the materials you need are included even the lesson plan but you are more than welcome to adapt it to suit your students better. For example, perhaps instead of an introduction, you may choose to use it as a review. If you are interested in a different type of exercise, look at the other worksheets on similes. You can use the worksheets as they are or just use them as inspiration for your own. A simile is a figure of speech. When introducing similes to your students, approach the topic as you would a new type of sentence structure. Focus on creating similes using one structure as a time. Sentences like He is as brave as a lion. use a common simile structure but you can also use like and than to create similes. By introducing one structure at a time, you can ensure that students understand the material before moving on. Besides having students create similes using common structures, test comprehension by asking them to explain the meaning behind their sentences. This is good practice because it gives them the opportunity to paraphrase which requires using synonyms and drawing on a larger pool of vocabulary. A simile is a figure of speech that directly compares two different things by employing the words "like", "as", or "than". Even though both similes and metaphors are forms of comparison, similes indirectly compare the two ideas and allow them to remain distinct in spite of their similarities, whereas metaphors compare two things directly. For instance, a simile that compares a person with a bullet would go as follows: "Chris was a record-setting runner as fast as a speeding bullet." A metaphor might read something like, "When Chris ran, he was a speeding bullet racing along the track." A mnemonic for a simile is that "a simile is similar or alike." Similes have been widely used in literature for their expressiveness as a figure of speech: Dickens, in the opening to 'A Christmas Carol', says "But the wisdom of our ancestors is in the simile." A simile can explicitly provide the basis of a comparison or leave this basis implicit.

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CC-MAIN-2018-09

https://busyteacher.org/classroom_activities-vocabulary/similes_asas-worksheets/

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Finding the Circle Formula Lesson 9 of 10 Objective: SWBAT derive the formula for a circle using Pythagorean Theorem and apply it. Practice with Circle Formula Practice with the Circle Formula: Once students have derived the formula for a circle using the Pythagorean Theorem, teachers can help students work through the first two examples of page two of the lesson. The first example asks students to write the equation of a circle given a point and a radius, while the second question asks students to find the formula given two points. This will require students to use a prior skill of calculating length using the distance formula. Teachers should give students time to talk through with a partner how to solve this question before telling them to use the distance formula, a graphical representations can help for students to visualize this. We will then ask students to graph a circle when given the formula. Example 3 can be tricky for students since there are no h and k term for students. Finishing Class notes: Page 4 of notes asks students to find the area and circumference of a circle when given the formula of the circle. There is a review activity which digs deeper into the idea and differences behind perimeter/circumference and area. This review may not be necessary for students who have a strong understanding of these topics, and could be kept in the notes for classes who could use a reinforcement of these topics. The last part of the lesson includes a host of practice questions for students to apply their knowledge. If teachers have a chance, they can review questions #8 and #9 with students since question #8 asks students to write the equation of a circle, and the other ask students to graph a circle when given the equation of a circle. The exit ticket for this lesson asks students to determine the radius and center for a given circle, and also to write the equation of a circle when given the center and radius length.

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CC-MAIN-2018-34

https://betterlesson.com/lesson/reflection/9783/reading-directions-for-precision

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Order of Operations As your students learn to evaluate expressions, they need to know the order of operations to use. Help your students learn how to interpret equations and how to add and multiply by equals. Teach your students how to find and graph points for linear relationships, and how to find the length of a line. Division by 1-Digit Numbers Introduce your students to division, which is the inverse operation of multiplication. Refresh your memory with this overview of the topic. Here you'll find at least two complete lesson scripts to use with your class. Share your ideas for ways to manage your classroom, speed learning, and handle difficulties. Find answers to common questions students ask.

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CC-MAIN-2015-32

http://eduplace.com/math/mathsteps/4/

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en

The Online Teacher Resource Receive free lesson plans, printables, and worksheets by email: - Over 20,000 Printables - For All Grade Levels - A Complete Elementary Curriculum - Print and go! Kindergarten through Grade 2 (Primary / Elementary School) Overview and Purpose: This activity will help students see the logic of creating patterns and help them begin to be able to create their own. The lesson should begin with the definition of the word 'pattern' (things arranged following a rule). The teacher can use an overhead projector and colored transparent shapes to display patterns. The students will work in groups to discover the rule and extend the pattern. Each group will then be able to practice creating their own patterns for another group to extend. The student will be able to *name the rule for a displayed pattern of three to five colors or shapes *extend a three to five color or shape pattern *create a three color or shape pattern and repeat it a minimum of two times Transparent colored shapes Several of the same shapes for each group of three students Crayons or colored pencils Begin the lesson by talking about what a pattern is (things arranged following a rule). Have the students write the definition in their math journal. Use the overhead projector and transparent shapes to create a pattern. Have the students divide into groups of three and discuss what the rule for the pattern is and then extend the pattern by repeating it two times. Come back together as a group to discuss the rule and have one of the groups come up and replicate the pattern on the overhead using the transparent shapes. Continue this exercise providing more difficult patterns as the student's confidence and skill level increases. For a closing activity, have each group develop their own pattern and then have the groups rotate to each pattern. They can write the rule and extend the pattern in their math journals. Encourage them to use crayons or colored pencils to draw the pattern. When all the groups have been able to see each pattern, have each group name their rule and show how the pattern would have been extended. Discuss how everyone did at recognizing the patterns and writing the rules. This activity can be continued for homework by having students develop three or four patterns at home. They can write the rule and draw the pattern in their math journal. The idea of patterns can also be extended into other subjects and the students can be encouraged to find patterns in art, nature, and music.

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CC-MAIN-2015-35

http://www.teach-nology.com/teachers/lesson_plans/math/k2patterns.html

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en

There are many different types of worksheets in this section on nouns. Teachers approach the topic in a variety of ways which has resulted in 489 noun worksheets being posted on this page. There are some subsections which may help you find what you are looking for more easily. Here is an example of one of the noun worksheets available. It is for complete beginners and, due to the fact that it relies on images, younger students. The worksheet is to help students practice forming plural nouns and contains both regular and irregular nouns. Other worksheets focus on countable and uncountable nouns, possessive forms, and other noun related topics. Take a look around to see what Busy Teacher can offer. A noun is the name of a person, place, or thing; as one of the fundamental building blocks of English, your students will be learning a lot of them. When introducing new vocabulary use flashcards with clear images that indicate the meaning of the words, drill nouns with articles during pronunciation practice, and be sure to test individual pronunciation and comprehension before asking students to complete further activities. Students will have to learn the difference between countable and uncountable nouns, regular and irregular plural noun forms, and the possessive forms. While this may seem like an immense amount of material, you can and should break it down into sections that your students will find more manageable. In linguistics, a noun is a member of a large, open lexical category whose members can occur as the main word in the subject of a clause, the object of a verb, or the object of a preposition (or put more simply, a noun is a word used to name a person, animal, place, thing or abstract idea). Lexical categories are defined in terms of how their members combine with other kinds of expressions. The syntactic rules for nouns differ from language to language. In English, nouns may be defined as those words which can occur with articles and attributive adjectives and can function as the head of a noun phrase. In traditional English grammar, the noun is one of the eight parts of speech. Noun comes from the Latin nōmen "name", a translation of Ancient Greek ónoma.

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CC-MAIN-2019-35

https://busyteacher.org/classroom_activities-grammar/nouns-worksheets/

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en

Figure 2-2 shows a slightly more complex circuit, one that has a voltage source and two resistors. There are several points to illustrate with such a circuit. The first is that resistors in series have a total resistance equal to the sum of the individual resistances. What would the current be in the circuit shown in Figure 2-2 be? Since the two resistors could be substituted by a single resistor with a value equal to the sum of the two, Ohm’s Law states I = V/(R1 + R2) The other important point is to realize the there will be a voltage across each component in the circuit. If you put a voltmeter across the power source you would read Vs. Measuring across R1, you would measure voltage V1. Voltage V2 would appear across R2. Note the polarity of the voltages with reference to the arrow indicating current. The ones across the resistors are opposite polarity of the voltage source. This is because the net voltage around the loop must be zero. Mathematically, the voltages follow this equation: Vs = V1 + V2 So, what are the voltages V1 and V2? That depends on the ratio of the values of R1 and R2. The voltage across a resistor will be proportional to the value of that resistor compared to the total. The following equations apply: V1 = Vs* R1/(R1+R2) V2 = Vs* R2/(R1+ R2) If we had three resistors in the circuit, the following would apply V1 = Vs* R1/(R1+R2+R3) Suppose Vs = 12V, R1 = 1200Ω and R2 = 2400Ω. What is the voltage across each resistor? V1 = Vs* R1/(R1+R2) = 12* 1200/(1200 +2400) = 4 V To calculate the voltage across R2 we could use the equation for V2 or we could apply the knowledge that the total voltage across the loop must equal 0V. Vs = V1 + V2 --> V2 = Vs - V1 = 12- 4 = 8V Designing interface circuits to microcontrollers requires some simple mathematics. Understanding Ohm’s Law and voltage dividers will cover a large percentage of the situations for simple circuits.

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CC-MAIN-2017-26

http://w9xt.com/page_microdesign_pt2_basic_elect.html

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en

Our Addition with Arrays lesson plan uses the concept of arrays to show repeated addition. At the beginning of the lesson, an array is defined, as well as horizontal and vertical. Illustrations are also presented which show both how a correct array appears and groups that are not arrays. During this lesson, students are asked to write addition sentences for provided arrays in order to demonstrate their understanding. Students are also asked to answer questions about given arrays and complete practice problems involving them. At the end of the lesson, students will be able to find the total number of objects in an array using repeated addition. Common Core State Standards: CCSS.Math.Content.2.OA.C.4

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CC-MAIN-2020-29

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en

- Students will graph the solution to simple inequalities in one variable and describe the solution using correct vocabulary and symbols. - Boundary point - Open (non-inclusive) intervals - Closed (inclusive) intervals About the Lesson This lesson involves observing the differences in the graphs when <, ≤, =, >, and ≥ are used. Students will make conjectures as to when to shade to the left, right, or not at all, as well as to whether the boundary point is shaded (included). As a result, students will: - Understand how to graph the solution to an inequality in one variable on the number line. - Describe the solution of a linear inequality in one variable, given the graph, using correct vocabulary and symbols.

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CC-MAIN-2018-05

https://education.ti.com/en/timathnspired/us/detail?id=BEBDC44A5B694AA88842F84E5B69A108&t=A48E53DEA4DC45E1906C42579B32E457

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en

In this lesson, students see more examples of inequalities. This time, many inequalities involve negative coefficients. This reinforces the point that solving an inequality is not as simple as solving the corresponding equation. After students find the boundary point, they must do some extra work to figure out the direction of inequality. This might involve reasoning about the context, substituting in values on either side of the boundary point, and reasoning about number lines. All of these techniques exemplify MP1: making the problem more concrete and visual and asking, “Does this make sense?” It is important to understand that the goal is not to have students learn and practice an algorithm for solving inequalities like “whenever you multiply or divide by a negative, flip the inequality.” Rather, we want students to understand that solving a related equation tells you the lower or upper bound of an inequality. To know whether values greater than or less than the boundary number make the inequality true, it's best to test some values that are above and below the boundary number. This way of reasoning about inequalities will serve students well long into their future studies, whereas students are very likely to forget a procedure memorized for a special case. - Compare and contrast (orally) solutions to equations and solutions to inequalities. - Draw and label a graph on the number line that represents all the solutions to an inequality. - Generalize (orally) that you can solve an inequality of the form $px+q \gt r$ or $px+q \lt r$ by solving the equation $px+q=r$ and then testing a value to determine the direction of the inequality in the solution. Let’s solve more complicated inequalities. - I can graph the solutions to an inequality on a number line. - I can solve inequalities by solving a related equation and then checking which values are solutions to the original inequality. solution to an inequality A solution to an inequality is a number that can be used in place of the variable to make the inequality true. For example, 5 is a solution to the inequality \(c<10\), because it is true that \(5<10\). Some other solutions to this inequality are 9.9, 0, and -4.

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CC-MAIN-2021-10

https://curriculum.illustrativemathematics.org/MS/teachers/2/6/15/preparation.html

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en

1. Spelling Spot As a class, view the slideshow Pattern: a for /ar/, which asks students to practise the use of a for the sound /ar/. 2. Warm up As a class, view the Warm Up slideshow, which asks students to identify the cause and effect words in six sentences. 3. Teach the concept As a class, watch the video Cause and Effect Words, which explains how cause and effect words show the relationship between actions and consequences. Next, view the slideshow Cause and Effect Words, which shows how cause and effect words connect actions with consequences in sentences. It includes two examples and a list of commonly used cause and effect words. Note: Students can view or print the reference page Text Connectives, which includes commonly used sequence words, cause and effect words, and compare and contrast words. 4. Model the practice activity Use the Practice activity to demonstrate how to select the correct cause and effect words to complete sentences. 5. Unlock the activities Direct students to complete the activities. In Activities 1 and 2, students select cause and effect words to complete sentences. In Extension, students write a paragraph about a chosen topic using cause and effect words.

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CC-MAIN-2021-17

https://demo.fireflyeducation.com.au/program/englishstars4/unit/5/module/7/text/teachingplan/

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en

First, students figure out what larger number a smaller number is part of; for example, 9 is 25% of what number? Using equivalent fractions and models, students see that 9 is 25% (or one-fourth) of 36. Next, students learn the decimal equivalent of a percent; for example, 56% = 0.56. Armed with this knowledge, students find the whole given a part and the percent through division. For example, to find out what number 3 is 5% of, we divide 3 by 0.05. To simplify the process, we multiply the divisor (0.05) by 100 to turn it to a whole number. We then multiply the dividend by 100 as well, so now we divide 300 by 5 and find out that 3 is 5% of 60. This PowerPoint lesson is a multi-click animation sequence that introduces standards-based math skills and concepts. Also includes three practice pages at levels A (below grade level), B (at grade level), and C (above grade level), which may be distributed according to students' abilities!

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CC-MAIN-2015-40

http://teacherexpress.scholastic.com/finding-the-whole-given-a-part-and-the-percent-leveled-common-core-math-lesson-grade-6

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en

Students should read the lesson, and complete the worksheet. As an option, teachers may also use the lesson as part of a classroom lesson plan. Excerpt from Lesson: Exploring Subject/Verb Agreement - There are three items that work together to form a complete sentence. They are: - Complete Thought - In order to form a complete thought, subjects and verbs must agree. - In this lesson, you will learn about subject/verb agreement. What is a Subject/Verb Agreement? - Subject/Verb agreement is a necessary for sentence structure to be correct. - In Subject/verb agreement, the subject and verb must agree in number. That is, either both must be singular, or both must be plural. - A singular subject has no “s” on the end, but a singular verb has an “s,” whereas the opposite is true for plural subjects and verbs. English and Language Arts Lesson Plans, Lessons, and Teaching Worksheets teaching material, lesson plans, lessons, and worksheets please go back to the InstructorWeb home page.

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CC-MAIN-2016-44

http://www.instructorweb.com/lesson/subjectverbagree.asp

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en

After challenging themselves to create a simple electromagnet, your students can then challenge each other to see which prototype is the strongest, measured by how many paper clips their electromagnets can pick up. If you can, try constructing your own electromagnet beforehand so you understand how it’s done. Part of this activity involves your students competing to see who can create the strongest electromagnet. This is a perfect opportunity to introduce the idea of variables and how they can impact an experiment. Ask your class how they might go about making sure that a free throw contest in basketball is fair. How would they make sure that no competitor has an unfair advantage? This can be done by using the same ball and shooting at the same hoop and from the same line. All of the things that can be different in an activity are called “variables” and in science the objective is to control all of those variables. Your students will work individually to create an electromagnet. They should complete the "Build an electromagnet" worksheet as they follow these steps: Gather the students and talk about different ways they could increase the number of paper clips their electromagnet can hold. On their worksheet, have your students write a hypothesis on how to make a stronger electromagnet. Encourage them to write their hypotheses using “if, then” statements. Have students test their hypotheses by changing something about their electromagnet and seeing how many paper clips it can hold. Ensure that they are filling in their worksheets as they test. Bring the class together again and have students share their hypotheses and the results of their testing. Challenge them to think about other variables they might like to test. Have your students explore other variables that can affect the strength of an electromagnet by using materials brought from home or found elsewhere in the school.

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CC-MAIN-2019-30

https://schools.bchydro.com/activities/31

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en

Our Parts of Speech Functions lesson plan teaches students all about different parts of speech. During this lesson, students are asked to work with a partner to draw a part of speech out of a hat, explain how the part of speech is used in a sentence, and then use identify it in a made-up sentence you share with your partner; the partners take turns doing this until they run out of parts of speech. Students are also asked to read sentences and identify various parts of speech, such as verbs, nouns, and adjectives. At the end of the lesson, students will be able to explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. State Educational Standards: LB.ELA-LITERACY.L.3.1.A

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CC-MAIN-2022-49

https://learnbright.org/lessons/language-arts/parts-of-speech-functions/

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Gone Fishing: Equations Students will understand the meaning of the equal sign. Students will be able to determine whether equations involving addition and subtraction are true or false. - Remind students the meaning of the Less than(smaller), Greater than(bigger), and Equal to(same) symbols in numerical sentences. Explain that the value of both sides of the number sentence must be correctly represented by the symbol. - Have your students read number sentences as they would read a sentence in a book. For example, 1 + 1 = 2.Explain that this is true because the value of both sides is the same. Tell your students that the example 1 + 1 > 2Is not true. - Tell your students that they will be working to find the right symbol to make sure the number sentences are true. Explicit Instruction/Teacher modeling(5 minutes) - Review with students, through simple examples, numerical sentences that practise these symbols. Examples used might be: 6 - 1 < 7, 6 - 1 > 4And 6 - 1 = 5. Guided practise(10 minutes) - Play Less Than or Greater Than: 1 to 20With your students, explaining what true and false statements are. Independent working time(10 minutes) - Pass out worksheets to your students based on skill level, and review the directions. - Walk around the classroom, making sure that your students are following instructions and completing appropriate level worksheets. - Enrichment:Give students more challenging worksheets from the workbook, such as mixed addition and subtraction worksheets. - Support:Give students worksheets that are easier to complete. - Direct your students to write an example of a number sentence that is true and a number sentence that is false in their maths journals. - Have them label these examples “true” and “false” and explain why the sentences are true or false. Review and closing(5 minutes) - Quickly quiz students as a whole group with flash cards of true or false number sentences. - Have students respond to true number sentences with a thumbs-ups or a thumbs-down.

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CC-MAIN-2020-10

https://nz.education.com/lesson-plan/gone-fishing/

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Developing a true understanding of equality in equations is a necessary first step to algebraic thinking. For many years the equal sign was (and still remains to young students) a signal that the answer is coming. In recent years, elementary standards around the world have required students to begin exploring the meaning of equality in equations with two expressions and to solve for unknowns in single step equations which also requires an understanding of equality This file contains 4 leveled equality sorts. Sort 1: Basic Equalities: For use with first and second graders, this series of sort cards involve basic addition and subtraction facts Sort 2: Moderate Equalities: Created for grade 2 and 3. This sort applies the understanding of equality of 2 digit addition and subtraction problems. Sort 3: Intermediate Equalities: This level was created for third and fourth grade students with an understanding of multiplication and division. Sort 4: Challenging Equalities: The final sort was created for fourth graders and up. They need to have an ability to compute multi-digit multiplication and division This series of activities aligns to Virginia Standards of Learning, as well as Common Core Standards. Ideas for use: Individual Practice or Assessment: Extension Activities and Answer Key included

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CC-MAIN-2017-51

https://www.teacherspayteachers.com/Product/Are-All-Expressions-Created-Equal-A-series-of-sorts-for-equality-637586

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Students will use the inverse relationship between multiplication and division to complete an area formula in a real-world situation. Use this lesson on its own or as support for the lesson The Case of the Missing Rectangle Side. Explore 3-D shapes with your students and help them identify and talk about the relevant attributes of three-dimensional shapes, all while using real-world examples! Use this as a stand-alone lesson or alongside the Shape Models lesson. You'll see angles from every angle! Students will describe and compare different angles they see in everyday situations. Use this lesson on its own or use it as support to the lesson Classifying Triangles by Internal Angles. Provide students with an opportunity to identify the wholes that are correctly divided into halves, thirds, and fourths (equal shares). Use this activity alone as a support lesson or alongside Cookie Fractions Fun. Help students color-code their way to multiplying fractions! Students will learn how to multiply fractions using area models. Use this lesson on its own or use it as support to the lesson Area Models and Multiplying Fractions. Help students visually represent multiplication with mixed numbers and whole numbers. Use this lesson as a standalone lesson, or as support for the lesson Multiplication of Mixed Numbers with Area Models. Start a dialogue around area models! In this lesson, encourage students to ask questions as they multiply using area models. Use this lesson on its own or as support to the lesson Area Models and Multiplication. Strengthen your students' understanding of cubic units and volume! They'll solve a realistic problem and explain key ideas about volume. Use this lesson on its own or use it as support for the lesson Volume and a Building.

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CC-MAIN-2021-04

https://nz.education.com/lesson-plans/prelesson/geometry/CCSS-ELA-Literacy-SL/

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en

This activity is for a geometry class. Students choose a 2-dimensional object and then discover the volume formulas for stacking copies of that object. They then are given a model that splits the cube into 3 pyramids. By looking at this model they come up with the pyramid volume formula. I used Tinkercad to design the squares that stacked. I used 123D Design to split the cube up. First I used polyline to get a triangle on one of the cube faces. Then I extruded the triangle to take it away. Next, I turned the object and did the same for each side. You need 3 copies of this pyramid to fit together to make the cube. To get these 3 pyramids to stick together a few options I thought of is to use Velcro dots or magnets. I used these magnets found at a craft store: https://www.sbarsonline.com/sbars/p-8122-mag-208.aspx. Project: Discovering Volume Formulas Students will use 3D printed objects to help them visualize the volume of various objects. Students will come up with several volume formulas. First, ask students to choose a 2-dimensional object and print 5 copies of it. Alternatively, you can save class time by having these already printed or give students cardboard and scissors to make the shapes. Students figure out the volume formula for the 3-dimensional object created by stacking the 5 copies and share their formula with the class. Next, show students the model with 3 pyramids forming a cube. They use this model to come up with the formula for volume of a pyramid with a square base and then generalize to a pyramid with any base. This activity will take one to two days. Students should have already studied two-dimensional objects, such as squares, rectangles, and circles. They need to know the area formulas for these two-dimensional objects. Here is a sample rubric to use with the worksheet. Students can be given an area formula sheet, such as the one found here:

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CC-MAIN-2018-26

https://www.nwa3d.com/volume-formulas.html

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en

Students re-write the sentences, replacing simple adjectives with similes. Figurative language includes special forms that writers use to help readers make a strong connection to their words. A simile is one kind of figurative language. It makes a comparison of two unlike things using the words “like” or “as”. The printable simile worksheets below help students understand similes and how they are used in language. All worksheets are free to duplicate for home or classroom use. Helpful Definitions and Examples Printable Simile Worksheet Activities Students read each sentence and circle the similes, and then write what each simile compares. In this worksheet your student will write metaphors and similes about himself. This worksheet features a variety of metaphors and similes from Shakespeare for your student to anaylze. Your student is asked to explain the meanings of these metaphors and similes in this worksheet. Here’s a worksheet that explores different ways to write a simile for the same thing. A simile worksheet that prompts students to write similes about the subjects. A simile worksheet that prompts students to finish each sentence by completing the simile. He was snug as a bug in a rug. Similes are a lot of fun to write! Print out this free worksheet and see what your students come up with! Have them share with the class for even more fun! A simile worksheet that prompts students to describe a word and then use both the word and description to create a simile. Your student will decide which is a metaphor and which is a simile in this worksheet. Similes are fun to write, especially in this Christmas themed worksheet! Along with similes, students will also write a sentence using metaphors. This multiple choice worksheet asks your student to identify the type of figurative language used in the sentence or phrase. In this worksheet your student will match up the figures of speech with the phrase or sentence. In this worksheet about the famous Christmas poem “A Visit from St. Nicholas,” your student will find the similes and metaphors.

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CC-MAIN-2018-30

https://www.k12reader.com/subject/figurative-language-worksheets/simile-worksheets/

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en

Age Range: 5 to 11 Pronouns are words that can be used to replace nouns. Some examples include he, she, it, they, we, our and some, but there are lots of others! To teach children about pronouns, try some of the following ideas: - Share the poster available below with the class and use it as a teaching tool. - Print the poster / banner and use it on a classroom display. - Cut out the list of pronouns. Give children a random pronoun and ask them to use it within a sentence. - Display the examples of pronouns so that children can refer to them during their independent writing. - Challenge children to find examples of pronouns in their reading books. - Ask children to replace a pronoun in a sentence with a different one. Does it change the meaning of the sentence? How? - If the children hear a pronoun being used throughout the day, ask them to point it out. Do you also use pronouns in your Maths / Science / PE lessons? - Can your class sort pronouns into different groups? What groups could be used (e.g. pronouns to describe things that are singular / plural, pronouns to describe people and objects)? - Could the children think of a mnemonic to help them remember what 'pronoun' means? - Could you make a song / rap about pronouns? - Make a class display showing every pronoun that children can find. If you have any other ideas, please leave a comment at the bottom of the page!

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CC-MAIN-2015-32

http://www.teachingideas.co.uk/english/pronounsresources.htm

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en

Steps of The Scientific Method Your science fair project starts with a question. This might be based on an observation you have made or a particular topic that interests you. Think what you hope to discover during your investigation, what question would you like to answer? Your question needs to be about something you can measure and will typically start with words such as what, when, where, how or why. Talk to your science teacher and use resources such as books and the Internet to perform background research on your question. Gathering information now will help prepare you for the next step in the Scientific Method. Using your background research and current knowledge, make an educated guess that answers your question. Your hypothesis should be a simple statement that expresses what you think will happen. Create a step by step procedure and conduct an experiment that tests your hypothesis. The experiment should be a fair test that changes only one variable at a time while keeping everything else the same. Repeat the experiment a number of times to ensure your original results weren’t an accident. Collect data and record the progress of your experiment. Document your results with detailed measurements, descriptions and observations in the form of notes, journal entries, photos, charts and graphs. Describe the observations you made during your experiment. Include information that could have affected your results such as errors, environmental factors and unexpected surprises. Analyze the data you collected and summarize your results in written form. Use your analysis to answer your original question, do the results of your experiment support or oppose your hypothesis? Present your findings in an appropriate form, whether it’s a final report for a scientific journal, a poster for school or a display board for a science fair competition.

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CC-MAIN-2015-40

http://www.sciencekids.co.nz/projects/thescientificmethod.html

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en

Students re-write the sentences, replacing simple adjectives with similes. Figurative language includes special forms that writers use to help readers make a strong connection to their words. A simile is one kind of figurative language. It makes a comparison of two unlike things using the words “like” or “as”. The printable simile worksheets below help students understand similes and how they are used in language. All worksheets are free to duplicate for home or classroom use. Helpful Definitions and Examples Printable Simile Worksheet Activities Students read each sentence and circle the similes, and then write what each simile compares. In this worksheet your student will write metaphors and similes about himself. This worksheet features a variety of metaphors and similes from Shakespeare for your student to anaylze. Your student is asked to explain the meanings of these metaphors and similes in this worksheet. Here’s a worksheet that explores different ways to write a simile for the same thing. A simile worksheet that prompts students to write similes about the subjects. A simile worksheet that prompts students to finish each sentence by completing the simile. He was snug as a bug in a rug. Similes are a lot of fun to write! Print out this free worksheet and see what your students come up with! Have them share with the class for even more fun! A simile worksheet that prompts students to describe a word and then use both the word and description to create a simile. Your student will decide which is a metaphor and which is a simile in this worksheet. Similes are fun to write, especially in this Christmas themed worksheet! Along with similes, students will also write a sentence using metaphors. This multiple choice worksheet asks your student to identify the type of figurative language used in the sentence or phrase. In this worksheet your student will match up the figures of speech with the phrase or sentence. In this worksheet about the famous Christmas poem “A Visit from St. Nicholas,” your student will find the similes and metaphors.

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CC-MAIN-2016-22

http://www.k12reader.com/subject/figurative-language-worksheets/simile-worksheets/

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en

If there are two numbers we can compare them. One number is either greater than, less than or equal to the other number. If the first number has a higher count than the second number, it is greater than the second number. The symbol ">" is used to mean greater than. In this example, we could say either "15 is greater than 9" or "15 > 9". The greater than symbol can be remembered because the larger open end is near the larger number and the smaller pointed end is near the smaller number. If one number is larger than another, then the second number is smaller than the first. In this example, 9 is less than 15. We would have to count up from 9 to reach 15. We could either write "9 is less than 15" or "9 < 15". Once again the smaller end goes toward the smaller number and the larger end toward the larger number. If both numbers are the same size we say they are equal to each other. We would not need to count up or down from one number to arrive at the second number. We could write "15 is equal to 15" or use the equal symbol "=" and write " 15 = 15". The absolute value of a number is the positive value with the same magnitude. The absolute value is indicated by vertical bars on either side of the number(e.g. |-17| = 17) absolut value of either 17 or -17 is 17.

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CC-MAIN-2016-40

http://www.aaamath.com/cmp76_x2.htm

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en

Develop math reasoning with young students with our Rounding Whole Numbers Lesson Plan, which prepares students to round whole numbers to any place and use rounding for word problems. Generalize understanding by exploring when it is useful to round numbers and reinforce the strategy for knowing when to round up or down. Ample practice opportunities are available to solidify practical understanding of rounding. Rounding Whole Numbers Lesson Plan Includes: - Full Teacher Guidelines with Creative Teaching Ideas - Instructional Content Pages about Rounding Whole Numbers. - Rounding Whole Numbers Cut and Paste Activity - Rounding Whole Numbers Practice Worksheet - Rounding Whole Numbers Homework Worksheet - Answer Keys - Common Core State Standards - Many Additional Links and Resources - Built for Grades 3-4 but can be adapted for other grade levels. *Note: These lessons are PDF downloads. You will be directed to the download once you checkout. Clarendon Learning resources are FREE, we rely 100% on donations to operate our site. Thank you for your support!

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CC-MAIN-2019-18

https://www.clarendonlearning.org/lesson-plans/rounding-whole-numbers/

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en

A Subject and Predicate is used to form a complete sentence. A subject is who or what the sentence is about. The predicate is the action the subject does in a sentence. The predicate always begins with a verb. You cannot write a complete sentence if you leave out a subject or predicate. Both the subject and and predicate are needed to express a complete thought. A sentence that is missing either a subject or predicate is called a sentence fragment. Most students struggle at an early age writing sentences with both a subject and predicate. Here is a graphic preview for all of the subject and predicate worksheets. Our subject and predicate worksheets are free to download and easy to access in PDF format. Use these subject and predicate worksheets in school or at home.

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CC-MAIN-2022-40

https://englishlinx.com/subject_and_predicate/

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en

The Evaluating or Evaluation level (Bloom’s Taxonomy) reflects the ability to apply judgment, determine the value of something, or justify a position. A student understands how something works and is able to make decisions or recommendations. We often see this when our children have studied a subject in depth, questioned the way things have been done in the past, and now offer up their own ideas and solutions. There are a variety of ways to encourage evaluation. In verb form: Here are a variety of activities you can use for the Evaluating or Evaluation level: - Determine how a different set of actions would have led to a different outcome regarding a historical event. - Justify the motives of a character from a book you have read. - Create a list of criteria on which to judge the success of a science project. - Revise a complicated sentence from a book in your current reading list to reflect an easier-to-understand style. - Defend a Biblical principle. - Recommend a book that is similar in theme or idea to others you have read. - Appraise an artist’s work point by point. - Support an action that led to a particular outcome in a recent situation or current news story. The Natural Application When allowed the time to spend with a favorite interest, many young people will naturally come up with their own ideas, solutions, and recommendations where their subject is concerned. Now that you have determined your child’s interest, provided him with books on his favorite subject, asked him to tell you about his subject in his own words, watched him apply what he has learned, and had him deconstruct his interest, it is time for him to evaluate what he has learned. What would he do differently? How can a problem he has run across be solved? How would he choose between options? Where does he see value? What recommendations would he make to those with a similar interest? Up next: Creating

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CC-MAIN-2020-05

https://diyhomeschooler.com/2013/01/09/blooms-critical-thinking-evaluating/

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en

Grade 3 students have been learning about plural and possessive forms of nouns. They would like to share the following information with you. What is a noun? A noun is a word used to identify people, places, or things (common noun), or to name something or someone (proper noun). An example of a common noun would be a tree or a book. An example of a proper noun would be someone’s name, John or Mary or the name of a place like IST or Tanzania. When you have more than one of something the noun becomes plural. So a tree becomes many trees or a box becomes a few boxes. To make a noun plural you have to add an s or es to the end of the word. Click here to see some rules that will help you know which to use. When a singular noun shows ownership or possession you need to add an apostrophe and s (‘s) to the end of the word. Example: That is Jack’s pencil. If a noun is plural and ends with the letter s you use an apostrophe (‘) at the end to form the possessive. Example: The students’ homework sheets are on the desk. If the noun is plural and doesn’t end with an s just add an apostrophe and s (‘s) to form the possessive. Example: The women’s hats are hanging in the closet. Practice using Possessive Nouns: Possessive Noun Play – Play against a friend using possessive nouns Exploring for Possessives – Explore using possessive nouns Spelling City – Possessive Nouns – practice spelling possessive nouns Possessive Noun Quiz – Test your knowledge of singular and plural possessive nouns

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CC-MAIN-2014-15

http://istgrade3.wordpress.com/2011/04/18/nouns-plural-and-possessive/

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en

Students draw numbers. A six, seven, eight or nine digit number is created based on how many digit cards you have your students draw. The teacher decides in advance how many numbers should be drawn. As they are drawn, write them on the board in the order they are drawn. Add commas. Students write this number on their Number to Explore Worksheet. They then all use the same number to complete the tasks inside each box on the worksheet. This activity could be used as low as third grade by creating smaller numbers. You can do this activity daily, weekly or when you choose. I do this activity with my class once a week.It helps them remember such concepts/skills such as odd, even, prime, composite, place value, creating number sentences, rounding, multiples, multiplying, factors, expanded form, word form, and exponential form. The download includes number cards, a worksheet to duplicate, and a sample of what a completed worksheet should look like.

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CC-MAIN-2017-43

https://www.teacherspayteachers.com/Product/Exploring-Numbers-with-Number-of-the-Day-2006227

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en

A lesson plan is a detailed guide used by educators to facilitate learning. It outlines the objectives or goals of a particular lesson and provides the teacher with a structured roadmap on how to achieve these goals within the timeframe of the lesson. A well-prepared lesson plan takes into account the needs, interests, and abilities of the learners, as well as the materials and activities that will be employed. Title: The name or topic of the lesson. Objective or Learning Goal: Clearly defined and measurable outcomes that students should achieve by the end of the lesson. Materials: A list of items, tools, resources, or technology needed to carry out the lesson. Introduction or Anticipatory Set: Techniques to engage students' attention at the beginning of the lesson, often by linking the new content to prior knowledge or generating interest. Procedure: A step-by-step guide on how the lesson will be taught. This section may include: Direct Instruction: Explanation, lecture, or demonstration by the teacher. Guided Practice: Activities where students practice the new skill or concept with the teacher's guidance. Independent Practice: Activities where students practice the new skill or concept on their own. Assessment or Evaluation: Methods used to check for understanding and determine whether students have achieved the lesson's objectives. This could be through questions, discussions, quizzes, assignments, projects, or other forms of assessment. Closure: Summarizing the main points of the lesson, reiterating its importance, and possibly previewing the next lesson. Differentiation: Strategies or modifications to meet the needs of all students, especially those who might need extra help or those who need advanced resources. Homework/Assignments: Any work that is to be completed outside of class time. Reflection: (often filled out after the lesson) A section where the teacher reflects on how well the lesson went, what worked, what didn't, and any changes they might make in the future. Timing: Some lesson plans break down the procedure by time, ensuring that each segment or activity fits within the allotted lesson duration. The format and detail of lesson plans can vary based on the teaching style, grade level, subject matter, and requirements of the institution or educational system. Nevertheless, the primary purpose remains consistent: to provide a clear framework for delivering content in an organized and effective manner. See our other educational templates for more helpful tools.

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CC-MAIN-2023-50

https://www.pdfreaderpro.com/templates/lesson-plan

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Capitalize the proper nouns from the story. Proper Noun Worksheets What is a proper noun? A proper noun is a word that refers to a very specific object by name. These words are capitalized in English and include first, last and brand names, along with countries and cities, among other things. Ex. Sparky belongs to Judy and Kristin, who work at the Boston Fire Department. In this sentence, the common nouns from before have been given specific names. Below you will find several different types of proper noun worksheets that help your student. Write Common or Proper on the line next to each noun. Then, write three of each. Read the story. Circle all the nouns. Write them on the lines below the story. Tell whether each noun is common or proper. Write the plural of each word. Make the story more interesting by replacing the common nouns with proper Underline the common nouns and circle the proper nouns.

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CC-MAIN-2020-34

https://www.k12reader.com/subject/grammar/parts-of-speech/noun-worksheets/proper-nouns-worksheets/

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en

Square roots is the sixth section of Chapter 1: Number Relationships. The learning goal for this section is to be able to determine the square roots of numbers using visual representations, or by estimating or using a calculator. Students know that they are successful if they can visualize square roots in their heads and understand the differences between the square and square root of a number. Introduction to Square Roots We examined squares and square roots using linking cubes in this section, to help students visualize the relationship between the two. Since linking cubes are three-dimensional, we ended up talking about squares, cubes, square roots and cubic roots, although only squares and square roots are in the curriculum. The support questions for this section are on p. 30, #3, 4, 5, 7, 8, 9 (choose any five).

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CC-MAIN-2017-51

https://www.jeremybarr.ca/blog/2015/11/03/1-6-square-roots

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en

Discussion of stereotypes, explaining, improving character adjective vocabulary Activity: Discussion and comparison of National Stereotypes • Write the word 'Stereotype' on the board and ask students what the word means. Then read the meaning of stereotype. If students are unsure, help them by asking them to finish thephrase, "All Guatemalan..." or something similar. • Once students have understood the concept of what a stereotype is, ask them to mention a few of the stereotypes about their own country. •Include a few provocative stereotypes of your own at this point in order to get students thinking about the negative or shallow aspects of thinking in stereotypes. Example: Guatemalan foods are chuchitos,rellenitos, etc. Guatemalans are not punctual. • Tell them that they will need to explain their reasons for the adjectives provided. • Ask other students whether they agree or disagree topromote conversation. • Once you have finished your discussion of stereotypes, ask students why stereotyping can be often be bad and which stereotypes of their own country or region they do not like.Ask them to explain why. A stereotype is a commonly held public belief about specific social groups, or types of individuals. They are going to choose two adjectives that they think describeGuatemala or Guatemalans. • humorous• lazy • casual• untimely Learning the basic structure and expressions used when telling true stories Activity: Listening to a story, text arrangement, questionnaire, structure study... Leer documento completo Regístrate para leer el documento completo.

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CC-MAIN-2018-26

http://www.buenastareas.com/ensayos/Conversaciones-En-Ingles/172217.html

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en

Why do this problem? involves using practical equipment to approach a mathematical problem. It challenges the usual misconception that all tetrahedra are regular. It needs systematic thinking and visualisation and has some surprises in it - there are a few examples that are quite unexpected. It is hard to be convinced that you have found all the possibilities and difficult to make the distinction between the two tetrahedra that are mirror images of one another. Hand out one of each type of triangle to students working in pairs or small groups. Invite them to make a list of four things that they think are mathematically most important about the triangles - either by considering each triangle individually or when compared to each other. Share ideas, making sure these points are covered: - two are isoceles and the other two are equilateral - one triangle has a right angle - the triangles have sides of only two possible lengths. Spend some time comparing the triangles to establish which sides are "short" and which "long". Hand out further triangles and invite the students to create a tetrahedron with some of the triangles. This task may result in the need to discuss what a tetrahedron is and that a tetrahedron can be made from triangles that are not equilateral. You may wish to have some examples ready to illustrate these points. Present the problem. Whilst the class works on the problem it may be useful to stop to discuss progress and approaches that will enable them to convince themselves and each other that they have all the possibilities. If you take one of each of the triangles is it possible to make a tetrahedron and how do you know? Have you got a systematic approach for finding all the different tetrahedra? How are you recording your findings? How do you know that you have tried all possible ways of putting the same four triangles together? Students who have met Pythagoras' Theorem may like to quantify the relationship between long and short sides. Work with two and then three different types of triangle to establish a systematic approach. See also: Paper Folding - Models of the Platonic Solids

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CC-MAIN-2018-30

https://nrich.maths.org/1157/note

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en

A fraction is a part of a whole. A fraction has two components. The number on the top of the line is called the numerator. It tells how many equal parts of the whole are given. The number at the bottom of the fraction line (bar) is called the denominator. The denominator represents the total number of parts that make up a whole. In this lesson you will learn about the concept of a fraction and comparing fractions with unlike denominators. You will practice how to compare fractions with different denominators and why, in order to do that, you need to bring them to the Lowest Common Denominator (LCD). To find the LCD you would need to find a number that is evenly divisible by the denominators of the fractions you are comparing. But remember, when the denominator changes, the numerator changes with it. For example, how could you determine which one is greater, 3/4 or 2/5? In order to compare them, express both fractions in terms of the same number of parts that make up a whole. The Lowest Common Multiple for 4 and 5 is 20. So, the Lowest Common Denominator is also 20. Now, express each fraction in terms of the denominator 20, preserving the ratio. 3/4 is equivalent to 15/20. And 2/5 is equivalent to 8/20. Now, that the denominators are the same, only compare the numerators. Compare them as natural numbers: 15 is greater than 8. Thus, 15/20 is greater than 8/20. Record it as 15/20 > 8/20. In this lesson you will also discover how to compare fractions without using a number line and how to determine equivalent fractions.

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CC-MAIN-2021-21

https://intomath.org/fraction-properties-comparing-fractions/

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Exploring contemporary uses of ‘real’. Concept activities using examples A TRIED-AND-TESTED approach to exploring concepts is to generate possible examples of a given concept and write them down for your group to ponder. You would include items you think are good examples of the concept, along with items that might be contrary examples and borderline cases. In this section we present words, statements and situations you could present to your pupils. The key document will explain how to use the examples. Link to an accessible but thought-provoking article on questions around 'bad morality', conscience and empathy. It's not suitable for classroom use, but it's a good example of philosophical skills at work. A little activity to explore the concept of unfairness through having children write and discuss their own verses of poetry. Contains audio files. An activity to explore the question: 'What do you need to be happy?' There are some picture cards for young children to use but you could do the activity with any age group.

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CC-MAIN-2018-34

https://p4c.com/topic/concept-activities/examples/

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en

In this example, you will learn to check whether a number entered by the user is positive, negative or zero. This problem is solved using if…elif…else and nested if…else statement. To understand this example, you should have the knowledge of following Python programming topics: - WHAT IS PYTHON? THINGS TO KNOW BEFORE CODE WITH PYTHON - HOW DO I GET AND INSTALL PYTHON? - PYTHON PRIMITIVES – VARIABLES, BUILT-IN DATA TYPES, COMMENTS, SYNTAX, AND SEMANTICS - CODING APPROACHES IN PYTHON - STYLE GUIDE FOR PROGRAMMING PYTHON CODE - ERRORS AND EXCEPTIONS IN PYTHON Source Code: Using if…elif…else num = float(input("Enter a number: ")) if num > 0: print("Positive number") elif num == 0: print("Zero") else: print("Negative number") Here, we have used the if…elseif…else statement. We can do the same thing using nested if statements as follows. Source Code: Using Nested if num = float(input("Enter a number: ")) if num >= 0: if num == 0: print("Zero") else: print("Positive number") else: print("Negative number") The output of both programs will be same. Enter a number: 2 Enter a number: 0 A number is positive if it is greater than zero. We check this in the expression of if. If it is False, the number will either be zero or negative. This is also tested in subsequent expression.

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CC-MAIN-2018-47

https://easycodeinpython.com/python-program-check-number-positive-negative-0/

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en

This KS3 maths worksheet resource can be used to revise, practice and develop concepts regarding the four rules of fractions. There are five worksheets that the pupils can work through, each of which covers most aspects of the topic of fractions at KS3 and follow the same format. The answer sheet shows the skills each question assesses so students can target specific areas and monitor their own progress. - Fraction diagrams - Mixed numbers and improper fractions - Cancelling fractions - Equivalent fractions - The fraction of a quantity - Adding and subtracting fractions - Multiplying and dividing fractions Have you used this resource?Review this resource

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CC-MAIN-2021-49

https://www.teachit.co.uk/resources/maths/fractions-practice

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Copyright © University of Cambridge. All rights reserved. 'Same or Different?' printed from http://nrich.maths.org/ Why do this problem? provides a context in which pupils can explore the likelihood of events and therefore gain experience in using appropriate vocabulary. You could set this problem up by acting it out with two children. Put three cubes, two of one colour and one of a different colour, in a bag and explain how the game works. Play a few times and ask the whole group to consider whether they think it is a fair game or not. Their answers may well depend on the outcomes of the games they have seen, for example someone may suggest that it is fair because each child happened to win twice each. In other circumstances, someone may suggest it isn't fair because one child won more games than the other. Ask learners what they would expect to happen if you played many, many more games. Give them time to think about this in pairs and have cubes available for them to work with should they want them. As the children discuss the problem, listen out for those who are looking at all the possibilities and analysing each in turn. In the plenary, invite some pairs to share their methods and explanations for their solution. It would be helpful for them to write on the whiteboard as they talk so that the processes are recorded. Some may justify their answer in terms of numbers of possible ways that Anna/Becky can win. Some may have given probabilities in terms of fractions for each girl winning, but this is not necessary for a full and convincing solution. What colour cube could Anna pick from the bag? What are Becky's options then? What are all the different ways that two cubes could be taken from the bag? Children could try In a Box which takes these ideas a bit further. Encouraging children to list all the different ways to pick out two cubes will help them access this problem.

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CC-MAIN-2016-36

http://nrich.maths.org/1176/note?nomenu=1

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en

Introduction to Integers In this module students learn the basics of integers, with plenty of real-world applications to ground their knowledge. Two short videos introduce the topic of integers and how to graph integers on the number line. A Quizlet activity allows students to practice the skill of identify positives, negatives, or zero. Four formative assessment items test a student's understanding of integers and graphing integers on a number line. allow students to test their understanding of these topics. For the problem solving activity, students learn about super-cooling electronic circuits for certain high-tech applications. Students use their knowledge of integers to arrange temperature values on a number line. This module can be used as an introductory lesson on integers for pre-algebra or algebra. The content aligns with the grade 6 Common Core State Standards, but this module can be used as a refresher for higher grades. This module can be assigned to individual students or groups of students. Students should be able to complete this lesson in 20 minutes. - Define integers - Use integers for measurement - Graph integers on a number line - Comparing and Ordering Whole Numbers - Graphing Numbers on a Number Line |Common Core Standards||CCSS.MATH.CONTENT.6.NS.C.5, CCSS.MATH.CONTENT.6.NS.C.6| |Lesson Duration||20 mins| |Grade Range||6th - 7th Grade|

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CC-MAIN-2019-22

https://www.media4math.com/browse-modules/introduction-integers/preview

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en

A simile is a comparison between two different things using the word "like" or "as." Common Core State Standards require students to be able to identify and analyze similes and other figurative language techniques at around the third or fourth grade level. Many of the simile worksheets that I've found online are very basic and intended for students at the early levels of figurative language study. My worksheets are a bit more rigorous in the language that is used (which draws from classic and modern poetry) as well as the performance task required: in these worksheets students are to identify the two things being compared in each simile and then explain what the speaker was attempting to express in literal language. This forces students to truly consider the meaning of the simile in addition to identifying it. If you find that the language used in these worksheets is too challenging for your students, feel free to download the .rtf files and modify them for your classroom.

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CC-MAIN-2022-40

https://www.ereadingworksheets.com/figurative-language/figurative-language-worksheets/simile-worksheets/

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Numbers work much like the alphabet. They come with their own rules and confusions. If you spin yarns around how a preschooler can learn to write numbers, it would help him. Remember anything less mundane is bound to get your preschooler’s attention. Numbers should be taught the same way as the letters. - Explain basic shapes like a half circle (in case of 3), or two small circles (like an 8). - Start slow and rough. Make big numbers, preferably on sand or shaving cream. This would engage them in the activity. Move to smaller boxes gradually. Do not expect your toddler to get the perfect number shape. - For numbers like 5, train them with curved lines first and then ask them to make it solid. - For numbers like 4, teach them variations and let them choose the one which is easier to draw. - Teach them differences between 1and 7 (1 would not have a hook), 5 and 2 (they are not exactly mirror images), and 9 and 10 (9 has a circle and the line attached, and 10 doesn’t).

<urn:uuid:738acef0-3df2-490f-b663-17a70260ba2c>

CC-MAIN-2019-43

https://edchat.net/ideas/how-to-help-your-toddler-write-numbers.104/

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en

Python Comparison Operators compare two values and gives a single Boolean value as a result. For example, suppose we wish to check whether two variables a and b are equal. We will use the equal operator represented by ‘==’. a=10 b=20 a==b will gives False since 10 is not equal to 20 Similarly, if a=10 and b=10, then a==b will return True. Here is a list of python comparison operators with their symbols: > greater than >= greater than or equal to < less than <= less than or equal to == equal != not equal How to use Comparison Operators in Python: Examples Write a Python if statement to check whether a given variable is equal to zero or not n=0 if n==0: print('Number is Zero') else: print('Not Zero'); The output will be: Number is Zero Since if-else statement will evaluate the given condition n==0 and will get a result True. Therefore, it executes if-block and prints 'Number is Zero' on the screen. Python Script To Check Which of the Two Numbers is greater than the other: n1=100 n2=200 if n1>n2: print('First number is greater than second') elif n2>n1: print('Second number is greater than first') else: print('Both numbers are equal') The output will be: Second number is greater than first

<urn:uuid:af45e523-d834-486b-9208-0f99da9601f5>

CC-MAIN-2019-51

https://easycodebook.com/python-comparison-operators/

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en

At the end of this lesson, students will be able to explain and support what happens to the produce of a fraction times a fraction as well as provide examples using models. This lesson is introductory to multiplying fractions times fractions to allow students to gain a better understanding of this concept instead of strictly procedural knowledge. Students will view various models, real world examples, and conceptual questioning. Teacher given lesson for objective. While watching the tutorial video(s), students will complete the graphic organizer in their math notebooks. This allows students to come to class prepared with questions, as well as reference examples for in class activities/assessments. Multiplying Fractions times Fractions using Models - This is a supplemental video to the teacher provided lesson video for additional reference/resource to master the objective. Source: You Tube

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CC-MAIN-2017-22

https://www.sophia.org/tutorials/multiplying-fractions--23

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en

The Evaluating or Evaluation level (Bloom’s Taxonomy) reflects the ability to apply judgment, determine the value of something, or justify a position. A student understands how something works and is able to make decisions or recommendations. We often see this when our children have studied a subject in depth, questioned the way things have been done in the past, and now offer up their own ideas and solutions. There are a variety of ways to encourage evaluation. In verb form: Here are a variety of activities you can use for the Evaluating or Evaluation level: - Determine how a different set of actions would have led to a different outcome regarding a historical event. - Justify the motives of a character from a book you have read. - Create a list of criteria on which to judge the success of a science project. - Revise a complicated sentence from a book in your current reading list to reflect an easier-to-understand style. - Defend a Biblical principle. - Recommend a book that is similar in theme or idea to others you have read. - Appraise an artist’s work point by point. - Support an action that led to a particular outcome in a recent situation or current news story. The Natural Application When allowed the time to spend with a favorite interest, many young people will naturally come up with their own ideas, solutions, and recommendations where their subject is concerned. Now that you have determined your child’s interest, provided him with books on his favorite subject, asked him to tell you about his subject in his own words, watched him apply what he has learned, and had him deconstruct his interest, it is time for him to evaluate what he has learned. What would he do differently? How can a problem he has run across be solved? How would he choose between options? Where does he see value? What recommendations would he make to those with a similar interest? Up next: Creating

<urn:uuid:054a4b1a-6dc7-4136-a64e-bbc670ea0502>

CC-MAIN-2017-26

https://homehearts.com/2013/01/09/blooms-critical-thinking-evaluating/

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en

Mars Reconnaissance Orbiter used three basic measurements to determine the position and trajectory of the orbiter. This technique measured how fast the orbiter was moving away from the Earth by measuring the "Doppler shift" in the radio signal. A Doppler shift is an apparent change in the frequency of sound or light waves that occur when the source and the observer are in motion relative to one another. The Doppler shift is commonly heard, for instance, as a shift in the sound of a train whistle as it moves away. This analysis determined the distance or range from the Earth to the orbiter by measuring how long it took for signals sent from Earth to reach the orbiter. This measurement, known officially as Delta-Differential One-way Ranging, used two widely separated Deep Space Network antennas to collect radio wave data from two sources: the orbiter and a star. The antennas collected a few minutes of data from the orbiter, then turned to collect data from a known stellar radio source, then returned to collect data from the orbiter. Through this technique, mission navigators determined the angular position and distance of the orbiter. Delta-DOR measurements were made using Deep Space Network antennas, which are located in Goldstone, California; Canberra, Australia; and Madrid, Spain.

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CC-MAIN-2020-05

https://mars.nasa.gov/mro/mission/timeline/mtapproach/navmeasures/

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Our Interpreting and Using Flash Forward lesson plan teaches students strategies for identifying and interpreting flash forwards in writing as well as how to incorporate them in their own writing. During this lesson, students are asked to work with a partner to write a story that contains a flash forward, strengthening their writing skills. Students are also asked to answer questions about flash forwards and how they are used. At the end of the lesson, students will be able to identify and interpret flash forward as they’re used in stories and other text and give examples of flash forward and its meaning. Common Core State Standards: CCSS.ELA-LITERACY.RL.5.10, CCSS.ELA-LITERACY.RL.6.10

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CC-MAIN-2023-14

https://learnbright.org/lessons/reading/interpreting-and-using-flash-forward/

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en

This activity is meant to explain some of the science behind how geologists use data from seismometers around the world as evidence of the Earth’s solid core. Earthquakes occur within the Earth’s crust. Keep in mind that if the Earth were an apple, the crust is about the thickness of the apple skin, so for all intents and purposes, the epicenter of an earthquake occurs at the surface. Vibrations recorded on seismometers are greatest above the epicenter (the point in the curst, below the surface, where the vibrations originate), but for large quakes, they can be felt around the world. Curiously though, directly across form the epicenter, and for some distance to each side, the vibrations are absent or much reduced. Refraction would bring some vibrations everywhere. It is hypothesized that this vibration “shadow” is caused by the solid core of the Earth absorbing or reflecting the vibrations. Vibrations are able to travel more easily through the liquid mantle, but do not travel easily through the solid core. For older students, you can extend this activity by considering it in three dimensions. The area across from an earthquake where the vibrations are not felt as strongly as expected (if the Earth were liquid all the way through) is actually a circle, and the “shadow” forms a truncated cone.

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CC-MAIN-2017-30

https://www.teacherspayteachers.com/Product/Earths-Solid-CoreEarthquake-Activty-Geology-Seismometer-Seismograph-1844894

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en

Nouns, Nouns and More Nouns differentiated practice worksheets are a great way for your 2nd and 3rd Grade students to identify whether a word is a noun or not, identify nouns in sentences and use nouns in sentences. This activity would be a great literacy center or extended practice. Worksheets can be spiraled throughout the year or used as differntiated worksheets for practice. Common Core State Standards: • I can use nouns and plural nouns correctly. L.2.1 •I can explain how nouns, pronouns, verbs, adjectives and adverbs work in different sentences. L.3.1a •I can choose interesting words and phrases to help others better understand my meaning. L.3.3 Packet includes 2 doublesided worksheets on each of the following: 1.Is that a noun? Cut and Paste 2.Is that a noun? Yes or No 3.Write 2 nouns about a picture 4.Circle the noun 5.Write your own sentence 6.Nouns Skill Check Be sure to follow my store for more freebies to help meet the CCSS in your classroom!

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CC-MAIN-2017-30

https://www.teacherspayteachers.com/Product/Nouns-2nd-3rd-Grade-Common-Core-Differentiated-Practice-Packet-882621

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en

Our Analyze Figures of Speech on Meaning/Tone lesson plan teaches students about figurative language, how it’s used, and how to identify different types. During this lesson, students are asked to read idioms or figurative phrases and determine the literal meaning of the phrase. Students are also asked to read statements and decide which form of figurative language they are: allusion, hyperbole, idiom, metaphor, onomatopoeia, oxymoron, personification, or simile. At the end of the lesson, students will be able to identify examples of figurative language in a text and know what they mean and will be able to distinguish between figurative and literal language in a text. Common Core State Standards: CCSS.ELA.LITERACY.RL.5.4, CCSS.ELA.LITERACY.RF.5.4c, CCSS.ELA.LITERACY.RL.5.10

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CC-MAIN-2020-16

https://clarendonlearning.org/lesson-plans/analyze-figures-of-speech-on-meaning-tone/

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A computer processor, or microprocessor, reads and executes program instructions. The instructions are bits of data that tell the computer what to do. The processor speed, also called the "clock rate," is measured in megahertz, MHz, or gigahertz, GHz. One megahertz (MHz) is one million hertz, and one gigahertz (GHz) is one billion hertz. While it's true that a faster clock rate generally means the computer will run faster, there are other factors that impact the overall performance of the computer like how much memory the computer has and how many sets of instructions it is trying to execute simultaneously. The core is the part of the processor that performs the instructions. The first computers had one core, meaning they could only process one instruction at a time, though computer makers found ways to speed them up so they were multitasking. A dual-core processor has two processing units that work together to process instructions. A multi-core processor has two or more cores and can process multiple instructions at one time. The more cores a processor has, the faster it is, though, software and other factors can affect performance.

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CC-MAIN-2014-23

http://www.cyberscholar.com/?training_module/index/24078/4.cfm

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en

Concatenation, broadly speaking, is the linking or joining of two things to achieve a certain result. In computer programming, it links two characters or character strings together to create a phrase or compound word. This process is also known as string theory. Concatenating two separate files requires the user to append one to the other (rather than inserting). Concatenation is mathematical, using algebraic processes to join characters into strings and strings into different strings. Symbols known as operators join the character strings together; they differ depending on the programming language being used. These symbols allow users to manipulate the page s text. A common operator is +, which adds two character strings together. Some programming languages don t always need an operator: if two string literals are joined in C++ or Python, they may not require one. A literal is itself a value, and it can be a character or a string. In Python, each character exists as its own immutable string. Concatenation requires two strings (not a string and an integer; this triggers an error). Four methods of concatenation in Python include + operator, % operator, format () function, and join() method. Again, + operator is common and simple in Python.

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CC-MAIN-2023-40

https://www.webopedia.com/definitions/concatenation/

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In KS2 Maths children will learn more about the place value of digits in numbers. This begins in Year Three with children recognising that the values of the digits 0-9 change depending on their position in a number. They should now the difference between units, tens and hundreds and should also be able to write numbers as words and to convert numbers written as words into digits. Place value works by using hundreds, tens, units, tenths and hundredths. You will have no doubt learned about place value in your maths lessons. How a 2 can be worth 2, 20 or 200 depending on whether it is in the units, tens or hundreds column in a number. This quiz will test you on what you can remember. Test your knowledge by playing this quiz to discover what you know about place value. This quiz is intended for children aged 7-8.

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CC-MAIN-2020-29

https://www.educationquizzes.com/ks2/maths/place-value-year-3/

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This GCSE Maths quiz will test your knowledge of the basic rules of Algebra. Algebra is all about using symbols, usually letters, to represent a number that we don’t yet know. We call these letters VARIABLES, as their value can change, or vary, depending on the situation. A situation can be written down as an EXPRESSION – this can be thought of as a mathematical sentence. There are a few rules you need to know so that these expressions can be as neat and tidy as possible. Imagine you had a number of squares and quarter-circles, and you can combine these to make different shapes. We can use the letter S to indicate a square, and Q for a quarter-circle. Using 3 squares and 2 quarter-circles it is possible to make a number of different shapes, but each one will have the same area. We can write this as the expression 3S + 2Q. Now imagine someone else comes along and gives you 2 squares and 4 quarter-circles. How many squares, and how many quarter-circles do you now have? It should be obvious that you have 5S + 6Q. You can’t add a square to a circle, and one of our rules of Algebra is that we can’t add terms that have different letters. The rules for multiplying and dividing are a bit different, so make sure you know the difference. Having good Algebra skills opens up a whole world of opportunities, from Finance to Space Travel and everything in between!

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CC-MAIN-2018-05

https://www.educationquizzes.com/gcse/maths/algebra-01-f/

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en

Introduction to Counting and Permutations This activity will help students to distinguish between problems involving permutations and combinations. The activity will then focus on generating and understanding the combination formula and then how to apply this formula in different situations. In Model 1, students will examine two different columns of activities. One having permutations, the other, combinations. Students will form the definition of a combination problem. In Model 2, students will explore the difference between the permutation formula and combination formula. In Models 3 and 4, students will apply the combination formula to a variety of problems. This activity was developed with NSF support through IUSE-1626765. You may request access to this activity via the following link: IntroCS-POGIL Activity Writing Program. Activity Type: Learning Cycle Discipline: Computer Science Course: Discrete Mathematics Keywords: counting, permutations, product rule, sum rule How to Cite Copyright of this work and the permissions granted to users of the PAC are defined in the PAC Activity User License.

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A computer processor, or microprocessor, reads and executes program instructions. The instructions are bits of data that tell the computer what to do. The processor speed, also called the "clock rate," is measured in megahertz, MHz, or gigahertz, GHz. One megahertz (MHz) is one million hertz, and one gigahertz (GHz) is one billion hertz. While it's true that a faster clock rate generally means the computer will run faster, there are other factors that impact the overall performance of the computer like how much memory the computer has and how many sets of instructions it is trying to execute simultaneously. The core is the part of the processor that performs the instructions. The first computers had one core, meaning they could only process one instruction at a time, though computer makers found ways to speed them up so they were multitasking. A dual-core processor has two processing units that work together to process instructions. A multi-core processor has two or more cores and can process multiple instructions at one time. The more cores a processor has, the faster it is, though, software and other factors can affect performance.

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CC-MAIN-2015-11

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en

In this lesson, students will learn about the problem of bullies and how to behave if you are a bystander. Note that there is no emphasis on victims of bullying, because you may have victims in your own class and it is important to be sensitive about this. The aim is not to point the finger at anyone, but instead to discuss and question our beliefs about what bullying is and how it can be dealt with. Students begin the lesson by discussing their own attitudes towards bullies, bullying and the role of bystanders. Next, they read two texts about bullies and bystanders. Finally, the students return to their original attitudes. They discuss to what extent our attitudes promote or prevent bullying. As a further optional activity, students prepare a poster for an anti-bullying campaign. - To raise students’ awareness of the role of bystanders - To develop students’ spoken fluency and improve reading skills - To develop higher-level critical thinking skills by encouraging students to question their beliefs - To celebrate Anti-Bullying Week in November Secondary (13–15 year olds) CEF level B1 and above The lesson plan and student worksheets can be downloaded below in PDF format.

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CC-MAIN-2018-26

http://www.teachingenglish.org.uk/article/anti-bullying

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In this chapter, we explore the idea of equality. The Properties of Equality are introduced as a way to maintain equality while manipulating equations. We use these concepts to show that solving equations can help us find the value(s) of a variable that makes an equation true. To start, we will solve one-step and multi-step equations by using inverse operations, the Distributive Property, combining like terms, and dealing with variables on both sides of an equation. These methods will also be applied to literal equations — equations with more than one variable. Finally, we create and solve one-variable equations to solve situations in context.

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CC-MAIN-2021-17

https://mathleaks.com/study/Chapter:One-Variable_Equations

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In Module 1, children worked within 5, matching a group to the numeral that tells how many. Now, in Topic B, they extend this ability to groups of 6 and 7 (PK.CC.3ab). Pre-written numerals are introduced in Topic B so that students have plenty of time to touch and count to 7 before matching the count to the abstract numeral. PreKindergarten Mathematics, Module 3, Topic B Resources may contain links to sites external to the EngageNY.org website. These sites may not be within the jurisdiction of NYSED and in such cases NYSED is not responsible for its content. Common Core Learning Standards |PK.CC.3.a||When counting objects, say the number names in the standard order, pairing each object with one and...| |PK.CC.3.b||Understand that the last number name said tells the number of objects counted. The number of...| |PK.CC.4||Count to answer “how many?” questions about as many as 10 things arranged in a line, a rectangular...|

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CC-MAIN-2018-39

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As they move through formal schooling, students must gain control over the many conventions of standard English grammar, usage, and mechanics. They must also learn various ways to convey meaning effectively. Language standards include the rules of standard written and spoken English as well as the use of language as craft and informed choice among alternatives. The vocabulary standards focus on understanding words and phrases (their relationships and nuances) and acquiring new academic and domain-specific vocabulary. English grammar conventions, knowledge of language, and vocabulary extend across reading, writing, speaking, and listening and, in fact, are inseparable from these contexts. As students grow in their understanding of patterns of English grammar, they can use this knowledge to make more purposeful and effective choices in their writing and speaking and more accurate and rich interpretations in their speaking and listening. First grade students continue learn to write upper and lower case letters and when to use capital letters in writing. They also learn about how to use basic punctuation marks, and how to use singular and plural nouns, and verbs in the past, present and future tense. How to help your child with the standards in the Language Strand: Engage your child in conversations every day. If possible, include new and interesting words in your conversation. Read to your child each day. When the book contains a new or interesting word, pause and define the word for your child. After you're done reading, engage your child in a conversation about the book. Help build word knowledge by classifying and grouping objects or pictures while naming them. Help build your child's understanding of language by playing verbal games and telling jokes and stories. Encourage your child to read on his own. The more children read, the more words they encounter and learn. Encourage your child to write at home. In first grade students will be using their knowledge of phonics and sight vocabulary (I, and, said, to). You may see your child using inventive spelling (dnosr for dinosaur). Keep encouraging your child to write the sounds he/she hears in words so they feel confident in figuring out how to write and spell words. Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

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CC-MAIN-2021-25

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Python allows a lot of control over formatting of output. But here we will just look at controlling decimal places of output. There are some different ways. Here is perhaps the most common (because it is most similar to other languages). The number use is represented in the print function as %x.yf where x is the total number of spaces to use (if defined this will add padding to short numbers to align numbers on different lines, for example), and y is the number of decimal places. f informs python that we are formatting a float (a decimal number). The %x.yf is used as a placeholder in the output (multiple palceholders are possible) and the values are given at the end of the print statement as below: import math pi = math.pi pi_square = pi**2 print('Pi is %.3f, and Pi squared is %.3f' %(pi,pi_square)) OUT: Pi is 3.142, and Pi squared is 9.870 It is also possible to round numbers before printing (or sending to a file). If taking this approach be aware that this may limit the precision of further work using these numbers: import math pi = math.pi pi = round(pi,3) print (pi) OUT: 3.142

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CC-MAIN-2021-31

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In Topic A, students begin by learning the precise definition of exponential notation where the exponent is restricted to being a positive integer. In Lessons 2 and 3, students discern the structure of exponents by relating multiplication and division of expressions with the same base to combining like terms using the distributive property, and by relating multiplying three factors using the associative property to raising a power to a power. Lesson 4 expands the definition of exponential notation to include what it means to raise a nonzero number to a zero power; students verify that the properties of exponents developed in Lessons 2 and 3 remain true. Properties of exponents are extended again in Lesson 5 when a positive integer, raised to a negative exponent, is defined. In Lesson 5, students accept the properties of exponents as true for all integer exponents and are shown the value of learning them, i.e., if the three properties of exponents are known, then facts about dividing numbers in exponential notation with the same base and raising fractions to a power are also known.

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CC-MAIN-2018-47

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Numbers to 5 In this unit students • learn the count sequence to 5, counting by ones; • connect counting to cardinality by pairing objects with a number name; • answer “how many?” questions; • count objects in sets; • compare numbers of objects; • write numbers. Although K.CC.A.1 calls for students to count to 100, the full intent of that standard is not met in this unit. In this unit, students practice counting by ones up to five. The teacher might lead students in choral counting. Students also start learning how to write numbers up to five. Students begin to develop an understanding of the relationship between numbers and quantities. They point to objects in sequence and match them to number names, and come to understand that the total number of objects in a set corresponds to the last number said in the sequence. They learn that that each successive number name refers to a quantity that is one larger than the last. They learn to make a one-to-one correspondence between numbers names and objects by working with “how many?” questions. They also compare the number of objects in sets of 5 or less. Although formal work with addition and subtraction has not yet begun, the counting work students do with numbers to 5 is foundational for building fluency in expressing 5 as a sum of two numbers in different ways. Comment on this unit here.

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CC-MAIN-2018-51

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The SIN function returns the sine of a number given in radians. This function takes a single number as input. It parses that number in radians and outputs its sine. SIN(number) -> sine - number (required, type: number) - The number to calculate the sine of. This number is parsed in radians. - sine (type: number) - The sine of the given number. The following example returns the sine of 90. Note that while the sine of 90 degrees is 1, the sine of 90 radians is 0.8939966636005579, and this is the number the SIN function returns: SIN(90) -> 0.8939966636005579 In order to calculate the sine of a number of degrees, said number must first be converted into radians using the function RADIANS. The following example returns the sine of 90 degrees by first converting 90 degrees into radians and then calculating the sine of the resulting number: SIN(RADIANS(90)) -> 1 As a unit, the radian is derived from the ratio of the arc length to the radius of a circle, and thus it often makes sense to express radians as multiples of pi. (Many "neat" angles are expressed nicely as multiples of pi – the quarter turn, 90°, is 0.5π radians, and a complete rotation, 360°, is 2π radians.) To do so, the SIN function can be used in tandem with the PI function. The following example, for instance, returns the sine of 2π radians. Note that the output is not exactly 0, but it is extremely close. This is the result of small rounding errors: SIN(2 * PI()) -> -2.4492935982947064e-16

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CC-MAIN-2021-49

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Access individual characters We’ve already learned that strings are made of a contiguous set of characters. You can access individual characters in a string or obtain a range of characters in a string. Here is how it can be done: >>> newString='Hello world!' >>> print (newString) H In the example above we’ve created a string variable newString with the value of ‘Hello world!‘. We’ve then accessed the first character of the string using the square brackets. Since Python strings are zero-based (meaning that they start with 0), we got the letter H. Here is another example. To obtain the letter w, we can use the following code: >>> print (newString) w To obtain a range of characters from a string, we need to provide the beginning and ending letter count in the square brackets. Here is an example: >>> print (newString[0:3]) Hel Notice how the character at the index 3 was not included in the output. The second number specifies the first character that you don’t want to include. You can leave out the beginning or ending number in a range and get the reminder of the string: >>> print (newString[:5]) Hello >>> print (newString[5:]) world! If you want to start counting from the end of the string, you can use a negative index. The index of -1 includes the right-most character of the string: >>> print (newString[-1]) !

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The circumstances that gave rise to the “Underground Railroad” were based in the transportation of Africans to North America as part of the Atlantic Slave Trade, along the path known as the Middle Passage. Almost five hundred years ago ships captained by Europeans began transporting millions of enslaved Africans across the Atlantic Ocean to the Americas. This massive population movement helped create the African Diaspora – or dispersal of Africans the New World. About 12 million Africans were kidnapped or sold into slavery in Africa and shipped to the Western Hemisphere from 1450 to 1850. Of this, about 5 percent were brought the British North America and later, to the United States.The demands for European consumers for New World goods helped fueled the slave trade. Following a triangular route between Africa, the Caribbean, and North America, and Europe, slave traders from European countries delivered Africans in exchange for products such as rum, tobacco, and sugar, the products European consumers wanted. Traditionally, the entry of Africans into British North America is dated from the 1619 sale of 20 Blacks from a Dutch ship in Virginia. For the first few decades the status of Africans in the colonies was uncertain. Some were treated as indentured servants and freed after a term of service. Some were kept in servitude because their free labor was invaluable. When race became a factor in who was enslaved is uncertain, but by the 1640s, court decisions began to reflect a different standard for Africans than for white colonists and to accept the notion of lifetime bondage for African Americans. In the 1660s, Virginia decreed that a child follows the condition of its mother, thus making lifetime servitude inheritable. This legal standing soon became the standard wherever slavery lived.

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CC-MAIN-2016-30

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en

Students will examine a feeling word and represent it in a dramatic presentation. Through this, students will present and observe the different situations that different feelings can exist in. - a hat, container, or bag - Pieces of paper with a different feeling word written on each. Use feeling words that your class would understand really well. Maybe you can generate a list to use ahead of time by asking your class to brainstorm a list of feeling words that they know. Some examples of feeling words are: - Place the feeling words in some sort of container. - Ask one student to come up and pick out a feeling without looking. - Now, this student is to act out a scene that has the feeling that they chose. - The rest of the class guesses the feeling that is being represented. The student who guesses correctly gets to go next, and the process is repeated. - Extension: Everytime you do this activity write out the feeling and the situation presented right beside it on chart paper. Eventually, you will have a variety of situations that the feelling can be present in. This would emphasize that there are many different feelings out there, and many different ways that they manifest themselves.

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CC-MAIN-2016-44

http://www.canteach.ca/elementary/drama7.html

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en

Watch this video and more on Tech Learning Network So far the code we've written has all of the variable values hardcoded, so we get the same output every time we run the program. Now we'll learn to take user input so we can process information provided by the user. Every program makes decisions. The coding structures used to make decisions are called conditionals. In this video, you'll learn to create simple conditional statements. Not every conditional is evaluated as true. In this section of the course, you'll create else statements to work with false conditions. The ternary operator is an abbreviated way of expressing a conditional-- Using it makes you look like a sophisticated Python programmer. You'll learn the ternary operator in this segment

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In this lesson we try to implement a simple Python if example, to learn more about using conditional statements. I take three numbers as input and check if they can represent the length of the three sides of a triangle. Then we determine if the triangle having the indicated lengths as sides is equilateral, isosceles or scalene. Implementation of the Python if example First of all we take the three sides as input and store them in the variables side1, side2 and side3. After we check these conditions: side1 < side2 + side3 side2 < side1 + side3 side3 < side2 + side1 If all three are verified, we proceed with the check on the equality of the sides, otherwise we display a message in the output that warns the user that the data entered cannot represent the sides of a triangle. So if they can be the sides of a triangle, we can immediately check if they are all three equal (equilateral triangle) or if at least two are equal (isosceles triangle) or if they are all different (scalene triangle). Here is the complete code of the example Python if: print ('Hi, today we will create a small program on triangles') side1 = int(input('Insert the first side of a triangle:')) side2 = int(input('Insert the second side of a triangle:')) side3 = int(input('Enter the third side of a triangle:')) if side1 < side2 + side3 and side2 < side1 + side3 and side3 < side2 + side1: if side1 == side2 and side2 == side3: print('The triangle is equilateral') elif side1 == side2 or side2 == side3 or side3 == side1: print('The triangle is isosceles') else: print('The triangle is scalene') else: print('The sides inserted cannot be those of a triangle') The algorithm can be solved in various ways. I have shown just a very simple example of Python if, a program that determines whether it is possible to construct a triangle by evaluating the sides. This example allows you to learn more about the use of conditional instructions and logical operators.

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CC-MAIN-2022-27

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Basic Algebra/Working with Numbers/Formulas In this lesson we will be learning formulas. A formula is a standard procedure for solving a class of mathematical problems There are many different kinds of formulas and like it or not most of us high school kids need to know some of them. To give you an example of a formula we will show you the formula for finding area. To find the area of a rectangle you multiply the length times the width. If the rectangle on the right is five inches wide and six inches long you would multiply five times six and get thirty, that would be the area of this rectangle. That is the formula for the area of a rectangle: Length * Width. Of course there are other harder formulas you will have to work with but now you know the basics of what a formula is. A formula is an established form of words or symbols for use in a ceremony or procedure Formula for volume of a sphere: Vsphere=(4/3)*r3 Area of a Square: area = width x height Solve for 'y': (a = 7) a +5 + y = 20 a + 5 + y = 20 (Put the 7 in place of the 'a') 7 + 5 + y = 20 (Add the integers, add 7+5=12) 12 + y = 20 12-12 + y = 20 - 12 (to get the 12 to the other side, add -12 to each side.) y = 8 (this leaves y=8) a + 5 + y = 20 (to check it, put the 7 in place of the a, and the 8 in place of the y. 7+5+8=20) 7 + 5 + 8 = 20 Solve for 'x': (a = 7) 5 + 2 + x + a = 24 5 + 2 + x + 7 = 24 14 + x = 24 14-14 + x = 24-14 x = 10 Check: 5 + 2 + x + a = 24 5 + 2 + 10 + 7 = 24 put links here to games that reinforce these skills (Note: put answer in parentheses after each problem you write)

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CC-MAIN-2017-04

https://en.wikibooks.org/wiki/Basic_Algebra/Working_with_Numbers/Formulas

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en

Students will connect number sentences to problem situations and use addition, subtraction, multiplication, and division to solve the problems. Before the Activity On a sentence strip or on the overhead, display a number sentence such as "8 + 2 = ?" Have students brainstorm situations and related questions that this number sentence could be representing. For example, "If I bought eight postcards on my vacation and I had two postcards already at home, how many postcards do I have now?" During the Activity Demonstrate how to display this equation on the calculator, and how to tell the calculator what the value of ? is.

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CC-MAIN-2019-30

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Our Prime/Composite Numbers lesson helps students distinguish the difference between prime and composite numbers, and how knowing and identifying them can help them with mathematical operations. It is important for students to explain why prime and composite numbers are not the same as odd and even numbers. Students are asked to play a prime/composite game with a partner in which they create their own factor trees and the student who correctly completes their tree and circles all prime numbers first wins. Students are also asked to individually complete practice problems in order to demonstrate their understanding of the lesson. At the end of the lesson, students will be able to define prime and composite and identify prime and composite numbers and explain their use for mathematical operations. Common Core State Standards: CCSS.MATH.CONTENT.4.OA.B.4

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CC-MAIN-2019-35

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Here is a fine worksheet on pronouns. Learners are coached as to just what a pronoun is, and what it does in a sentence. Then, they must find the pronouns in 12 sentences and underline each one. Good, solid practice. 7 Views 15 Downloads Subject Pronouns Worksheet Two How well do your pupils know subject pronouns? Provide some practice with this straightforward activity. For 18 sentences, individuals circle the subject pronouns. A brief definition of subject pronouns and a list of subject pronouns are... 2nd - 8th English Language Arts Ask your pupils to demonstrate their understanding of demonstrative pronouns by completing this activity. There are two parts to the exercise. First, learners identify the pronouns in sentences, and then they complete a short series of... 2nd - 8th English Language Arts CCSS: Designed Subject and Object Pronouns; Direct and Indirect Object Replacing a gift can end up in an awkward moment—but not when replacing a noun with a pronoun! Watch the most effective ways to use subject and object pronouns, as well as direct and indirect object pronouns, with an entertaining grammar... 3rd - 8th English Language Arts CCSS: Adaptable

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CC-MAIN-2017-22

https://www.lessonplanet.com/teachers/pronouns-3rd-4th

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Fourth grade students are expected to begin multiplication with fractions. Below is the common core standard. 4.NF.4 – Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. When introducing this concept, I made sure to connect the equations to repeated addition and how the ‘x’ symbol means ‘groups of’. Working with fractions can be confusing, so we also used lots of math manipulatives to make these equations concrete. Don’t rush into teaching students tricks or shortcuts. It’s important to take the time and show students what these equations mean. Below is a quick activity you can use before jumping into multiplication with fractions. This activity is included in the free download at the end of this post. Represent Fractions in Various Ways In the above image, we looked at how we can represent a fraction in various ways. - We can draw an area model. (4/6) - We can then break apart the fraction into unit fractions and it still equals the same amount. - We can write the unit fractions as a repeated addition sentence. (1/6 + 1/6 + 1/6 + 1/6) - We can then take that repeated addition sentence and change it to a multiplication equation. (4 x 1/6) Remember to Show Your Work! If you follow me on instagram, you’ll find that I post what my daughter and I are working on for the week. She is attending virtual school, and I am her learning coach. Below are a couple of pictures I posted as we worked through the lesson. Students can show their work by writing the unit fractions (left picture) or using math manipulatives (right picture). Spin an Equation – Free Math Game I created the following game to practice multiplying fractions by a whole number. It also includes fractions greater than one. Again, it’s important to show what these equations mean by either writing a repeated addition sentence, using math manipulatives, or drawing models. The above game is included in the free download. Download the Resources - Simply fill out the form below to receive the free printables. After you confirm your subscription, the free resources listed in this blog post will be sent to your inbox! - Already a subscriber? Visit the resource library!

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CC-MAIN-2019-51

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The accretion disc is formed when the material falls towards a stronger gravitational force. It could be a star or a black hole. The shape of the accretion disc can be flattened, circular, oval or irregular. These types of discs are found around different types of celestial bodies. They can also be found in very small regions of a few thousand kilometers around white dwarf and neutron stars. In addition, young stars undergoing the process of formation are also found in protoplanetary disks. If viewed on the scale of the Solar System, the largest accretion disk is found around the center of active galaxies. The accretion discs exist on a large scale and apparently there is some physical reason behind their formation. Since angular momentum is always conserved, small rotations in any falling material are magnified as it falls towards the star or black hole. It's like a swinging motion of ice skaters, who accelerate as they bring their arms inward. As these particles move towards the central source, collisions become more frequent due to the increase in the density of the particles. As a result, they heat up and release X-rays. This radiation is an important tool for astronomers, because black holes cannot be directly observed – not even light can escape the strength of their gravitational pull. X-rays emanating from the accretion disk can be observed and used to detect black holes.

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An angle is formed by the union of two non-collinear rays that have a common endpoint. This endpoint is the vertex of the angle, and the two rays become the sides of this angle. These two rays can form different types of angles. The different types of angles formed are acute, right, obtuse and reflex angles. A reflex angle is greater than 180 degrees but less than 360 degrees. In math, the convention for naming angles is either to use the vertex point or by using three points. Two of these points lie on either angle sides, and the third is the vertex. For example, an angle having point F on one angle side, point G on the other side and the vertex H can be named angle H, angle FHG or angle GHF.

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CC-MAIN-2020-29

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The following lessons were created for an 8th grade class. The lessons introduce students to arithmetic and geometric sequences. The first lesson introduces the students to the type of pattern and any new key vocabulary pertaining to the subject matter. Next, students get deeper into the sequences and derive explicit formulas. Students will not be given the abstract formulas at the beginning of these lessons. Instead they will work collaboratively to determine the patterns within the sequences to “create” the formula. This method gains the students understanding of the concept behind the formula and leads them to the abstract explicit formula for finding the nth term of a sequence. Once students have completed their investigations they will then create x/y tables for their sequences, which will then result in ordered pairs for graphing! Students graph the ordered pairs for our sequences and will uncover in their investigations that arithmetic sequences result in linear graphs because they are linear functions. Also, that geometric sequences result in exponential changes, thus exponential functions. Students will understand the difference of exponential changes vs linear through a series of assignments and hands on activities. This unit plan integrates literature and science and makes use of collaborative activities and oral presentations. This will assist students with further studies when calculating the partial sums and understanding the idea of limits when analyzing graphs.

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CC-MAIN-2017-43

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In the English language, the part of speech indicates how a word functions in meaning as well as grammatically within any given sentence. The verb is one of the eight parts of speech in the English language. In any sentence, the verb expresses action or being. It is a word or a combination of words that indicates action or a state of being or condition. In other words, a verb tells us what the subject performs. Generally, there is the main verb and sometimes one or more helping verbs in any given sentence. Action verbs or dynamic verbs as these are otherwise known, express an action whether physical or mental. It is a verb that describes an action, like give, walk, run, jump, eat, build, cry, smile, think, or play. An action verb explains what the subject of the sentence is doing or has done. There are lots of action verbs used in the English language. The worksheet focuses on educating first graders about action verbs. It consists of exercises to recognize action verbs. To determine if a word is an action verb or not one must look at the sentence and see if the word shows something one can do or something someone can be or feel. If it is something they can do, then it is an action verb. For example, in the sentence – ‘I run’, ‘run’ is an action that one can perform. Hence, ‘run’ is an action verb. There are six total sheets in this ‘Identify Action Verbs Printable Worksheet for First Graders. Each sheet consists of several words. Students have to determine which of the given words are action verbs and circle them. It is a simple but effective exercise to teach kids about action verbs. In the first sheet, there is a solved example for reference. This worksheet can be used at home as well as in schools. Make sure to ask students to write their name, section, date, and their teacher’s name if you use these to test your student’s ability to identify action verbs at school. Verbs are everywhere. We see, eat, sing, dance, draw and sleep. We use action verbs in most of the sentences we write. Thus it is essential for kids to understand what a verb and action verb is. The worksheet can be used independently or you can browse our website for more verb-related worksheets. Download, print, and get started now!

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Copyright © University of Cambridge. All rights reserved. 'Triangles All Around' printed from http://nrich.maths.org/ Why do this problem? This problem offers an opportunity for pupils to work in a systematic way, using their knowledge of the properties of triangles. Learners will need to apply what they know about angles in circles and triangles in order to calculate the angles in each triangle they draw. The problem encourages them to be clear about what they do know and what they can work out from it. It would be a good idea to try Nine-pin Triangles before tackling this task. You may like to read the teachers' notes of that task and follow a similar approach. A useful discussion about which triangles are the same and which are different could be encouraged. If working on paper rather than using the interactivity, pupils may find it helpful to print these sheets off: Sheet of four-peg Sheet of six-peg Sheet of eight-peg How do you know your triangles are all different? How do you know you have got all the different triangles? What do you know about the angles in a circle? What do you know about the angles in a triangle? Working in pairs will help learners access this task. After some time, you could encourage two pairs to join forces and compare their ways of working.

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CC-MAIN-2014-42

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Methods are also called as Functions. Methods are used to execute specific set of instructions Functions take arguments and have return type. Arguments are like an input given to the function and return type is the output of the function. Return type can be two types in ruby: Syntax of method: def methodname(arguments) statements return end In the above code, there is a method named square with one argument. A variable named number is assigned with the value of 3. Another variable called numbersqr is assigned with the value returned by the function. Here, we call the function by specifying the name and passing the argument. square(number). It is called function calling statement. number is passed to the function which is assigned to the local variable num in the function, the number is multiplied and the function returns the value which is assigned to the variable This is the output of the above program : The value 9 is returned from the function and assigned to variable numbersqr and displayed using In this program, there are two methods power. Power method takes two arguments. This method returns the value after raising the value present in the base variable to the value present in the exp variable. This method explicitly returns the value. That is, the value is returned using def power (base, exp) product = 1 while exp > 0 product *= base exp -= 1 end return product end When this function is called by passing the following parameters: power (3, 3). It returns the value of 3 raised to the power 3. In this program, the function calling statement is written inside print method. This specifies that function called be anywhere in the program. First, the square method is called, it returns the value and stored in the variable numbersqr. Now, when calling power method, we are passing the variables number. Therefore, the value of numbersqr ^ number is returned. In our case, 9*9*9 which is 729 is returned from the function.

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CC-MAIN-2020-40

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en

Now that you have almost finished the first three levels of this program, I want you to think about the eight parts of speech. When you study a language, it helps to label the different parts of a sentence or a question with the following terms: This is the classic list of terms that teachers use when talking about the eight parts of speech, but I also like to mention articles as well because they are so important in English. If you still need help understanding what these words do in a sentence, go back to the lessons in which they are explained. Nouns:These are words that function as subject, objects, and objects of prepositions. A noun is a person, a place, a thing, or an idea. Pronouns: These are words that can take the place of a noun. Words like "he," "him," "his," and pronouns. It important to know the differences among subject, object, possessive, and reflexive pronouns. Verbs: These words describe the action or inaction in a sentence. The key to understanding English well is to focus on the way verbs change. You have probably already noticed that most of the lessons here are about verbs and the various tenses in which they are found. Adjectives: Use adjectives to provide information about nouns. Adjectives describe color, size, degree, depth, quality, etc. Adverbs: These are words that you use to describe verbs, adjectives, and other adverbs. Conjunctions: Join ideas and words together with the use of conjunctions. There are many different kinds, but the two basic groups of conjunctions are coordinating and subordinating. Prepositions: These small yet important words indicate position, location, and relationships. Interjections: One-word responses and exclamations are interjections. these are words such as "wow," "hey," and "yeah." This is the least important among the eight parts of speech. It’s much more important, for instance, to learn about articles.

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CC-MAIN-2020-45

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Students learn to identify the point of view from which a story is told and how this affects the reader's response. They also learn to change point of view, and to write from another character's point of view! Complete with a teacher's page PDF and a launch-and-learn Notebook file, this mini-lesson helps to achieve the following learning objectives: • To compare the usefulness of techniques such as visualization and point of view in exploring the meaning of texts. Grades 4 - 6 This mini-lesson meets the following Common Core State Standards for English Language Arts:RL.4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are described.RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text.

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CC-MAIN-2015-06

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en

Common Core Standards: Math Ratios and Proportional Relationships 7.RP.A.2.a 2a. Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Here's a suggestion: start a lesson off telling your students that you can read minds. Seriously. Chances are, they won't just take your word for it—they'll want some proof. Then give them two quantities and say that they're proportional. If they don't question you about it, they're in trouble. Just like with mind reading, they shouldn't just take someone's word that two quantities are proportional to each other; they've gotta test it out themselves. Students should understand that they can test whether two ratios are proportional/equivalent in a few different ways. A table of values is always a safe bet—they can check to see whether each set of values has a multiplicative relationship to the next set. Here's a quick example: in the following table, is the ratio of coffee to sugar proportional across the board? The ratio of coffee to sugar in the first column is 6:1, and we can multiply that ratio by different values of 1 to get each new set of values: , and etc. That multiplicative relationship is the same for every entry, so yep, everything's proportional here. Another good test is to graph each ratio as a coordinate point, then see if they all sit on a straight line that passes through (0, 0). In our coffee-to-sugar example, we could graph (6, 1), (18, 3), (30, 5), and (42, 7), and all four points would be part of the line . That tells us if we're rocking a 42-oz cup of coffee in the morning (don't judge us, it was a long night), we'd have to put in 7 sugar cubes to get the same level of sweetness as a 6-oz cup with 1 sugar cube. Numerically, comparing ratios is as easy as reducing their fractions down to their simplest form. If we're trying to decide whether and are proportional to each other, remind your students to reduce, reduce, reduce. Since the simplest form of both is we can tell they're definitely in a proportional relationship.

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CC-MAIN-2015-11

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An adjective describes something; it usually describes a noun. With this printable parts of speech worksheet, students will be asked to add a noun for each adjective to describe. Made easy to print, this activity is perfect for use both at home and in the classroom! Common Noun Worksheets What is a common noun? A common noun is a word that refers to a general object rather than a specific one. It is not capitalized unless it's the first word in a sentence. Ex. The dog belongs to the women at the fire station. In this sentence, "dog," "women" and "fire station" are all general terms that refer to a class of items rather than to named individuals. Common nouns are different from Proper Nouns which give a name to a noun. Feel free to use the printable noun worksheets below in class or at home! With this printable activity, students will practice writing a noun for each letter of the alphabet. All the way from A to Z, see how many creative words your students can come up with! Our Parts of Speech Alphabet Worksheet is perfect for K – 3rd grade, but can be used where appropriate. Write Common or Proper on the line next to each noun. Then, write three of each. Read the story. Circle all the nouns. Write them on the lines below the story. Circle the nouns and cross out words that are not nouns. Tell whether each noun is common or proper. Write the plural of each word. Underline the common nouns and circle the proper nouns. Identifying parts of speech is an important skill to learn in early education! With this printable activity, students will practice writing nouns and adjectives. After reading through a series of adjectives, students will be asked to write a noun for each adjective to describe. Your student can go funny or serious by filling in the nouns and adjectives in this Thanksgiving grammar worksheet.

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CC-MAIN-2021-04

https://www.k12reader.com/subject/grammar/parts-of-speech/noun-worksheets/common-noun-worksheets/

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- Read lesson and discuss examples. - Allow students time to complete the exercises. - Discuss answers to exercises. Students should read the lesson, and complete the worksheet. As an option, teachers may also use the lesson as part of a classroom lesson plan. Excerpt from Lesson: An adjective is a word that describes a noun or pronoun. Adjectives tell you what the person, place or thing is like. Adjectives can tell you about size, color, number or kind. They make sentences more descriptive – that is, more interesting! For example, the word dog is a noun. But what kind of dog is it? What color is it? Is it a big dog or a small dog? If you say the big, brown, furry dog you have used three adjective to describe the dog. The words big, brown and furry are adjectives. English and Language Arts Lesson Plans, Lessons, and Teaching Worksheets teaching material, lesson plans, lessons, and worksheets please go back to the InstructorWeb home page.

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http://www.instructorweb.com/lesson/adjectivesintro.asp

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A Day for the Constitution Whether you are spending one class session examining the U.S. Constitution for Constitution Day this September 17th or more, our lesson activities have you covered. Here you will find questions, videos, and access to materials that can be amended and implemented to teach a Constitution Day lesson. An introduction and warm-up are provided, followed by three separate activities that can be used on their own or combined depending on the time allotted for Constitution Day. The lesson includes reflection questions and prompts for closure. What is the difference between the U.S. Constitution and the Bill of Rights? What does “a more perfect union” mean? What is the proper role of government when establishing and protecting rights? How is the U.S. Constitution relevant to daily living? What has the Constitution meant for democracy around the world? To what extent does the system of checks and balances provide for effective government? What should the next Amendment to the U.S. Constitution be? Analyze primary and secondary sources representing conflicting points of view to determine the proper role of government regarding the rights of individuals. Analyze primary and secondary sources representing conflicting points of view to determine the Constitutionality of an issue. Assess the short and long-term consequences of decisions made during the writing of the U.S. Constitution and the Bill of Rights. Compare the components of the U.S. Constitution and Bill of Rights with the Constitutions of other nations. Evaluate contemporary and personal connections to the U.S. Constitution and the Bill of Rights. Compose a reflection and assessment of the significance of Constitution Day and the U.S. Constitution.

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https://edsitement.neh.gov/lesson-plans/day-constitution

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This activity gets students writing sentences with correct verb forms that demonstrates that they know the meaning of the verb and its various forms. Begin each slide with a single click that reveals the verb (infinitive) and 3 subject pronouns with question words. Students have 40 seconds (the line on the bottom of the slide disappears to show time passing) to write three sentences that include the subject, the correct form of the verb and the additional information based on the question word(s). The next screen shows the three verb forms that students should have written so that they can check their work. The teacher then has students share their examples with a partner or with the class. This activity works well individually or in pairs. Students can write the sentences on small white boards or on a sheet of paper. This activity can be done using Powerpoint animation. Below are some complete activities to practice various French and Spanish verb forms. - Regular verbs - Irregular Verbs - Passé Composé with Regular Verbs - Passé Composé with avoir and être - The Imperfect - Subjunctive with Regular and Irregular Verbs

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https://wlclassroom.com/2012/09/23/foreign-language-verb-form-practice-with-sentences/

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This activity encourages students to think about the way fractions work. Help students to understand that a fraction, such as 1/3 (one third) actually means "one out of every three". If they understand this, they can break any whole set of objects into fractional parts and identify how many items in a given set are of a specific type! Model/Teach this using real-life materials, first, and allow students opportunities to practice. Students should concentrate on the denominators to determine how many to count by. So, for instance, if the denominator is 3, they will color or label one in every three according to the prompt. This is a great activity for individual students to demonstrate mastery, or for pairs to work collaboratively.

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CC-MAIN-2018-26

https://www.teacherspayteachers.com/Product/Fractions-Problem-Solving-3355376

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Speech marks or Inverted Commas are used when the writer wants to tell the reader what somebody said and how it was said. The use of speech marks can add 'reality' to the story, because the reader gets to know the characters better. This type of punctuation mark can also increase the excitement and emotion in the text. Different uses of "Inverted Commas" or "Speech Marks" When are the Y4 students going to use speech marks? There are different uses, as we read above, but Y4 are mostly going to use them in direct speech, or to say what somebody said! In a story... the character invites his friends to the cinema. Activity 1: Ask your child to point to examples of speech marks in their reading book or from the poster above . Encourage them to tell you what is the "purpose" of speech marks. You can ask: Where are the speech marks? What are they for? Which punctuation marks can you identify? Rules for using Speech Marks. Watch the videos attentively. Activity 2: Watch this video for more examples. Pause the video and try to answer the questions before 'they' do! Listen carefully to the explanations. Activity 3 (optional) If you are up to the challenge... you can print the following punctuation activity sheets and practise at home! Please choose the level your child feels comfortable with. Last but not least, during the Half-Term break... READ, READ, READ! This time there is a new challenge... practise reading a book you love in your HoLa (Home Language), so that you can read it to your class when we celebrate International Mother Language Day. The official date for this special day is the 21st of February, but we will celebrate it the week after the holidays.

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https://community.patana.ac.th/eal/primary-eal-blog-1/year-4-speech-marks

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Common Core Standards Basics The Common Core Standards set consistent and clear expectations for what students must know at the completion of each grade from kindergarten through high school. The standards establish expectations in three academic areas: Mathematics: The Common Core Standards for mathematics focus on gaining essential understanding to help students acquire a deeper knowledge of only the most important concepts and develop the skills to tackle mathematical problems in the real world. The standards call on students to develop deeper knowledge and higher-level skills in each successive grade, so it’s vitally important that students get a handle on the material covered in each grade. English language arts (ELA): The ELA standards are structured to build foundational literacy skills in early grades and to continue to equip students with reading and writing skills as they progress into middle and high school. The standards gradually increase in complexity from grade to grade, so pay special attention to the additional concepts and skills added from one grade to the next. Literacy: The literacy standards establish reading and writing expectations for students in social studies, science, and technology. These standards provide few specifics on what students need to read or write, focusing instead on how students should read and write in these courses and how to evaluate what qualifies as good writing.

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