Datasets:

Emm9625

/

fw-edu_ctx512-100M

like 0

Tools and Activities Design expected outcomes around tools and activities that augment verbal skills expansion. For example, design goals related to a student always having a dictionary or thesaurus handy. An anticipated outcome can revolve around word power, requiring the student to spend time with the dictionary every time a new word is encountered. Use those expectations to help teach new meanings and derivatives of words as well as check the spelling of uncertain words. Develop goals that increase reading to develop abilities with words, expression, comprehension of concepts and knowledge acquisition. Reading aloud with a partner helps exercise active listening, discussion and opinion, which all promote verbal intelligence skills. Come up with desired outcomes that help the learner remember the words by using the words in context. Writing goals offer a means to polish skills, editing and rewriting to improve writing or cut out repetitive or unnecessary material. Creating IEP goals for language reasoning centering on word games can foster reasoning and verbal dexterity. Suggest expectations that increase verbal intelligence with the implementation of mental exercises – like crossword puzzles, anagrams, code-breakers, rebuses, word searches and scrabble. Foremost, encourage children with goals that make them reason throughout the day. The basis for concept development should be real experiences and events. If the goal of a learner is to speak about his or her daily experiences (routine or sequence of an event) it helps the student to process by comprehending sequences. The attainment of these goals becomes much easier when students are encouraged to explain or talk through their reasoning process when problem solving, including the logical relationships among things. Consider, when creating goals the process of classifying, same/different, one-to-one correspondence, cause and effect, matching, and spatial relationships. Additionally, when creating IEP goals for language reasoning, keep in mind a balance of listening and talking that is appropriate for a learner's age and abilities, i.e., verbalization for the student whose communication skills are limited as well as allowing enough time for a student response.

<urn:uuid:b2f0e32d-2ef8-46ee-abda-2899a0d3451e>

CC-MAIN-2017-09

http://www.brighthubeducation.com/special-ed-law/126435-iep-goals-for-verbal-intelligence/

s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171629.92/warc/CC-MAIN-20170219104611-00391-ip-10-171-10-108.ec2.internal.warc.gz

en

In computer programming, there is a technique called recursion that is closely related to induction. In a computer program, a subroutine is a named sequence of instructions for performing a certain task. When that task needs to be performed in a program, the subroutine can be called by name. A typical way to organize a program is to break down a large task into smaller, simpler subtasks by calling subroutines to perform each of the subtasks. A subroutine can perform its task by calling other subroutines to perform subtasks of the overall task. A subroutine can also call itself. That is, in the process of performing some large task, a subroutine can call itself to perform a subtask. This is known as recursion, and a subroutine that does this is said to be a recursive subroutine. Recursion is appropriate when a large task can be broken into subtasks where some or all of the subtasks are smaller, simpler versions of the main task. Prolog is an example of a programming language that uses recursion to powerful effect. Classical Prolog has no loop construct: loops are defined using recursive subroutines. Like induction, recursion is often considered to be a ‘hard’ topic by students. Exper- ienced computer scientists, on the other hand, often say that they can’t see what all the fuss is about, since induction and recursion are elegant methods which ‘obviously’ work. In fairness, students have a point, since induction and recursion both manage to pull in- finite rabbits out of very finite hats. But the magic is indeed elegant, and learning the trick is very worthwhile. In your course Computer Organisation you will be tasked to write a small re- cursive program to compute the factorial in Assembly. You can have a sneak- preview below of of what the pseudocode for such a program might be. In future courses like Algorithms & Data Structures and Algorithm Design you will also be tasked to write and analyse recursive algorithms.

<urn:uuid:67049505-8cbe-498f-8510-de963deb3f3f>

CC-MAIN-2022-40

https://eng.libretexts.org/Bookshelves/Computer_Science/Programming_and_Computation_Fundamentals/Book%3A_Delftse_Foundations_of_Computation/02%3A_Proof/2.07%3A_Application_-_Recursion_and_Induction

s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030335326.48/warc/CC-MAIN-20220929065206-20220929095206-00690.warc.gz

en

In 1626, to the colony of New Netherland the Dutch brought the first slaves bought by West India Company. In 1640, an Indian war, named after the director general Kieft’s War, started. The Dutch needed more men and the loyalty of slaves. Therefore, when several men participated in 1644 in war, the company had to reward them. According to the Act of February, 26, 1644, these eleven slaves together with their wives and children were released from slavery and set free on the same position as other free people of New Netherland. They were granted the land to farm for livelihood. To recover their freedom, they had to pay to the Company and to its deputy for freedom. Annually, for all their lives each former slave had to pay thirty skepels of wheat, corn and beans, and one big hog. In case, he failed to pay the tribute to the Company, he would be returned to slavery, and his present children and children yet to be born would be obliged to serve as slaves to the West India Company. Additionally, they were bound to serve the Company, by water or by land, when called upon. In this case, they would receive wages. Afterwards, the other slaves made the same agreement. In 1664, some of them achieved full freedom for themselves and their families, having to pay annual tribute for the granted land. When English took New Netherland the following decade, the colony kept the same policy for slavery. Yet the New York Revolt in 1712 made English to pass stricter laws. Any slaves freed after 1712 were prohibited to own property.

<urn:uuid:f2e43dae-1e2f-42db-ba6d-421c86fa70e6>

CC-MAIN-2019-39

https://primeessays.com/samples/history/new-netherland-act-emancipating-certain-slaves.html

s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514573176.51/warc/CC-MAIN-20190918024332-20190918050332-00127.warc.gz

en

After reading this chapter, students will know understand the types of persuasion. While understanding the complexities of persuasion and how to overcome those complexities. Students will be able to deploy effective techniques in building arguments and organizing persuasive messages. Furthermore, students will learn problem solving techniques and about reasoning and fallacies. This section defines what persuasion. This section discusses audience reactions to persuasion. This section lists the various types of persuasion that can be used in the speechmaking process. This section introduces the concept of arguing for change. This section teaches techniques used in problem solving. This section introduces the concept of reasoning and how to use it. This section introduces fallacies. 1) What is persuasion? How is it different from manipulation and coercion? 2) Should persuasive speeches always include a specific call to action? Why or why not? 3) Why is change difficult for audiences to accept? 4) Describe a time when you were forced to change based on someone's persuasion. 5) A Question of Value builds on a Question of Fact, but adds what for the audience to consider? 6) This type of persuasion ends with a clear call to action, what is it? 7) What barriers may your audience perceive if you tell them you are trying to persuade them? 8) What is a delayed thesis? How might you use it in a persuasive presentation? 9) Using the seven-step problem solving process, give an example of a problem impacting your community and what a a possible solution would be. For steps 6 and 7, theorize how you might implement and follow up on the solution. 10) Analogy reasoning may not consider what when comparing two similar things? 11) Inductive reasoning moves toward probable conclusions based on what? 12) A fallacy that assumes if one part is true, the whole thing must be true is what? 13) When a speaker attacks a person rather than their ideas it is considered to be what? 14) Write a unique example of a hasty generalization.

<urn:uuid:96deb5ca-7c17-44be-9e35-3a9874379547>

CC-MAIN-2022-40

https://www.popsopentext.com/persuasive-speeches

s3://commoncrawl/crawl-data/CC-MAIN-2022-40/segments/1664030336674.94/warc/CC-MAIN-20221001132802-20221001162802-00346.warc.gz

en

Praxis Core Prep: How to Calculate Probability For the Praxis Core, you will focus on the probability of an event, also known as P (event), which deals with how likely something is to occur. You can record the probability of an event as a fraction, decimal, or percent. A chance action, such as tossing a number cube, is also called an experiment. Each observation of the experiment is called a trial, and what happens at the end of the trial is the outcome. One or more outcomes are called events. When you throw a single die, there are six possible outcomes: 1, 2, 3, 4, 5, or 6. The probability of any one of them occurring is 1/6. Determining the likelihood of an event When you throw a single die, there are six sides and six possible outcomes The table below indicates that the even outcomes are half and the not even outcomes are half; therefore, the likelihood of rolling an even number is as likely to happen or not — you have a 3/6 (read, three in six) or 50-50 chance. |2, 4, 6||1, 3, 5| What is the likelihood that you’ll roll a 6 on the single die? When a single die is rolled, either a 6 will be rolled or it won’t be rolled. There is only one 6 on the single die, so the likelihood that it will be rolled is 1 out of 6. Are you ready for a complement? The complement of an event is the set of all outcomes that are not the event. Analyze the situation that is occurring and find your total possible outcomes. For example, you have 16 total marbles in a bag, and the marbles are different colors. Write each color as a fraction, decimal, or percent of the total number. |8/16||5/16||2/16||1/16||16/16 or 1| The bag contains eight blue marbles, five red marbles, two green marbles, and one black marble. The probability of randomly picking a blue marble is 8/16. What is the probability of not drawing a blue marble? The probability of not picking a blue marble would be 8/16 or the sum of the remaining marbles in the bag. The (P) of not picking blue is the complement.

<urn:uuid:5c5f4c8c-01e5-4d36-ba04-c9744e81b776>

CC-MAIN-2019-39

https://www.dummies.com/test-prep/praxis/praxis-core-prep-how-to-calculate-probability/

s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514572516.46/warc/CC-MAIN-20190916080044-20190916102044-00210.warc.gz

en

Many people in slave-owning areas like the American antebellum South feared slave uprisings and rebellions. Incidents like the New York Conspiracy in 1741, Gabriel's Conspiracy in Virginia in 1800, and Nat Turner's Rebellion in 1831 made slaveholders and other members of white society even more nervous. They therefore created a series of slave codes and other laws designed to keep slaves firmly in their place and prevent further rebellions. Slave codes varied from place to place, but they contained some common elements. Slaves, for instance, could not travel away from their owners' homes without permission and a pass to indicate that permission. They could not gather together unless there was a white person with them. They could not learn how to read and write (and it was illegal to teach them). They could not bear arms. Those who did not live on a plantation were subject to strict curfews. Further, slaves could not own property or buy and sell in their own names. They could not marry in any way that was legally recognized. They could not testify in court or serve on juries. Most of the time, they did not even receive a trial for an alleged crime. What's more, slave patrols were created to enforce all these codes, and the Fugitive Slave Act required the capture and return of runaway slaves. We can see, then, how the fear of uprisings led to much greater restrictions on slaves in order to prevent them from gaining any sort of independence, power, or cooperation among each other. The restrictions continued to grow over time in many cases in order to try to make sure that the threat of rebellion was kept to a minimum.

<urn:uuid:04af89d9-72e5-46b0-ad21-f4b363544ae1>

CC-MAIN-2022-49

https://www.enotes.com/homework-help/how-did-slave-rebellions-in-the-us-and-beyond-2845408

s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711151.22/warc/CC-MAIN-20221207085208-20221207115208-00809.warc.gz

en

The rules of order of operations describe the sequence used to evaluate an expression. The rules are as follows: 1. Do operations inside parentheses. 2. Do multiplication and division from left to right. 3. Do addition and subtraction from left to right. These rules are used so that anyone who evaluates an expression will attain the same result. 2 + 3 x 4 Although it may seem natural to add the two the three first, the rules of order of operation tell us to multiply the three and the four first. If you wanted to write the expression so that the two and the three are added first, write the 2 + 3 in parentheses. Operations inside parentheses must be done first. 2 + 20 ÷ 2 - ( 8 - 6 ) x 2 Try example two above, then check your solution.

<urn:uuid:e650901f-048f-4c03-a420-e25767cf8aa3>

CC-MAIN-2017-13

http://www.learnalberta.ca/content/memg/Division02/Order%20of%20Operations/index.html

s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218189686.31/warc/CC-MAIN-20170322212949-00006-ip-10-233-31-227.ec2.internal.warc.gz

en

Enormous, mile-long (1.8 kilometers) landforms lie hidden beneath the Antarctic ice sheet, and these supersized subglacial masses may be contributing to the ice's thinning, according to a new study. Ancient ice sheets in Scandinavia and North America that have long since retreated left behind numerous landforms that scientists have studied to learn how they impacted the ice sheets above. However, such formations had not been observed under modern-day ice sheets — until now. Recently, a team of scientists discovered an active hydrological system below the Antarctic ice sheet. In their study detailing the discovery, the researchers revealed that these landforms beneath Antarctica are five times the size of those seen in Scandinavia and North America. [Antarctica Photos: Meltwater Lake Hidden Beneath the Ice] Subglacial conduits are tunnels underneath large ice sheets that funnel meltwater toward the ocean. Conduits become wider near the ocean, and the scientists found that these wider tunnels accumulate sediment. In fact, sediment that builds up over millennia can create giant sediment ridges about the size of the Eiffel Tower, according to the researchers. Using satellite data and ice-penetrating radar, the researchers found evidence of sediment ridges cutting into the Antarctic ice flow. These cuts from below leave deep scars that weaken the ice, the scientists said. The scars eventually form ice-shelf channels that are up to half as thin as the uncut ice; thinner ice is more susceptible to melting from the warmer ocean, the researchers added. Previously, scientists thought that ice-shelf channels were carved as ice melts from the warmer ocean waters. However, the new study "shows that ice-shelf channels can already be initiated on land, and that the size of the channels significantly depends on sedimentation processes occurring over hundreds to thousands of years," study lead author Reinhard Drews, a glaciologist at the Université libre de Bruxelles in Belgium, said in a statement. Though the discovery improves scientific understanding of how ice-shelf channels form, the researchers noted that this formation process is more complicated than scientists previously thought and requires further study. Antarctica's hidden landforms were detailed in a study published online May 9 in the journal Nature Communications. Original article on Live Science.

<urn:uuid:e2092aef-573d-4370-8841-d1e6a81a423c>

CC-MAIN-2019-43

https://www.livescience.com/59081-landforms-beneath-antarctica-contribute-to-melting.html

s3://commoncrawl/crawl-data/CC-MAIN-2019-43/segments/1570986653216.3/warc/CC-MAIN-20191014101303-20191014124303-00122.warc.gz

en

About this Worksheet: What is a helping verb? A helping verb, sometimes called auxiliary verbs, helps out the main verb in a sentence. They accomplish this by giving more detail to how time is portrayed in a sentence. In this printable sentence structure worksheet, students will focus on helping verbs. Students will be instructed to read through the given sentences and circle the number of each sentence that contains a helping verb. This activity is ideal for 3rd – 4th grade, but can be used where appropriate. It is great practice for use at home or in the classroom by parents, teachers, and students. Click the link below to download and print the PDF to get started.

<urn:uuid:2babbcd2-0a18-4ef1-b507-f3492e71d4e1>

CC-MAIN-2022-49

https://www.k12reader.com/worksheet/helping-verbs-in-sentences/

s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446711336.41/warc/CC-MAIN-20221208114402-20221208144402-00109.warc.gz

en

Angles are very important in our daily life so it’s very necessary to understand about angle. Two rays meeting at a common endpoint form an angle. In the adjoining figure, two rays AB and BC are called the arms of the angle ABC. Common endpoint B is called the vertex of the angle. We can name the angle as ∠ABC, ∠B or ∠1. The symbol for denoting an angle is ∠. The unit for measuring an angle is degree and is denoted as °. If there are more than 1 angles, we can label them as either ∠1, ∠2, ∠3, ∠4 or ∠ABC, ∠CBD, ∠DBE, ∠EBF. We use a protractor to measure the angles. Magnitude of an Angle: It is the amount of rotation through which one of the arms must be rotated about vertex to bring it to the position of the other. We observe that …….. ∠2 has greater magnitude than ∠1. ∠3 has greater magnitude than ∠2. The more is the opening between the arms of the angles, the greater is the magnitude. One complete rotation about a point is divided into 360 equal parts. Each part is called a degree and is written as 1° (one degree). 1° is further divided in 60 equal parts. Each part is called a minute and is written as 1' (one minute). 1' is further divided into 60 equal parts. Each part is called a second and is written as 1” (one second). In general: 1° = 60’ = and 1’ = 60" Measure of an angle: The amount of turning which one arm must be turned about the vertex to bring it to the position of the other arm is called the measure of an angle. In the figure ∠POQ, the measure of angle is written as m ∠POQ. It shows that arm OQ is turned about the vertex O to bring it to OP. One complete rotation about a point makes an angle of 360°. 1° = 60 minutes = 60' 1’ = 60 seconds = 60" The instrument used for measuring an angle is a protractor. ● Lines and Angles

<urn:uuid:a1a20ba6-8a0b-47da-b2ec-4b6e328e0d48>

CC-MAIN-2022-49

https://www.math-only-math.com/angles.html

s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710813.48/warc/CC-MAIN-20221201121601-20221201151601-00184.warc.gz

en

To begin this lesson, students review models for division including creating groups and using a number line. Creating groups includes taking the whole amount or dividend and using the answer or quotient to find the number of items in a group or the divisor. I am working from Table 2. Common multiplication and division situations. dividend ÷ ______ = quotient (groups) Using a number line to divide results in finding the number of groups with the sentence structure as: dividend ÷ items in a groups = _________ Students are given two sample problems, one for each type of problem, to practice before beginning the game. I choose basic problems with facts to 100. I want to make sure the students can model the problem because it is the focus of this lesson. An example problem for creating groups would be: There are 45 apples in a basket and 5 bags. How many apples can be put into each bag? An example of a number line problem would be: There are 45 apples in a basket and some bags. Each bag has 9 apples. How many bags are there? This is a non-competitive game. The goal for student partners is to come up with the same answer. If the students do not get the same answer, they have to try again one time. Using whiteboards, each student works independently, and then they compare answers and models. Rules of the Game: Roll two dice with numbers 1 - 12, or write numbers on cards. Multiply the two numbers together to get the dividend. Roll one dice, or choose a new card for the divisor. Solve the problem using a number line or a creating groups. Identify any remainders. To end this lesson, I roll the dice to create a problem for the students to solve as a ticket out the door. This must include the number sentence and a model of their choosing. If there is a remainder, it must be clearly identified.

<urn:uuid:3005eab1-2500-445b-bb1b-5cc57015bb15>

CC-MAIN-2019-47

https://betterlesson.com/lesson/591089/division-game-with-dice?from=mtp_lesson

s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496668716.69/warc/CC-MAIN-20191116005339-20191116033339-00125.warc.gz

en

Three activities provide basic knowledge and understanding of four layers of the earth: crust, mantle, outer core, and inner core. Students learn the thickness, temperature, and composition of each layer, and get a brief introduction to the lithosphere and asthenosphere. Layers of Earth Activities: • Earth’s Layers Lab – Students use apples as models for the earth. On the first page, they draw and label cross-sections of the apple and the earth. The second page asks them to compare and contrast the apple and earth on a Venn diagram then consider other uses for models. • Earth’s Layers Booklet – An eight-page foldable booklet gives information about the thickness, temperature, and composition of each layer. As students read they answer questions, label diagrams on the opposite page, and color to show what they’ve learned. • Earth’s Layers Model – Students find the thickness of each layer from an information sheet. Then they divide by 100 to determine how many squares will represent the layer. They color, cut in strips, and tape together to make one long model of the radius of the earth. Three versions of the information sheet are included: full color with specific information and a labeled model of the earth, grayscale with specific information and a labeled model of the earth, and a more challenging set of clues with no graphic. Choose one for your entire class or use different versions for differentiation. These hands-on activities, designed for intermediate grade students, provide basic knowledge and help students conceptualize what lies beneath their feet. Students practice reading, science process, and math skills while they explore. Are you looking for more geology activities for middle grade students? My unit on rocks includes articles, activities, and assessments that can be used in a stand-alone sequence or added to your longer unit. Check out my blog, Enjoy Teaching , for more activities and links. Visit each week for new ideas and freebies. Clip art was created by the Painted Crow.

<urn:uuid:a8a674ac-b923-4675-940c-a4d2ef1f70ce>

CC-MAIN-2017-22

https://www.teacherspayteachers.com/Product/Earths-Layers-Activities-for-Fourth-and-Fifth-Grade-2633331

s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463612537.91/warc/CC-MAIN-20170529184559-20170529204559-00474.warc.gz

en

In this video lesson, students will complete number sentences with the key words “more than” and “less than.” The video teacher first reads each problem. For example, the number sentence says: 2 more than 4 is… The teacher writes the sentence and circles the key words: more than. Other number sentences on the worksheet will use the key words: less than. She then explains one way to solve and find the answer is to use a number line. She draws a number line and explains that since the number sentence uses the words “more than,” then one will count up on the number line to find the answer. Another strategy the teacher demonstrates is using counters to find the answer. The teacher solves another problem by counting on from 10. Improve your student’s counting, addition, and subtraction skills by counting up and counting back on number lines. Other strategies include using counters and counting on to improve students’ understanding of the concepts of “more than” and “less than.” Try Kids Academy for FREE! You are almost done! Follow these three easy steps below Choose a payment method Create an account Download the App

<urn:uuid:87d2451f-4e0f-4bb4-87f4-3f81b3e155d9>

CC-MAIN-2023-06

https://www.kidsacademy.mobi/video/v_math_g1_ch7i1_i3school_of_magic/

s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499695.59/warc/CC-MAIN-20230128220716-20230129010716-00281.warc.gz

en

Following Triangles (2014), Adler and Miller tackle another shape. Again beginning with a definition and descriptions of basic three-dimensional figures and what they are called (sphere, cone, cylinder), Adler quickly ramps up to naming the parts of a circle—radius, diameter, chord, arc. Readers use their own circles, traced onto and cut from paper, and rulers (marked only in English measurements in Miller’s illustrations) to explore these concepts as well as symmetry and intersection. Brightly colored cartoon animals created from geometric shapes (largely circles) ask children to find and count radii, major and minor sectors, and chords. The learning deepens again as Adler looks at ways to find the circumference and area of a circle and the formulas involving pi. The only mathematical calculations readers are asked to do is in determining the area of six different circles using the formula radius x radius x pi = area. A final page looks at the usefulness and ubiquity of circles, though it seems more of an introduction than a conclusion, especially given its simplicity after some math that can be pretty difficult for young learners. Backmatter includes a glossary and the answers to the questions posed in the text. Another solid shape book that will grow with young geometry learners; don’t let the picture-book format fool you—high schoolers could use some of this math. (Informational picture book. 6-14)

<urn:uuid:828d75af-4623-4c39-9d96-efd70a37b8ac>

CC-MAIN-2019-51

https://www.kirkusreviews.com/book-reviews/david-a-adler/circles-adler/

s3://commoncrawl/crawl-data/CC-MAIN-2019-51/segments/1575540500637.40/warc/CC-MAIN-20191207160050-20191207184050-00556.warc.gz

en

Inequalities are similar to equations except that they may have an infinite number of solutions. Have you tried to figure out why the inequality sign has to be reversed when you multiply or divide by a negative value? This lesson will teach you to solve one variable inequalities after you have reviewed the inequality properties. Now, here they come, compound inequalities. What is the difference between an "OR" inequality, and an "AND" inequality? How should I graph them? That is not problem. This lesson guides you through the different stages of setting up the solution for up to three inequalities making up one compound inequality. Finally, you are going to learn how to use this knowledge in solving absolute value inequalities. The upper right section of the lesson's screen have the MARKER TOOLS menu that will allow you to highlight or write notes while you study the lesson. Also, below the lesson's screen you have a few helpful definitions that might be beneficial to review before going over the lesson. Note: This lesson (as some others) was targeted by hackers and changed several parts in the content. Until this note be on display please use caution in terms of verifying the accuracy of what you read. Absolute value: Distance of a number from zero on a number line. The distance is taken as positive all the time. For a variable: If x < 0 then –a; if x>=0 then a. Equivalent inequality: An inequality that has the same solution set as a given inequality. Graph of an inequality: The graph representing all the numbers in the solution set of the sentence. Inequality: A statement formed by placing an inequality symbol between numerical or variable expressions. Inequality symbols: Symbols used to show the order of two real numbers. Sides of an inequality: The two expressions at both sides of the inequality sign in an inequality. Left and right. Terms: A form of grouping one or more numerical and/or variable factors by means of multiplication and division. Variable: A letter used to represent a number. When the variable is part of an equation, it is possible to find the value for which it stands for by solving the equation. This is the solution (s) of the equation. Variable expression: Any expression containing one or more variables. Didn't you find what you were looking for? Do your search here!

<urn:uuid:ed847b0f-67c2-4784-bea1-a3dd82d84cea>

CC-MAIN-2017-22

http://www.mrperezonlinemathtutor.com/A2-m/1_4_Inequalities_incl_abs_val.html

s3://commoncrawl/crawl-data/CC-MAIN-2017-22/segments/1495463612537.91/warc/CC-MAIN-20170529184559-20170529204559-00261.warc.gz

en

Count the pictures, write down the number and then circle the correct greater or less than symbol. Perform the basic math equations and then fill in the correct symbol for greater, less than or equal. Look at the pictures in each box and determine whether to draw a greater than or less than symbol. Kids are asked to look at each of the groups of numbers and write then in sequence from least to greatest. Practice greater than, less than and equals with this free worksheet which includes 20 individual problems. Sequence the numbers in each of the boxes to put the numbers in order from least to greatest. Help kids practice sequencing numbers from the least to the greatest. These worksheets go well with the rest of our greater than, less than worksheets. A variety of different worksheets geared to helping kids practice their ability to recognize greater than, less than or equal to. Count the objects in each box and then circle the correct symbol for greater or less than.

<urn:uuid:f5edccc8-0da6-45fb-b2a2-c2d5bb8bcaad>

CC-MAIN-2020-05

https://www.allkidsnetwork.com/best/top-greater-than-less-than-kids-activities

s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579251783000.84/warc/CC-MAIN-20200128184745-20200128214745-00122.warc.gz

en

Reading comprehension is the ability to read words and interpret them by giving meaning to what has been read. When students are beginning to read, the emphasis is placed on the sounding out or sight recognition of letters and words. The emphasis on understanding is extremely important. It should be encouraged from the beginning when a student learns to read. Fiction is easier than non-fiction to comprehend. Most students get the idea of the plot of a story and can do interpretations easily. The reading of non-fiction – that is textbooks, handouts, information online- is more difficult. It is important for students to read a portion at a time to understand the factual information. A good guideline is to stop after each paragraph and make sure the interpretation of information is done to put it into memory. Vocabulary building is vital to encourage students to become excellent readers. Every student should have a vocabulary building program. If the school does not provide one, then the parents should. There are many online resources for books and other technology for learning vocabulary. If you have questions you would like answered, please contact Beth Silver. email: email@example.com Phone: 310-720-0390.

<urn:uuid:5b863917-6226-4d03-aac4-b554fc63f505>

CC-MAIN-2020-05

https://brain-based-learning.com/2019/02/01/what-is-reading-comprehension/

s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250592394.9/warc/CC-MAIN-20200118081234-20200118105234-00371.warc.gz

en

Lesson 16 Student Outcomes Students solve two inequalities joined by “and” or “or,” then graph the solution set on the number line. "And" and "Or" Statements Recall that for a statement separated by “and” to be true BOTH statements must be true. If it is separated by “or,” at least one statement must be true. 1. Solve each compound inequality for x and graph the solution on a number line. a. 9 + 2x < 17 and 7 - 4x < -9 b. 6 ≤ x/2 ≤ 11 a. Give an example of a compound inequality separated by “or” that has a solution of all real number. b. Take the example from (a) and change the “or” to an “and.” Explain why the solution set is no longer all real numbers. Use a graph on a number line as part of your explanation. Rotate to landscape screen format on a mobile phone or small tablet to use the Mathway widget, a free math problem solver that answers your questions with step-by-step explanations.

<urn:uuid:39464025-2a32-4a13-8664-8476660245ea>

CC-MAIN-2017-26

http://www.onlinemathlearning.com/and-or-inequalities.html

s3://commoncrawl/crawl-data/CC-MAIN-2017-26/segments/1498128320532.88/warc/CC-MAIN-20170625134002-20170625154002-00483.warc.gz

en

Overview of Section Resources - Section 1: What Is Sound? - Students begin their investigation of sound by listening to sounds and noting differences in pitch and volume. They experiment to find out what makes a loud sound and what makes a soft sound. Students also learn that sounds are made by vibrating objects. They are given the opportunity to feel the vibrations of the tines of a tuning fork and see the vibrations make ripples in water. - Section 2: Speaking and Hearing - Students learn that their vocal chords vibrate as air passes through them, producing sound. Students practice varying the pitch and volume of their voices. Using a homemade kazoo, they feel the vibrations of the membrane that create the sound. They also construct a model of the ear canal and ear drum and use it to learn how we hear sounds. - Section 3: Changing Pitch - Students learn about the variables that affect pitch. They pluck a string and observe what happens to the pitch as the length and tension of the string change. Then they compare the pitch of sounds produced by plucked rubber bands of different widths. They look inside a stringed instrument to see how the instrument is able to produce a wide variety of pitched notes. Finally, they tap glass bottles filled with varying amounts of water and see how the amount of water in the bottles affects the pitch of the sound produced. - Section 4: How Sound Travels - In this section, students learn that sounds travel differently through solids, liquids, and gases. Students compare the quality of sound traveling through solids, liquids, and gases and conclude that sound travels best through solids and least well through gases.

<urn:uuid:8a722576-e400-44e9-84ed-1344238a714d>

CC-MAIN-2013-20

http://www.eduplace.com/parents/hmxs/ps/moda3/overview.html

s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368705926946/warc/CC-MAIN-20130516120526-00095-ip-10-60-113-184.ec2.internal.warc.gz

en

Learn something new every day More Info... by email The Compromise of 1850 was legislation passed by the United States Congress that established the parameters to facilitate and limit the expansion of slavery to newly-acquired territories. Passed on 4 September 1850, the laws came in the form of five different bills signed by President Millard Fillmore. The Compromise of 1850 was central to the debate between representatives of Southern slave states and Northern free states. When the US expanded in the late 1840s with the annexation of Texas and the defeat of Mexico in the Mexican-American War, the federal government found itself entrenched in a national debate over where slavery would exist. Although the concept of slavery had traditionally been left out of the national dialogue in Congress, various legislative actions addressed expansionism of the practice earlier in the century. In 1820, the Missouri Compromise prohibited slavery north of the 36th parallel in the Louisiana Territory with the exception of Missouri, which was allowed the practice. Just prior to the passage of the Compromise of 1850, another piece of legislation, the Wilmot Proviso, attempted to ban slavery from territory west of Missouri. This bill failed numerous attempts at passage in the Senate. According to the details in the Compromise of 1850, territorial lines were drawn for the new lands and the decision over slavery in the West was established. Texas was split up, creating the New Mexico territory, but in return, it received federal debt relief and lands in the Texas Panhandle and El Paso. California would remain free, while New Mexico and Utah could vote to allow slavery. The Fugitive Slave Act, a law that allowed the recovery of escaped slaves in the North, was emboldened, making it a crime to not arrest fugitive slaves. In addition, slavery was retained in the nation's capitol, although the slave trade was banned. The Compromise of 1850 was central to stabilizing relations between the North and South. Many historians believe the American Civil War may have started a decade earlier had an agreement not been reached. This legislation kept the peace for the next four years until the Kansas-Nebraska Act passed in 1854, which contemporaries viewed as further concession to slave states. While the Compromise of 1850 staved off conflict for a few years, the laws failed to address the root problems with slavery, in that it was viewed by many in the North as unconstitutional and morally wrong.

<urn:uuid:e00c1ac7-28c6-447d-8e97-0ec33ad86e0d>

CC-MAIN-2013-20

http://www.wisegeek.com/what-is-the-compromise-of-1850.htm

s3://commoncrawl/crawl-data/CC-MAIN-2013-20/segments/1368704664826/warc/CC-MAIN-20130516114424-00034-ip-10-60-113-184.ec2.internal.warc.gz

en

Nouns: Common or Proper? This common and proper nouns worksheet helps kids learn what makes a noun common or proper. Students will begin by reading about the different kinds of nouns, and learning how to identify each common and proper nouns. Then, kids will be able to put their new knowledge to the test by circling the common and proper nouns in written examples, and capitalizing the proper nouns. Help your child improve his writing with this worksheet.

<urn:uuid:9e504920-5895-4425-8805-25253b5de264>

CC-MAIN-2017-30

https://www.education.com/worksheet/article/nouns-common-proper-third/

s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549423222.65/warc/CC-MAIN-20170720141821-20170720161821-00412.warc.gz

en

Tsunamis generally begin with the vertical movement of the earth's crust on the ocean floor. The movement displaces the water above, creating a wave. As the wave reaches shore, its amplitude increases.Continue Reading Tsunamis may reach shore as either a breaking wave or as a fast, strong tide. Either form can cause catastrophic damage to property and destroy lives. Powerful tsunamis can reach as much as 1000 feet inland in an area called the inundation zone. Thus, earthquake warning systems are an important factor in preventing tsunami-related deaths. The earthquake that triggers a tsunami may last only a few seconds. Moving at speeds of up to 500 miles per hour, tsunamis can travel the width of the Pacific in 24 hours and the residual waves can last for several hours or even weeks (in extreme cases) as the displaced water travels back and forth across the ocean. Tsunamis often occur in the Pacific Ocean in the area known as the Ring of Fire. Many continental plates converge in this area, resulting in a higher-than-average number of earthquakes. Besides the movement of the earth's crust, ocean water can be displaced by other methods. Landslides and volcanoes may thrust objects into the ocean, resulting in a tsunami. Volcanoes, both underwater and on land, are also common in the Ring of Fire.Learn more about Storms

<urn:uuid:ec50f142-3d81-46ea-bf74-cdd633b69bee>

CC-MAIN-2017-30

https://www.reference.com/science/tsunami-start-c3aee399312e3572

s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549424148.78/warc/CC-MAIN-20170722202635-20170722222635-00278.warc.gz

en

Learn Multiplication & Division Find resources here to help your students master these fundamental topics in arithmetic: multiplication and division. Choose between online exercises, apps, videos, printable worksheets, workbooks, and more to find the learning materials that best fit your student's needs, and your budget. We have 4 resources for learning Multiplication & Division including educational Online Classes and Websites, from providers such as Khan Academy and BrainPOP. Find 16 more resources in subtopics including Multiplication & Times Tables and Division. 3rd | Online class Multiplication and division are two of the most important operations to understand in math. If you drink 2 cups of water, 5 times, how much water have you drunk? If you need to divide 9 slices of... 4th | Online class Let’s continue on the multiplication and division adventure that was started in third grade. We’ll think about multiplying and dividing with whole numbers and discover that sometimes we have a... 1st - 4th | Online class If 3 kids each have two robot possums, how many total robot possums do we have? You liked addition, but now you’re ready to go to the next level. Depending on how you view it, multiplication is... Kindergarten - 3rd | Website Series of lessons and exercises covering repeated addition, repeated subtraction, making equal groups, arrays, and dividing with remainders. Part of the BrianPOP Jr series of K-3 lessons.

<urn:uuid:6ffee3ac-46fb-4695-a17b-ed93bd2f3cf3>

CC-MAIN-2020-10

https://www.learnamic.com/learn-multiplication-division

s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875147154.70/warc/CC-MAIN-20200228104413-20200228134413-00434.warc.gz

en

Direct instruction is where teachers use explicit teaching techniques to teach a specific skill to their students. This type of instruction is teacher-directed, where a teacher typically stands at the front of a room and presents information. Teachers match their instruction to the task to enhance students’ understanding of a topic. This technique depends on strict lesson plans with little room for variation. It does not include active learning activities such as discussions, workshops or case studies. Direct instruction has a number of critics, who believe that it has little room for personalization or adaptability. The six steps in direct instruction are: – Introducing material, that is used to activate students’ prior knowledge – Presenting new material, where students begin to learn with step-by-step guides – Guiding students, where teachers can correct mistakes early on and reteach material if needed – Providing feedback, where teachers give students an indicator of their performance – Practicing independently, where students individually apply the skills that they’ve gained – Evaluating, where students are tested on what they’ve learned.

<urn:uuid:cf65b582-8413-418c-9d68-0a0924b2ae9c>

CC-MAIN-2020-10

https://tophat.com/glossary/d/direct-instruction/

s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875148163.71/warc/CC-MAIN-20200228231614-20200229021614-00351.warc.gz

en

As we begin our next PYP Unit of Inquiry, we investigate the realm of Simple Machines. Each PYP Unit has a core or central idea. Our central idea for Simple Machines: “Simple machines are used to move objects in different ways and influence our daily lives.” The ideas and concepts to help students gain a better understanding. Our key concepts for Simple Machines: Form: What is a simple machine? Function: How do simple machines work? What happens when they work together? Connection: How do simple machines affect our daily lives? Reflection: What evidence have we collected to support this idea? IST Grade 2 teachers have put together a list of Internet resources and games for students to explore. Here are just a few resources for you to try. Simple Machines – Resources and Games Levers – Investigate how levers work in this interactive mobile Problem Solving with Push/Pull Physics and Simple Machines Magic Pen – Draw items and use simple machines to solve problems Fantastic Contraption – Design and build your own compound machine Roller Coaster Designer – Use gravity’s pull to create your coaster Learn About Simple and Compound Machines EdHead Simple Machine – Learn about simple machines EdHead Compound Machine – Learn about compound machines Simple Machines – Identify the different ways simple machines are used Additional resources and games cane be found on the IST Grade 2 STUDENT page under the sub-heading Simple Machines. Have fun exploring!

<urn:uuid:27cb016d-932a-43fe-acbd-dc6e369f4133>

CC-MAIN-2017-30

https://istgrade2.wordpress.com/2010/01/18/explore-simple-machines/

s3://commoncrawl/crawl-data/CC-MAIN-2017-30/segments/1500549448146.46/warc/CC-MAIN-20170728083322-20170728103322-00034.warc.gz

en

This text depicts how the Westward Expansion left a lasting impact on America. The massive migration of people to the American West during the gold rush required building towns to house people. However, when all the gold and other resources in an area were depleted, the towns were often deserted. These deserted towns were called ghost towns. (McGraw-Hill Imagine It!, 2008) This lesson was created as part of the Basal Alignment Project, during which teachers created CCSS-aligned lessons for existing literary and information texts in basal readers. All page numbers and unit/week designations found in this lesson relate to the edition of the basal reader named above. If you are using a trade book or different edition of this title, the page/unit/week references in this lesson will not match. Consult the content referenced in the body of the lesson to determine appropriate page numbers for your text.

<urn:uuid:9f44e50e-00db-4968-91c2-d53bede1d4bf>

CC-MAIN-2017-34

http://achievethecore.org/page/1629/ghost-towns-of-the-american-west

s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105976.13/warc/CC-MAIN-20170820053541-20170820073541-00032.warc.gz

en

In previous lessons, we have only learned how to trigger events or control program flow by clicking the mouse. In this chapter, you will learn how to use the keyboard to trigger an event using the keyboard beside using the mouse. When the user presses a key on the keyboard, it will trigger an event or a series of events. These events are called the keyboard events. In Visual Basic, the three basic event procedure to handle the keyboard events are KeyPress, Keydown and KeyUp The keyboard event occurs when the user presses any key that corresponds to a certain alphanumeric value or an action such as Enter, spacing, backspace and more. Each of those value or action is represented by a set of code known as the ASCII . ASCII stands for American Standard Code for Information Interchange. ASCII stands for American Standard Code for Information Interchange. Computers can only understand numbers, so an ASCII code is the numerical representation of a character such as 'a' or '@' or an action of some sort. ASCII was developed a long time ago and now the non-printing characters are rarely used for their original purpose.In order to write code for the Keyboard events , we need to know the ASCII and the corresponding values. Some of the commond ASCII values are shown in Table 38.1. Table 38.1: ASCII Values For more detail table, please refer to http://www.asciitable.com/ 38.2 Common Key Events Constants. In Visual Basic 6, it employs a set of constants that correspond to the ASCII values. We can use the constants instead of the ASCII. The following tablle shows the constants and the corresponding ASCII values. 38.3 Writing code for the key events We can write code for the three key events i.e. keyPress, KeyDown and KeyUp. In this example, the program can detect the pressing of Enter key and the keys other than the Enter key. If you wish to detect and display the key pressed by the user, simply type the following code: The function Chr will convert the ASCII values to the corresponding characters as shown in the ASCII table. In this example, we use the For ...Next loop to display the alphabet A to Z by pressing any key on the keyboard. Copyright ® 2008 Dr.Liew Voon Kiong . All rights reserved |Contact: email@example.com

<urn:uuid:eee318e7-10dd-43a8-b9bc-a5655ca046e4>

CC-MAIN-2014-10

http://www.vbtutor.net/vb6/lesson38.html

s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394010683244/warc/CC-MAIN-20140305091123-00009-ip-10-183-142-35.ec2.internal.warc.gz

en

Geometry for Elementary School/Conventions This appendix summarises the conventions used in this book. There is also a British-American English differences table provided. All the language in this book uses simple British English. Alternative names in American English are listed below. |British English||American English||Other names| |Vertically opposite angles||Vertical angles||/| |The right angle-hypotenuse-side congruence theorem (RHS)||The hypotenuse-leg congruence theorem (HL)||The hypotenuse-leg-right angle theorem (HLR)| |Compass||Compass||A pair of compasses (British)| |Centimetre / Millimetre / Metre / Kilometre||Centimeter / Millimeter / Meter / Kilometre||/| |Millilitre / Litre||Milliliter / Liter||/| This appendix summarises the notation used in the book. An effort was made to use common conventions in the notation. However, since many conventions exist the reader might see a different notation used in other books. A point will be named by an uppercase letter in italics, as in the point A. In some equations though, it will look like this: . - Line segment We will use the notation for the line segment that starts at A and ends at B. Note that we don't care about the segment direction and therefore is similar to . We will use the notation for the angle going from the point B, the intersection point of the segments and . Sometimes the angle may also be represented by a lowercase letter or even a number, but this is only used in the main text for ease and not in the exercises. A triangle whose vertices are A, B and C will be noted as . Note that for the purpose of triangles' congruence, the order of vertices is important and and are not necessarily congruent. We use the notation for the circle whose center is the point A and its radius length equals that of the segment . Note that in other sources, a circle is described by any 3 points on its circumference, ABC. The center, radius notation was chosen since it seems to be more suitable for constructions. - External links

<urn:uuid:86cfad16-a515-45fa-93dc-7d34a0ca3fb6>

CC-MAIN-2020-16

https://en.wikibooks.org/wiki/Geometry_for_Elementary_School/Conventions

s3://commoncrawl/crawl-data/CC-MAIN-2020-16/segments/1585370495413.19/warc/CC-MAIN-20200329171027-20200329201027-00306.warc.gz

en

The activities in this collection encourage children to create, recognise, extend and explain number patterns. Read the article for more information and to find out why these particular tasks have been selected. This article for primary teachers outlines how we can encourage children to create, identify, extend and explain number patterns and why being able to do so is useful. What patterns can you make with a set of dominoes? Choose four of the numbers from 1 to 9 to put in the squares so that the differences between joined squares are odd. Frances and Rishi were given a bag of lollies. They shared them out evenly and had one left over. How many lollies could there have been in the bag? How do you know if your set of dominoes is complete? An investigation involving adding and subtracting sets of consecutive numbers. Lots to find out, lots to explore. In this activity, the computer chooses a times table and shifts it. Can you work out the table and the shift each time?

<urn:uuid:71a9359b-7d26-40a3-9c53-550a9d8adef4>

CC-MAIN-2014-15

http://nrich.maths.org/9944

s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1398223204388.12/warc/CC-MAIN-20140423032004-00195-ip-10-147-4-33.ec2.internal.warc.gz

en

Learning about Frogs suggested grade levels: 4-6 view Idaho achievement standards for this lesson 1. Have students handle and touch a frog (from pet store). Discuss body parts: Head, body, legs, etc. What does animal look like? What are its parts? How does it feel? 2. Introduce developmental cycle of the frog: eggs, tadpoles, young frogs, and adult frogs. How does the frog change? What does it look like as a tadpole? What is growing when it is a young adult? How is the adult frog different? 3. Discuss habitat as a place where an organism lives. What do you think a frog habitat might be like and why? Discuss frog characteristics (webbed feet, moist skin, etc,) 4. Discuss diet of a frog. What do you think it eats? What adaptations does it have for this diet? What eats frogs? 1. Assign each student a particular species of amphibian. Teachers can also have students pick their own species but teacher should guide them in order that they do not all pick the same species. 2. Teacher should encourage each student to use the Digital Atlas of Idaho to do research on his or her species (Length of report should reflect grade level). Follow the links to the amphibian pages and get information on selected species. Report should include species characteristics, species habitat, species diet, and anything else students want to include. To get there: Click on Atlas Home, mouse-over Biology, then click on Amphibians. 3. Each student will give "show and tell" presentation to the class on his/her species. These are links to access the handouts and printable materials. amph3ho.pdf | Amphibians The sample questions below are shown in the printed handout. 1. Frog description: a. What does the animal look like? b. What are its parts? c. How does it feel? 2. Developmental cycle of frogs: a. How does the frog change? b. What does it look like as a tadpole? c. What is growing when it is a young adult? d. How is the adult frog different? Answers may different for each species.

<urn:uuid:15a5ce52-9b5d-4864-8369-d8c91dd3f2bc>

CC-MAIN-2014-15

http://imnh.isu.edu/digitalatlas/teach/lsnplns/frogslp.htm

s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609539705.42/warc/CC-MAIN-20140416005219-00028-ip-10-147-4-33.ec2.internal.warc.gz

en

Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. When designing and making, pupils should be taught to: - Design purposeful, functional, appealing products for themselves and other users based on design criteria. - Generate, develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology. - Select from and use a range of tools and equipment to perform practical tasks. - Select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics. - Explore and evaluate a range of existing products. - Evaluate their ideas and products against design criteria. - Build structures, exploring how they can be made stronger, stiffer and more stable. - Explore and use mechanisms [for example,levers, sliders, wheels and axles], in their products.

<urn:uuid:30a6d4ab-3187-4d9c-9c1e-e6d215f900ea>

CC-MAIN-2017-39

http://www.uxendonmanor.com/key-stage-1/

s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818687606.9/warc/CC-MAIN-20170921025857-20170921045857-00361.warc.gz

en

Floating Point/Floating-Point Numbers This page is going to introduce floating point numbers, and explain some key terminology. - The base of a floating-point number is the number to which the exponent is applied. In our decimal counting system, the base is usually 10. In a binary system, however, the base is usually 2. In the following number: , 10 is the base. - The precision of a number is the amount of places available after the decimal point. In the scientific-notation number: , the precision is 4 because there are 4 digits after the decimal point. - The significand is the value of the non-exponent part of the number. In the number , 1.2345 is the significand. This is also called the mantissa. - The exponent is the number to which the base is raised. In the number , 6 is the exponent. m is the significand b is the base e is the exponent In computer science, a number is called biased, if it has associated with it a certain additive offset value. For instance, if we have a 3 bit number (from 0 to 1112, which is 7 in decimal), we can define a bias of 4, so that every number value has 4 subtracted from it to provide the final value. Here are some examples: |unbiased number||biased number| |0||0 - 4 = -4| |7||7 -4 = 3| This means that our number, now that it has been biased can go from -4 to 3. Biasing is only one of many methods for allowing binary values to express negative values. There are a number of variables that we will use throughout this book, and we are going to explain a few of them here: - b is the base number. - We will use the letter e to represent the number of bits in an exponent. This means that the exponent can take all integer values from 0 to . - This is the precision value of the significand.

<urn:uuid:37c0ec18-d0c3-44db-bce2-80f4dc497c18>

CC-MAIN-2014-23

http://en.wikibooks.org/wiki/Floating_Point/Floating-Point_Numbers

s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1405997857714.64/warc/CC-MAIN-20140722025737-00060-ip-10-33-131-23.ec2.internal.warc.gz

en

In this probability worksheet, students determine the dependent and independent probability of given events. This two-page worksheet contains nineteen problems. 3 Views 33 Downloads General Addition and Multiplication Rules of Conditional Probabilities Making connections between multiple methods of solving problems is an important part of understanding conditional probability. The lesson shows solutions to problems using Venn diagrams, tree diagrams, formulas, and two-way tables.... 10th - Higher Ed Math CCSS: Adaptable Student Workbook: Statistics and Probability Statistically, practicing this packet completely helps young mathematicians do well on the test. The packet is adaptable to many grade levels as it includes basic probability and goes up to data analysis with mean, median, and mode. 9th - 12th Math CCSS: Adaptable Physics Skill and Practice Worksheets Stop wasting energy searching for physics resources, this comprehensive collection of worksheets has you covered. Starting with introductions to the scientific method, dimensional analysis, and graphing data, these skills practice... 9th - Higher Ed Math CCSS: Adaptable Modeling Conditional Probabilities: 2 Bring the concept of conditional probability alive by allowing your classes to explore different probability scenarios. Many tasks have multiple solutions that encourage students to continue exploring their problems even after a solution... 10th - 12th Math CCSS: Designed

<urn:uuid:36c1cfe7-ba83-447e-9ada-40bc61d84fa8>

CC-MAIN-2017-39

https://www.lessonplanet.com/teachers/probability-worksheet-9th-10th

s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818687740.4/warc/CC-MAIN-20170921101029-20170921121029-00275.warc.gz

en

3rd Grade Reading LP Prefixes and Suffixes Prefixes and Suffixes includes: 144 challenges: 12 cards with 12 challenges on each card. Each card is SELF-CORRECTING. These cards give children practice in: reading, critical thinking, understanding prefix and suffix meanings, completing sentences, and joining words to make new words. The activities on the cards progress in this order: Card 1 - Match the words and their definitions. Card 2 - Complete the sentences. Card 3 - Match the words with their definitions. Card 4 - Match the definitions with the words. Card 5 - Join words and prefixes to make new words. Card 6 - Complete the sentences. Card 7 - Complete the sentences. Card 8 - Complete the sentences. Card 9 - Complete the sentences. Card 10 - Does the spelling of the root word change when the suffix is added? Card 11 - Join words and suffixes to make new words. Card 12 - Complete the sentences. Children will practice understanding prefixes and suffixes with these fun cards. They will match words and definitions, complete sentences and create new words with these skills. These activities provide excellent practice to improve children’s reading skills. Write Your Own Review

<urn:uuid:b17cc4f7-2a98-4d8a-9bb9-c5b066a2e0b8>

CC-MAIN-2020-29

https://learningwrapups.com/index.php/catalog/product/view/id/198/s/prefixes-and-suffixes/category/60/

s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593655902377.71/warc/CC-MAIN-20200709224746-20200710014746-00011.warc.gz

en

A clause is a group of related words that contains a subject and a verb. Each clause has one main subject and one main verb. The subject is the noun or pronoun that is doing the verb. The verb is the action word in the sentence. Clauses are important in English grammar because they can stand alone as sentences or be combined with other clauses to form complex sentences. There are three types of clauses in English grammar: independent, dependent, and relative. Independent clauses are also called main clauses. They express a complete thought and can stand alone as a sentence. An independent clause has a subject and a verb and is not connected to any other clause. Dependent clauses are also called subordinate clauses. They cannot stand alone as a sentence because they do not express a complete thought. A dependent clause has a subject and a verb but it is missing one of the three elements that are needed to make a complete sentence: a subject, a verb, or an independent clause. Dependent clauses are connected to independent clauses. Relative clauses are a type of dependent clause. They are also called adjective clauses because they describe or modify a noun or pronoun. A relative clause has a subject and a verb and begins with a relative pronoun (who, whom, whose, that, or which) or a relative adverb (when, where, or why).

<urn:uuid:94755c1d-e5ed-4414-a525-110f8f429735>

CC-MAIN-2023-40

https://essaytimes.in/what-is-a-clause-in-english-grammar/

s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233510179.22/warc/CC-MAIN-20230926075508-20230926105508-00034.warc.gz

en

This lesson focuses on students making decisions about what tools to apply to solve different problems related to quadratic expressions and equations. It is also intended to build awareness of the form an answer will take in order to help students make sense of the kind of problem they are solving. At the time of this lesson, students are nearing the end of a unit on quadratics in their Algebra classes. In that unit, they have developed tools for factoring expressions and solving quadratic equations using the zero product property and the Quadratic Formula, often guided by the question, “How can I make a quick sketch of this parabola?” Students have applied their new tools to find the x- and y-intercepts and vertex of parabolas in order to make those sketches. This lesson was intended to give students an opportunity to look at different kinds of problems side by side and determine the tools that would be most useful to solve those problems. Prior to the lesson, students had demonstrated some uncertainty about which tool to apply to different problems, or in some cases how to identify the kind of answer they were seeking. Student focus had been on correctly applying a tool such as factoring completely or solving using the quadratic formula, rather than on looking at a problem and deciding how to begin. The activities in this lesson were intended to allow students to focus on this kind of decision-making.

<urn:uuid:c669f86d-83ae-4287-a4c7-efb82ae03b55>

CC-MAIN-2023-40

https://www.insidemathematics.org/classroom-videos/public-lessons/9th-11th-grade-math-quadratic-functions

s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511717.69/warc/CC-MAIN-20231005012006-20231005042006-00391.warc.gz

en

Do you need a way to have your students understand fractions and equivalent fraction concepts? This Common Core Aligned Lapbook should help. 4th Grade Common Core Standards Addressed: 4.NF.1- Explain why a fraction a/b is equivalent to a fraction nxa/nxb by using visual fraction models. Use this principle to recognized and generate equivalent fractions. 4.NF.2- Compare two fractions with different numerators and different denominators. 3rd Grade Common Core Standards Addressed: Students create flapbooks to insert into a Lapbook. However, the flapbooks can also be inserted into a notebook. Concepts included in lapbook: Definition flapbook includes: fraction, numerator, denominator, benchmark fraction Tips for Understanding Equivalent Fractions booklet includes descriptions and examples of the following terms: using fraction models, using number lines, using benchmark fractions, multiplying and dividing to create equivalent fractions and then a "Try It" page. Number Line Flipbook includes: fraction strip models and a number line showing equivalent fractions Understanding Types of Fractions flapbook includes: equivalent fractions, simplest form, improper fractions and mixed numbers. In the center there is a "Fraction Action Man" where students use pattern blocks to determine the fractional representation of each pattern block. For example, the yellow hexagon used in the figure represents 6/17 of the entire shape. After determining the fractional representation of each pattern block, students may decorate "Fraction Action Man". Lots of great review and room for students to create their own examples. For those of you who have copy limitations, I created an extra page for you to just print out the "tips for understanding" concepts and the students can create their own flapbooks using sentence strips. Hope you enjoy this product! If you have any questions, please email me:

<urn:uuid:d6070fc0-da3f-4bed-b448-8f6fe25b11da>

CC-MAIN-2014-23

http://www.teacherspayteachers.com/Product/Understanding-Fractions-and-Equivalent-Fractions-Lapbook-Common-Core-Aligned-444269

s3://commoncrawl/crawl-data/CC-MAIN-2014-23/segments/1406510267865.20/warc/CC-MAIN-20140728011747-00060-ip-10-146-231-18.ec2.internal.warc.gz

en

Many comets originate in the Kuiper belt, a vast expanse of space extending beyond Neptune’s orbit. There, icy remnants from the formation of the solar system coalesce into comets, which are sometimes referred to as ‘dirty snowballs’. It has been presumed that comets never get warm enough to contain liquid water in their interiors. Data from NASA’s Stardust mission implies that that assumption may be wrong. In 2004, the Stardust spacecraft approached the comet Wild-2, grabbed some molecules from its surface, and sent those particles down to Earth for analysis. The capsule containing those particles landed in 2006. Upon examination, researchers led by Eve Berger and Dante Lauretta of the University of Arizona found traces of minerals that form in the presence of liquid water.In addition, the scientists found a rare mineral called cubanite in a variety that only exists below the boiling point of water. This set an upper limit to the temperatures that Wild-2 could have experienced. Knowing that the comet has stayed within the temperature range of liquid water has implications for the way comets form.

<urn:uuid:1b2c969e-2c90-425d-a6e8-66c89ab08f84>

CC-MAIN-2017-43

http://stochasticscientist.blogspot.com/2011/04/temperature-limits-on-comet-formation.html

s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187822930.13/warc/CC-MAIN-20171018104813-20171018124813-00361.warc.gz

en

CLICK HERE FOR A MS WORD DOWNLOAD GRADE LEVEL/SUBJECT: Social Studies (all levels) To begin to understand people of different cultures, students must first know how all cultures are alike and different. There are certain things that all cultures have, whether or not they are exactly the same. These things are called cultural universals and include such things as religion, values, what is considered right and wrong, games, music, rites of passage, etc. This concept should be discussed before the present lesson. The object of this lesson is to show that even within the class there are many different cultures - that every person has his/her own culture, but within the class there are a few things that everyone can agree on and those ideas make up the class culture. NOTE This lesson is not for the faint of heart. Although this is a level I lesson, there must be a level of trust in the group so that gut level discussion can take place. Be prepared issues such as capital punishment, abortion, and religion to come up. After doing this lesson, it is much easier to talk about different cultures and value systems with compassion and empathy. One of the cultural universals often discussed is "right and wrong". Each culture has its own ideas about what is OK and not OK to do. this lesson will help to find out what the people in this class consider to be wrong. The things we can all agree on will reflect the culture of THIS class. List many, different, and unusual things that you consider to be "wrong", that is, things that are not acceptable to do. ACTIVITIES AND PROCEDURES: Many - number of ideas on the original lists Different - number of different categories Unusual- number of ideas that no one else thought of. People who feel strongly about an issue may want to prepare to debate it formally, or poll other people, or find out what the courts have to say about it.

<urn:uuid:321e823d-55a6-40f4-9afa-3ff9d7caa6e9>

CC-MAIN-2017-43

http://www.cbv.ns.ca/sstudies/cul4.html

s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824293.62/warc/CC-MAIN-20171020173404-20171020193404-00543.warc.gz

en

For reaction to take place, 3 things must happen – - A collision must occur. - Both particles must have enough energy. - The particles must have the correct orientation. The rate of reaction can be increased by – - increasing the concentration/pressure, temperature and surface area as the number of collision increases. - increasing the temperature as more particles have enough activation energy. - adding a catalyst as more particles have the correct orientation/the activation energy reduces. The Boltzmann distribution is the distribution of energies of molecules at a particular temperature which can be often shown as graph. By increasing the temperature, the number of molecules that have activation energy increases – And by adding the catalyst, the activation energy reduces, therefore the number of particles that can react increases more greatly.

<urn:uuid:57668d2b-6794-40c1-aa6e-e023e30e3582>

CC-MAIN-2020-29

https://hyungi0226.wordpress.com/2013/03/12/the-boltzmann-distribution/

s3://commoncrawl/crawl-data/CC-MAIN-2020-29/segments/1593657129517.82/warc/CC-MAIN-20200712015556-20200712045556-00081.warc.gz

en

This is an engaging, problem-based inquiry activity that gets your students utilizing the Scientific Method to solve a real-life problem and learn to think critically. Designed for science students in the middle and high school grades, this activity is NGSS, Common Core, and STEM-aligned and uses common experiences and materials to apply your lessons in a meaningful way. Your resource is fully-editable and can be uploaded to your class site or printed for students’ use. – Design a clear and concise experiment that can be used to solve a real world problem – Determine the difference between accuracy and precision – Perform tasks commonly used in physics labs, namely: calculating the mean and standard deviation, determining modes, creating data tables, and graphing data – Solving algebraic equations This activity will motivate and engage your students and force them to think critically, analyze a common situation, apply what they’ve learned in a meaningful way, problem-solve and work collaboratively. In this activity, your students’ job is to: 1) Apply what they have learned both inside and outside the classroom to solve the posed problem in the best way possible 2) Conduct their own research to decide if they need to learn anything else in order to solve the problem 3) Make sure they answer all the questions you asked them by collecting data and providing evidence and reasoning for their responses. Your complete resource includes a student and teacher version. The student version contains the basic information they can use to design and carryout their experiment. The teacher version includes the answer key, look-fors as well as teacher tips tricks to make everything go smoothly. Here are some additional PBLs you might be interested in. If you have any questions, please send me an email – email@example.com

<urn:uuid:b110a70f-2000-4a80-9c12-2984ae69ad8b>

CC-MAIN-2023-40

https://teachsciencewithfergy.com/product/the-scientific-method-project-based-learning-activities-pbls/

s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233506481.17/warc/CC-MAIN-20230923130827-20230923160827-00451.warc.gz

en

In Class IX, you began your exploration of the world of real numbers and encountered irrational numbers. We continue our discussion on real numbers in this chapter. We begin with two very important properties of positive integers in Sections 1.2 and 1.3, namely the Euclid’s division algorithm and the Fundamental Theorem of Arithmetic. Consider the following folk puzzle*. A trader was moving along a road selling eggs. An idler who didn’t have much work to do, started to get the trader into a wordy duel. This grew into a fight, he pulled the basket with eggs and dashed it on the floor. The eggs broke. The trader requested the Panchayat to ask the idler to pay for the broken eggs. The Panchayat asked the trader how many eggs were broken. He gave the following response: In your earlier classes, you have seen that any natural number can be written as a product of its prime factors. Now, let us try and look at natural numbers from the other direction. That is, can any natural number be obtained by multiplying prime numbers? Let us see. In Class IX, you were introduced to irrational numbers and many of their properties. You studied about their existence and how the rationals and the irrationals together made up the real numbers. You even studied how to locate irrationals on the number line. However, we did not prove that they were irrationals. In Class IX, you studied that rational numbers have either a terminating decimal expansion or a non-terminating repeating decimal expansion. In this chapter, you have studied the following points:

<urn:uuid:afe3aec4-ac50-4d2d-bf0c-daa11c9c2e3c>

CC-MAIN-2017-43

http://smartur.com/ncert/ncert_class_10_maths_chapter_1.html

s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187824899.43/warc/CC-MAIN-20171021205648-20171021225648-00290.warc.gz

en

Last week we did some work in Maths about BODMAS. The grade six Maths curriculum focuses on exploring the use of brackets and the order of operations to solve equations. When you have an equation like 10 – 3 x 2 which part of this do you solve first? Do you work out 10 – 3 first and then multiply the answer by 3 or do you work out 3 x 2 and subtract the answer from 10? The order of operations helps to make this decision easy. We created a diagram to help us remember the order in which we need to solve equations that contain more than one operator. First come brackets. Next is orders. Orders are exponents such as powers and roots. Next come division and multiplication. They rank equally so in our diagram we sat them side by side with an arrow to remind us that we go left to right. Last comes addition and subtraction. They also rank equally and left to right is important. We used our new knowledge about brackets and order of operations to have a go at maths challenge where we were able to use only four 4’s, brackets and the operators + – x ÷ to create equations with as many different answers as we could. We also found a great game to play that helped us practise using our order of operations knowledge.

<urn:uuid:898bb8c0-3bbf-418e-bcf4-fe7c7a1b42c4>

CC-MAIN-2017-47

https://www.xpress360.net.au/kclark/2015/04/

s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806569.66/warc/CC-MAIN-20171122103526-20171122123526-00464.warc.gz

en

Before checking out the conditional statements, let’s have a look at the various conditional operators. Let’s take two integers a and b. If a is greater than b, then it is denoted by a > b, and if a is smaller than b, it is denoted by a<b. If a is the same as b, then we denote it as a==b. Note that a single ‘=’ is not used, as a single ‘=’ denotes assignment and not equality. If a is not equal to b, then we denote it as a!=b. We also have the conditions greater than or equal to, and less than or equal to, which are denoted by >= and <= respectively. Let’s now move on to if and else statements. if and else We need to make decisions in our daily life almost every day. The same is the case in programming. And for that, we need some statements that can take decisions and run some code when a condition is satisfied. This is made possible by the if and else keywords. Note that Python relies heavily on indentation unlike C and C++, which use parentheses to demark the if and else statements. Suppose, let us again take the two integers a and b. If a is greater than b, we will print the same, and vice versa. The following piece of code represents this – if a>b: print('a is greater than b.') else: print('b is greater than a.') Note that without proper indentation, the above piece of code will not work. Also always remember that there should be a colon (:) always after the statements. In the above piece of code, if the statement a>b fails to be true, then the control flow moves to the else statement, and the code block present after the colon is executed. If the statement is true, then the code block present after if statement is executed. In the next tutorial, we will look upon logical operators.

<urn:uuid:d1c4bd8b-4676-44d4-a858-367a9c924a3e>

CC-MAIN-2020-34

https://www.studymite.com/python/conditional-statements-if-and-else/?utm_source=related_posts&utm_medium=related_posts

s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439737225.57/warc/CC-MAIN-20200807202502-20200807232502-00165.warc.gz

en

This activity is intended to supplement Algebra I, Chapter 9, Lesson 2. Problem 1 - Introduction to Area of a Rectangle Run the AREA program (in PRGM) and select the option for Problem 1 (#1). Enter 6 for . 1. What are the lengths of the sides of the rectangle? 2. What is the area of the rectangle when ? Now, change the width of the side by running the program again and enter a new value for . 3. What is the area of the rectangle when ? When ? 4. Explain how the expression for the area is simplified. Problem 2 - Areas of Small Rectangles The rectangle at the right has dimensions and rate of . Each piece of the rectangle is a different color so that you can focus on its area. 5. What is the area of each small rectangle? 6. What is the total area of the rectangle? Problem 3 - FOIL Method Run the AREA program and select the option for Problem 3. Enter for . 7. How do the areas of the small rectangles in Problem 2 relate to the expression shown on the bottom of the screen? Practice finding the area of a rectangle and then check your answers with the program. 8. What is the expression of the area of a rectangle with dimensions and ? Practice finding the area. Record your answers here. Show each step of your work. Use the program to check your answer. Next, you will be multiplying a trinomial (3 terms) times a binomial (2 terms) to find the area of a rectangle. 2. What method can you use to find the simplified expression for the area? 3. Use the letters and to determine the formula used to find the 6 terms of area shown at the right. 4. What is the area of the rectangle with dimensions and ?

<urn:uuid:a9fb0a08-a2fa-4289-a12c-d50bf9975c1d>

CC-MAIN-2014-41

http://www.ck12.org/book/CK-12-Texas-Instruments-Algebra-I-Student-Edition/section/10.1/

s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1412037663611.15/warc/CC-MAIN-20140930004103-00328-ip-10-234-18-248.ec2.internal.warc.gz

en

I begin the grammar lesson by writing the words "your" and "you're" on the whiteboard and explaining to students that today we will learn the difference between the words "your" and "you're." I tell them that "your" and "you're" are homophones. Homophones are words that sound the same, but have different spellings and different meanings. "Your" is a possessive pronoun. It means something that belongs to you. "You're" is a contraction that means "you are." I explain to them that if they are unsure of which word to use simply try using "you are" in the sentence. If "you are" makes sense in the sentence, then they can use the contraction "you're." If the sentence is referencing ownership of something, then use the possessive pronoun "your." Next, we do some guided practice (see attached Powerpoint presentation). I use the "I do," (1-3) "we do," (4-6) and "you do" (7-10) instructional strategy as we go through the Powerpoint presentation. I have found this instructional strategy to be an effective method of gradual release for learners. Next, I have students to write five sentences using the word "your" correctly and write five sentences using the word "you're" correctly. I model constructing these kinds of sentences by writing one of each kind on the whiteboard. (Don't forget your coat today. You're going to need it because it is cold outside.) I ask them to underline "your" and "you're" in each sentence. I ask them to please have a partner to check their sentences when they are done. To close the lesson, we go around the classroom and each scholar shares one sentence using the word "your" correctly and one sentence using the word "you're" correctly. The class evaluates whether or not the scholar has used the words correctly.

<urn:uuid:aabb8665-4ad6-470f-aafd-f375743b6269>

CC-MAIN-2020-34

https://betterlesson.com/lesson/584125/grammar-lesson-on-your-and-you-re

s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439736972.79/warc/CC-MAIN-20200806151047-20200806181047-00329.warc.gz

en

Watch the video clips multiple times. Choose from the gallery of handouts to help your class document what they see and wonder. For example, the Word Collector can be used to build observation skills by collecting specific words: - What nouns help you describe what you see in the video clips? - What verbs describe the behaviors you see? - What words describe the colors you see? It is common, during a rich observation period, for many good questions to come to mind. Have students use a different color pen to take notes each time a clip is viewed. Discuss how mulitple viewings helped them capture detailed observations and thoughtful questions. Each individual sees and interprets things differently. Come together with your class and compare notes. Watch how your ideas expand after sharing with the group. View the clip again several times so you can see the new things other people noticed, and the questions they had. After observing events, scientists try to explain what they have seen by forming a hypothesis, a possible explanation. The scientist's next step is experimentation, collecting data to test out the hypothesis. Have students think about how their observations could be explained. Extend their learning by challenging them to form a hypothesis and design an experiment.

<urn:uuid:9b0614ac-25df-4c8e-9c84-f86739c6c1a3>

CC-MAIN-2014-41

http://learner.org/jnorth/tm/monarch/viewing_guide.html

s3://commoncrawl/crawl-data/CC-MAIN-2014-41/segments/1410657114105.77/warc/CC-MAIN-20140914011154-00045-ip-10-196-40-205.us-west-1.compute.internal.warc.gz

en

Using Gauss's Law Gauss's law is usually written as an equation in the form - For this equation, specify what each term in this equation means and how it is to be calculated when doing some specific (but arbitrary - not a special case!) calculation. A long thin cylindrical shell of length L and radius R with L>>R is uniformly covered with a charge Q. If we look for the field near to the cylinder somewhere about the middle, we can treat the cylinder as if it were an infinitely long cylinder. Using this assumption, we can calculate the magnitude and direction of the field at a point a distance d from the axis of the cylinder (outside the cylindrical shell, i.e., L>>d > R but d not very close to R) using Gauss's Law. Do so by explicitly following the steps below. - Select an appropriate Gaussian surface. Explain why you chose it. - Carry out the integral on the left side of the equation, expressing it in terms of the unknown value of the magnitude of the E field. - What is the relevant value of q for your surface? - Use your results in (c) and (d) in the equation and solve for the magnitude Note to the instructor: Gauss's Law can be very difficult for students in an introductory physics class. They are not comfortable with integrals. Even if they have studied integrals, calculating an integral symbolically and finding an unknown from under the integral is rarely done in a math class. This helps work through some of the barriers. Not finding what you wanted? Check the Map for more information. Page last modified October 31, 2002: E19

<urn:uuid:5fd03d87-cf5c-4c4c-aa2e-5f7e03cc0b8e>

CC-MAIN-2017-51

http://www.physics.umd.edu/ripe/perg/abp/TPProbs/Problems/E/E19.htm

s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948597585.99/warc/CC-MAIN-20171217210620-20171217232620-00340.warc.gz

en

C program to demonstrate, how you can print pyramid using for loop. Building a pyramid in c programming is quite easy, but you must have the understanding of how for loop works. int i, j, k, space=10; /*to print the pyramid in center, you can also increase the # of spaces*/ This program is used to build a pyramid using an asterisk and for that, you have to understand the for loop which is implemented inside the program. So first of all, you have to include the stdio header file using the "include" preceding # which tells that the header file needs to be process before compilation, hence named preprocessor directive. There is also another header file conio.h, which deals with console input/output and this library is used here for getch() function. Then you have to define the main() function and it has been declared as an integer so by default it will return an integer. Inside the main() function you have to declare integer type variables name 'I', 'j', 'k', 'space' and assign the value 10 to the variable 'space'. Now a for loop will go from i=0 till 5. Inside this, there will be another for loop which is nested for and will go from k=0 till k < space. The statement printf(" "); tells the compiler to give some designated space to the output. Another nested for loop will be implemented which will go from j=0 till j=2*i-1 and inside that loop block prints the asterisk (*) symbol. Outside the inner for loop, you have to decrement the value of variable 'space' by 1. And then printf("\n") will take the cursor to the next line on every outer loop iteration. Finally, the getch() reads a single byte character from input and getch() is a proper way to fetch a user inputted character.

<urn:uuid:c2e897a0-838b-4fe7-a905-e4132a20138d>

CC-MAIN-2020-40

https://hamronotes.com/lessons/c-loop-programs/c-program-to-create-pyramid/

s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600402118004.92/warc/CC-MAIN-20200930044533-20200930074533-00194.warc.gz

en

Magma forms when rocks in the mantle melt due to changes in pressure or the addition of water. Although temperatures in the earth's mantle are much hotter than melting temperature, there is not a layer of magma or molten rock under the earth's surface at any given time because there is too much pressure for rock to melt. Rather, magma forms here and there because of certain changes.Continue Reading According to How Stuff Works, magma exists in solid, liquid and gaseous states simultaneously. Magma typically occurs along tectonic plate boundaries because of the way these plates interact with each other. If plates move away from each other, the pressure in the mantle changes, because suddenly there is a void for the rock to fill. This change in pressure starts melting the mantle rock into magma. Magma also forms when two plates collide. This collision forms a trench where once more pressure in the mantle changes. If it occurs in the ocean, water lowers the melting point of the rocks. In both instances magma once more forms. According to Volcano World, occasionally the magma will be contained within a magma chamber, usually beneath a volcano. This magma is released when gas from the magma exerts a great enough pressure.Learn more about Geology

<urn:uuid:e593fcbe-1338-48e2-a4df-e9f522526127>

CC-MAIN-2017-51

https://www.reference.com/science/magma-form-719dca69a562886

s3://commoncrawl/crawl-data/CC-MAIN-2017-51/segments/1512948595858.79/warc/CC-MAIN-20171217113308-20171217135308-00096.warc.gz

en

About this Worksheet: A root word is a word that can be made into a new word by adding a prefix or a suffix. With this helpful classroom activity, your students will practice adding the suffix -ER onto root words to change their meaning! For example, watch the verb “play” turn into a noun, “player”, by adding the suffix -ER. This activity is a great way to keep students involved and learning in the classroom and at home!

<urn:uuid:fe6eb57b-44f7-464c-8897-8a2c2a2c3aa4>

CC-MAIN-2020-40

https://www.k12reader.com/worksheet/root-words-add-er/

s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400198942.13/warc/CC-MAIN-20200921050331-20200921080331-00380.warc.gz

en

Propulsion Experiment - Balloon A balloon provides a simple example of how a rocket engine works. The air trapped inside the balloon pushes out the open end, causing the balloon to move forward. The force of the air escaping is the "action"; the movement of the balloon forward is the "reaction" predicted by Newton's Third Law of Motion. The distance that a balloon will travel when restricted to a straight line is related to the amount of air trapped inside the balloon when it is released. Similarly, the distance a rocket will travel is related to the amount of fuel trapped inside the rocket engine and the properties of that fuel. This experiment will allow us to investigate how filling balloons with different amounts of air affect how far they will travel along a straight path. In order to do this, we need a few equations.... Volume of a sphere: (the amount of air in the sphere) 1/6 x PI x (Diameter)3 Circumference of a sphere: (how far around the sphere is ) = PI x Diameter Diameter, as computed from the Circumference: PI = 3.14 (a constant

<urn:uuid:5a089e69-030e-43bd-b113-57c0dedaf910>

CC-MAIN-2018-05

https://www.grc.nasa.gov/www/K-12/BGP/Shari_N/propulsion_act.htm

s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084889473.61/warc/CC-MAIN-20180120063253-20180120083253-00633.warc.gz

en

DURATION: 2 hours - Film genres - Technical and symbolic codes in film - Storyboarding a film scene After completing this unit, teachers will be able to: - Identify a variety of film genres and the codes and conventions associated with them (use of film techniques, subject matter, theme, characters, conventional plots, situations and settings) - Identify particular technical and symbolic codes used to convey meaning in film - Develop a storyboard for a film scene that includes the codes and conventions of a particular genre - Identify the codes and conventions used in a film genre popular in another country PEDAGOGICAL APPROACHES and ACTIVITIES - Develop a list of film genres that you enjoy. Identify the key elements that define each genre. Watch a scene from one of these films. Note the following: storyline, setting, types of characters, music, lighting, special effects, editing and camera work. What are the messages and values conveyed through the use of these elements in the film? Explain how the meaning of the scene can be altered by changing various elements (e.g. the setting, soundtrack, etc.) - In groups, create a storyboard for a scene from a film genre of choice. Explain the ways in which the ‘language’ of the genre is captured in each scene - Show teachers a clip from a popular film from a foreign country. Compare and contrast the film ‘languages’ used in those with a film produced in their own country. Discuss the effect of the various techniques used. What is communicated through these techniques? Who do you think is the target audience for each film? - Using the Internet or the local library, locate two posters of the same film that will be shown in different countries and consider the following questions: - What impression of the film is conveyed through the posters? - What technical and symbolic codes are being used? To what effect? - Can you identify the target audience for each film based on the posters? - What information about each film is conveyed through the posters?

<urn:uuid:2a685370-8cbd-4fd2-a320-179280d83a4e>

CC-MAIN-2024-10

http://unesco.mil-for-teachers.unaoc.org/modules/module-4/unit-3/

s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947474360.86/warc/CC-MAIN-20240223021632-20240223051632-00612.warc.gz

en

How to teach students the single digit numbers. Ten frames represent numbers to 10 in a "pairs layout" of counters, where even numbers are showed in pairs. Some more advanced sheets contain both layouts of rows and pairs. Ten frames represent numbers to 10 in a "rows layout" of counters, where one row of 5 spaces is filled first. Some more advanced sheets contain both layouts of rows and pairs. Use flashcards to help students to become familiar with numbers to 10, including their names and ten frame patterns. Number lines are a very useful resources for showing numbers to 10 and beyond. Use number lines to reinforce knowledge of number sequences and for adding or subtracting small amounts. Use these resources to customize activities for your students by inserting your own selected examples. Games to help students practice recognizing numbers to 10 as digits, patterns of objects and number names. These resources are bundled collections from all the other resource categories on this page. Strategies and followup worksheets are grouped into sets allowing for easy sequencing of teaching this important topic. Resources for teaching numbers to 10, including Unifix cubes & the Counting Odometer.

<urn:uuid:2a56883e-d166-4bc2-a470-7d51f07cc431>

CC-MAIN-2020-40

https://profpete.com/resource-category/numbers-0-to-10/

s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400190270.10/warc/CC-MAIN-20200919044311-20200919074311-00573.warc.gz

en

The following program counts the number of times the letter a appears in a string: word = 'banana' count = 0 for letter in word: if letter == 'a': count = count + 1 print count This program demonstrates another pattern of computation called a counter. The variable count is initialized to 0 and then incremented each time an a is found. When the loop exits, count contains the result—the total number of a’s. Exercise 8.5.Encapsulate this code in a function named count, and generalize it so that it accepts the string and the letter as arguments. Exercise 8.6.Rewrite this function so that instead of traversing the string, it uses the three-parameter version of findfrom the previous section.

<urn:uuid:8eac1796-e213-4504-88ff-d3881bdd9c08>

CC-MAIN-2020-40

http://www.opentextbooks.org.hk/ditatopic/25880

s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400188841.7/warc/CC-MAIN-20200918190514-20200918220514-00124.warc.gz

en

Our Apostrophes lesson plan sharpens both writing skills and reading comprehension by demonstrating how to identify and use apostrophes in writing, including possessives, contractions, and for other uses. Students will engage in collaborative learning and sensory stimulation by working in pairs and moving around the classroom to complete the activities. Students are asked to use their critical thinking skills to determine why apostrophes are so important and what issues would come up if they didn’t use them in their writing. Students will also practice their public speaking skills as they share their responses with the class. At the end of the lesson, students will be able to identify and use apostrophes in their writing, including possessives, contractions, and for other uses. State Educational Standards: LB.ELA-Literacy.L.6.2.A

<urn:uuid:c6418b93-850c-49a5-ad91-c58114c90dd5>

CC-MAIN-2024-10

https://learnbright.org/lessons/language-arts/apostrophes/

s3://commoncrawl/crawl-data/CC-MAIN-2024-10/segments/1707947473824.13/warc/CC-MAIN-20240222161802-20240222191802-00500.warc.gz

en

Slavery and the slave trade were always controversial practices. While nearly all societies in the Atlantic world accepted slavery and unfreedom, the institution always faced some opposition. Even as early as the sixteenth century, some individuals (like Bartolomé de las Casas, for example) argued against enslavement on moral grounds. As slavery grew in economic and political significance, imperial and colonial powers faced powerful, organized pressure to support and maintain slavery. As a consequence, the different movements that advocated for the end of slavery and the end of the slave trade had to mobilize a variety of moral, legal, social, and political resources to be successful. Emancipation movements generally evolved along two different lines: one opposing the slave trade and another opposing slavery. Several reasons existed for this separation. Some activists did not contest the legal basis of slavery; rather, they argued that the transatlantic slave trade was brutal and murderous and should be ended. Other abolitionists supported the end of slavery (and the slave trade) entirely, promoting plans for either gradual or immediate emancipation. Proponents of emancipation slowly gained support through the eighteenth century. In the later decades of the 1700s, the Enlightenment and the Age of Revolutions caused Europeans to reconsider and expand their ideas of individual rights and liberty. Those tumultuous decades spurred greater public support for abolitionist causes. Campaigners in Great Britain succeeded in outlawing their slave trade in 1807. Other European nations followed, but not without resistance. It took another generation (with the exception of Haiti) to begin outlawing slavery around the Atlantic. A wave of emancipation started with the British Empire in 1833 and pushed forward into the 1860s. Despite these advances, some people in the Americas continued living under slavery until the twentieth century.

<urn:uuid:0e640044-9546-482b-b4cf-c79d4ca47939>

CC-MAIN-2020-45

http://slaveryandremembrance.org/articles/article/?id=A0077

s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107878921.41/warc/CC-MAIN-20201022053410-20201022083410-00325.warc.gz

en

Sixth graders investigate the concept of patterns and how they can occur with numbers and the lesson focuses on the occurrance wiht shapes. They complete an activity investigating patterns using a story to set the tone of fun. 3 Views 10 Downloads Determining Coordinates: Graphing Patterns Building on their prior knowledge about patterns, this series of worksheets introduces young mathematicians to graphing in the coordinate plane. Using written descriptions of different numerical patterns, learners create sets of order... 4th - 6th Math CCSS: Designed New Review Trains, Fibonacci, and Recursive Patterns Watch as your pupils engineer their learning. A hands-on lesson asks scholars to build trains from Cuisenaire Rods to explore patterns. They build both a recursive rule and exponential function to represent their patterns. 6th - 12th Math CCSS: Designed From Patterns of Input and Output to Algebraic Equations Watch video clips titled, "Frog Hops Part I" and "Frog Hops Part II," then discuss patterns demonstrated in the videos. Learners will complete an algebraic expressions and equations handout and discuss the answers. They will be able to... 4th - 8th Math CCSS: Adaptable

<urn:uuid:b53ab9e0-ee4f-4f0a-8cdc-39d475fad058>

CC-MAIN-2018-09

https://www.lessonplanet.com/teachers/patterns-6th

s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891816138.91/warc/CC-MAIN-20180225051024-20180225071024-00665.warc.gz

en

Teaching Divisibility Rules to elementary and middle school students is an imperative. It is not just a nice topic. It’s an essential component of number theory. And even though it is not explicitly included in common core standards, we will shortchange our students if we fail to teach it. The way I see it, divisibility rules are just as important as spelling rules. It increases students’ computation fluency that they will use all throughout university. The Sieves Method uses Divisibility Rules to find prime numbers. It’s a game like method in learning difference between prime and composite numbers. Grades : 4-6 For the Lesson Plan go to: http://tinyurl.com/kjuyeu6

<urn:uuid:20f35a86-13b4-47a3-a310-0c673d8e9565>

CC-MAIN-2018-09

https://kidsread.wordpress.com/2013/10/11/prime-composite-numbers-the-sieves-method/

s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891814787.54/warc/CC-MAIN-20180223134825-20180223154825-00761.warc.gz

en

For our last example in this chapter, you'll learn how to sort strings alphabetically. The type of sort being demonstrated is a called a bubble sort. A bubble sort is easy to comprehend but relatively slow. It works by repeatedly looping through the list of items, comparing two at a time. If item b should come before item a, their places are switched. As you might guess, to make the comparison on strings, we will use the strcmp() function. We say this is a slow sort because it requires a pair of nested for loops that bubbles every item through the entire list of items. If you had a list of, say, 10 words, a total of 90 (9 * 10) comparisons would need to be made. Aside from the type of sort being used, a more important consideration ...

<urn:uuid:b922ed08-729a-4f5c-a101-5c2e8d009bd9>

CC-MAIN-2018-09

https://www.safaribooksonline.com/library/view/c-programming-visual/0321287630/0321287630_ch11lev1sec6.html

s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891816370.72/warc/CC-MAIN-20180225110552-20180225130552-00490.warc.gz

en

A string is a sequence of characters. You can access the characters one at a time with the bracket operator: >>> fruit = 'banana' >>> letter = fruit The second statement selects character number 1 from fruit and assigns it to The expression in brackets is called an index. The index indicates which character in the sequence you want (hence the name). But you might not get what you expect: >>> print letter a For most people, the first letter of a. But for computer scientists, the index is an offset from the beginning of the string, and the offset of the first letter is zero. >>> letter = fruit >>> print letter b b is the 0th letter the 1th letter (“one-eth”), and the 2th (“two-eth”) letter. You can use any expression, including variables and operators, as an index, but the value of the index has to be an integer. Otherwise you get: >>> letter = fruit[1.5] TypeError: string indices must be integers len is a built-in function that returns the number of characters in a string: >>> fruit = 'banana' >>> len(fruit) 6 To get the last letter of a string, you might be tempted to try something like this: >>> length = len(fruit) >>> last = fruit[length] IndexError: string index out of range The reason for the is that there is no letter in ’banana’ with the index 6. Since we started counting at zero, the six letters are numbered 0 to 5. To get the last character, you have to subtract ...

<urn:uuid:cd3d3a64-d273-4f99-b2a0-e5e2a9668285>

CC-MAIN-2018-09

https://www.safaribooksonline.com/library/view/think-python/9781449332006/ch08.html

s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891812579.21/warc/CC-MAIN-20180219091902-20180219111902-00091.warc.gz

en

This quiz addresses the requirements of the National Curriculum KS1 Maths and Numeracy for children aged 5 and 6 in year 1. Specifically this quiz is aimed at the section dealing with multiplication using arrays. Multiplication using arrays is a way of organising the numbers in a visual way in order to understand how repeated addition is the same as multiplication. Using an array to visualise a problem also highlights how the order of the multiplication can be reversed to give the same answer. For example, 2 x 4 gives the same answer as 4 x 2.

<urn:uuid:a09c87ac-78d8-47a7-907d-3e26668b3d37>

CC-MAIN-2020-50

https://www.educationquizzes.com/ks1/maths/year-1-calculation-multiplication-using-arrays/

s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141716970.77/warc/CC-MAIN-20201202205758-20201202235758-00481.warc.gz

en

01/19/2018 Loading… On this third common and proper nouns worksheets reading and writing worksheet, students will practice writing nouns and adjectives. Kids will be able to put their new knowledge to the test by circling the common and proper nouns in written examples, write the plural of each word. With this printable activity; in this kindergarten worksheet, underline the concrete nouns and circle the abstract nouns.Here is a graphic preview for all the kindergarten – this helpful classroom activity makes learning about nouns lots of fun! Once all of the shapes are filled in, i have read and agree to Education. Students will be asked to color the shapes that have a noun in them, use any color you like to fill in the rest of the shapes.They keep track of your progress and help you study smarter, kids will get lots of practice with capitalizing the titles of common books and poems in this exercise. Guided Lessons are digital games and exercises that keep track of your progress and help you study smarter, to complete the assignments, download and print the capitalization and punctuation worksheets suggested as part of this lesson. Your students can choose to fill in the other shapes with any color they want, students will reveal a picture of a octopus! Kids learn about common and proper nouns, all the way from A to Z, company or idea.With this printable classroom activity, a proper noun is the name of something specific, are you 13 or older? Knowing your parts of speech is an important part of learning good writing skills. Students will begin by reading about the different kinds of nouns, helpful hints guide kids on the rules of capitalization. This worksheet is suitable for 6th grade, your student will write the plural form of words.

<urn:uuid:f98ef999-9b5a-46cd-ad15-ada4b47f0729>

CC-MAIN-2018-13

http://bigsstroy.info/common-and-proper-nouns-worksheets/

s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647692.51/warc/CC-MAIN-20180321195830-20180321215830-00519.warc.gz

en

Beginning Forming Questions - "How" In this forming questions worksheet, students use the words in the boxes to form 'how' questions. Students write 8 how questions on the lines. 3 Views 0 Downloads George Washington’s Socks: Short-Answer Questions Chapters 1-9 Build a literature unit around the book George Washington's Socks with this series of short answer questions. Broken up in two- and three-chapter increments, these reading comprehension questions allow young readers to demonstrate their... 3rd - 6th English Language Arts CCSS: Adaptable Question Words, Comparative and Superlative Adjectives Practice asking how high and how often with grammar exercises about question words. After completing sentences and writing questions for answers that are provided, pupils work on a few activities about comparative and superlative... 4th - 8th English Language Arts CCSS: Designed Regarding the Fountain: Questioning Strategy—Cubing Look deeper into the text with a reading strategy based on asking critical thinking questions. While reading Reading the Fountain by Kate Klise, learners think of questions that help them describe, compare, associate, analyze, apply, and... 3rd - 7th English Language Arts CCSS: Adaptable Possessive Nouns and Forms of Be Practice multiple grammar skills with one learning exercise, which includes word banks, fill-in-the-blanks, and reordering sentences. Each exercise focuses on a different skill, ranging from forms of be to possessive nouns, and prompts... 4th - 8th English Language Arts CCSS: Adaptable The Simple Past: Yes/No and WH- Questions Were you in an accident? How did it happen? Pupils practice asking and answering questions with a language arts slideshow presentation. As they work on describing past events to explain a current condition, individuals take a look at the... 3rd - 8th English Language Arts CCSS: Adaptable

<urn:uuid:4bd14b97-68c9-4fb6-b607-f14480766a3f>

CC-MAIN-2018-13

https://www.lessonplanet.com/teachers/beginning-forming-questions-how-3rd-4th

s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257645775.16/warc/CC-MAIN-20180318130245-20180318150245-00651.warc.gz

en

Fragments and Run-On Sentences With these worksheets on sentences, run-ons, and fragments, students will learn to recognize and write complete sentences. Most of the worksheets on this page align with the Common Core Standards. To see CCSS connections, simply click the common core icon . Determine which groups of words are sentences and which ones are fragments. Break each run-on sentence into two complete sentences. Add a subject or predicate to each fragment to make it a complete sentence. Tell which groups of words are complete sentences and which ones are fragments. Write S or F on the line. 1st through 3rd Grades Determine whether each group of words is a fragment, run-on, or complete sentence.

<urn:uuid:ffce8061-a5bd-41ae-9710-742b4b6992e3>

CC-MAIN-2018-13

https://www.superteacherworksheets.com/fragment-runon.html

s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257650993.91/warc/CC-MAIN-20180324190917-20180324210917-00387.warc.gz

en

This supplemental math series helps students develop problem-solving skills by breaking the process down into increments. Students are then shown a strategy for solving problems. These math critical thinking skills are vital for word/story problems and math applications. The workbook is divided into units that focus on a particular math operation, including whole numbers, place value, addition, subtraction, multiplication, division, fractions, and money and decimals. Within each unit students practice a variety of strategies such as: choosing an operation, using estimation, looking for a pattern, identifying missing or extra information, making or using a drawing, using equality and inequality, using a graph, making a table, identifying substeps, using logical reasoning, working backward, and writing a number sequence. Each graded workbook is designed to match typical problem areas for each grade level. A pre-test is included in the front of the book to help pinpoint problem areas. The answers are included in the back of the book. 112 pp. Problem Solving Strategies - Gr. 6 Publisher: Harcourt Achieve Age: 11, 12 Topic: Math, Arithmetic, Story Problems

<urn:uuid:dc8b0858-00d5-48e3-bb99-31fad1222e79>

CC-MAIN-2021-04

https://www.homeschoolingbooks.com/product-page/problem-solving-strategies-gr-6

s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703520883.15/warc/CC-MAIN-20210120120242-20210120150242-00329.warc.gz

en

Teaching Math Vocabulary In a child’s everyday life, the meanings of words used in their general usage are often very different from their mathematical meanings such as similar, even, odd, multiply, factor, prime, and power. Talk to your students about the difference in meanings when common words have special mathematical meanings. For example: - Joseph was scared, even his knees were shaking. 10 is an even number. - Our football team will face their opponent on Saturday. How many faces are on a polygon? The language of mathematics As you plan your next unit of math instruction, determine the relevant vocabulary you want to call out for your students. Create a “Math Words” class chart and add new words as they arise during instruction. Always explain the vocabulary by connecting its meaning to the learning experience. What words your students should know Check your district curriculum documents for terminology that your students are responsible for knowing. Once you’ve identified those words, you and your students can add these terms to your Math Words chart as students learn them in meaningful problem-solving contexts. For a list of examples, read our November Educator Newsletter. And remember – reinforcement is key! Continue to use the words repeatedly and encourage your students to use the vocabulary in discussions and in their writings. What methods do you use in your classroom or home to teach math vocabulary? Share your ideas with us – leave us a comment below!

<urn:uuid:193d2021-c751-48d8-bad2-f284a9f2e241>

CC-MAIN-2018-17

http://www.dreambox.com/blog/teaching-math-vocabulary

s3://commoncrawl/crawl-data/CC-MAIN-2018-17/segments/1524125945724.44/warc/CC-MAIN-20180423031429-20180423051429-00492.warc.gz

en

In elementary math there are several concepts about fractions. One concept students in fourth grade will need to master is learning how to tell if fractions are equivalent with unlike denominators. There are a few prerequisite skills that are necessary in order for the students to understand this concept. The first thing students need to know is what fractions are. Fractions are a way of counting parts of a whole. Secondly, the students need to know how to identify parts of a fraction. The top number in a fraction is the numerator. The numerator is the number of parts in a whole (Eather). The bottom number in a fraction is the denominator. The denominator is the number of parts the whole is divided into (Eather). Lastly, the student will need to have a basic knowledge of their multiplication and division facts. This will help the students in deciding whether or not the fraction is indeed equivalent or not. The first step in teaching students about equivalent fractions is to have a whole class conversation using manipulatives or visual aides. I would start the lesson with an overhead projection or use of a mimeo board in order to show the students what equivalent fractions look like. I would start with two circles on the board, one divided into two pieces and one divided into four. You can show the students by coloring in one of the two pieces and two of the four pieces they are equivalent. Then write 1/2 and 2/4 side by side, in order to make 2/4 look like 1/2 you have to divide both sides by the same number. Both the numerator and the denominator in 2/4 are divisible by 2. Divide both the top and the bottom by 2 and then 2/4 becomes 1/2. Show the students again with a square. One divided into 4 sections and the other divided into 8 sections. The square with four sections color in one of the blocks to represent 1 of the 4 or 1/4 of the square is shaded. Have the students then figure out how many sections of the 8 need to be shaded to mirror or be equivalent... Please join StudyMode to read the full document

<urn:uuid:50ebd5a4-5b7c-4849-bb89-3bc85f6cb0a2>

CC-MAIN-2018-22

http://www.studymode.com/essays/Equivalant-Fractions-With-Unlike-Denominators-1678954.html

s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794870771.86/warc/CC-MAIN-20180528024807-20180528044807-00591.warc.gz

en

The 1800’s was a time when most women were dominated by men. Women were relegated to their duties at home and raising their families. Wives were the property of their husbands; and some were subjected to horrific treatment without any reprimand from the law. Women could not make any financial decisions, they couldn’t own property and they could not vote. However, there were some women who struggled for equal rights such as Elizabeth Cady Stanton and Lucretia Mott who questioned the established political and religious authority that consisted only of men. Equity law had a liberalizing effect upon the legal rights of women in the United States. In Mississippi in 1839, followed by New York in 1848 and Massachusetts in 1854, passed laws allowing married women to own property and to separate from their husbands. However, if they got a divorce, the husband kept legal control of both children and property Women’s History in America. Changing Social conditions for women during the early 1800’s started to alter the way some women perceived their future; women began to receive more education and to take part in reform movements, which got them involved them in politics that led to the birth of the “women’s suffrage movement” that officially began with the Seneca Falls Convention of 1848. The movement was “to protest the mistreatment of women in social, economic, political, and religious life” The Seneca Falls Convention 1848. In 1868, the fourteenth amendment of the constitution was ratified so that women were given equal protection to men against unjust laws and in 1869, Wyoming was the first territory to allow women to vote. Between 1880 and 1910 the number of women employed in the United States increased from 2.6 to 7.8 million The Library of Congress

<urn:uuid:3d72adb4-0c27-4e6d-97f4-af4fa01227c5>

CC-MAIN-2015-14

https://plazal.wordpress.com/culture-site/women-in-the-1800s/

s3://commoncrawl/crawl-data/CC-MAIN-2015-14/segments/1427131298529.91/warc/CC-MAIN-20150323172138-00252-ip-10-168-14-71.ec2.internal.warc.gz

en

You are here The four plays are: - Henry V - As You Like It - The Merchant of Venice It is designed to show the learners how Shakespeare's words are used in modern English, and to teach them a little about the plays the extracts are from. It also aims to show learners how accessible Shakespeare's language and ideas can be. The worksheet could be used as a stand-alone exercise, to practise the target vocabulary, or as an introduction to more extensive work on Shakespeare. The extracts have been chosen because they are easy to understand and applicable to modern contexts. Prepare enough photocopies of the worksheet for each learner to have a copy. - Ask the learners what they know about William Shakespeare. Elicit the names of any plays or quotations they know. - Put the learners into small groups. Hand out the worksheets and ask them to work through the tasks. - Monitor the groups closely to make sure they don't get put off by any unusual language. - Check the answers to each exercise with the whole class as the learners complete it. - Task 1 requires the learners to choose the right word for a gap in each quotation. - Task 2 requires them to match the quotation to a modern context. - Task 3, where learners are required to match the extracts to plays, is the most difficult as the connections may not be obvious. Be ready to do this exercise in open class, and fairly quickly, if the learners are becoming demotivated. It could also be useful to research the plays in more depth before the class so you can provide more information.

<urn:uuid:dbad9b6a-d520-4609-94ac-b3e341e458d1>

CC-MAIN-2021-10

https://www.teachingenglish.org.uk/article/shakespeare-extracts

s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178360107.7/warc/CC-MAIN-20210228024418-20210228054418-00387.warc.gz

en

What’s a circuit? A flashlight. An electric toothbrush. A TV remote control. All of these devices run on electricity. In order to power them, electricity needs to travel from one side of a power source and return to the opposite side along an unbroken path. This path, or circle of electricity, is called a circuit. In the case of a battery, electricity travels from the negative (-) end and returns to the positive (+) end. Even as electrical systems have become increasingly complex over the years, the basic building blocks of a circuit have stayed consistent: Circuit kits — connectable tiles that teach the basics of circuitry — have been in schools for decades. This guide will help you create a DIY circuit kit that allows you to create some of the basic tiles found in many of these commercially available circuit kits: - Power tiles contain batteries. Do not plug into a wall outlet! - Input tiles contain switches or sensors. - Output tiles contain lights, speakers, or motors. This Guide will help you learn and teach the basics of circuitry. Through a series of challenges, you will connect tiles to make your first circuit, build new tiles, and then dive deeper into creating more complex circuits, games, and eventually integrate these tools into diverse classroom projects. While this guide is designed for teachers to learn about circuits at Edcamps and during other professional development opportunities, many of these challenges can be offered directly to students. Table of Contents - Challenge #1: Connect pre-built tiles to make a circuit - Challenge #2: Make your own circuit tiles - Challenge #3: Design more complex circuits - Challenge #4: Make something new - Challenge #5: Bring cardboard circuits to your students - Materials List - Facilitator Guide As you make your cardboard circuits, share your work with the hashtag #MakerPromise.

<urn:uuid:a91ae145-e974-4a7c-91fa-168cd797ddbd>

CC-MAIN-2021-10

https://digitalpromise.org/initiative/maker-learning/circuit-arcade/

s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178375439.77/warc/CC-MAIN-20210308112849-20210308142849-00208.warc.gz

en

Musical instruments, including the voice, produce sound by causing some body to vibrate. A musician might pluck or bow a string, strike some surface, or blow through a reed; the acoustical signal that these vibrations produce has a number of distinctive properties (frequency, amplitude, etc.). Pitch is the property of a sound that is based upon its frequency (in contrast to properties such as loudness or timbre). The faster the frequency, the higher the pitch, and vice versa. Framed in a less technical way, pitch is the property of a note that distinguishes it from another note without reference to volume or instrument. It is the property that allows us to perceive the difference between, say, the notes C and D, or between middle C and high C, regardless of instrument, voice, or volume. Beginning in the twentieth century, it has been conventional Western practice to standardize the frequency for each pitch. The frequency of 440 hertz is assigned to the A above middle C; the frequencies of other pitches are calculated in relation to frequency. In the audio clip below, of the sound of an orchestra tuning before playing, we hear about one hundred different instruments all hovering about a single pitch known as A440. Pitch is essentially a piece of “raw data” about some sound. As such, information about pitch need not be connected to a musical context. However, musicians routinely use the term “pitch” to refer to a musical note existing in the Western twelve-note system. (Musicians who have “perfect pitch,” also called “absolute pitch,” are capable of recalling and reproducing the frequency associated with a note. More commonly, musicians have a sense of “relative pitch,” meaning that they can aurally infer the sound of some note in relation to a given note, but cannot reliably recall or reproduce a note’s frequency “out of thin air.”)

<urn:uuid:52cc4602-e74f-4de3-81d9-1be7cd06eb31>

CC-MAIN-2021-10

https://blogs.law.gwu.edu/mcir/2018/12/20/pitch/

s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178365186.46/warc/CC-MAIN-20210303012222-20210303042222-00039.warc.gz

en

Now with many useful tools in hand, let us see how to make them work together to solve problems. The if statement is fundamental to making decisions within a program. It works simply x=0.1 y=10. z=0. if x > 0.: y = 1./x elif x < -1.: pass elif x == 0: print 'Cannot divide by zero.' exit() else: y = 1./x z = y Notice that indentation (by any fixed number of spaces) is used to separate the functions within the statement, and that each branch is defined by a :. The end of a branch occurs when the indentation goes back to the previous level. Each decision is based on a logical boolean value such as (x > 0.), which is True when x is greater than 0. and False otherwise. Within the if processing, a break is a way to get out of that level without doing anything, and an exit() leaves the entire program. A while statement tests whether its argument is true, and sets up a loop that continues as long as it is. Program flag = True x = 0. while flag: x = x + 1. if x > 10.: flag = False print x increases x until it is 11. and then prints the value. Loops such as this may include a try block. This enables handling an exception, such as in this program to calculate x2 with input from keyboard. while True: try: x = int(raw_input("Please enter a number: ")) break except ValueError: print "Oops! That was no valid number. Try again..." y=x**2 print y Here a break exits the loop from the try block unless an exception is thrown. A while statement can also test for something that is changed in the loop. For examples of Python illustrating flow control, functions, and iteration, see the examples section. For the assigned homework to use these ideas, see the assignments section.

<urn:uuid:21d9c2f0-600b-4bcd-9737-5533eabb12a5>

CC-MAIN-2018-22

http://prancer.physics.louisville.edu/astrowiki/index.php?title=Solving_problems_with_Python&direction=prev&oldid=1573

s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794865411.56/warc/CC-MAIN-20180523024534-20180523044534-00107.warc.gz

en

To measure gender equality in your class and allow an opportunity for reflection. Make sure you have a number of statements to hand. Make up your own, or use ones from the list below. ● Girls and boys always help out with household chores. ● Girls and boys have the same amount of time to do their homework. ● Girls and boys have equal free time to play and do sport. ● Boys have the right to decide over girls. ● Parents treat girls and boys equally. ● Girls should get to decide when they want to get married. ● Everyone have the right to decide whether they identify as a girl or a boy. ● Girls and boys have the same opportunities. - Mark a line on the floor/ground using, for example paper or string. Ask all the participants to stand on the line. One end represents YES. Let the participants choose where to stand on the line based on how much or how little they agree with a particular statement. Explain that you will read out statements, and everybody will choose where to stand on the line based on how much or how little they agree with a particular statement. It is always OK to change your opinion and thus your position on the line, after having listened to other people’s arguments. - Start with simple statements to help the participants understand the method, like: ‘Buses travel faster than bicycles’ or ‘Ice Cream taste better than apples’. - Move on to statements about girls and boys in your community.

<urn:uuid:d92b423f-138c-4db2-8207-485b625f6aaa>

CC-MAIN-2021-10

https://worldschildrensprize.org/lesson_theopinionline

s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178361510.12/warc/CC-MAIN-20210228145113-20210228175113-00290.warc.gz

en

through a predicate function that tells what is the criteria to pass or reject an event. This lesson introduces filter: an operator that allows us to let only certain events pass, while ignoring others. 00:00 The next operator we're going to see is Filter. Suppose we have an observable of numbers, like zero, one, two, three, etc., which is generated by that interval function above, and we would like to have only even numbers. We want to ignore out the odd numbers like one, three, five, seven, etc. 00:22 We do that with Filter. It allows us to remove some of events by giving a function which is called a predicate. Predicate functions are simply they take an argument and they should return true or false. That's what a predicate function means. 00:37 We return true when this X, which is the input event on this input observables, should pass. If it passes, it will appear here on the bottom. We return false when it should be ignored. In case of odd and even numbers, if the modulo of X with two is zero, then that's an even number, and this comparison would be true. That's why even numbers would pass. 01:04 But if this modulo two with X would be one, then that means that we have an odd number, and that's why this comparison would be false, and the event would not pass. One does not pass, for instance. It would return false. 01:43 If we run this, we see that bar has only even numbers. Foo is ticking every second, but every other second it gives an odd number which we ignore. To recap, Filter allows you to pick certain events, and ignore others, through a predicate function that tells what is the criteria to pass or reject an event.

<urn:uuid:1cd327eb-d699-4358-bfb6-edb100681e27>

CC-MAIN-2018-26

https://egghead.io/lessons/rxjs-filter-events-based-on-a-predicate-with-rxjs-filter

s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267859923.59/warc/CC-MAIN-20180618012148-20180618032148-00332.warc.gz

en

New discoveries on how underwater ridges impact the ocean's circulation system will help improve climate projections. An underwater ridge can trap the flow of cold, dense water at the bottom of the ocean. Without the ridge, deepwater can flow freely and speed up the ocean circulation pattern, which generally increases the flow of warm surface water. Warm water on the ocean's surface makes the formation of sea ice difficult. With less ice present to reflect the sun, surface water will absorb more sunlight and continue to warm. U.S. Geological Survey scientists looked back 3 million years, to the mid-Pliocene warm period, and studied the influence of the North Atlantic Ocean's Greenland-Scotland Ridge on surface water temperature. "Sea-surface temperatures in the North Atlantic and Arctic Oceans were much warmer during the mid-Pliocene warm period than they are today, but climate models so far have been unable to fully understand and account for the cause of this large scale of warming," said USGS scientist Marci Robinson. "Our research suggests that a lower height of the Greenland-Scotland Ridge during this geologic age was a contributor to the increase of poleward heat transport." "This is the first time the impact of a North Atlantic underwater ridge on the ocean circulation system was tested in a mid-Pliocene experiment," said Robinson. "Understanding this process allows for more accurate predictions of factors such as ocean temperature and ice volume changes. Research was conducted on the mid-Pliocene because it is the most recent interval in the earth's history in which global temperatures reached and remained at levels similar to those projected for the 21st century by the Intergovernmental Panel on Climate Change. Therefore, it may be one of the closest analogs in helping to understand the earth's current and future conditions. Explore further: Soil nutrients may limit ability of plants to slow climate change More information: The article was published in the journal, Palaeogeography, Palaeoclimatology, Palaeoecology, and can be viewed at dx.doi.org/10.1016/j.palaeo.2011.01.004

<urn:uuid:36076bac-6457-4ebc-b1b7-8efcc4678495>

CC-MAIN-2015-18

http://phys.org/news/2011-02-discoveries-climate.html

s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1429246639674.12/warc/CC-MAIN-20150417045719-00257-ip-10-235-10-82.ec2.internal.warc.gz

en

Many words begin with a digraph. That means two letters come together and make a brand new sound. You cannot sound out the word by using each letter’s sound because they have changed into a new sound. Study GuideBeginning Digraphs WorksheetBeginning Digraphs WorksheetBeginning Digraphs WorksheetBeginning Digraphs The resources above cover the following skills: Reading: Word Recognition, Fluency, and Vocabulary Development: Students understand the basic features of words. They see letter patterns and know how to translate them into spoken language by using phonics (an understanding of the different letters that make different sounds), syllables, and word parts (-s, -ed, -ing). Phonemic Awareness: Demonstrate an awareness of the sounds that are made by different letters by: distinguishing beginning, middle, and ending sounds in word; rhyming words; clearly pronouncing blends and vowel sounds. NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

<urn:uuid:12eb60ad-d4b2-4988-a069-44013713a380>

CC-MAIN-2018-26

https://newpathworksheets.com/english-language-arts/grade-2/beginning-digraphs

s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267861981.50/warc/CC-MAIN-20180619080121-20180619100121-00086.warc.gz

en

A growing group of Americans spoke out against inequality and injustice during the 1950s. African Americans had been fighting against racial discrimination for centuries; during the 1950s, however, the struggle against racism and segregation entered the mainstream of American life. For example, in 1954, in the landmark Brown v. Board of Education case, the Supreme Court declared that “separate educational facilities” for black children were “inherently unequal.” This ruling was the first nail in Jim Crow’s coffin. Many Southern whites resisted the Brown ruling. They withdrew their children from public schools and enrolled them in all-white “segregation academies,” and they used violence and intimidation to prevent blacks from asserting their rights. In 1956, more than 100 Southern congressmen even signed a “Southern Manifesto” declaring that they would do all they could to defend segregation. Despite these efforts, a new movement was born. In December 1955, a Montgomery activist named Rosa Parks was arrested for refusing to give her seat on a city bus to a white person. Her arrest sparked a 13-month boycott of the city’s buses by its black citizens, which only ended when the bus companies stopped discriminating against African American passengers. Acts of “nonviolent resistance” like the boycott helped shape the civil rights movement of the next decade.

<urn:uuid:86417a72-7176-4393-9c50-19df00da427c>

CC-MAIN-2015-22

http://www.history.com/topics/1950s

s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207927245.60/warc/CC-MAIN-20150521113207-00324-ip-10-180-206-219.ec2.internal.warc.gz

en

A grammar activity for students to describe a situation or event in pastSugerencia de uso 1. This is the second part of the activity that started the previous session. 2. Download the file and make copies for students. 3. Ask students to remember what happened in the story, who was involved, and other details. 4. Distribute the worksheet and tell students to complete the event using the given verbs in the past. 5. You may want to review the past tense of such verbs in order to control the exercise or ask students to put the verbs in the past first before they actually start reading. 6. Ask students to start working and wait for reactions, let’s see who notices it is the same story but in a different format. 7. When they are finished, ask them to sit in pairs and check their answers. In case they have questions and doubts about the verbs ask them to find another pair and ask those questions. Compartir MED en classroom:

<urn:uuid:796b632c-acd9-44ac-a91c-ea0669dcd119>

CC-MAIN-2021-17

https://www.redmagisterial.com/med/28363-past-tense-review/

s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038077810.20/warc/CC-MAIN-20210414095300-20210414125300-00122.warc.gz

en

Real numbers in binary have to be stored in a special way in a computer. There is no decimal point in the binary system so the computer has a method of understanding decimals. This is called floating-point representation. The decimal point in a real number is called a floating point because it can be placed anywhere - it is not fixed. Because of this, a computer will divide a number into two parts. These are called the mantissa and the exponent. Mantissa[change | change source] The mantissa is found by taking the real number and removing the decimal point, for example: 1101 . 0111 would become 1101 0111 Exponent[change | change source] The exponent is the number of spaces the decimal point has moved. In the example above, the decimal point moved 4 places to the left, so the exponent is 0000 0100 (this is binary for 4). If the decimal point moves to right, the exponent is negative. For example, 0000 . 0111 (mantissa - 0000 0111) here, the exponent is -1. The binary number for this is 1111 1111 (see Negative binary numbers) Result[change | change source] The result is found by putting the Mantissa and Exponent together. The results for the examples above are: |1101 . 0111||1101 0111||0000 0100||1101 0111 0000 0100| |0000 . 0111||0000 0111||1111 1111||0000 0111 1111 1111|

<urn:uuid:5214d597-6bfb-4a3e-88ed-c15aaf7cdfb3>

CC-MAIN-2015-22

http://simple.wikipedia.org/wiki/Floating_point

s3://commoncrawl/crawl-data/CC-MAIN-2015-22/segments/1432207928907.65/warc/CC-MAIN-20150521113208-00311-ip-10-180-206-219.ec2.internal.warc.gz

en

This week, in all math classes, we have been focusing on identifying and classifying rational numbers. Students must have a firm understanding of sets and subsets of real numbers to make a connection with real-world situations. Rational numbers are those of the p / q form, where q is not equal to zero. For example, all integers are rational numbers, since each integer can be written as follows in the form of p / q. - Integers are whole numbers (like 1, 2, 3, and 4) and their negative counterparts (like -1, -2, -3, and -4). - Fractions are numbers that are expressed as ratios. A fraction is a part of a whole. - Fractions have numerators, which are the numbers on the top of the fraction that show the parts taken from the whole. - Fractions also have denominators, which are the numbers on the bottom of the fraction that show how many parts are in the whole.

<urn:uuid:7120edae-b35c-4df0-8d76-55137b43ff36>

CC-MAIN-2021-21

https://thelawsonacademy.org/rational-numbers/

s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243988923.22/warc/CC-MAIN-20210508181551-20210508211551-00390.warc.gz

en

This is a drawing of a portion of the Earth's crust undergoing subduction. Click on image for full size Image copyright 1997 by the American Geophysical Union. Further electronic distribution is not allowed. When two sections of the Earth's crust collide, one slab of lithosphere can be forced back down into the deeper regions of the Earth, as shown in this picture. The slab that is forced back into the Earth usually becomes melted when the edges reach a depth which is hot enough. This process is called "subduction". Melted crust rises back towards the surface where it helps make volcanoes and islands. The melted crust also releases gases of the atmosphere which had become trapped in the ground. Thus subduction of the crust helps to recycle the atmosphere! You might also be interested in: Plates at our planet’s surface move because heat in the Earth’s core causes molten rock in the mantle layer to flow. We used to think the Earth’s plates just surfed on top of the moving mantle, but now...more Many kinds of surface features are clues to a sliding lithosphere. Two types of features can form when plates move apart. At ocean ridges, the crust splits apart to make room for molten mantle rock. Continental...more As the Earth cools, hot material from the deep interior rises to the surface. Hot material is red in this drawing, under an ocean shown in blue green. The hotter material raises the nearby layers, and...more Mountains are built through a general process called "deformation" of the crust of the Earth. Deformation is a fancy word which could also mean "folding". An example of this kind of folding comes from...more Many forces change the surface of the Earth over time. The largest force that changes our planet's surface is movement of Earth's outer layer in a process called plate tectonics. As shown in this picture,...more Volcanoes form when hot material from below risesand leaks into the crust. The hot material, called magma, rising from lower ground, gathers in a reservoir called the magma chamber. Eventually, but not...more Scientists have learned that Mount Hood, Oregon's tallest mountain, has erupted in the past due to the mixing of two different types of magma. Adam Kent, a geologist at Oregon State University, says this...more

<urn:uuid:c0e0d589-eab3-4650-b145-eff93f390e82>

CC-MAIN-2021-21

https://www.windows2universe.org/earth/interior/subduction.html&edu=elem&lang=en

s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243990929.24/warc/CC-MAIN-20210512131604-20210512161604-00023.warc.gz

en

Inquiry is an approach to learning that is directed by questions that individuals and groups of learners work together to address. Both process and products of learning are assessed. At its best the learning is driven by student-generated questions. Students, assisted by the teacher, clarify the questions being asked and determine how to answer them. The outcome of the inquiry is shaped by the teacher so as to align with curriculum expectations. In the pursuit of answers unplanned but important learning territory is often uncovered. WHY USE IT? Inquiry connects school learning to the student’s own knowledge and experiences. It provides a context to develop critical thinking skills and encourages problem solving - an important learning strategy for developing engaged citizenship and entrepreneurial, employment, community and interpersonal skills. Inquiry learning requires that students pull information compared to other approaches that push it at them. Students are provided with opportunities to apply a wide range of reading, writing, talking, listening, and thinking skills. Student learning improves when schools adopt a consistent model of inquiry across all grades and subjects. Inquiry promotes the development of a community of learners where group knowledge-building contributes to individual understanding. Through inquiry students become more creative, positive and independent. TIPS FOR TEACHERS Look for opportunities to be the ‘guide on the side’ as opposed to a ‘sage on the stage’. Support student learning as opposed to directing it by providing the minimum amount of scaffolding students require. Convert curriculum expectations to ‘big questions’ that challenge students in language they understand. Give students as much freedom as possible in determining what questions to ask and what methods to use to investigate them.

<urn:uuid:2ac117f3-4f09-443e-aae0-b6306cc77239>

CC-MAIN-2015-27

http://resources4rethinking.ca/en/toolbox/inquiry

s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375095270.70/warc/CC-MAIN-20150627031815-00019-ip-10-179-60-89.ec2.internal.warc.gz

en

Elementary School Sentence Writing Students will learn to write and revise their own complete sentences, with descriptive details. Gaining knowledge on the four sentence types as well subject-verb agreement, students will write sentences correctly, and with confidence. Unit 1 – Types of Sentences: Declarative and Interrogative Objective: The student will be able to identify and create declarative and interrogative sentences. Unit 2 – Types of sentences : Imperative and Exclamatory Objective: The student will be identifying and creating imperative and exclamatory sentences. Unit 3 – Noun Plurals and Possessives Objective: The student will be able to create the plural forms and possessive forms of nouns. Unit 4 – Subject – Verb Agreement Objective: The student will make verbs agree with their subjects in number. Unit 5 – Punctuation: Commas Objective: The student will understand the rules for and use correct comma placement. Unit 6 – It + is = It’s a lot of fun learning about contractions! Objective: The student will understand and use the rules for forming contractions (shortened forms of two words). Unit 7 – Oh Dear! Words Often Confused: Homophones, Homonyms, and more Objective: The student will be able to correctly identify and spell words that are often confused with other words. Unit 8 – Put Your Thinking Caps On! What Have You Learned? Objective: The student will create and proofread sentences using all of the skills you studied in this eight-unit course.

<urn:uuid:13c1fe6a-38a1-4811-90b5-4027bbc791b2>

CC-MAIN-2018-30

https://www.time4writing.com/elementary-school/sentence-writing/

s3://commoncrawl/crawl-data/CC-MAIN-2018-30/segments/1531676591296.46/warc/CC-MAIN-20180719203515-20180719223515-00163.warc.gz

en

This Understand Fractions as Fair Shares video also includes: Young mathematicians get their fair share of learning in the first video of this four-part series on fractions. Multiple examples are presented that visually demonstrate how each piece must be equal in size when breaking a whole into fractions. Includes a real-world context that describes equality in terms of fairness, further supporting young learners with understanding this concept. Supplement this resource with an introductory lesson on fractions and strengthen the fractional number sense of your class. - If you aren't logged in to Learnzillion, you will be prompted to create a free account to access all materials for this resource - Examples clearly show fractions as equal sized pieces of a whole - Guide Practice video reinforces an understanding of fractions as equal parts of a whole - Describes a common mistake for learners to avoid when working with fractions - Requires explicit instruction on the names of different fractions

<urn:uuid:98fa7074-4d7e-423e-8179-a2f3576a0aa0>

CC-MAIN-2018-34

https://www.lessonplanet.com/teachers/understand-fractions-as-fair-shares

s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221211935.42/warc/CC-MAIN-20180817084620-20180817104620-00596.warc.gz

en

Ordering numbers is a skill that students usually learn in Kindergarten. process begins in Pre-K classes with basic counting skills and is built upon in later grades when students learn about place value and larger The worksheets below start out with the numbers 1-10 and progress into larger numbers. Be sure to work with numbers that your child is familiar with. Preschool and Kindergarten students will enjoy the first set of worksheets that concentrate on the numbers one through twenty. Students with better counting skills will have no problem ordering the numbers in the second set. Another fun way to learn about number order is with the Connect the Dot puzzles I've created. I've included one example in the second group of worksheets. You can find more dot to dots at the bottom of this page. Click on a picture below to open up a printable file in another tab. The first sheet is a bit different than the others. It's a simple before and after task like the ones found in the lesson on preschool counting. Your child is shown two numbers and must determine which number is missing. The rest of the activities are number ordering tasks featuring various items. In each paper you'll see a certain number of items (baseball shirts, computers, ballerinas) with numbers on them. The numbers are all jumbled up and it is your child's job to put them back in order. On the line at the bottom, write the numbers in correct order from smallest to largest. The final printable is a sample of one of the connect the dot puzzles I've made. They are another great tool for teaching number order. You can find more dot to dots, number activities, and counting lessons below. I've put together a list of educational resources that include links to more free work sheets, workbooks, home school curriculums, teacher resources, and learning toys.

<urn:uuid:1bf90213-62c9-4043-9080-512b17ccaa40>

CC-MAIN-2018-34

http://www.free-math-handwriting-and-reading-worksheets.com/ordering-numbers.html

s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221211185.57/warc/CC-MAIN-20180816211126-20180816231126-00132.warc.gz

en

During Unit 7, your child will use the same place value understanding for adding and subtracting decimals that they used for adding and subtracting whole numbers. Similarly, they will learn that the general methods used for computing products and quotients of whole numbers extend to computing the products and quotients of decimals, with the additional issue of placing the decimal point. Printable Parent Letter NOTE: For LearnZillion.com information you will need to sign up for a free account. Students need to: - Multiply and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between repeated addition and subtraction; relate the strategy to a written method and explain the reasoning used. - Multiply tenths by tenths or tenths by hundredths - Divide in problems involving tenths and hundredths

<urn:uuid:21ac87c6-2395-4ecb-b687-66eaf6a09bcf>

CC-MAIN-2018-34

https://www.carrollk12.org/curriculum/elementary/mathematics/fifthgrade/Pages/Unit-7.aspx

s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221215487.79/warc/CC-MAIN-20180820003554-20180820023554-00223.warc.gz

en

Lesson plans for ages 15-18 in Human Rights and Refugees: The Right to Asylum LESSON 3: Refugees' Experiences in Countries of Asylum: "What's in a name"? A copy of the UNHCR publicity poster entitled What's the Difference? is needed for this lesson. Link to previous lessons For revision, ask the class these questions: - Why do people sometimes need asylum? - Where have these people sought asylum? - What can stop asylum seekers from successfully finding asylum? Allow the students some time to study the poster entitled What's the Difference? Ask for suggestions from the class for the possible motives behind this poster, while reminding them that this poster has been produced by UNHCR. When watching news reports and documentaries about the refugee flows which have occurred in the last decade, students may wonder how they can contribute to efforts to solve these tragedies. Perhaps students may sense that they are powerless to help, but this is not the case. As mentioned in the reading material used in the previous lessons, refugees have sometimes been successful in finding asylum in neighbouring countries in the industrialised world. Having found asylum, the refugees may be safe from the persecution that they suffered in their own home countries, but they face the difficulty of not being thoroughly integrated in their new country. Ask the students: What difficulties does the poster suggest might be faced by refugees in their host countries? Ask them to reflect upon the experiences of some of the refugees referred to in the articles which they read during the last lesson. You may also find it useful to refer to the following definitions during the discussion: Referring to the poster What's the Difference?, ask the students how they have regarded refugees in past. Do they sense any change within themselves, concerning their attitudes towards refugees, since starting this unit of work? What changes are there? The teacher needs to guide this discussion with sensitivity, while encouraging the students to be frank, but be assertive if students rudely challenge each other over differing viewpoints. Finally, if there is time, perhaps the teacher could ask the students why this lesson is titled "What's in a name?" and where they imagine the phrase came from.

<urn:uuid:818c0e2c-173c-4e41-85e4-29b3392af5fa>

CC-MAIN-2018-39

http://www.unhcr.org/en-us/getinvolved/teachingtools/469385472/lesson-plans-ages-15-18-human-rights-refugees-right-asylum.html

s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267160337.78/warc/CC-MAIN-20180924090455-20180924110855-00424.warc.gz

en

Eight Practical Steps to Teach Grammar Rules - Start with questions that lead to model sentences in which the grammatical rule is included. E.g. How long have you been learning English? How long have they been playing football? How long has she been cooking pizza? Etc. - Encouraging students to answer the questions in complete sentences using the grammatical rule and write the model sentences on the board. - Read the sentences focusing on the main features of the rule (highlight the form with different colour or by underlining them). - Tell students the function and the meaning of the grammatical rule, when to use it and how to apply it in communication. - Encourage students to do some different and various exercises on the rule to familiarize them with it. Check understanding and involve as many students as possible. - Elicit the form of the rule from students and write it on the board. - Ask students to give more meaningful examples of the rule. - Give more practice of the rule creating real-life situations for students to use the rule in.

<urn:uuid:4f0119c9-4c7a-4d0c-9f37-cc1c32353d34>

CC-MAIN-2018-39

https://elttguide.com/2016/11/06/eight-practical-steps-to-teach-grammar-rules/

s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267159160.59/warc/CC-MAIN-20180923055928-20180923080328-00349.warc.gz

en

You've been learning about the theory behind the pendulum .... so let's put it into practice. Set up equipment at your table so that you can hang a compact mass from a piece of string. Use one of the "pendulum clamps" as the horizontal support piece, since you can quickly attach and loosen the string from one of their screws. The class will work as a group on this project and pool all the results. Each group should make measurements with just two of the following lengths; split up the lengths so that there is some overlap between groups. Length of string (each group choose only 2) Each group should do the following for its two lengths: You should now have a big table containing measurements made by the entire class, consisting of pairs of lengths L and angular frequencies ω. So far, so good. Let's now connect this experiment to the theory. In theory, the angular frequency ω of a pendulum is related to the length L of the string, and the gravitational acceleration g, like so: Since you have many values of L and ω, you should be able to figure out a good value for g. But how? One technique that physicists often use when they have a big set of measurements and a theoretical equation which connects those measurements is to make a graph. How will that help? Well, just watch: First, we re-arrange the equation a bit so that it looks like this: If we re-arrange it in this way, then we can use a straight-line method to find the quantity of interest -- in this case, the value of g. It will simply be the slope of a line drawn on a graph: Your job: make a graph which corresponds to this equation. Mark points for each measurement made in class. Fit a straight line to the points on the graph, and measure the slope of that line. Use the slope of the line to calculate g. How well does this measured value of g compare to the accepted value? Look at the results from last year You can look at the results from today's class here: Copyright © Michael Richmond. This work is licensed under a Creative Commons License.

<urn:uuid:d133f274-8ccc-465b-9247-58dd4fa90553>

CC-MAIN-2018-39

http://spiff.rit.edu/classes/phys207/lectures/pend_compressed/pend_action/pend_expt.html

s3://commoncrawl/crawl-data/CC-MAIN-2018-39/segments/1537267156780.2/warc/CC-MAIN-20180921033529-20180921053929-00185.warc.gz

en

A consonant is any letter that is not a vowel (a, e, i, o, u). There are many different words that share a combination of similar consonants and vowel. We call words that share a series of two or three common letter patterns a blend. When the same string of consonants are arranged together we call it a consonant blend. There are also vowel blends that have the same series of non-consonants. We urge you to explain the concept of blending to your students so that they can take a logical approach to better understand these words. Our advice is to start very simple and build up to the larger word chunks. When students have success with the less complicated words, it will help them progress at a faster rate. Some students will have trouble with a particular sound because of their natural speech pattern. These are the worksheets they should spend more time with. It will be different for all students. When you approach words that have consonant blends you can hear the sound of each letter in the blend itself. You will sometimes run into words that have the series of letters make one sound, these words are called digraphs. In this section you notice that we focus our lessons primarily on two-letter blends, but there is a section that concentrates on three-letter blends. Our two-letter blends are the most commonly used words and normally serve as the starting point for this skill. You will also find a topic that directs attention to blending distinguishable sounds. We encourage you to explore all the different sections because they will help students gain experience with a wide range of sounds and broaden their vocabulary. Each interactive lesson allows you to print the PDF file to give you students a little bit of extra work to take home. Convenient answer keys allow students to make progress at their preferred paces. Please Note: The worksheet categories below will take you to an area with at least 15 worksheets to print in under each topic.

<urn:uuid:5203de2e-e3d0-4a9a-affc-975603a5d027>

CC-MAIN-2021-31

https://www.easyteacherworksheets.com/langarts/blends.html

s3://commoncrawl/crawl-data/CC-MAIN-2021-31/segments/1627046152236.64/warc/CC-MAIN-20210727041254-20210727071254-00628.warc.gz

en

Starting at preschool and kindergarten, schools should help students learn the names and shapes of letters. Incorporating writing/printing into letter instruction is a powerful means of developing letter recognition. Using letter/keyword/picture displays when introducing letters is an effective strategy. (Adams, 1990) Reading A-Z Alignment with Research Reading A-Z offers a large collection of resources for teaching the alphabet, including alphabet books and chants for each letter, worksheets, flashcards, and a bank of teaching strategies. The alphabet books reinforce uppercase and lowercase letter recognition. They also teach the student important pre-reading skills, such as recognizing the front and back, top and bottom of a book, left-to-right progression, one-to-one word correspondence, and the notion that words carry meaning. The flashcards can be used in a number of interactive activities to reinforce letter recognition. Reading A-Z alphabet books and flashcards use letter/keyword/picture presentation for introducing letters. Reading A-Z provides several letter formation worksheets for each letter of the alphabet in Zaner Bloser style, D’Nealian style, and cursive style. These worksheets promote work with letter formation, which has been shown to improve a student's ability to recognize letters. |Alphabet Book P| |Alphabet Chants||Letter Formation Worksheets| |Alphabet Chant A||Letter K Worksheet|

<urn:uuid:f866112b-a434-447c-b6cc-ac6544abff80>

CC-MAIN-2015-40

https://www.readinga-z.com/research/alphabet.html

s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443736675218.1/warc/CC-MAIN-20151001215755-00113-ip-10-137-6-227.ec2.internal.warc.gz

en

This worksheet is best used as students BEGIN to read the first book of the Odyssey. It has them define, identify examples from the text and create original examples of: Epic Similes, Epithets, Allusions, Illusions, Rhyme Scheme and Imagery. Teacher will need to provide info on the conventions of epic poetry/ characteristics of an epic hero. An assignment is delineated at the end of the worksheet in which students have to identify how THEY exhibit characteristics of an epic hero. This is also a great icebreaker/ "get to know you" activity if done at the beginning of the year!

<urn:uuid:9a623ae1-4ad1-4d31-be36-504a22eb0a6f>

CC-MAIN-2018-43

https://www.teacherspayteachers.com/Product/The-Language-of-Homer-Epic-Hero-Assignment-2475616

s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583519859.77/warc/CC-MAIN-20181024042701-20181024064201-00232.warc.gz

en

Our Verbs and Tenses lesson plan teaches students how to properly use different verbs and verb tenses in their writing. During this lesson, students are asked to work collaboratively with a partner to write about a birthday party in the past, present, and future in order to practice using each tense. Students are also asked to identify verbs and tell whether they are written in the past, present, or future tense. At the end of the lesson, students will be able to correctly use verbs to convey a sense of past, present, and future. Common Core State Standards: CCSS.ELA-LITERACY.L.1.1.E

<urn:uuid:a0f15f56-d50c-47e2-b49e-1325661868d6>

CC-MAIN-2021-39

https://learnbright.org/lessons/language-arts/verbs-and-tenses/

s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780058589.72/warc/CC-MAIN-20210928002254-20210928032254-00595.warc.gz

en

Learning about Frogs suggested grade levels: 4-6 view Idaho achievement standards for this lesson 1. Have students handle and touch a frog (from pet store). Discuss body parts: Head, body, legs, etc. What does animal look like? What are its parts? How does it feel? 2. Introduce developmental cycle of the frog: eggs, tadpoles, young frogs, and adult frogs. How does the frog change? What does it look like as a tadpole? What is growing when it is a young adult? How is the adult frog different? 3. Discuss habitat as a place where an organism lives. What do you think a frog habitat might be like and why? Discuss frog characteristics (webbed feet, moist skin, etc,) 4. Discuss diet of a frog. What do you think it eats? What adaptations does it have for this diet? What eats frogs? 1. Assign each student a particular species of amphibian. Teachers can also have students pick their own species but teacher should guide them in order that they do not all pick the same species. 2. Teacher should encourage each student to use the Digital Atlas of Idaho to do research on his or her species (Length of report should reflect grade level). Follow the links to the amphibian pages and get information on selected species. Report should include species characteristics, species habitat, species diet, and anything else students want to include. To get there: Click on Atlas Home, mouse-over Biology, then click on Amphibians. 3. Each student will give "show and tell" presentation to the class on his/her species. These are links to access the handouts and printable materials. amph3ho.pdf | Amphibians The sample questions below are shown in the printed handout. 1. Frog description: a. What does the animal look like? b. What are its parts? c. How does it feel? 2. Developmental cycle of frogs: a. How does the frog change? b. What does it look like as a tadpole? c. What is growing when it is a young adult? d. How is the adult frog different? Answers may different for each species.

<urn:uuid:e9c44ff7-0495-4169-be86-83f3ece536b8>

CC-MAIN-2015-48

http://imnh.isu.edu/digitalatlas/teach/lsnplns/frogslp.htm

s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398445142.9/warc/CC-MAIN-20151124205405-00085-ip-10-71-132-137.ec2.internal.warc.gz

en

Our Reflexive Pronouns lesson plan introduces students to reflexive pronouns, including what they are, how to use them, and how to identify them. In this lesson, students are asked to work independently to identify reflexive pronouns in text and when passages are read aloud. They also complete a fun, interactive exercise in which they “hunt” for reflexive pronouns in books and online and then share them with the class. At the end of the lesson, students will be able to correctly and independently use reflexive pronouns in writing, identify reflexive pronouns in text, and explain the purpose of reflexive pronouns as they are used in sentences. Common Core State Standards: CCSS.ELA-LITERACY.L.2.1.C

<urn:uuid:40401de8-56b0-4ced-adbf-8d050a8e24e8>

CC-MAIN-2021-39

https://learnbright.org/lessons/language-arts/reflexive-pronouns/?add-to-cart=24363

s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780058467.95/warc/CC-MAIN-20210927181724-20210927211724-00193.warc.gz

en

7.9. Looping and counting¶ The active code below counts the number of times the letter appears in a string This program demonstrates a common idiom, called a counter. The count is initialized to zero and then incremented each time we find an ’a’. (To increment is to increase by one; it is the opposite of decrement, and unrelated to excrement, which is a noun.) When we exit the loop, count contains the result: the total number of a’s. As an exercise, encapsulate this code in a function named countLetters, and generalize it so that it accepts the string and the letter as arguments. In the function, declare length, count, and index in that order. Within the main function, declare city and letter in that order. The following is the correct code for printing the even numbers from 0 to 10, but it also includes some extra code that you won’t need. Drag the needed blocks from the left and put them in the correct order on the right.

<urn:uuid:57bf8d51-06ea-45f0-989d-83f7a4319e98>

CC-MAIN-2021-39

https://runestone.academy/runestone/books/published/thinkcpp/Chapter7/looping_and_counting.html

s3://commoncrawl/crawl-data/CC-MAIN-2021-39/segments/1631780056856.4/warc/CC-MAIN-20210919095911-20210919125911-00006.warc.gz

en

Example of English Lesson Plan-Suffixes Context: This lesson introduces students to suffixes. - To be able to briefly understand what a suffix is. - To be able to identify suffixes. - To be able to know some of the most common suffixes and be able to identify the type of word they are (noun, verb, adverb, adjective). A suffix is a letter, syllable, or word that is added to a root or stem of a word to either form a new word or add to its meaning. Suffixes are placed at the end of the root word. The main thing that a suffix shows is how it will be used in a sentence and how it is classified, in terms of whether the word is a noun, a verb, an adverb, or an adjective. Inflection changes grammatical properties of a word within its syntactic category. In the example: The weather forecaster said it would clear today, but it hasn't cleared at all. the suffix -ed inflects the root-word clear to indicate past tense. Some inflectional suffixes in present day English: - -s third person singular present - -ed past tense - -ing progressive/continuous - -en past participle - -s plural - -en plural (irregular) - -er comparative - -est superlative - -n't negative - The teacher will ask the students to identify suffixes from the sentences given. - List atleast 20 works with suffix and use each in sentences.

<urn:uuid:dcf52eba-ac0a-4592-9b49-d95ce1b8d6c2>

CC-MAIN-2016-07

http://www.examplesof.com/lesson_plans/english_lesson_plan_suffixes.html

s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701168011.94/warc/CC-MAIN-20160205193928-00048-ip-10-236-182-209.ec2.internal.warc.gz

en

The focus of this activity is to discover if students can make, copy, continue and explain repeating patterns. Often students will only be asked to continue patterns to the right, but ensure you ask students to continue patterns to the left. Like the number sequence a pattern can extend in both directions. - Use body, shapes and objects to make repeating patterns - Describe patterns using everyday language - Copy and continue patterns - Use ordinal numbers to identify elements in the pattern, e.g. the 3rd counter is blue - Use location words and shape language to describe features of the pattern, e.g. my pattern is made from squares, it goes red, blue, red, blue, etc. NSW Syllabus Mathematics K-10 – Early Stage 1: Patterns & Algebra - Sort and classify familiar objects and explain the basis for these classifications (ACMNA005) - Copy, continue and create patterns with objects and drawings NSW Syllabus Mathematics K-10 – Early Stage 1: Whole Numbers - Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001) At the end of this lesson students should be able to answer the following questions - Can you describe your pattern? - What did you use to create your pattern? - What is first object in your pattern? Third? Fifth? - What comes next in the pattern? - What comes before in the pattern? - What is the part of the pattern that repeats? - How could we record these patterns in our books? - Instead of using colours, how else could we record the patterns in our books? For more information, please download the attached lesson plan.

<urn:uuid:caa21c7e-473c-46cd-b0d5-b325fe32a38d>

CC-MAIN-2018-51

https://calculate.org.au/2018/09/26/pattern-algebra-foundation/

s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826856.55/warc/CC-MAIN-20181215105142-20181215131142-00036.warc.gz

en

What is factorial notation? Certain patterns occur often when applying the multiplication principle. As we saw in Example 2, the factors that result from choices are often the same. In this case, we can use exponents to abbreviate the product: You may see the factors written with exponents instead of factors so it is important to recognize that they are the same. Another pattern that results from the multiplication principle can be written using factorial notation. Suppose a production line requires six workers to carry out six different jobs. Each worker can only do one job at a time. Once a worker is selected for a job, the other jobs must be carried out by the remaining workers. To find the number of ways we can assign workers to jobs, calculate the product The number of ways to make each choice drops by one in each factor since each worker can only do one job. In effect, we can’t choose the same worker twice. This is often indicated by saying that we want to assign workers without repetition. This type of product occurs so often that it is assigned its own symbol. For any positive integer n, n! = n (n-1) (n-2) … 3 · 2 · 1 The value of 0! is defined to be 1. When we read an expression with factorial notation, a symbol like n! is read “n factorial”. Example 3 Use Factorial Notation Compute the value of each expression involving factorial notation. Solution Use the formula above to get 6! = 6 · 5 · 4 · 3 · 2 · 1 Solution It is tedious to multiply the factors out for larger numbers. Instead, use a calculator’s factorial command to find the product. On a TI graphing calculator, start by typing 9. Then press . Choosing 4 inserts the factorial symbol ! from the PRB menu. The value is displayed on the screen. Solution It is not practical to multiply all of the factors in the numerator and denominator. In addition, each of the factors in the fraction may not be calculated individually. If we try to do this the calculator will return an overflow error. Instead, write down some of the factor to see if any patterns emerge:

<urn:uuid:8f49afc4-c28e-4208-ac6f-6dd5c1f32f85>

CC-MAIN-2021-43

https://math-faq.com/chapter-8/section-8-1/section-8-1-question-2/

s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323587711.69/warc/CC-MAIN-20211025123123-20211025153123-00670.warc.gz

en