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Start a 10-Day Free Trial to Unlock the Full Review Why Lesson Planet? Find quality lesson planning resources, fast! Share & remix collections to collaborate. Organize your curriculum with collections. Easy! Have time to be more creative & energetic with your students! in this pronouns learning exercise, students read the sentences and bubble in the correct pronoun for the underlined word or words. The objective is to enhance their grammar knowledge. 5 Views 4 Downloads Grammar: Singular and Plural Nouns Using language and an illustration connected to a covered-wagon pioneer theme, here is a worksheet that provides practice with choosing singular or plural pronouns correctly. A brief description of the difference between singular and... 1st - 3rd English Language Arts "More Than One" Help your class learn the spelling rule for adding -es to plural nouns and third-person singular verbs. The resource suggests using songs daily to reinforce the rules. The songs are contained in a Sing Your Way Through Phonics 2-CD set... K - 3rd English Language Arts CCSS: Adaptable

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In this counting worksheet, students practice counting and subtracting. Students are given two sets of blocks in which they are to determine the difference. There are six problems in all. 3 Views 2 Downloads Let’s Count!: English Language Development Lessons (Theme 5) Counting is the theme of this compilation of ESL lessons. Through listening, speaking, and moving, your young learners take part in a variety of activities to enhance their English proficiency such as making menus and books,... K Math CCSS: Adaptable Tiles, Blocks, Sapphires & Gold: Designing a Treasure Map Young cartographers in groups hide treasure at school and then create a map to find it using pattern blocks and tiles. They make paintings with clues to create a visual representation of the location of their treasure. Groups present... K - 2nd Math

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Unit or lesson plan content - Begin with an introduction to Shakespeare in the form of a class discussion. - What do you know about Shakespeare? - What have you read by Shakespeare? Was it easy or difficult? - Why do so many people find Shakespeare difficult? - Why do you think he is so well respected that his plays are on every high school reading list? And most Universities offer several courses just on his works? - What is the difference between tragedy and comedy? - What is a universal story? - Have students continue to think about the book by instructing them to look at the cover, read the back of the book, skim through it etc. - What can you guess about the play by looking at the - What makes you want to read it? What questions do you - What makes you not want to read it? Is this something you can overcome? - Homework assignment - Journal Write: What are your views on love and marriage? How do you view the roles of women and men in love relationships? Who should ask whom to get married? Out on a date? Is love necessary for marriage? Discuss these responses briefly with the class (10 min) This can be done at the beginning of class the following - Brief discussion of Journal Write. (5 min) - Define Sexism-Students should look up several definitions and share them with the whole class. Post the best definition on the wall and leave up for the duration of the project. - Students are assigned to small groups to research the way that women have been treated at several stages in history and make a presentation to the class on their findings. pdf file. Take students to the library to complete this research and have the librarian assist students in their research. Go over methods of determining reliability and perspective on the Internet. - It should take two days to research and plan and one day to present. During the presentation students should complete their note chart pdf file . During their research this is the guide that they will use to take notes on their groups assigned - Homework: Choose a time period and issue that you feel strongly about and write a petition or letter to an authority figure arguing about this issue. Use strong persuasive writing techniques to write a strong argument about the rights of women in history. (due in three days) - An alternative to this project that seems to cover similar objectives is a lesson plan called "The Good and the Badde: Are Stereotypes a Perfect Fit?" This lesson can be found on the Folger Institute website. Teaching Shakespeare: Lesson Plan - Read act 1.1 aloud, assign parts to students. Discuss the language as a whole class. Make sure they understand that they dont have to understand every word to understand the play. That the language is difficult for everyone, even the teacher and that they need only try to understand the main ideas. "Start pdf file Activity is an option for small groups. - Complete the Two Sisters pdf file activity. Alternatively students can read aloud and the teacher can lead a class discussion of the issues that come up in the play. - Homework: Journal Write: What kind of guy is Petruchio? How do you know? - Students should read Act 1.2 in small groups and then complete the activities on Act - Homework: Journal Write: Is this a sexist play? How do you know? - In very small groups (2-3) make a character chart-Whos who in Padua pdf file Who is pretending to be whom and who is in love with whom? This should be a visual chart and the best one will be photocopied and distributed to the entire class. The others should be posted on the bulletin board to give students more visual help in understanding the play. A teacher created Answer pdf fileis provided. Student - Homework: If you were making a new film production of Taming of the Shrew who would you cast as Kate? Bianca? Petruchio? Lucentio? Why? Say something about these characters that shows who they are. - Discuss casting choices for the characters with the class. Who would you cast as Kate? Bianca? Petruchio? Why? Give a short quiz on Act 1. - Read act 2 aloud in class or listen to the audiocassettes. Discuss the scene as you go to check for understanding and - Homework: Assign journal write: Does Kate envy Bianca? What do you make of their relationship? - Character Study Assignment pdf file in small groups. I write the names of the main characters on index cards and then pass them out to students at random to assure that each character has a chart and to form groups. This also works well when assigning this as a homework assignment and is done individually rather than in small groups. - Student work example pictures: - Students analyze a character and create a visual to better understand that characters motivations and actions. As students read have them collect further quotes that illustrate the character and post them on the charts, which should be hung around the room for the duration of the class study. - Read the rest of Act 2 with tapes & discuss. Complete questions on Act 2. - Homework: Complete questions review act 2 - Start class with a short quiz on Act 2. - Give promptbook pdf file and pages lines pdf fie and have them make promptbooks and draw the stage for the meeting of Kate and Use. There is a detailed pdf file for this assignment. - Homework journal write: Do Kate and Petruchio belong together? Explain. The next day have students respond aloud to this. - Show film version of Act 2.1, discuss how Zefferelli choose to show this scene. How is it similar/different from their - What elements of this scene could not be shown on a - What is left out? Do you miss it? - What is added? Is it helpful? - How is his version similar to your promptbook pages? How is it different? - Have them read Act 3.1 if time or for homework. - Have a student summarize the scene and then have students read 3.2 in small groups and complete the activities. - Womens Lib pdf file Activity as a whole class. - Homework Journal Write: Is this play sexist? Explain. - Quiz on Act 2 & 3. - Show the film for act 4.1 and read along with the book. Have students mark in pencil (lightly) what lines are left out of the film. Discuss why directors cut the script and what they think is lost in doing this. - Discuss Petruchios behavior. - Homework: have students read the scene over again and write their observations in their journals. - Read act 4.2 aloud and discuss questions pdf file in small groups. - Homework: Read Act 4.3 - Read Act 4.3 Discuss what Kate is thinking in this scene and why she is so quiet. - How does Petruchio twist Kates words around to frustrate her? Read 4.4 and assign questions - Read 4.4 aloud and complete journal write Is Kate tamed? Discuss this. Discussion questions Act 4.4 pdf file. If time have students read Act 4.5 aloud and complete questions, pdf file or the questions can be used for homework. Day 18 & 19 - Read 5.1 5.2 and discuss. Assign students to read to the end of the play and write what they think of the - Discuss Kates last speech, Is this play sexist? What would you leave the audience with at the end? - Quiz on Act 5 - Show the final scene of the film and assign the interpretive - Handout "Is This pdf filefrom: Fynes-Clinton and Perry Mills, Ed., The Taming of the Shrew, Cambridge University Press, 1984. - Discuss the scene and revisit the question of is this - Hand out the Staging pdf file worksheet from Fynes-Clinton and Perry Mills, Ed., The Taming of the Shrew, Cambridge University Press, - Assign Groups and complete the performance - Students should use video equipment to perform present these scenes and should be instructed to use the Internet to conduct research the costumes and language style of the time period they choose to perform.

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"Has been a lifesaver so many times!" - Catherine Rampell, student @ University of Washington "Exactly the help I needed." - Jennifer Hawes, student @ San Jose State "The best place for brainstorming ideas." - Michael Majchrowicz, student @ University of Kentucky Describe how force affects the motion of an object. Interpret and construct free body diagrams. A force is an action exerted on an object which may change the object's state of rest or motion. Forces can cause accelerations. The SI unit of force is the newton, N. Forces can act through contact or at a distance. The effect of a force depends on both magnitude and direction.Thus, force is a vector quantity. Diagrams that show force vectors as arrows are called force diagrams. Force diagrams that show only the forces acting on a single object are called free-body diagrams. Explain the relationship between the motion of an object and the net external force acting on the object. Determine the net external force on an object. Calculate the force required to bring an object into equilibrium. Newton's First Law An object at rest remains at rest, and an object in motion continues in motion with constant velocity (that is, constant speed in a straight line) unless the object experiences a net external force. In other words, when the net external force on an object is zero, the object's acceleration (or the change in the object's velocity) is zero. Newton's first law refers to the net force on an object.The net force is the vector sum of all forces acting on an object. **The net force on an object can be found by using the methods for finding resultant vectors. Although several forces are acting on this car, the vector sum of the forces is zero. Thus, the net force is zero, and the car moves at a constant velocity. Inertia is the tendency of an object to resist being moved or, if the object is moving, to resist a change in speed or direction. Newton's first law is often referred to as the law of inertia because it states that in the absence of a net force, a body will preserve its state of motion. Mass is a measure of inertia. Equilibrium is the state in which the net force on an object is zero. Objects that are either at rest or moving with constant velocity are said to be in equilibrium. Newton's first law describes objects in equilibrium. Tip: To determine whether a body is in equilibrium, find the net force. If the net force is zero, the body is in equilibrium. If there is a net force, a second force equal and opposite to this net force will put the body in equilibrium. Describe an object's acceleration in terms of its mass and the net force acting on it. Predict the direction and magnitude of the acceleration caused by a known net force. Identify action-reaction pairs. Newton's Second Law The acceleration of an object is directly proportional to the net force acting on the object and inversely proportional to the object's mass. ΣF = ma net force = mass acceleration **SF represents the vector sum of all external forces acting on the object, or the net force. Newton's Third Law If two objects interact, the magnitude of the force exerted on object 1 by object 2 is equal to the magnitude of the force simultaneously exerted on object 2 by object 1, and these two forces are opposite in direction. In other words, for every action, there is an equal and opposite reaction. Because the forces coexist, either force can be called the action or the reaction. Action and Reaction Forces Action-reaction pairs do not imply that the net force on either object is zero. The action-reaction forces are equal and opposite, but either object may still have a net force on it. Consider driving a nail into wood with a hammer. The force that the nail exerts on the hammer is equal and opposite to the force that the hammer exerts on the nail. But there is a net force acting on the nail, which drives the nail into the wood. Explain the difference between mass and weight. Find the direction and magnitude of normal forces. Describe air resistance as a form of friction. Use coefficients of friction to calculate frictional force. The gravitational force (Fg) exerted on an object by Earth is a vector quantity, directed toward the center of Earth. The magnitude of this force (Fg) is View Full Essay

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Classifying Angles: Greater Than, Less Than, or Equal to 90 Degrees? For this angles worksheet, students analyze four angles. For each angle, students decide if it is greater, less than, or equal to a right angle. Students check the correct box. 5 Views 41 Downloads Comparing Fractions with a Different Whole What was Bryce's mistake? Through analysis of a student work example, learners develop their own ability to compare the fractions one fourth and one half. Central to this activity is the concept that, when comparing fractions, the whole... 3rd - 4th Math CCSS: Designed Further Investigating Greater Than, Less Than, and Equal to Students investigate number relationships such as greater than, less than, and equal to. In this number relationship lesson, students use number mats and a fish with a large, open mouth to practice showing number relationships. Pre-K - 2nd Math

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Uniform circular motion is the movement of an object or particle trajectory at a constant speed around a circle with a fixed radius. The fixed radius, r, is the position of an object in uniform or circular motion relative to to the center of the circle. The length of the position vector of the circle does not change but its direction does as the object follows its circular path. In order to find the object’s velocity, one needs to find its displacement vector over the specific time interval. The change in position, or the object’s displacement, is represented by the change in r. Also, remember that a position vector is a displacement vector with its tail at the origin. It is already known that the average velocity of a moving object is ᐃd/ ᐃt, so for an object in circular motion, the equation is ᐃr/ ᐃt. IN other words the velocity vector has the same direction as the displacement, but at a different length. As the velocity vector moves around the circle, its direction changes but its length remains the same. The difference in between two vectors, ᐃv, is found by subtracting the vectors. The average acceleration, a = ᐃv/ ᐃt, is in the same direction as ᐃv, that is, toward the center of the circle. As the object moves around the circle, the direction of the acceleration vector changes, but its length remains the same.One should take note of the fact that the acceleration vector of an object in uniform circular motion always points in toward the center of the circle. Due to this fact, the acceleration of such an object is called center- seeking or centripetal acceleration. Remember that centripetal acceleration always points to the center of the circle. Its magnitude is equal to the square of the speed, divided by the radius of motion. The equation one must use in order to find the centripetal acceleration of an object in circular motion is a = v²/ r. One way one can measure the speed of an object in circular motion is to measure its period,... Please join StudyMode to read the full document

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Introduction to Exponents This Introduction to Exponents lesson plan also includes: - Join to access all included materials Demonstrate an understanding of the function of an exponent with pupils. They will discuss the online film, "Secret Worlds, The Universe Within." Then they copy and compete an exponents chart. 31 Views 96 Downloads - Activities & Projects - Graphics & Images - Lab Resources - Learning Games - Lesson Plans - Primary Sources - Printables & Templates - Professional Documents - Study Guides - Writing Prompts - AP Test Preps - Lesson Planet Articles - Interactive Whiteboards - All Resource Types - Show All See similar resources: Introduction to Exponential Functions This lesson begins with a review of linear functions and segues nicely over its fifteen examples and problems into a deep study of exponential functions. Linear and exponential growth are compared in an investment task. Data tables are... 8th - 10th Math CCSS: Adaptable Multiplication of Numbers in Exponential Form Develop a solid understanding of multiplication and division properties of exponents. Individuals expand exponential terms to discover the patterns and create the properties in the second installment in a series of 15. The activity... 8th Math CCSS: Designed Write Numerical Expressions Involving Whole-Number Exponents Introduce exponents to your learners with this quick video about writing numerical expressions. It explains the foundation of exponents and demonstrates a few examples. Use with other four videos in the series for examples on evaluating... 3 mins 5th - 7th Math CCSS: Designed

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Every time your computer's processor performs an operation, it obtains instructions and stores data in memory. As the previous chapter explained, modern computers contain several types of memory, each in a different location within the system's logical structure. This chapter concentrates on the Random Access Memory, or RAM, modules that store and forward commands to and from input and output devices such as the keyboard, the graphics display, and network links, and with permanent storage on disk drives, the BIOS, and removable flash drives. These modules are also called the computer's main memory or system memory. First in the chapter is a very brief explanation of how these memory modules contribute to the computer's overall activity, then how to improve performance by adding memory, and finally how to confirm that the memory modules installed in your computer are working properly. The memory modules installed inside your computer contain RAM circuits that hold several hundred million memory cells. Each cell, made up of a capacitor and a transistor, represents one data bit (a capacitor is an electronic component that stores an electric charge; a transistor uses one electric charge or current to control the flow of another electric current). The memory circuit's control logic uses the transistor to read or change the charge on the capacitor. The charge state of the capacitor specifies the value of the bit assigned to that memory cell (on or off, 1 or 0, positive or negative). The data bits are organized on each memory chip in an address system that allows the CPU to retrieve data from any address, thus Random Access Memory. Each bit in a computer's memory has a unique address, which is identified with a specific number. The bits are arranged in a rectangular grid of rows and columns, so the first part of the address identifies the row in which the bit is located, and the second part identities the column. In order to preserve the memory's state, the memory controller must constantly refresh the charge on the capacitors. RAM that receives a refresh charge many times per second is called dynamic RAM, or DRAM. The alternative to DRAM is static RAM, or SRAM. In SRAM, the circuit uses several transistors to set the state of each bit. Once the bit state is set, it does not change, as long as the transistors are continue to receive power, so there is no need for any refresh charge. The memory clears itself when the computer is turned off. Static ram is faster than DRAM, but it's also more expensive because it uses more transistors. The L1 and L2 cache in a CPU chip are normally SRAM because speedy access is the most important characteristic of cache memory, but it's less practical for the much larger main memory. See Chapter 6 for more about L1 and L2 cache memory. In the earliest personal computers, the individual memory-integrated circuits were mounted directly on the motherboard, but as the amount of memory that a computer could use increased, it became more practical to package memory chips on separate smaller printed circuit boards, or modules, that could mount onto the motherboard through a card-edge connector and a socket. This modular approach made it possible to fit more memory into the same amount of space on the motherboard and to easily increase the size of the system memory by adding or replacing one or more modules. All of the memory modules that are compatible with your computer's motherboard have the same physical dimensions, so it's easy to remove a module with a small capacity and replace it with a bigger one (bigger capacity, that is), up to the maximum amount of memory your computer can use. The smallest memory modules you're likely to find for a new computer contain 256MB of RAM. The capacity increases in multiples of 256MB, with 512MB, 1GB (1024MB), and 2GB the most common. If you're upgrading a computer with an older motherboard, you might also find modules with 64MB or 128MB (but if your computer is that old, it might be more cost-effective to simply replace it with a new one-memory modules for those old computers are often very expensive).

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This is a 28 pages collection of worksheets. It is a continuation of English Grammar Part A. It has over 40 unique Class Activity / Worksheets. Suitable for grade 5, 6, to 11 students. This series contains Present Perfect Tense vs Present Perfect Continuous Tense, Simple Past Tense vs Present Perfect Tense, Past Perfect Tense, Past Perfect Continuous Tense, Future Continuous, Future Perfect / Future Perfect Continuous, Future in the Past, The use of “Going to” and Future Form. This is an invaluable asset to all English teacher no matter the level concerned. You can also get the other series as well.

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Print Function – This function is used to print something on the screen. For an example- If you want to print hello world on the screen then write it in simple way in Python language – print (“Hello World”) print (‘Hello World’) Note : What ever we have to print that has to be written in brackets as “double quotes” or ‘single quotes’. Why use Quotes – To join two characters quotes we are use Quotes. Collection of characters inside “double quotes” or ‘single quotes’ are called String. Important Points – - You can use single quotes inside double quotes. - You can use double quotes inside single quotes. - You cannot use double quotes inside double quotes and single quotes inside single quotes. Also Read- Introduction of Python

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This resource covers the integral, surface and deep features of Homophones, Homographs, and Homonyms. It contains full-on activities and assessments to cover the skills of literacy in an easy, structured, cover-your-bases system. It includes everything you need to get going with H-H-H in your classroom. • Differentiate between homophones, homographs, and homonyms. • Identify homophones, homographs, and homonyms used in writing. • Demonstrate the use of homophones, homographs, and homonyms in writing. - Determine or clarify the meaning of unknown and multiple-meaning words based on reading and content, choosing flexibly from a range of strategies. - Use context (a word’s position or function in a sentence) as a clue to the meaning of a word. - Acquire and use accurately grade-appropriate general academic and domain-specific words; gather vocabulary knowledge when considering a word important to comprehension or expression. This Resource Includes: - Well Formulated, Measurable, SMART Objectives and Outcomes - Vocabulary Overview - Homophones, Homographs, Homonyms - Flipped Lesson Part - Video - Definition and Difference - Engaging and Creative Lesson Starter – Same and Different - Success Criteria - Homo-Phones-Graphs-Nyms Checklist - Collaborative Group Tasks – Pair-Share, Shared Writing, Think-Write-Share - Scaffolder Notes - Lists, H-H-H Handout - Mini-Plenary with Critical Thinking Questions – 2 Online Quizzes - Assessment Criteria for Outcome Expectations - Rubrics - Differentiated Activities for Level Learners - Writing Task by Outcome - Extensions to Challenge the High Achievers - Story Task - Plenary to Assess Learning Outcomes - Criteria 9 Self-Evaluation - Home Learning for Reinforcement – 6 Worksheets with Answers - Common Core Standards - ELA-LITERACY.L.6-8.2/4acd/6 - Skills to be addressed during the Lesson - Social and Cognitive Teachers can use this to enhance the vocabulary skills of the learners, especially the technique needed to spell and use effectively the homophones, homographs, and homonyms in writing.

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Search Within Results Common Core: Math CCLS - Math: G.SRT.9 - Similarity, Right Triangles, And Trigonometry - Apply Trigonometry To General Triangles - State Standard: - (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side. - In this topic, students first distinguish between discrete and continuous random variables and then focus on probability distributions for discrete random variables. In the early lessons of this... - Student Outcomes Students prove the formula Area = 1/2 bc sin(A) for a triangle. They reason geometrically and numerically to find the areas of various triangles. - Students derive sophisticated applications of the trigonometric functions in Topic B including: the area formula for a general triangle, the law of sines, the law of cosines, and Heron’s formula. ... - This module revisits trigonometry that was introduced in Geometry and Algebra II, uniting and further expanding the ideas of right triangle trigonometry and the unit circle. New tools are introduced... - Student Outcomes Students prove that the area of a triangle is one-half times the product of two side lengths times the sine of the included angle and solve problems using this formula. Students find...

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About This Chapter 4th Grade English: Parts of Speech - Chapter Summary If your 4th grade students need help identifying the parts of speech, have them study this fun and engaging English chapter. Young students will enjoy learning from our expert instructors who break down the parts of speech in a way that's easy for kids to understand and remember. You can monitor your students' progress on the course Dashboard and assign them the included lesson quizzes to make sure they've grasped these speech parts and concepts. - Pronouns and relative pronouns - Verbs, auxiliary and modal auxiliary verbs - The progressive verb tense - Subject-verb agreement - How to order adjectives - Adverbs and relative adverbs - Definite vs. indefinite articles - Prepositional phrases Who It's For Kids who need extra help recognizing the different parts of speech will benefit from the lessons in this chapter. There's no faster or easier way to learn about functions of nouns, verbs, adjectives and more. - Students who have fallen behind in understanding the parts of speech - Students who have learning disabilities or need a little extra help learning about the different parts of speech - Students who prefer multiple ways of learning English (visual or auditory) - Students who have missed class and need to catch up - Students who need an efficient and convenient way to learn about the parts of speech - Students who struggle to understand their English teachers - Students who attend schools without extra English resources How It Works - Find lessons in the chapter that cover the parts of speech your student needs to learn or review. - Press play to watch the video lesson with your student or read through the text lesson. - Review the lesson or video transcripts, emphasizing the highlighted vocab words to reinforce learning about the parts of speech. - Test your student's understanding of each lesson with short quizzes. - Verify your student understands the different parts of speech by completing the 4th Grade English: Parts of Speech chapter exam. 1. Nouns Lesson for Kids: Definition & Examples In this lesson, you will learn about one part of speech: nouns. You will learn about common and proper nouns, and we'll discuss some of the ways nouns can be used in sentences. 2. What is a Pronoun? - Lesson for Kids Say you're writing a story with a main character named J. Tomas Feeblemeyer. How would you feel if you had to write J. Tomas Feeblemeyer over and over throughout your story? How would your reader feel having to read that long name each time? Learn how pronouns can help. 3. Relative Pronouns: Definition & Examples Relative pronouns are words that introduce dependent clauses in sentences called relative clauses. They can also stand alone. In this lesson, we will explore the various roles of relative pronouns. 4. Verbs Lesson for Kids: Definition & Examples 'Chop,' 'cut,' and 'kick' are all action words. These action words are called verbs. Today, we will learn what verbs are and briefly discuss the different kinds of verbs. 5. Auxiliary Verb: Definition & Examples In this lesson, we will review the definition of a verb and different verb phrases. Then, we'll look at a few examples to help differentiate between the main verb and auxiliary verbs. 6. Modal Auxiliary Verbs: Definition, Uses & Examples Modal auxiliary verbs are easy to use because they never change form or tense. These verbs are full of possibilities! In fact, possibility is just one thing modal auxiliary verbs can show; they can also indicate necessity, capability, or willingness. 7. What is the Progressive Verb Tense? - Definition & Examples You've probably heard of past, present and future tense, but do you know there's a progressive tense? This lesson outlines the progressive tense and its use in our language. 8. Subject-Verb Agreement: Rules & Practice Subject-verb agreement can be very difficult, but it is vital to effective writing and speech. In this lesson, you'll learn six rules to avoid some of the common agreement mistakes many people make. 9. Adjectives Lesson for Kids: Definition & Examples How would you describe yourself? Would you say you are smart or funny? Is your room messy or neat? Whenever you describe something, you use adjectives. This lesson will teach you what adjectives are and how to use them. 10. Ordering Adjectives: Lesson for Kids In your writing, it is always important to include descriptive words. Did you know there is a correct order for listing adjectives that describe a noun? In this lesson, you will learn about ordering adjectives. 11. Adverbs Lesson for Kids: Definition & Examples In this lesson you'll learn about adverbs. You'll learn what an adverb is, some of the questions an adverb can answer, and how to use adverbs to make your writing stronger. 12. Relative Adverbs: Lesson for Kids When you write, it's important to add details to your sentences so your readers can enjoy and understand your writing. Using relative adverbs is one way to do this. In this lesson, you'll learn about relative adverbs and their purpose in sentences. 13. Indefinite and Definite Articles: Definition and Examples Watch this video lesson on indefinite and definite articles. Find out when you should use which type of article and when you shouldn't use any article at all. 14. Conjunctions Lesson for Kids: Definition & Example Conjunctions are the part of speech used to connect words and groups of words. In this lesson, you'll learn the three types of conjunctions and how to use them in your writing. 15. What is an Interjection? - Definition & Examples Interjections are emotional expressions used in writing. This lesson discusses the rules regulating the use of interjections and lists some of the common ones English speakers use to convey feelings. 16. Prepositional Phrase Lesson for Kids: Definition & Examples Prepositional phrases allow us to communicate relationships between objects. Prepositional phrases commonly answer the questions, ~'where~' and~'when.' Complete this lesson for a quick review on what a preposition is and learn how prepositional phrases are incredibly important to communication. Earning College Credit Did you know… We have over 200 college courses that prepare you to earn credit by exam that is accepted by over 1,500 colleges and universities. You can test out of the first two years of college and save thousands off your degree. Anyone can earn credit-by-exam regardless of age or education level. To learn more, visit our Earning Credit Page Transferring credit to the school of your choice Not sure what college you want to attend yet? Study.com has thousands of articles about every imaginable degree, area of study and career path that can help you find the school that's right for you. Other chapters within the 4th Grade English course - 4th Grade English: Word Recognition & Understanding - 4th Grade English: Reading Comprehension & Response - 4th Grade English: Literary Terms - 4th Grade English: Reading Literary Texts - 4th Grade English: Reading Informational Texts - 4th Grade English: Stories, Myths & Speeches - 4th Grade English: Poetry - 4th Grade English: Vocabulary & Language - 4th Grade English: Capitalization, Punctuation & Spelling - 4th Grade English: Sentence Parts & Types - 4th Grade English: Writing Basics & Techniques - 4th Grade English: Types of Writing - 4th Grade English: Speaking & Listening

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This How Many Penguins Does It Take? Studying Carrying Capacity and Limiting Factors lesson plan also includes: How does a population's habitat determine the size of that population? Teach learners about carrying capacity and limiting factors with an engaging roleplay activity. Class members pose as a colony of penguins who must gather food amidst limited supply, physical limitations, and peer competition. - Prior knowledge of penguin behavior is helpful - Requires a large amount of space and some prep work - Comprehension questions are available in the attached student version; answer key is available in the main lesson plan - Be sure that roleplay of injured penguins does not mock people with special needs

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This curriculum teaches basic musical concepts through folk songs so that student can better enjoy music. Key musical concepts include: Lessons involve participation and discussion on the part of the student (clapping, singing, playing, score analysis) to teach music skills through nursery rhymes, folk songs and simple classical pieces. Additionally, as the lessons progress the student will become familiar with the language of music through the use and discussion of musical terms like pitch, rhythm, contour. Learning the language of music can help students better understand and enjoy listening to music. Musical concepts are cycled through multiple times in to build knowledge gradually. Each approximately three units could be completed in one academic year, but can also be begun at any time. Each unit mirrors the partner unit in the Music Appreciation curriculum (for example, each Unit 1 has similar objectives). Both curricula will use common terms and try to stay at similar levels of technical expertise and application. Each lessons has a number of components: - Play (for beginning units) See Instructor’s Guide for how to conduct a lesson. Though early lessons include piano playing, these do not replace instruction in piano or any other instrument; rather they focus on understanding the theory and structure of real music through vocal and piano performance. Each unit can be accessed via the top menu. Each individual unit page has specific unit objectives, index of lessons, and resources. Note: Additional units are under development and will be posted on a rolling basis.

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Determine the range of 𝑓 of 𝑥. We have a diagram in this question. This is the mapping diagram of the function 𝑓 of 𝑥. The function takes inputs from the set 𝑥 and returns outputs from the set 𝑦. For example, by looking at the highlighted arrow of the mapping diagram, we can see that the value of 𝑓 of negative eight is negative 20. In the question, we have to find the range of 𝑓 of 𝑥. So let’s review the meaning of the range and related terms. The set of inputs to a function is called the domain of that function. We can see that the set of inputs to our function are negative eight, 14, and negative two. So in our case, this is the set containing negative eight, 14, and negative two, which we can recognise as the set 𝑥. The set of outputs of a function is called the range of that function. This is what we’re asked to find in the question. You might think that the set that we’re looking for is the set 𝑦. But, take a look at the element 18 of the set 𝑦. It’s in the set. But, it isn’t an output of the function. There is no input for which 𝑓 of 𝑥 is 18. The function has only two possible outputs, negative 20 and negative four. These are the two elements of the set 𝑦 which have arrows pointing at them. The range is a set containing these two outputs, the set of negative 20 and negative four. This is a subset of the set 𝑦 but not the entire set. The set 𝑦 in this context does in fact have a name. It’s called the codomain of the function. And it’s true in general that the range is always a subset of the codomain. But, as we’ve seen, the range doesn’t have to be equal to the codomain. So to conclude, the range of the function, which was what the question was asking for, is the set negative 20, negative four. These are the values that have arrows pointing at them in our mapping diagram. The domain of the function is the set negative eight, 14, and negative two. Those can be written in any order of course. And they are the inputs to the function which have arrows coming out of them. And the set 𝑦 which contains 18, 15, negative 20, negative four, and 16 is not the range of the function. It’s the codomain of the function.

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Graphing linear equations Video transcript - [Voiceover] What I'd like to introduce you to in this video is the idea of a Linear Equation. And just to start ourselves out, let's look at some examples of linear equations. So, for example the equation y is equal to two x minus three, this is a linear equation. Now why do we call it a linear equation? In a system of linear equations, each equation corresponds with a straight line corresponds and one seeks out the point where the two lines intersect. Example Solve the following system of linear equations: This is our solution and we may refer to it as a graphic solution to the task. But how does one reach a solution if the lines never intersect? One cannot, the system of equations have no solution. One may also arrive at the correct answer with the help of the elimination method also called the addition method or the linear combination method or the substitution method. We select the first equation: The elimination method requires us to add or subtract the equations in order to eliminate either x or y, often one may not proceed with the addition directly without first multiplying either the first or second equation by some value. Therefore we must multiply the second equation by 2 on both sides and get: We commence with the x-terms on the left, and the y-terms thereafter and finally with the numbers on the right side: We select the first:A great question. A system of equations ("system" meaning more than one equation) with two variables looks like this: x + y= 8. 2x + 3y = 5. There are several methods to solving systems of equations, including "substitution," "elimination," or graphing. The easiest ways involve substitution or elimination/5. Solving systems of equations in two variables A system of a linear equation comprises two or more equations and one seeks a common solution to the equations. In a system of linear equations, each equation corresponds with a straight line corresponds and one seeks out the point where the two lines intersect. Remember that when you write a system of equations, you must have two different equations. In this case, you have information about the number of questions AND the point value for each of the questions. Now you know what one of the variables in the system of equations is! Use this to substitute the variable on either one of the original equations: (I like the top one best, less work!) x + y = 8, where y = /5. - Systems of Linear Equations in Two Variables Addition / Elimination. You may also write your answer in parametric form. This will be the preferred method for higher ordered systems, so you might as well learn it now. After you solve the system of linear equations, substitute the values for a and b into the equation y = ax + b to. How do you write a system of linear equations in two variables? - Answered by a verified Math Tutor or Teacher.

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Students memorize lists of vocabulary and rules for grammar. Recall and memorization only require surface level thinking. If you are teaching ESL to children, teaching critical thinking is particularly important because it will serve them in their futures no matter what language they are speaking. The following are some ways to integrate critical thinking exercises into your ESL lessons while still meeting the language goals you set for your students. Sign up or login to use the bookmarking feature. What are learning skills? These skills help students learn, and so they are vital to success in school and beyond. Critical Thinking Critical thinking is focused, careful analysis of something to better understand it. Here are some of the main critical-thinking abilities: Analyzing is breaking something down into its parts, examining each part, and noting how the parts fit together. Arguing is using a series of statements connected logically together, backed by evidence, to reach a conclusion. Classifying is identifying the types or groups of something, showing how each category is distinct from the others. Comparing and contrasting is pointing out the similarities and differences between two or more subjects. Defining is explaining the meaning of a term using denotation, connotation, example, etymology, synonyms, and antonyms. Describing is explaining the traits of something, such as size, shape, weight, color, use, origin, value, condition, location, and so on. Evaluating is deciding on the worth of something by comparing it against an accepted standard of value. Explaining is telling what something is or how it works so that others can understand it. Problem solving is analyzing the causes and effects of a problem and finding a way to stop the causes or the effects. Tracking cause and effect is determining why something is happening and what results from it. Creative Thinking Creative thinking is expansive, open-ended invention and discovery of possibilities. Here are some of the more common creative thinking abilities: Brainstorming ideas involves asking a question and rapidly listing all answers, even those that are far-fetched, impractical, or impossible. Creating something requires forming it by combining materials, perhaps according to a plan or perhaps based on the impulse of the moment. Designing something means finding the conjunction between form and function and shaping materials for a specific purpose. Entertaining others involves telling stories, making jokes, singing songs, playing games, acting out parts, and making conversation. Imagining ideas involves reaching into the unknown and impossible, perhaps idly or with great focus, as Einstein did with his thought experiments. Improvising a solution involves using something in a novel way to solve a problem. Overturning something means flipping it to get a new perspective, perhaps by redefining givens, reversing cause and effect, or looking at something in a brand new way.Critical thinking skills need to be addressed prior to the writing stage and should encompass skills of critical reading. This means that students first learn how to take a critical stance in their reading and then apply this knowledge to their own writing. Critical Thinking as Defined by the National Council forExcellence in Critical Thinking, A statement by Michael Scriven & Richard Paul, presented at the 8th Annual International Conference on Critical Thinking and Education Reform, Summer Critical thinking is the intellectually disciplined process of actively and skillfully. Critical thinking means being able to make an argument for your beliefs or opinions. You can encourage your students to express logical and reasonable supports for their opinions during discussions and for writing assignments. thinking, economic thinking, moral thinking and philosophical thinking (Foundation for critical thinking, ). Critical thinking may be seen as having two components i) the skills . Disciplined Seeks the truth Self assessing Critical Thinking Self correcting Probing In red thinking mode, we actively work to eliminate prejudices, biases, dysfunctional thinking from our thinking. We actively work on our thinking. In addition to teaching critical thinking skills in social studies, the authors advise teachers to help students synthesize reading material, agree or disagree with the author of .

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Two’s Complement : Binary Numbers for Programmers Signed Number Representation Inside your machine you will want to represent numbers, that is to store numbers as binary somewhere. In order to store Integers within the computer there has to be a system. This is just one such system. Difficulty: Beginner | Easy | Normal | Challenging - You should be familiar with Binary (guide HERE) Binary: The name of the base 2 number system Integer: A number that has no fractional part, that is no digits after the decimal point One’s Complement: A value obtained by inverting the bits in a binary representation of a number Radix: An alternative name for number base Two’s Complement: The complement of a binary number with respect to 2^n Your machine, whether it is a computer, mobile phone or games console needs to store Integers within the memory space that is avaliable. This article will explain how the system works. Let us pretend we have a machine that has 8-bits of memory available. Storing 1 in 8 bits of Two’s Complement Using the usual Binary system we can store the Denary number 1 by making bit position 0 flipped to 1. This is the same if we use Two's Complement or not. Two's Complement is different is when tackling negative numbers. Storing — 1 in 8 bits of Two’s Complement We take 1 in Binary as usual, then follow a Two's Complement algorithm to convert the number. We invert the digits (that is, 0 becomes 1 and 1 becomes 0) Then we add 1. so 11111111 represents -1 in So we can put the three numbers together: The maximum postitive number that can be stored in 8 bits of Two's Complement is 127 Because the minimum value that can be stored is -128 Overflow in Two’s Complement If you add 1 to 127 (stored in Two's Complement 8-bits) you get to -127 Addition in Two’s Complement If you wish to add -5 and 7 in Two's Complement it is unusually easy (which is one reason why Two's Complement is used. There are 9-bits here! So we take off the first element. Actually this reveals the answer to be 2. Which luckily is correct! Two’s Complement Number wheel A Number Wheel for 4-bit numbers For four bit numbers we could represent two’s complement through a rather attractive number wheel representing positive and negative numbers as a wheel shows how the transition from positive to negative is handled — as well as how overflow is managed when a number too large for a number of bits is handled. Two's complement there is a One's complement. However, there is a problem in that there is a positive and a negative zero. This, and that in some arithmetic situations it does not behave quite as well as Two's complement is the way we usually store numbers in a computer, as it makes it easy to complete arithmetic operations. Now you know this, I hope it really helps you. Extend your knowledge - Two’s Complement on Wikipedia (Link) The Twitter contact: Any questions? You can get in touch with me here

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Build a yummy fruit pie by coloring the correct fractions. Use this worksheet in the classroom when learning to use the common unit fractions halves, fourths, and eighths. Students must follow the directions and add different fillings to the given fractions of the pie. A color and black and white version have been provided. Within the download is two versions of the resource. One is a simplified version that has been included for children who require some extra scaffolding. Common Core Curriculum alignment Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of id... Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. Playing with Words and Numbers in Early Education. Games, activities and teaching resources for lower years teachers. Find more resources for these topics Request a change You must be logged in to request a change. Sign up now! Report an Error You must be logged in to report an error. Sign up now!

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How Reading Helps Children by tle_literacy Use the K12 Reader Reading Instruction Resources free, printable reading comprehension passage exercises to improve reading skills! Click on the title to view the printable activities in each grade range K-12, or to read the details of each worksheet. They are free for use in the home or in the classroom. Be sure to check out the spelling words activities too!Reading Comprehension Story Elements Character Descriptions Character Traits Main Idea Context Clues Cause and Effect Point of View Drawing Conclusions Fact and Opinion Figurative Language Literature Making Inference Early interactions with your children, like sharing books, talking, singing, or playing, help lay the foundation for early language and literacy – essential skills for success. Parents will find specially tailored and curated activities ranging from reading, recipes, rhymes and games specifically designed to build strong reading, writing and literacy skills in their child, and have FUN doing it! TLE is happy to share this French resource for reading with children: Share the many pleasures of reading with your children and friends, at home or anywhere you happen to be! Reading is a great way to have fun and share memorable moments as a family. Reading is also handy for writing someone, enjoying word games and board games, and even some video games. You can find ways of having fun with reading along with suggestions of books for children of all ages here: www.lirecasevit.com/jouer February 14th is about sharing the love of books! #bookgivingday ~ by bookgivingday.com Try this fun Family Literacy idea to countdown the days to Christmas! With a Christmas book countdown to Christmas calendar, instead of a piece of candy or chocolate, your child opens a Christmas picture book every day. What a great way to count the days to the holidays!! So how many books will you need? If you want to start your calendar December 1st you will need to decide if you countdown to Christmas Eve or Christmas day. That’s 24 or 25 books total. You can borrow storybooks from the library, gather favourite stories from around the house or from friends and family, and maybe add a few new titles. Wrap enough Christmas and winter-themed books for every day of your calendar and add a numbered tag to each one. Next, unwrap books daily as a family event and have fun reading! The “togetherness” is part of the joy of this engaging holiday activity. *Tip: Rewrap after the holidays for your next countdown to Christmas! Here’s a chance to be creative and start your family tradition! Current event and interest stories for adult learners and ESL students: Breaking News English Home Page Reading Rockets is a national multimedia literacy initiative in the USA offering information and resources on how young kids learn to read, why so many struggle, and how caring adults can help. The Reading Rockets project includes PBS television programs (also available online and on DVD) and online services through the websites ReadingRockets.org and ColorinColorado.org: A PBS series for parents and educators: Launching Young Readers Video Series

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The polymerase chain reaction (PCR) uses enzymes to mass replicate a portion of a deoxyribonucleic acid (DNA) strand for easier analysis, such as searching for genes of interest. Like the nuclear chain reaction, the polymerase chain reaction is an exponential process that proceeds as long as the raw materials for sustaining the reaction are available. In contrast to DNA replication in the natural world, the PCR can only replicate fairly small pieces of DNA, with an upper ceiling of about 2-3 kilo base pairs (kb). It uses inanimate enzymes to accomplish its replication effect, setting it apart from other copying approaches that use active organisms. A modern polymerase chain reaction requires six basic components to work: the DNA segment to be copied, primers to delimit the segment, Taq polymerase to do the copying, DNA nucleotides to serve as feedstock, a chemical buffer environment, and a machine called a thermal cycler. The thermal cycler often holds multiple test tubes with multiple PCRs, each holding 15 to 100 microliters, values just under a cubic millimeter of water. About a hundred nanograms of DNA base are used. Taq polymerase, the key ingredient for a polymerase chain reaction, is extracted from a deep-sea, thermal vent-dwelling bacterium, Thermus aquaticus. It works well for copying, but not perfectly, making an error about once every 8 million base pairs. Before Taq polymerase, other polymerases were used, but many of them broke down at the necessary temperatures for the reaction to commence. The heating cycle is complicated, but includes temperatures briefly ranging almost all the way to the boiling point, so durability in the polymerase is essential. The basic steps of the PCR are as follows. All the ingredients are mixed together in a small vial, usually with a volume of 200 micrograms. The mixture is heated to near boiling-point to break the hydrogen bonds in the couple-stranded DNA, creating single strands that are susceptible to copying. This is called denaturing. The longer the strand to be copied, the longer the denaturing process lasts. The next step in the polymerase chain reaction is called annealing. The primers, which are custom-made, short DNA strands, are designed specifically to bond to sites at the beginning and end of the segment to be copied. If the primers are incorrectly designed or the temperature at this stage is wrong, the primer will bind randomly to the DNA, resulting in the wrong segment copy. Most primers melt at about two-thirds of the way to boiling point, and annealing, a 1-2 minute process, takes place at a few degrees below this. The last steps in the PCR are called extension and final extension. This is where the magic happens. The polymerase copies the DNA segment rapidly, creating millions and millions of copies in mere minutes. Usually, a cycle consists of all the prior steps, repeated about twenty or thirty times. The result is a bunch of copied DNA. Polymerase chain reactions have a variety of uses, including paternity testing, determining the presence or absence of a genetic defect or viral DNA, cloning a gene, introducing specific mutations, analyzing the DNA of extinct species or dead persons, “genetic fingerprinting” at the crime scene, and more.

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|Nelson EducationSchoolMathematics 3| Surf for More Math Lesson 4 - Exploring Division Patterns To encourage students to have fun on the Web while learning about Exploring Division Patterns, here is an interactive activity they can do on their own or in pairs. Identify, describe, and extend division patterns. Student Book page 248 Instructions for Use Number Relationships prompts students to find division patterns. To use Number Relationships, start by pressing the number 40 on the interactive calculator. This number will appear in the calculator window. Press the ' ¸ ' button on the calculator, the number 40 becomes shaded on the hundreds board. Press the number 10 and the '=' button on the calculator. The quotient becomes shaded on the hundreds chart. Find other numbers that are divisible by 10.

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Students will learn how to find the intercepts of a function from its graph. Students will see two types of problems. For the first type of problem, students are given the graph of some function, possibly non-linear, and asked for its intercepts, which students will determine graphically. Here's a lesson. For the second type of problem, students are given both the graph and equation of a line in standard form. Students will identify the requested intercept graphically, then check the intercept using the equation. Here's a lesson, and here's practice, for the second type of problem. Conclude by giving your students this challenge. You'll find a solution on that page, but I prefer the solution found here.

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Geodesy is the science concerned with the exact size and shape of the surface of the Earth. It also involves the study of variations of the Earth's gravity. These precise knowledge and measurements were unimportant to early navigators, because of the relative inaccuracy of their methods. The precision of today's navigation systems and the global nature of satellite and other long-range positioning methods demand a more complete understanding of The Shape of the Earth The Greek philosophers were the first to theorize that the Earth was round. However, in their speculation and theorizing, the shape of the Earth ranged from the flat disc advocated by Homer to Pythagoras' spherical figure - an idea supported one hundred years later by Aristotles. Pythagoras was a mathematician and to him the most perfect figure was a sphere. He reasoned that the gods would create a perfect figure and therefore the Earth was created to be spherical in shape. Anaximenes, an early Greek scientist, believed strongly that the Earth was rectangular in shape. Since the spherical shape was the most widely supported during the Greek Era, efforts to determine its size followed. Plato determined the circumference of the Earth to be 400 000 stadia while Archimedes estimated 300 000 stadia. Plato's figure was a guess and Archimedes' a more conservative approximation. Meanwhile, in Alexandria (Egypt), a Greek scholar and philosopher, Eratosthenes, set out to make more explicit measurements. Eratosthenes born 275 BC in Cyrene - then Greece now in Lybia - studied at Alexandria and Athens and became director of the Great Library at Alexandria in 236 BC. Inspired by his readings of the works of Posidonius, Eratosthenes was the first who tried to experimentally estimate the dimensions of the Earth. From his readings he had learnt that once a year - on the day of the summer solstice - the bottom of a well situated in Syene (now Aswan on the Nile in Upper Egypt) was illuminated by the Sun. However, in Alexandria, this never happened. Eratosthenes then set up the following experiment: he assumed that Alexandria and Syene were on the same Meridian (the difference in longitude is actually around 3°) and he postulated that the Sun is far enough away from the Earth such that the sunlight reaches the Earth as parallel beams (an idea that was already commonly held by ancient Greek mathematicians). Further he knew from the trading caravans that the distance from Syene to Alexandria was 5000 stadia. 100 stadia was the distance an average caravan of camels would travel in one day. Although our idea of the exact value of the stadium - which was not the same at Athens, Alexandria or Rome - is fairly vague, it is believed to be around 180 metres. On the summer solstice day (around the 21th of June) at local noon, Eratosthenes measured the length of a gnomon (probably he used an obelisk with a known height) at Alexandria. The measurement showed that the length of the shadow was 1/8th of the height of the gnomon, yielding an incident angle of 7.12°. From this he concluded that the circumference of the Earth must be 360°/7.12° = 50.6 times the distance Syene-Alexandria. Eratosthenes had assumed that this distance was 5000 stadia, fixing the terrestrial circumference to 252800 stadia. Using the consensus value of 180 metres for one stadium, this corresponds to 45500 km. Today we know, the distance Aswan-Alexandria is about 840 km, with a resulting circumference of 42400 km. So with this simple experiment - and some luck, because some errors advantageously cancelled out - Eratosthenes obtained a reasonable good value for the size of the Earth. Ancient Greek philosophers concluded that the Earth could only be a sphere because that, in their opinion, was the "most perfect" shape. Today we know that the shape of the Earth is much more complex and consists of a very complex and irregular topographic surface. The topographic surface is generally the concern of topographers and hydrographers. The irregular shape of the topographic surface is simplified in a first step by defining a geoid. The geoid is a surface along which gravity is constant and to which the direction of gravity is perpendicular. The geoid is a surface along which the gravity potential is everywhere equal and to which the direction of gravity is always perpendicular. The later is particularly significant because optical instruments containing levelling devices are commonly used to make geodetic measurements. The geoid is that surface to which the oceans would conform over the Earth if free to adjust to the combined effect of the Earth's mass attraction and the centrifugal force of the Earth's rotation. Uneven distribution of the Earth's mass makes the geoidal surface irregular. The surface of the geoid, with some exceptions, tends to rise under mountains and to dip above ocean basins. The geoid refers to the actual size and shape of the Earth, but such an irregular surface has serious limitations as a mathematical Earth model. For mapping and charting purposes, it is necessary to use a regular geometric shape which closely approximates the shape of the geoid either on a local or global scale, and which has a specific mathematical expression. This "mathematical" model is called the ellipsoid. Since the Earth is in fact flattened slightly at the poles and bulges somewhat at the equator, the geometrical figure used in geodesy to most nearly approximate the shape of the Earth is an ellipsoid of revolution. The ellipsoid of revolution is the figure which would be obtained by rotating an ellipse about its shorter axis. An ellipsoid of revolution is uniquely defined by two parameters. Geodesists, by convention use the parameters "semi-major axis" and "flattening". The size of the ellipsoid is determined by the semi-major axis, which will be the Earth radius at the Equator. The shape is given by the flattening, which indicates how closely an ellipsoid approaches a perfect spherical shape. The flattening for the Earth is about 1/300 and the ratio of the two axis of the ellipsoid is about 299/300. Since the ellipsoid is used to approximate the irregular surface of the geoid, an ellipsoid can provide only a good approximation for a part of the geoidal surface. The ellipsoid that fits best in North America is different from the ellipsoid that fits best for Europe. Therefore a number of different reference ellipsoids are used in geodesy and mapping. The ellipsoids listed below have had utility in geodetic work and many are still in use. The older ellipsoids are named for the individual who derived them and the year of development is given. The international ellipsoid was developed by Hayford in 1910 and adopted by the International Union of Geospatial Sciences Division (IUGG) which recommended it for international |WGS 66 (1966) ||6 378 137m At the 1967 meeting of the IUGG held in Lucerne, Switzerland, the ellipsoid called GRS-67 in the listing was recommended for adoption. The new ellipsoid was not recommended to replace the International Ellipsoid (1924), but was advocated for use where a greater degree of accuracy is required. It became a part of the Geodetic Reference System 1967 which was approved and adopted at the 1971 meeting of the IUGG held in Moscow. It is used in Australia for the Australian Geodetic Datum and in South America for the South American Datum 1969. The ellipsoid called GRS-80 (Geodetic Reference System 1980) was approved and adopted at the 1979 meeting of the IUGG held in Canberra, Australia. The ellipsoids used to define WGS 66 and WGS 72 are discussed in ... Notice: Referencing geodetic coordinates to the wrong datum can result in position errors of hundreds of meters! Global Reference Systems and Reference Frames An important underlying concept is that definitions of reference systems are purely definitions and must be "realised" through some defined process. At the most fundamental level, two types of reference systems are of interest. The first is the Celestial Reference System (CRS) which is a space fixed system to which the positions of celestial objects are referred. The second reference system of relevance is the Conventional Terrestrial Reference System (CTRS). The International Terrestrial Reference System (ITRS) is a particular realisation of the CTRS. The ITRS has the following The origin is at the centre of mass of the whole Earth including the oceans and atmosphere. The unit of length is the metre. The orientation of its axes is consistent with that of the Bureau International de l'Heure (noe IERS) at the beginning of 1984. Changes in orientation over time are such that there is no residual rotation with respect to the horizontal movement of the Earth's crust. The International Earth Rotation Service (IERS) has been established since 1988 jointly by the International Astronomical Union (IAU) and the International Union of Geodesy and Geophysics (IUGG). The IERS mission is to provide to the worldwide scientific and technical community reference values for Earth orientation parameters and reference realizations of internationally accepted celestial and terrestrial reference systems. The IERS is in charge to realize, use and promote the International Terrestrial Reference System (ITRS) as defined by the IUGG resolution No 2 adopted in Vienna,1991. In the geodetic terminology, a reference frame is a set of points with their coordinates which realize an ideal reference system. The frames produced by IERS as realizations of ITRS are named International Terrestrial Reference Three particularly relevant realisations of the ITRS are the International Terrestrial Reference Frame (ITRF), WGS84 as used for GPS and PZ90 as used for GLONASS. WGS-84 is an Earth fixed global reference frame, including an Earth model, which was established by the US Defense Mapping Agency (now the National Imaging and Mapping Agency, NIMA). It is defined by a set of primary and the primary parameters define the shape of an Earth ellipsoid, its angular velocity, and the Earth mass which is included in the ellipsoid reference the secondary parameters define a detailed gravity model of the Earth. These additional parameters are needed because WGS-84 is used not only for defining coordinates in surveying, but, for example, also for determining the orbits of GPS navigation satellites. The significance of WGS-84 comes about because GPS receivers rely on WGS-84. The satellites send their positions in WGS-84 as part of the broadcast signal recorded by the receivers (the so-called Broadcast Ephemeris) and all calculations internal to receivers are performed in WGS-84. From a technical point of view, WGS-84 is a particular realization of the CTRS (conventional terrestrial reference system). It is established by the National Imagery and Mapping Agency (NIMA) of the US Department of Defence. The initial realization of WGS-84 relied on Transit System observations and was only accurate at the meter level. Since 1994 (start of GPS Week 730) the use of a revised value of the gravitation constant along with improved coordinates for the Air Force and NIMA GPS tracking stations led to the WGS-84 G730 geodetic system. That realization was shown to be consistent with the ITRF (International terrestrial reference frame) at the 10 centimetre level. Further improvements to the tracking station coordinates in 1996 led to WGS-84 G873. The G873 coordinates were implemented in the GPS Operational Control Segment on 29 January 1997. Tests have shown WGS-84 G873 to be coincident with the ITRF94 at a level better than 2cm. It should also be noted that the ellipsoid used for WGS-84 agrees with that of the Geodetic Reference System of 1980 (GRS-80) except for a very small difference in the flattening term. GRS80 is the reference ellipsoid associated with ITRF. Working with WGS-84 It should be noted that there are only two ways to directly produce WGS-84 coordinates. The first is by GPS surveying measurements relative to the US DoDs GPS tracking stations. However, the GPS data from those DoD stations is not typically available to civilians. The second way is by point positioning using a GPS receiver. However, the accuracy of point positions performed by civilians is limited by the policy of Selective Availability to +/- 100m at 95% confidence. Only US DoD or allied military agencies can perform point positioning with centimetre to decimetre accuracy. Civilian surveyors often require WGS-84 coordinates to an accuracy better than that available from point positioning. For example, a common requirement for accurate WGS-84 coordinates is to seed the processing of GPS surveying baselines. However as outlined above, civilians cannot access WGS-84 directly with high accuracy and must therefore resort to indirect means to produce WGS-84 compatible coordinates. One way to obtain more accurate WGS-84 compatible coordinates is to use local datum coordinates and a published transformation process. In practice, a transformation process is derived between data sets on both datum and any errors in those data sets affect the transformation process. The quasi WGS84 coordinates that result from a transformation process can be in error in an absolute sense by as much as several metres but are usually more accurate in a relative sense. Transformation processes in common use include the three parameter Molodensky method (or block shift), seven parameter (or similarity) transformation, multiple regression equations and surface fitting approaches. The most rigorous way for civilian surveyors to produce WGS84 compatible coordinates is to perform GPS surveying measurements relative to control stations with published ITRF coordinates. That will produce ITRF coordinates for any new stations. As outlined above, ITRF94 (or later) coordinates can then be claimed to be An important mechanism allowing the ITRF to be accessible for geodetic networks anywhere in the world is the ability to access precise ephemeris for the GPS satellites and precise station coordinates from the International GPS for Geodynamics Service (IGS). The IGS has a global network of stations with high quality receivers observing GPS continuously (Zumberger et al 1995). Given widespread use of GPS, there is a trend for the working geodetic datum to be consistent with recent ITRF and therefore with WGS84. This trend was set with the North American Datum of 1983 as a geocentric datum using the GRS80 ellipsoid. Recent implementations have taken advantage of the continued development of the various ITRF (e.g. for European developments see Seeger, 1994). Australia is also progressing toward adoption of an ITRF based geocentric datum by the year 2000 (Manning and Harvey, 1994). In such cases where the modern geodetic datum is based on a recent ITRF it will be compatible with WGS84 at the few centimetre level.

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Reading guides help develop students’ comprehension. Teacher-created reading guides provide prompts as students read an assigned text. These Guides help students to comprehend the main points of the reading and understand the structure of a text. Reading guides do not just have to be questions about the events in the book but can incorporate reading strategies to help students practice the habits of proficient readers. For example, reading strategies include visualizing, activating schema, questioning, inferring, determining importance, monitoring for meaning and synthesizing. A student might stop and sketch a vivid image from a scene in the text or make an inference or prediction of what is going to happen next. Students can benefit from close reading strategies (involving slowing down and re-reading difficult passages) to help monitor comprehension. Reading Rockets provides ways to differentiate reading guides for second language learners or students with disabilities: Vary the difficulty of questions on the reading guide. Modify the quantity of questions. If the student struggles as a reader, allow access to an audio copy of the text. If the student has trouble with working memory, provide a note-catcher to highlight and or record the key information in the text, so they can refer back. Reading guides are a strategy that allows students to read a text independently but with coaching that does not require the teacher to read alongside the student. Students can work with a peer to read and complete the steps in the reading guide. I am a huge fan of hyper docs, a student-facing lesson designed to scaffold instruction. It is more than a doc with links, packaging and aesthetics are key. A hyperdoc allows students to first explore, explain, and then apply new learning. Holly Clark @hollyclarkedu has a great visual to showcase the elements and scaffolds on a hyperdoc. This month in my 8th grade classroom, students are reading short stories around themes of identity to study and practice literary analysis. I have created three short story hyper docs to help students read, write, think critically, collaborate, and create. At the beginning of the week, students have access to the hyperdoc and they work through the lessons and assignments during the week. Each hyperdoc is differentiated and personalized for the diverse learners in my classroom. Consider these learner roadmaps for inquiries of study. To get started creating your own hyper docs for your students utilize the basic HyperDoc template with the fundamentals of effective lesson design (engage, explore, explain, apply, share, reflect, and extend) in mind, but in no way does it reflect everything you can do. You can also get a copy of my short story hyper docs to use and or adapt with your students (note some links are not shared like Flipgrids due to privacy). Feel free to check out the array of playlists I have shared on this blog. I love reading graphic novels. They are visually appealing, engaging, entertaining, and a rich teaching tools. They are a doorway for struggling and reluctant readersGraphic novels provide rich teaching experiences for critical thinking, inferring, visual literacy, and close reading. Here are five different ways utilize graphic novels with students. Graphic novels are Text. Teach these novels as a text for an all class read or in book clubs. You might consider having a genre study in graphic novels. Graphic novels come in all different genres and many are award winning texts. Here is a copy of a graphic novel reading unit I created for middle school students and a choice board with rubric for follow up activities. Close Reading of a Scene. Just like we chunk the text of a piece of literature, students can read closely a particular scene or chapter of the novel to analyze the key ideas and details, then focus on text structure, and integration of knowledge and ideas. Professor of English, Dr. Michelle Falter states, “The tasks and thinking skills required to read a multimodal text are actually higher level than if reading a print-based text alone. You have to see images and words work together, and when and why authors chose to put them together in a frame.” When I was teaching Shakespeare, I would pair a scene with the graphic novel scene for students to work in small groups to analyze and interpret how the scene and characters are portrayed, what is emphasized and what is left out. These close reads help students observe and analyze for a deeper meaning in the text. Build Visual Literacy Skills & Vocabulary. Graphic novels are visual texts and there is a vocabulary to talking about the structure and details of the text. Panel, frame, speech bubble, close up, long shot, wide shot, aerial shot are all terms used to discuss the visual elements of the text. Provide students with the vocabulary and they are able to talk about the structure and details of the visual text. Students can consider the impact of the artistry to covey meaning of the text. How does this close up image affect our understanding of the character? What did the author choose to say in this frame that the illustrator left out? What did the illustrator choose to showcase in this panel? What is not said and inferred “in the gutters” (the spaces between the panels)? Caption This. Graphic novels are both visual and print texts. Both stand alone and yet work seamlessly together. When we take away the words, what are our inferences and understanding? Matt Miller describes one of my favorite activities on his website Ditch That Textbook called “Caption This.” You can omit the dialogue and speech bubbles in the frame or panel and ask students to write their own. He describes four ways to utilize this activity with students on his blog. 5. Parallel Texts. So many graphic novels have been adapted from contemporary and classic literature, students can read both texts. Then, compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. (CCSS.ELA-LITERACY.RL.8.5). How does reading Lois Lowry’s The Giver in print and graphic novel form impact the meaning and messages in the text? Graphic novels are not just for English class and readings for pleasure, they can be utilized across the curriculum. My students reading of George Takei’s They Called Us Enemy was an entry point to introduce and discuss Japanese Internment during World War II. Additionally, I have amassed a collection of graphic novels to teach about the Holocaust beyond the Pulitzer Prize-winning Maus I and Maus II. In my book Personalized Reading (ISTE, 2018) I write about supporting reluctant readers with visual texts as an entryway for close reading practice. Reluctant readers can may be struggling readers or they might be simply students who have had negative experiences with reading. If Readicide as Kelly Gallagher (2010) coined the term – to kill the love of reading – in his book by the same name should not be a right of passage for young people when the wealth of wonderful words is infinite. Seven years after Gallagher’s text, many students would agree that schools are killing the love of reading the way teachers are teaching text. Still, many students post graduation boast of never reading a book throughout their secondary school career. reluctant readers need aren’tto be hooked on the first page of the a book. If they are not, they are quick to abandon a bookit like I was. Motivation and choice is are the key with reluctant readers. To help them, we educators must stop inadvertently committing “readicide” (Gallagher, 2010) and focus on what Steven Wolk (2009) describes as a “living curriculum,” a place where students and teachers use books and other resources and experience to drive classroom inquiry. One of our goals as educators is developing critical thinking, stamina, and life life-long readers among our students. Personalized Reading describes, “To accomplish these goals for teaching reading takes all forms and activities to tap into all the diverse readers in our classrooms, we must look up from the printed page and tap into all forms of text. Since we live in a visually rich environment, teachers can use visual texts—photographs, movies, and animated shorts— to first pique a reluctant reader’s interests, Using animated shorts, photographs, and movies, enables students to build visual literacy, and to practice the skills strategies of what proficient readers do. Images and movies serve as a bridge for to print texts when it comes to reluctant readers. Once students are reading, honing in on the “during reading” skills of making predictions and inferences helps keeps students active as readers. Students also need practice discerning the important parts of what they read in order to more effectively write or create responses to their reading.” This year I am instituting Movie Mondays to practice these close reading skills using short feature film. At the beginning of the week students watch a short film: TED Talk, animation, documentary and then we discuss, write, and reflect on the story presented in the visual texts. Using graphic organizers and scaffolded notes help to guide students viewing/reading of these texts. Below are a few of the movies we are starting off with and the follow up questions to guide student’s close reading. Take note of the beginning of the film. What is the setting? What things do you observe in the setting that are important to Zuri? – What does the director’s plant in the beginning of the scene that provide details for the character and plot? How does Zuri’s Dad feel about trying to get her hair to look like she wants? How do you know this is how he feels, even though there is no dialogue? In the “battle” scene, why do you think Zuri’s hair becomes a character? How does this “fantasy” or personification help to emphasize his character and reactions? The act of braiding means bringing things, like hair parts, together in order to unify them. What are three parts of the film that seem like they are weaving together components of the relationship for the family? Hair love first seems like a light hearted film about a father helping his daughter with her hair but then suddenly shows there are deeper meanings in this short. How does the film tug on the viewer’s heartstrings? What does the director do to get an emotional response from the viewers? How doe the color choices impact the film’s deeper messages? (You might want to research the meaning of the color choices in the film) What elements of irony exist in the story? How do they serve to move the story forward and how do they assist in illuminating the story’s theme? As students are listening to Gillette’s TED Talk they can take notes and pull out a central idea from his speech. Students are asked to find specific evidence that supports the central idea selected. This graphic organizer can be used as a note catcher and help students track Gillette’s presentation. Films are a text and the way we teach them in our class should be taught in a way that mirror the way we teach close reading and critical thinking. Just as print text is layered with words, images, inferences, and evidence, so is film. When teaching with videos as or printed text, teacher and author, Kristin Ziemke (2016) calls on teachers to model and scaffold to support your students so that they can, as teacher and author Kristin Ziemke (2016) says, “interact, respond, and think to read the world differently.” If students are to develop deep understanding of texts, teachers need to model close reading skills to film too. I use films and the media as a text in my classroom for reading, discussion, and teaching points. Social emotional learning is at the forefront these days to help students develop as human beings. There are many tenants of SEL and four overarching themes include: promoting growth mindset (self awareness and self management), supporting mindfulness and building relationship skills, responsible decision making, and promoting social awareness. Here are some of my favorite films that address themes within social emotional learning that can be utilized in the classroom as a teaching tool Being “different” and accepting others who are different: Understanding what your students already know is key to building initial knowledge that they need. Activating Prior Knowledge is important in students understanding, because it allows them and helps make connections to the new information. Using what students already know, helps teacher assist students with the learning process. KWHLAQ – These updated charts extend the range of a basic KWL chart to incorporate more metacognition, and follow-through towards continuing learning and related action. This chart includes How, Actions, and Questions alongside of the traditional what do you already know, what do you want to know, and what have your learned. BRAIN POURS/BRAIN DUMPS – Brainstorming comes in many forms and asks students to write down everything they remember about a topic or subject. This is similar to a free write where students write all the things that come to their mind or they are thinking about without worrying about spelling, punctuation, and proper usage. CAPTION THIS – One of my favorite activities from Matt Miller of Ditch That Textbook, the teacher selects an image and students annotate, comment, and even write a story to describe what they see in the image. PADLET – This platform is great for collaboration and curation of ideas and activities. I use Padlet with my grad students and middle school students to share ideas, explain concepts, and collaborate in the brainstorming process. ANSWER GARDEN – Another great online tool to post a question to the class and have students respond in 140 or 170 characters, what is great about this platform is that it creates a word cloud of all the responses with the most repeated words larger than others. ANTICIPATION GUIDES – An anticipation guide is a comprehension strategy in any content area that poses statements or questions for students about the larger themes and ideas presented in the unit. I use anticipation guide often prior to a reading unit to gauge students thinking about themes connected to the unit of study. You can preview the one I created on Google Forms on WW2 and the Holocaust GALLERY WALK – During a gallery walk, students explore multiple texts or images that are placed around the room. I use this strategy for students to respond to a collection of quotations, images, and textual excerpts. This strategy requires students to physically move around the room, it can be engaging to kinesthetic learners. Texts should be displayed “gallery style,” in a way that allows students to disperse themselves around the room, with several students clustering around each particular text. Texts can be hung on walls or placed on tables. The most important factor is that the texts are spread far enough apart to reduce significant crowding. Students walk around the room to read or view the texts around the room and then respond or comment on poster paper, a graphic organizer, or later during a large class debrief. GAMES like Kahoot, QuizletLive, Quizalize, Quizizz – Test what students already know about a topic or idea by asking a series of questions on a game platform. Students love these games and they are perfect to access prior knowledge with low stakes or can also be utilized at the end of the lesson to see what students learned. SURVEYs/QUESTIONAIRES – Make a list of 10-15 statements related to the subject content, including commonly held misconceptions. Have students mark “true” or “false” next to each statement. WORD WEBS – Provide students with a word web of key words and concepts related to the topic or concept to be learned. Ask students to circle the words they already know or write a sentence using a 4-5 of the words that explains the connections between the ideas presented in the word web. Have more ideas that work well with your students, share in the comments section for our readers. I recently took a family trip to Maine for a week and during our trip we visited Acadia National Park in Bar Harbor. Visiting the park that was breathtaking, the gorgeous views of the ocean and surrounding Maine Islands. We travelled up to Cadillac Summit, the highest peak on the Eastern Seaboard – note I am afraid of heights so this was scary and it took me awhile to get out of the car as my kids jumped around on the rocks! We drove down to Jordon Pond, a glistening 187 acre pond formed by the Wisconsin Ice Sheet during the last glacial period. Driving around Park Loop Road we stopped to take in the incredible rock formations, cliffs, ocean, and tried to hear the waves crash at Thunder Hole. Our excursion made me think about the research reports that students have to do about the park and does that really give them an immersive experience to the awe-inspiring beauty of the National Parks. Not really, so here are some alternative activities to help students see the beauty of our planet, maybe become rock nerds, and experience the gems of nature. Take A Virtual Trip to a National Park – Many of the National Parks like Yellowstone and Channel Island National Parks allow people a 360 Degree Video of the geological features in each national park. Some parks provide videos and virtual tours for students to immerse themselves in the rich marine life underwater at Channel Island National Park or watch the sun rise over Garfield Peak in Crater Lake National Park. Check out this virtual tour down to Jordan Pond in Acadia. 2. Geology Connections – America has a rich geological legacy and the National Parks help us understand the Earth’s history and formation. Students can study rocks and minerals, plate tectonics, land forms, geologic time. Ask students to look at the rocks in their neighborhood and community as an entry point to understanding larger geologic fundamentals. Or students might create a chocolate Rock Cycle model.This topic is also lends itself to a lesson on weathering and erosion. 3. Learn About Indigenous Land – Maine is the homeland of the Wabanaki, the People of the Dawn. At the beginning of the trail to Acadia National Park is the Abbe Museum, which showcases the history and cultures of the Native people in Maine, the Wabanaki. All of the land in the United States and Canada was the homeland of Indigenous people and we need to recognize that and teach students about the people who came before us. There is a history before the “explorers founded and settled on American soil. This can include lessons on deconstructing stereotypes, Colonization, and Human Rights. 4. Observe & Respect the Wildlife – Our national parks is home to incredible wildlife. Wildlife Webcams allow students to observe the incredible wildlife in our National Parks. From bear cams to ocean cams, and eagle cams, students can see these animals in natural habitats. Watch, study, and research more about your favorite animal living in the National Parks to share with others. 5. Let’s Play Games and Challenges – What do you know about our National Parks? The National Parks Service has curated a page of games and challenges that any students can play. Test your knowledge of wildlife and bird calls, draw, design, or create something inspired from the parks, or play virtual national parks bingo. Students can try out one or many of these games and challenges or create their own game. If you love games, Underdog Games created a fun game that I have played with my family called Trekking the National Parks board game to learn more about the National Parks and makes you want to visit all of the 60 National Parks across the U.S. 6. Literature & Poetry – Through America’s history, writers and poets have found beauty and inspiration in nature. After taking a virtual tour of the National Parks or sharing images from different parks around the United States, students can write their own poetry and writings inspired by the landscapes. Forest Poetry, POV piece from a Grizzly living in the park or coyote climbing Bubble Mountain, write a narrative based on the people who first lived on the land, these are three different writing activities to inspire students creativity and learn more about the National Parks. It sits looking over harbor and city on silent haunches and then moves on. 8. Conservation is Key – Conservation is the protection, preservation, management, or restoration of natural environments and the ecological communities that inhabit them. According to the recent United National Climate Report, “Climate change is widespread, rapid and intensifying.” It is imperative that we take bigger steps to helping reduce this window to climate crisis. Students can use this report as a catalyst to conducting projects and reports to show ways we can all make a difference to slow down climate change. Educators 4 Social Change publishes articles, lesson plans, videos, and informational sites to help teach climate change. Even in this digital age, the benefits of a physical reader’s and writing notebook outweigh the paperless ideals. Yes, interactive notebooks can be messy with all the glue and paper scraps, but the ways in which paper notebooks aid in learning and understanding, I am adamant to bring them back into my classroom after a year of going 1:1 and paperless. This past year with the pandemic our school issued every student a Chromebook. Going 1:1 reduced my paper consumption in the classroom tremendously but at the same time and I moved into utilizing digital notebooks for students to access content and showcase their learning. Throughout the school year I noticed aspects of digital notebooks did not meet the same prosperity the paper interactive notebooks in English Language Arts had in the past. Interactive notebooks help students’ process information, study and review for assessments and personalize the content knowledge being presented. In my own English class I allow my students to use their notebooks on assessments because I am not testing them on memorized information but helping them grow as readers and writers. If they need to access the foldable and notes on different ways to start an essay or follow a guide to writing a body paragraph, then they have that support in front of them. Writing helps students process their thinking. Yes, there are benefits to digital notebook too like multimedia and the fact that students cannot lose their notebook in the cloud. At the same time, the actual tangible notebook is what is key. Students need to touch, see, read, reread in order to help them learn deeply. On the blog Minds in Bloom it states, “An interactive notebook works as a textbook for students that is theirs. Not only are they taking beneficial notes, practicing, and reflecting on material, but they are also using that information as they work on future activities. Students are going back and reviewing the prior pages repeatedly and therefore building exposure to the material each time.” ◈ The purpose of the interactive notebook is to enable students to be creative, independent thinkers and writers. ◈ Interactive notebooks are used for ALL class notes and other activities where the student will be asked to express his/her own ideas and process the information presented in class. ◈ The interactive notebook is a resource for students to build throughout the school year, refer back to during assessments, essays, and quizzes. This year I created a hyperdoc that helps students set up and organize their notebook so we are ready to learn with them the first week of school. I am excited to get back to physical notebooks with students and observe how using them along side of their Chromebooks help to support learning in a blended environment. We are one month away from the start of school and after experiencing Van Gogh’s Immersive Experience and walked through the ultimate sensory exposure to Vincent Van Gogh’s paintings. Upon entering the experience, the expansive open rooms are rooms are dark until the Van Gogh’s paintings appear along the 20,000-square-foot room featuring two-story light projections and animations that bring Van Gogh’s paintings to life in front of your eyes. The paintings bleed into each other and music carries the story of his paintings, life, and struggles through his art work. The images barely tell the story, because they only capture still images when this exhibit moves and changes shapes throughout the 40 minute experience. Overall, the experience was breathtaking and I walked away with a new appreciation of Van Gogh’s work. I was also interested in knowing more about him. The immersive experience heightened by understanding, gave me a strong sense of background knowledge, and encouraged me to ask more questions by peaking my curiosity. How do we create similar immersive experiences with our students to teach our content areas: provide necessary background knowledge, deepen understanding,and ignite inquiry? Here are a few thoughts: Invite all our senses. I am reminded of Dave Burgess’ Teach Like a Pirate who says, “Provide a classroom environment that will allow your students to interact with the lesson and with their peers.” In order for all members of the classroom to be engaged and learning, students need to feel the learning experience and content being presented in your classroom. This might include props, music, and full on immersive experiences. Learning does not just include sitting at one’s desk, but can be kinesthetic and hands on. 2. Create a Gamified Experience. Gamification immerses students into the learning experience and game by sustaining playfulness with challenge and purpose. In gamifying you classroom you need to choose a theme, create epic learning experiences, and set up the game mechanics. You might use current games like Kahoot and Booklet or life size Scrabble to great a gasified experience. You might even turn your entire class and unit into The Great American Food Truck Race like Tisha Richmond describes in her book Make Learning Magical. I love starting a unit and lesson with a fun game to get everyone involved in the activities and learning. I might even layer the elements of the games like with my Legends of Hidden Courage game I created based on 1990s Nickelodeon game show Legends of Hidden Temple to kick off a unit on social justice. You can read more about this game here. 3. Problem Based Learning & Project Based Learning. Include problem solving and collaborating on activities that require speaking, critical thinking and analyzing to spark interest among students. I am talking about hands on, student driven learning that challenges them to engage them in the learning experience. Put your students in the drivers seat and ask them what they want learn about, research, create, and solve. Immersive experiences support real-world connections to lessons and help students develop life long skills. 4. Immersive Technology. I am talking about AR and VR – augmented and virtual reality. As Discovery Education highlights, “Immersive technologies add layers of powerful impact to learning. Augmented, virtual, and mixed reality have the power to astound and engage learners while helping educators present complex concepts more easily, and with a depth of understanding that other technologies cannot always achieve.” Providing these AR and VR experiences with students allows them a front row seat around the world, under water, walk into history, and do so much more. If you are a Nearpod user, you can access the AR available in their platform or use an AR or VR platform like Discovery Education, Google Expeditions, Merge Cube, and more. 5. Teach with Passion. Passion is enthralling but it can take so many different guises. Again, I am going to refer back to Dave Burgess because he invites teachers to think about their Content Passion, Professional Passion, and Personal Passion. If you are not passionate in any of these three places than why would your students be passionate and curious to learn with you? Identify what you are passionate about and embed these passions into your teaching. Be present for your students and help them see the power of curiosity and learning. Playlists are a series of activities focused on specific content and matched to student needs. The intent of playlist-based instruction is to differentiate instruction while providing students control over various aspects of learning, including path, pace, or modality. Hyperdocs are interactive digital documents where all components of a learning cycle have been pulled together into one central hub. Within a single document, students are provided with hyperlinks to all of the resources they need to complete that learning cycle. Choice Boards or Learning menus as Kasey Bell of Shake Up Learning defines “are a form of differentiated learning that gives students a menu or choice of learning activities. It is simply a menu of choices from which students can choose. Student choice is the big idea behind learning menus and choice boards.” Here is a list of different playlists, choice boards, and hyperdocs I have created in the past three years for middle school students (and showcase at edtech conferences). Feel free to make a copy of these and adapt for your own classroom use. Please be sure to credit those whose materials you are using, adapting, and borrowing.

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Imagine Being forced to work hard labor day and night for someone who treated you badly. How you you feel if you were forced into slavery and then laws changed to worse conditions? Four million African American Slaves may have gained their freedom, but the process of rebuilding brought the South significant challenges. Conflict continued between the North and the South as the whites resentment towards the South lead to violence. After the destruction of the Civil War, the United States an immense challenge of rebuilding. Reconstruction was a period in American history where the north and south worked together to rebuild the south both physically and economically. But did it work to stop the racism that was still lingering? Reconstruction started after the civil war ended and the south joined the union again. Many people made a living off of this and worked in the south to help with reconstruction. Reconstruction was when the federal government was setting the rules that would let the rebellious Southerners back into the union. The goal of Reconstruction was to restore the union so the South would not secede again. In order for Lincoln to do that, he 'd have to make a few new and changes to the laws so that the South would want to come back serenely. One of the biggest things he and Congress created was the 13th amendment which would completely abolish slavery and that was the beginning of restoration. But were African Americans really free? One of the main goals of Reconstruction was to require that the South give African-Americans equal rights. With slavery abolished, the Federal Government decided that it was now time to give African-Americans the rights given to the rest of American citizens. This was in the mid 1800s. Needless to say, these plans were not put in place, or at least not properly enforced, for many more years. It took a well-organized uprising by African-Americans about 100 years later to finally make some progress. The Fourteenth Amendment was designed to grant citizenship to whoever was born in the United States and grant protection of civil rights to all Americans and the recently freed slaves. The Fourteenth Amendment was signed on July, 28th, 1868 it granted citizenship to everyone born in the united states, it also included former slaves that just been freed after the civil war it guaranteed African Americans citizenship and all of the privileges included in the Diaz 2 Fourteenth Amendment but before the fourteenth amendment became officially signed there were a lot of disagreement between groups, “it was far from perfect” (Foner2008). President Andrew Johnson voiced his dis pleasure with the fourteenth amendment. “The amendment prohibited the states from abridging the “privileges and immunities Many people were homeless and had no money shortly after the civil war because there homes were destroyed or they were newly freed slaves. The reconstruction era was when the south was joining back with the the union and they were rebuilding their economy. The reconstruction was a hard time for the freedmen because they they had no money or a home and it was hard for them to find jobs to support their family. The reconstruction was overall an unsuccessful era. Politically it was alright because they made rights for the freedmen but economically and socially it was terrible Politically the reconstruction era was good because the government created rights for the freedmen so they weren't fully mistreated and harmed. The National Women Suffrage Association, as you can no doubt tell, was National. Led by the high-minded members, nameely Stanton and Anthony, the NWSA wanted a federal way to gain rights. The Governments that were created in reconstruction Blacks had majority Republican Party was super strong Democrats and scalawags: Democrats called white southies who were republican “scalawags” Overview: Calvin Holly’s A Black Union Soldier’s Letter Protesting Conditions After the War was written to Major General O. O. Howard on December 16, 1865 in Vicksburg, Mississippi. Holly tells Howard how people of color have been struggling to survive since the end of the Civil War. Holly describes how freedman and women have faced challenges like losing their homes, sleeping in the freezing cold, being forced back into slave-like living conditions, and being murdered and left in the street. Holly calls for equal rights to that of a white man. Slavery ended in the year 1964 by Abraham Lincoln passing the 13th amendment. The 13th amendment was passed on January 31, 1864, and was officially ratified by the end of the year on December 6th. About three years later the 14th amendment was passed on July 9, 1868. This amendment gave all citizens born in the United States the rights of life, liberty and property. The 15th amendment was passed on February 3, 1870, stating that any black male wanting to vote would not denied the rights All of these amendments were huge to the African Americans. Emily Hay-Lavitt March 7, 2016 Week 8: Reconstruction and the Gilded Age After the ratification of the Thirteenth and Fourteenth Amendments, life did not get significantly easier for emancipated slaves. Despite being free from slavery, African Americans in the United States remained figuratively enslaved within social realms due to several restrictions on every-day activities. Plessy v. Ferguson established the regulation of “separate but equal” in 1896 for whites and colored people, which was a significant aspect of American societies for decades.

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Are you struggling with your pronunciation? That's because you have yet to learn the Sounds of Portuguese. You’ve probably noticed that Portuguese verbs are often surrounded by little words like lhe, te or nos. Those are object pronouns just like him, you or us in English. Simply put, object pronouns go along with verbs to indicate to whom or to what the action refers. Now, there are two kinds of object pronouns: direct and indirect pronouns. While the former concerns the direct object, the latter concerns the indirect object (we’ll soon see what these are exactly). As far as my teaching experience goes, language learners often confuse direct with indirect object pronouns. Another common issue concerns their placement as students seem to have trouble knowing if they should place object pronouns before or after the verb. In what follows, I will introduce and explain Portuguese direct and indirect object pronouns as well as the principles guiding their placement in the sentence. Let’s then jump right into it. - PORTUGUESE OBJECT PRONOUNS: GETTING TO KNOW THEM - PORTUGUESE OBJECT PRONOUNS: PLACEMENT AND WORD ORDER Portuguese object pronouns: getting to know them Direct vs indirect object: what’s the difference? Object pronouns are personal pronouns used to replace either the direct or indirect object of a verb. I know what are you thinking: What the heck does that mean? Fair enough. Let’s look at this sentence: O Joel deu uma flor à Isabel. Joel gave Isabel a flower. Breaking down the above sentence into its basic syntactic units we have: |Verb (action)||deu (verbo dar)| |Direct object||a flor| |Indirect object||à Isabel| You can look at the direct object as the what or who the subject “directly” acts upon, and at the indirect object as the recipient of the action. Here’s another way to tell one from the other: the direct object is normally introduced by an article or determiner – uma flor – whereas the indirect object is typically preceded by a preposition – à Isabel. Now that you are more familiarised with the concepts of direct and indirect objects, it’s time to look into the pronouns themselves. Direct vs indirect object pronouns Look at these two variants of the above sentence: |(1) O Joel deu-a à Isabel.| Joel gave it to Isabel. (2) O Joel deu-lhe uma flor. Joel gave her a flower. In the first sentence, the direct object, uma flor, is replaced by the direct object pronoun a. In the second, the indirect object is replaced by the indirect object pronoun lhe. Here are the Portuguese object pronouns, direct and indirect: |SUBJECT PRONOUNS||DIRECT OBJECT PRONOUNS||INDIRECT OBJECT PRONOUNS| Note that, apart from the third person (singular and plural), Portuguese direct and indirect pronouns look the same. Also, the third person of the direct object pronouns has distinct forms to match the gender of the object they refer to. As a matter of fact, they even take alternative spellings in some situations. We will be looking into that in a while. For now, let’s briefly talk about the element in the sentence that object pronouns refer back to – the verb. Verbs call to objects (or not) Our sentence above – O Joel deu uma flor à Isabel – takes both a direct and an indirect object. But that’s not always the case. Whether a sentence takes both a direct and an indirect object, either one or the other, or none, depends on the verb of that sentence. In other words, a verb can call to both, one of them, or none. Let’s look at a few examples. Direct and indirect object In the sentence below, the verb mostrar calls to both direct and indirect objects: |A Susana mostra o seu carro novo ao seu amigo.| Susana shows her new car to her friend. A Susana mostra–o ao seu amigo. Susana shows it to her friend. A Susana mostra–lhe o seu carro. Susana shows him her new car. Direct object only In the sentence below, the verb ler calls to the direct object only: |Leste as notícias?| Did you read the news? Did you read them? Indirect object only In the sentence below, the verb responder calls to the indirect object only: |Respondeste ao Simão? | Did you answer Simão? Did you answer him? None – intransitive verbs In the sentence below, the verb sentar-se calls to no object: Spelling modifications to direct object pronouns There are a few situations where the third person (singular and plural) of the direct object pronouns shift into different forms. These alternative spellings reflect the spoken language and its connected speech. Speaking of Connected Speech! I’ve got something that will make it easier for you to listen and speak to Portuguese native speakers. -lo, -la, -los, -las If the verb form ends in -r, -s or -z, these endings fall out and the pronouns -o, -a, -os, -as will shift to -lo, -la, -los -las: Vamos abrir as prendas? Shall we open the presents? Shall we open them? Comes sempre a sopa no final. You always eat the soup at the end. Come-la sempre no final. You always eat it at the end. Diz o que pensas. Say what you think. Here are a couple of exceptions: |Ele quer o reembolso.| He wants the money back. He wants it back. Tens a carteira contigo? Do you have your wallet with you? Do you have it with you? Note that if the verb form ends in -ar or -az, then, a will take an acute accent to maintain the open sound of the vowel: Podes barrar a manteiga? Could you spread the butter? Could you spread it? Faz os deveres de casa! Do your homework! Analogously, if the verb form ends in -er or -ez, then, e will take a circumflex accent to maintain the closed sound of the vowel: Vamos beber um vinho tinto? Shall we drink some red wine? Shall we drink it? O Ricardo fez uma omolete. Ricardo cooked an omelet. O Ricardo fê–la. Ricardo cooked it. -no, -na, -nos, -nas If the verb form ends with a nasal sound – most often with the nasal consonant -m, or the diphthongs -ão and -õe – the pronouns -o, -a, -os, -as change into -no, na, nos, nas: Eles desligaram os telemóveis. They switched off their mobiles. They switched them off. Eles dão os livros de volta. They give back the books. Os alunos dão-nos de volta. They give them back. Ela põe as compras na mesa. She puts the groceries on the table. Ela põe-nas na mesa. She puts them on the table. * The third person plural of verbs often ends in -m Contraction of the direct and indirect object pronouns Sentences taking both direct and indirect objects can be rewritten with a single contracted form incorporating both object pronouns. In that case, the indirect object pronoun precedes the direct object pronoun: |me + o||mo| |me + a||ma| |me + os||mos| |me + as||mas| |te + o||to| |te + a||ta| |te + os||tos| |te + as||tas| |lhe + o||lho| |lhe + a||lha| |lhe + os||lhos| |lhe + as||lhas| Here’re a few examples with the verb dar*: |Ele deu-me um abraço.| He gave me a hug. Eu dei-te uma prenda. I gave you a gift. Tu deste-lhe os livros. You gave her the books. * By the way, there’s so much you can say with this verb! Here’s a reading suggestion for you: The Portuguese Verb “Dar”: Usage and Idiomatic Expressions. Portuguese object pronouns: placement and word order Sometimes Portuguese object pronouns follow the verb form. At other times, however, they precede it. Language learners often struggle to wrap their heads around this shifting word order. But fear not. Their placement is not arbitrary. There are clear principles* guiding where to put the object pronouns in relation to the verb. Also, these principles apply to direct and indirect object pronouns alike. *As a matter of fact, those principles also apply to reflexive pronouns. Here’s an article for you in case you want to learn more about reflexive verbs: Portuguese Reflexive Verbs and Reflexive Pronoun Placement. In sentences taking only one verb, object pronouns are placed after the verb and linked to it by a hyphen: |Envio uma carta ao Sérgio.| I send a letter to Sérgio. Envio-a ao Sérgio. I send it to Sérgio Envio-lhe uma carta. I send him a letter. I send it to him. However, there are a number of cases where the object pronoun and the verb shift positions (in that case, there’s no hyphen between the two). Accordingly, the reversed word order takes place when the verb is preceded by either (1) negative words (negative sentences), (2) question words (interrogative sentences), (3) subordinating conjunctions and prepositions, (4) adverbs, or (5) indefinite pronouns/determiners: |1. Negative words||não, nunca, ninguém, nehum, nada, jamais| |2. Question words||o que, porque, quanto/a(s), quando, qual/quais , onde, quem| |3. Subordinate conjunctions and prepositions||que, para, por, porque, se, como, em, de, conforme, etc.| |4. Adverbs||ainda, já, tudo, sempre, também, talvez, pouco, bastante, muito, tanto, tão, só, lá etc.| |5. Indefinite pronouns/determiners||tudo, todo/a(s), bastantes, muito/a(s), pouco/a(s), alguém, algo, etc.| Let’s look at a few examples regarding each of the five groups above. 1. Negative words Object pronouns precede the verb form in negative sentences: |Ele abraça o António. | He hugs António. He hugs him. Ele não o abraça. He doesn’t hug him. Ele nunca o abraça. He never hugs him. 2. Question words Object pronouns precede the verb form in interrogative sentences introduced by a question word: |Deixei uma mensagem à Gabriela.| I left a message for Gabriela. Deixei-lhe uma mensagem. I left her a message. Quando lhe deixaste a mensagem? When did you leave her the message? Porque lhe deixaste uma mensagem? Why did you leave her a message? 3. Subordinate conjunctions and prepositions Object pronouns precede the verb form when the latter is introduced by a subordinating conjunction or preposition: |Ele enganou a Catarina e o Jorge.| He tricked Catarina and Jorge. He tricked them. Eu penso que ele os enganou. I think that he tricked them. Não sei como ele os enganou. I don’t know how he tricked them. Object pronouns precede the verb form when the latter follows certain adverbs: |O Rui contou à Ana que está apaixonado | Rui told Ana that he’s in love. O Rui contou-lhe que está motivado. Rui told her that he’s in love. O Rui sempre lhe contou que está apaixonado. At last, Rui told her that he’s in love. O Rui também lhe contou que está apaixonado. Rui also told her that he’s in love. Note that the adverb sempre in the example above is equivalent to finally in English. Most of the time, however, sempre is used with the meaning of always and, in that case, comes after the verb (without causing any change in the word order): |O Rui conta-lhe sempre a mesma história.| Rui always tells her the same story. 5. Indefinite pronouns Object pronouns precede the verb form when the latter follows an indefinite pronoun or determiner: |A Ana adora o Henrique. | Ana really likes Henrique. A Ana adoro-o. Ana really likes him. Muitas pessoas o adoram. Lots of people really like him. Alguém o ama. Someone really likes him. Future and conditional In future and conditional tenses, object pronouns are normally placed between the stem and the ending of the verb form with all parts separated by hyphens. |Ensinarei ao Miguel tudo o que aprendi.| I will teach Miguel all I’ve learned. Ensinar-lhe-ei o tudo que aprendi. I will teach him all I’ve learned. |Doaria dinheiro se fosse rico.| I would donate money if I were rich. Doar-lo-ia se fosse rico. I would donate it if I were rich. Note that the examples above sound very formal. In everyday life, people would rather say something along the lines of: |FUTURE EQUIVALENT (w/ the auxiliary verb ir)| Vou ensinar-lhe tudo o que aprendi. I am going to teach him all I’ve learned. CONDITIONAL EQUIVALENT (w/ the imperfect tense) Doava–o se fosse rico. I would donate it if I were rich. Reading tips! Read the following article to become more at home with Portuguese verbs: Portuguese Verb Usage and Tenses: A Practical Guide Anchored to English. Auxiliary + main verb When the main verb is preceded by an auxiliary verb – ir, começar, querer, poder, conseguir, estar, ajudar and costumar among others – object pronouns can be placed either (1) after the main verb, or (2) after the auxiliary (the latter sounds more colloquial). Here’s an example with the auxiliary verb ir: |Vou contar um segredo ao Manoel.| I will tell Manoel a secret. (1) Vou contar–lhe um segredo. (2) Vou–lhe contar um segredo. I will tell him a secret. However, if the verbs are preceded by any of those words that we’ve covered above – question and negative words, as well as certain adverbs, conjunctions, prepositions, or pronouns – the object pronoun is best placed before the auxiliary verb: |Não lhe vou contar um segredo.| I am not going to tell him a secret. Verb “ter” + main verb In Portuguese, we use the verb ter to build perfect tenses, just the same way we use have in English. In the case of Portuguese compound tenses, object pronouns follow the auxiliary ter, not the main verb: |Ela tinha escrito uma carta.| She had written a letter. Ela tinha-a escrito. She had written it. Again, if the verbs are preceded by any of those words we mentioned above, the object pronoun is best placed before ter: |Ela nunca a tinha escrito.| She had never written it. The placement of object pronouns in Brazilian Portuguese is somewhat more flexible. There’s still a clear tendency to place the pronoun before the verb: |(pt) Ontem vi-te na rua.| (br) Ontem te vi na rua. Yesterday I saw you outside. (pt) Quero-te dizer uma coisa. (br) Te quero dizer uma coisa. I want to tell you something. Reading tips! Learn more about how European and Brazilian Portuguese compare: European vs. Brazilian Portuguese – How Different Are They, Really? Portuguese Language Retreats Lift your Portuguese to a new level in a peaceful, language-immersive environment. Intensive Courses in Portugal Get right on track towards fluency Stay tuned for upcoming online courses and other learning materials.

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Flash point facts for kids The flash point is sometimes confused with the autoignition temperature, the temperature that causes spontaneous ignition. The fire point is the lowest temperature at which the vapors keep burning after the ignition source is removed. It is higher than the flash point, because at the flash point more vapor may not be produced fast enough to sustain combustion. Neither flash point nor fire point depends directly on the ignition source temperature, but ignition source temperature is far higher than either the flash or fire point. It is also used to characterize the fire hazards of fuels. Fuels which have a flash point less than 37.8 °C (100.0 °F) are called flammable, whereas fuels having a flash point above that temperature are called combustible. Several national and international committees and organizations decide how everyone should measure the flash point. The three main groups that decide this standard for measurement are the CEN / ISO Joint Working Group on Flash Point (JWG-FP), ASTM D02.8B Flammability Section, and the Energy Institute's TMS SC-B-4 Flammability Panel. The standard for testing the temperature of the flash point tells the equipment, units of measure, the steps to follow, and the precision of the test method. Flash point Facts for Kids. Kiddle Encyclopedia.

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This policy would allow seceding states to return to the Union if ten percent of their prewar voters took an oath of loyalty to the Union and if the state would prohibit slavery. The role of the African Americans prior to the Civil War was free labor for Southern land owners and they were viewed by Southerners as property. The way the country evolved socio-economically and culturally would dramatic influence how the world views African Americans. They abolished slavery and it showed up in the American constitution, but it never showed up in the American society. It was adopted on December 6th, 1865 and it was the first of three reconstruction amendments. The majority of the workers 80%-85% were adult population, people from 40-45 years old. After many years of working, compromising and passing laws, the task proved itself to be impossible, as the country remained to be separated. Whites in the south were left without people to work their plantations. During this time period President Abraham Lincoln appointed provisional military governors to oversee… 1587 Words 7 Pages The Reconstruction Era was known as a time to reconstruct the United States of America by the expansion of governmental power that began in 1865. The first bill extended the life of the bureau, originally established as a temporary organization charged with assisting refugees and freed slaves, while the second defined all persons born in the United States as national citizens who were to enjoy equality before the law. What classifies as success and failure is different for every person because each of us have different ideas of what is considered success or failure. Former slaves and freedmen also enjoyed greater opportunities as leadership positions opened up to them from which they had previously been barred because of the color of their skin. Reconstruction was successful politically in its attempts to solve the problems of how to deal with the newly freed slaves and how to bring the seceded states back into the Union after the Civil War; however, many of these methods were unsuccessful or had no effect socially or economically. The relationship that existed between the freedmen and the white southerners was one reason why the Reconstruction was unsuccessful. After the Civil War, America was in the era of Reconstruction, which was to bring the eleven seceding states back to a self-government and to be reseated in Congress, civil status of the former leaders of the Confederacy, and the Constitutional and legal status of freedmen. The division among the leaders, unsteady footing of the government, and distrust of African Americans all contributed to the Northern share of Reconstruction failure. Between 1865 and 1877, Republicans in the federal government worked to reconstruct the politics, society and economy of the South. However Reconstruction was ended too soon as people became more concerned about the economy, although what they didn't finish left years worth of more damage. The 13th Amendment which officially abolished slavery and involuntary servitude was passed on April 8th, 1864. The Reconstruction era was not easy to finish and it had More laws that protected the rights of the newly freedmen, and accepted them as men, having the right to vote and speak. The and other white supremacist organizations targeted local Republican leaders, white and black, and other African Americans who challenged white authority. The government was going through changes, southerners were going through changes, and blacks were going through changes. Prior to the Reconstruction Era, African Americans had extremely little rights in society and politics. The South was drowning in poverty. Some of the common themes of these eras were race relations and tension between northern states and southern states. After the tragedy of Lincoln's death, Vice President Andrew Johnson stepped up into the presidential position and started his own plans for reconstruction; his too, would turn out to be a failure. On the other hand the Reconstruction was successful at reunifying the North and South by giving amnesty to Southerners if the pleged to be loyal to the Union. So, what do you think? Once students collected all the information needed, they used it to create their persuasive essay about reconstruction. This period of time is set by the question now what? This was a very serious matter. Other ways that the hatred was shown between the freedmen and the white southerners was the discrimination of the blacks, the violence such as lynchings, beatings, and murders of the blacks. The civil war was the first revolutionary change in America. However, the rise of the Klu Klux Klan and other white supremacy groups, in combination with the Black Codes, began to intimidate freed slaves and push back their civil liberties. No member of the Confederacy was ever allowed to run for political office or vote. These laws were seen by Republicans as the driving vehicle for the reconstitution of the Democratic Party in the South. The Supreme Court supported these actions, generally saying that the and only applied at the federal level. It Prohibited state and local governments from depriving persons life, liberty or property. The passage of this amendment was successful politically; however, many states did not readily enforce this law. This left many newly freed slaves homeless and hungry. In 1874—after an economic depression plunged much of the South into poverty—the Democratic Party won control of the for the first time since the Civil War. The nation suffered enormous losses economically and went into a downward spiral. Reconstruction was a turbulent time as the aftermath of the Civil War left unanswered the fate of former slaves. The black codes placed numerous restrictions on African-Americans including the prohibition of blacks to carry weapons, serve on juries, testify against whites, marry whites, start their own businesses, and travel without permits. Poverty struck the South bad because many white southerns lost their land and the blacks were newly freed, but there was little jobs offered to African Americans. And though the Radical Republicans had worked for nearly a decade to secure equal rights, the House of Representatives changed hands in 1874. . Before Reconstruction began, a Civil War broke out in April of 1861 at Ft. Until this point African American had no right. Writing a persuasive paragraph requires students to evaluate how their audience will be affected by the information included and how the information can be manipulated to elicit a different response from the reader. One of the… Everybody has experienced success and failure at one point in their lives, because success and failure go hand in hand. Black institutions and churches gained autonomy.

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The FLVS Elementary Technology First Grade course will enable students to develop basic skills in computer science through engaging and age-appropriate content. The course exposes students to concepts such as problem solving, algorithms, and computer basics skills. Students will learn block based coding in an offline environment. In addition to the computer skills, the Technology suite integrates standards from Social Studies, Health and Language Arts with topics in each grade about safety and health (online and offline), bullying/cyberbullying and being a responsible citizen/digital citizen. Major Topics and Concepts Use the problem-solving steps to solve problems with and without technology Make healthy choices in regards to food, body, health, safety, and technology Identify the digital citizen rules Rule #1: I listen to my head. I think before I speak or act. Rule #2: I listen to my heart. I use kind words and respect others. Rule #3: I listen to my feet. I stand up against bullying. Rule #4: I listen to my gut. I make sure that I am safe and responsible. Recognize when bullying or cyberbullying is happening and what to do about it Create a digital artifact utilizing different types of multimedia Determine how to communicate effectively with and without technology safely Understand how rules and laws, online and offline, keep us safe in the community, school, environment, and at home Recognize the consequences for following and not following rules and laws Solve problems using the problem-solving steps and problem-solving wheel with and without technology Identify and perform simple tasks and understand the importance of steps Understand that computers only follow a programs set of instructions Define and create an algorithm without technology Understand how a computer follows instructions Recognize and define what a command is in a computer program Learn how to create specific directions for a computer to complete a task Determine how to create a simple computer program Understand how to follow steps and complete a simple task Recognize iteration and how it relates to loops Determine what a bug is and how to fix it Solve problems using the Problem-Solving Steps Infographic Collect, organize, and sort data to develop a solution to a problem

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These tectonic plates are everywhere, under everything from the biggest mountain to the smallest hill. Though it is infrequent, volcanoes have been known to cause tsunamis. It happens when to volcano begins to erupt, but instead of coming out from the top of the volcano a lateral blast shoots out from the side. Next, a quickly moving avalanche of lava pours into the water near it causing the wave to travel to distant coastlines (Springer, 2005). The layer of the Earth are made up of the lithosphere, asthenosphere, mesosphere, and the core. In the lithosphere, there is the upper rigid mantle, oceanic crust, and continental crust. The oceanic crust and continental crust is what makes up the lithosphere. Inside these layers, temperature and density all play a role in the layers of the Earth. Earthquakes are the biggest threat to Juneau. The city has a history of very violent earthquakes. The earthquakes in Juneau are caused by crustal stress accumulated by the North American and Pacific plates. The city also experiences activity from the Queen Charlotte-Fairweather fault system. This fault system has caused large earthquakes in the past. Plate tectonics is a theory that Earth’s crust is composed of nearly a dozen plates, which have shifted around the surface of the Earth over time. This theory provides a reasonable explanation for how mountains formed, and why there are earthquakes and volcanoes. Additionally, this The original rock is subjected to very high heat and pressure, which cause obvious physical and/or chemical changes. Examples of these rock types include marble, slate, gneiss, schist. Metamorphic rocks can be formed from any other type of rock - sedimentary or igneous. Remember these two examples of common metamorphic rocks and where they come from: slate is formed from shale.main ways. Clastic material (pieces of other rocks or fragments of skeletons) may become cemented together and chemical precipitation and evaporation can form sedimentary These two plates push and shove each other causing small tremors throughout which can cause landslides,volcanic eruptions and once in a couple years, quakes with devastating results. The strongest earthquake recorded occurred in 1991 with a measure of 7.6 on the Richter scale. This earthquake left 4 dead and buildings as well as bridges and road were completely destroyed. If another Earthquake occurs, the coastal cities would be the most affected ones as they are closer to the plates. In San Francisco on April 18, 1906 at about 5:13 am a HUGE earthquake hit recorded as a 7.7-7.9 . Damaging buildings from left to right. Many poorly structured buildings collapsed causing 500 million dollars in total damage (1906 money) translated to about 8.2 billion dollars today. It was recorded that most buildings immediately caught fire which trapped the victims, about 25,000 buildings were burnt down from the fire, a total of about 490 blocks. 1815 Explosion In 1815, Mount Tambora famously erupted, with the explosion being a 7 on the volcanic explosivity index, which easily made it the highest rated eruption since Lake Taupo in 1815. It is estimated that the eruption produced 160 cubic kilometres of magma. It is also estimated that at least 11 000 – 12 000 people died as a result of the actual eruption, while the total death toll is around 71 000, most of whom died from the consequences of the eruption. The magnitude of the 1815 eruption caused the worst famine in the 19th century due to the death of most agriculture and livestock in the northern hemisphere. Natural events such as volcanic eruptions and meteor impacts can cause earthquakes, but most of the naturally-occurring earthquakes are activated by movement of the earth 's plate. The Haiti Earthquake included many details common to Earthquakes and caused damage and destruction to property and lives that affected the region, but the area has recovered in its after math. Many parts of this disaster are common to Earth Quakes like the Haiti Earth Quake .Haitian capital of Port-au-Prince was a part and was also hurt. The disaster was a Earthquake it Subduction is the process when in which one tectonic plate moves under the other, sinking into the mantle as the plates converge. Regions where subduction takes place are known as subduction zones. Subduction zones tend to have very high rates of earthquakes, volcanism, and mountain building. Some examples of volcanoes that are located above subduction zones would be Mount St. Helens, Mount Etna, and Mount Fuji. Furthermore, the strains, which are a result of plate convergence, are known to be the cause of at least three different types of earthquakes. It involves high-pressure injections of water and chemicals into rock formations, which in turn release natural gas (Thompson, “Hydraulic Fracturing Should Be Banned”). However, fracking can result in many negative outcomes. For instance, scientists who conducted the earthquake study for Geology discovered that not only did fracking cause the biggest earthquake in Oklahoma, but it also caused more earthquakes in states that hardly experienced any seismic activity (“Wastewater Injection Spurred Biggest Earthquake Yet, Says Study,” The Earth Institute Columbia University). In fact, quakes have hit so frequently in Oklahoma, that state and oil regulators decided to shut down five disposal wells due to the increasing number of earthquakes in a city named Cushing (“Oil Regulators Shut Down Two Disposal Wells After Earthquakes Near Cushing”, State Impact: NPR). A tsunami is a series of great sea waves caused by an underwater earthquake, landslide or volcanic eruption. A tsunami is a series of many waves known as wave trains. A tsunami can also be generated by a giant meteor. Most tsunamis are known to be formed by underwater earthquakes. On May 22, 1960, in Valdivia, Chile, there was an Earthquake that was a major geologic disaster that affected people in many ways. According to the Wikipedia article "1960 Valdivia earthquake." , The magnitude of the earthquake was 9.4-9.6. It is the most powerful earthquake ever recorded. The earthquake killed an estimated amount between 1,000-6,000 people. The earthquake caused 400-800 million dollars of damage in US which is between 3.24-6.48 billion dollars US today. A cloud of dust was visible from the rubble of the collapsed buildings. The only light in the city was the fire burning in the Marina district. Sirens blared from every direction. The shock was responsible for 63 deaths, 3,757 injuries and left 3,000-12,000 people homeless.

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Students will be motivated to learn during the Holocaust unit. Students will want to learn more about the Holocaust. Students will feel sympathy toward the survivors of the Holocaust. Students will be able to understand and relate to people of the Holocaust. Students will view the people of the Holocaust as survivors, not victims. Students will realize that people of the Holocaust have a great deal of courage. Students will realize that Jewish people did not deserve to have the Holocaust happen to them. Students will understand that the Holocaust is serious and that certain things, such as swastika symbols and writing numbers on their arms, are unacceptable. Students will realize the importance of eyewitness accounts and the respect they should be treated with. Students will begin to think about ethical issues in life. Students will be grateful that they have a better life than many other people in the world. Students will realize the dangers of prejudice. Students will be motivated to prevent another Holocaust. Students will gain an appreciation for artwork and how it can be used to explain and elicit emotions. Students will understand how to solve real-world math problems. Students will be able to state and explain major events during WWII and the Holocaust. Students will know how many people died in the Holocaust. Students will be able to state the conditions in the ghettos and Holocaust. Students will be able to name two differences between Christians and Jews. Students will be able to recognize the Star of David and a swastika symbol. Students will know that children were also in the Holocaust. Students will participate in class discussions about the materials read and the Holocaust. Students will be able to write about their emotions and feelings. Students will construct a class timeline with pictures. Students will be able to locate cities involved in the Holocaust on a map of Europe. Students will take information from the Holocaust and solve real-world math problems. Students will write down how many calories they eat per day and relate it to the starvation present in the concentration camps and ghettos. Students will evaluate artist works about the Holocaust. Students will create their own artwork about the Holocaust. Students will pass a culminating test with 80 percent accuracy. All activities on Week One, Monday and Tuesday, are initiatory activities. All activities from Week One, Wednesday, through Week Four, Monday are developmental activities. All activities from Week Four, Tuesday, through Week Four Friday are culminating activities. Create a large classroom timeline with the students. Certain days will be specified to work on it. At other times, the timeline should be added in on a daily basis. A large map of Europe should be included on the wall. Day to day, add ghettos, concentration camps, and other important locations. Have the students keep a daily journal. At the end of each day, give them twenty to thirty minutes to write their thoughts, feelings, and emotions about what has been discussed. At the beginning of the next day, allow any student who wishes to share what they wrote. Encourage the students to make notes and write down feelings in their journals throughout the day, especially if they read or hear something that upsets them or makes them think. Lesson Plan summaries: Monday: Open the unit by talking about European Jews, their religion and their lifestyles. English- Read Jewish Synagogue to the students. Discuss some of the major points of the Jewish religion and their different celebrations. Social Studies - Compare and contrast Christianity and Judaism, at a very basic level. Use a chart or Venn Diagram to control information. Art- Make a Tallit by painting an old picture of Jerusalem on a piece of fabric. Look at these websites to evaluate portraits made by people in concentration camps about their Jewish religion. http://www.joi.org/celebrate/simtor/painting.htm & http://www.rynecki.org/simhat.html. Discuss with the students how the first website has very definite forms, while the second is slightly impressionistic. Compare the “composition, similarities, mood, balance, line, symmetry, shape and mass, light, value, color, texture, space, time and motion" expressed by these paintings. (Idea obtained from http://fcit.coedu.usf.edu/holocaust/) Tuesday: Discuss German economy and the rise of Hitler. English: Introduce new vocabulary by presenting a list of words pertaining to the Holocaust and have students use dictionaries and other sources to find out what the words mean such as genocide, Holocaust, bigotry, Aryan race, and ethnocentrism. Film- Watch the first half of a film called “The Lost Children of Berlin.” The teacher will have to sign the film in order for the students to understand because there are no closed captions. Discuss with the students their feelings toward Hitler and the Nazi Youth. How do they think that children could become this violent? Is it completely the children’s fault? Social Studies- Complete a Timeline of Hitler’s rise to power from 1933-1940. Http://www.historyplace.com/worldwar2/holocaust/timeline.html can be used to accomplish this assignment. Art- Break the students into groups, and divide the dates among them. Have students choose an important event during their time period and draw a small picture that could be inserted as detail in the timeline. Math- Explain that many Germans were very poor during this time period. Many were worth less than before, which made it harder to buy necessary items. Give each child a $100 pay check for the week. Then, give them a list of food (milk, bread, eggs, etc.) and the corresponding prices. Have the students deduct the correct amounts, listing everything they purchased. Ask the students how this might make it hard to provide for their family. Ask the students what a mother or father might do under such circumstances. Would they be desperate for the kind of change that Hitler claimed he would provide? Wednesday: Explain anti-Semitism and prejudice. Social Studies: As students enter the room, have all the boys sit in the back of the room or on the floor and all the girls sit in desks at the front of the classroom. Pass out candy to all the girls and announce that all the girls have received an “A” for the day because they are females. Then continue to teach the class as if nothing has happened. Film: Watch the other half of “The Lost Children of Berlin.” Teacher signs the film in order to discuss with the students. Discuss with the students their feelings toward the children, now adults, portrayed in this film. Art: View Nazi propoganda and anti-semitism, especially that which was directed toward children. (http://fcit.coedu.usf.edu/holocaust/arts/artReich.htm). How are the Jews portrayed? What feelings and emotions do the student’s have after seeing this work? If the students were Nazis, and had never seen a Jew, then how might these pictures slant their views? What kinds of propaganda do we have today? English: Read Remember Not to Forget: A Memory of the Holocaust to the students. Discuss student perceptions and feelings. Is one group any different than another group? Should they be singled out the way the Jews are? Thursday: Teach students that the Star of David was a method used to identify the Jews. Also teach that the Nazi soldiers wore an armband with the swastika symbol on it. Social Studies: Continue the social studies lesson from the prior day by asking the boys how they felt having to sit at the back of the class and not receive an “A” for the day because they were males and then ask the girls how they felt about being favored. Was it fair or not? Ask the children what it's called when someone is not allowed to do something because of something they can’t control, such as their gender. Then explain that Jews were one group of people who were discriminated against because of their ethnic background. If the students wish to see film that shows the Star of David, have them watch "Star of David" online at http://fcit.coedu.usf.edu/holocaust/resource/movies1.htm. English: Discuss different vocabulary words associated with prejudice, such as racism, sexism, anti-Semitism, etc. Point out that people can be prejudiced against deaf people because they cannot hear. Has this ever happened to them? Have the students write about a time that someone was prejudiced toward them because of their deafness (if a student says this has never happened, ask how they would respond under such a circumstance). Read the book Star of Fear, Star of Hope. Discuss with the students afterward why the Star of David was used. Explain that the star was originally a Jewish symbol, something they were proud of. However, it was later used to identify and then kill Jews. Why would it be important to identify Jews with the star? Do Jewish people really look different than other Europeans? Are there genes/blood different? Art: Have the students create a mural of the Star of David by learning to draw the star. They can make them in different sizes and colors. Friday: Discuss the ghetto and the art and possessions that were stolen from the Jews. Social Studies (Mapping): Show a map of Europe, with ghettos pointed out. Have students help to mark ghettos on European class map. (http://fcit.coedu.usf.edu/holocaust/arts/ART2.HTM#REPRO) Point out the Lodz Ghetto, which is the one discussed in the book. English: Read My Secret Camera: Life in the Lodz Ghetto. The pictures in the book were taken in secret by a boy living there. Why was it dangerous for him to take such pictures? Why do they think it was important for him to do so? Do pictures show and prove something that words cannot? Health: Discuss the importance of nutrition and eating well and relate it to life in the ghetto. Discuss the food pyramid. How many of each serving to students need to remain healthy. Math/Health: Help students calculate how many calories they ate the day before or on a typical day. Have the students ever missed a meal? How did it feel to go hungry? Then, give the students only 300 calories to eat for the day (the amount given to many Jews in the ghettos). With this limited amount, might they change the things they choose to eat? Would they eat healthier food, and less sweets and candy? Would they still be hungry? Remind the students of this daily feeling of hunger that children felt while in the ghetto before they go to lunch. Tell them, also, that there are still children today who are going hungry, even in the United States. Drama: Read play from website. Have the kids act out the characters. (http://fcit.coedu.usf.edu/holocaust/resource/plays/Korczak.htm) Afterwards, have the students discuss the hardship faced by students in the ghetto. How would students in our class survive if put under similar circumstances? Could they survive? WEEK TWO Monday: Discuss how the Jews were transported to concentration camps by cattle cars. Math: Have the students create cattle cars by measuring desks the size a cattle car would have been. Find the area and the perimeter. Afterwards tell students that 100 people were put into that small space. Social Studies: Have the students watch the video showing people being loaded into cattle cars (http://fcit.coedu.usf.edu/holocaust/resource/movies1.htm choose "Victims being Loaded into Freight Cars" and "Deportation of Dutch Jews"). Social Studies (Mapping): Give students hand out of roads to Auschwitz. (http://fcit.coedu.usf.edu/holocaust/arts/ART2.HTM#REPRO) Place Auschwitz on classroom European map. Point out the other cities located on the map. Math: Give each student a location on the map (use map given in social studies), and have them calculate how many miles it is from there to Auschwitz. Then, tell each child that their trip took four days, by railroad. Assuming that the train did not stop, how fast would the trains be traveling? Then, tell them that most trains of this time period traveled at about 50 miles per hour. Ask them how long they think the trip would take, if it did not stop. English: Have the children read Chapter 10 of The Devil's Arithmetic. Have the students discuss why the Jews would agree to get in the boxcars. Did they have any idea what awaited them on the other side? Have the students pictures themselves in the boxcar with the other Jews. How would they feel? What would they think? Have the students sketch a picture to help them think about what it would be like. Then, have them write a short explanation about their experiences. Tuesday: Discuss the Jews' arrival at different concentration camps, the loss of their clothes, tattoos on their arms, and more. Film: Watch excerpts from “Schindler’s List,” during the scene where Jews are taken off the train and lined up. Show as much as is acceptable for the student’s level. Social Studies: Discuss with the students what generally happened when a Jew first arrived at camp. They were usually lined up, separated from their families, their clothes were taken from them, their last possessions. Then, either they were killed or cleaned and given prison uniforms. English: Read Chapter 11 and 12 of The Devil's Arithmetic. Read the short description that Rivka gives on page 113 (beginning of chapter 14) about the meaning of the number the Nazis gave her. Do the students think this is the meaning that the Nazis intended for this number to have? Why is it important for the Nazis to give the Jews numbers instead of names? What power is there in a name? Give each student a few numbers, and have them write what that number would mean to them if they were at the concentration camp. Remind the students never to write numbers on their arms or any other part of their body. Explain to them that people who survived the Holocaust would be very offended. Wednesday: Discuss daily life in concentration camps English: Have the students write a paragraph on one item they would sneak into the concentration camps, if they lived outside of one, if they were able to. Why would this item be important? How could it help the people there survive? Try to get something beyond just food, and truly an inventive item that would help a Jewish person be proud and able to resist the horror of the camp. Art: Examine arrest and concentration camp life by viewing Josef Nassy’s artwork on the Holocaust by visiting www.ushmm.org/nassy/index.html. Social Studies: Have students look at pictures of Auschwitz, Dachau, and other concentration camps shown in this website if they were to visit today (http://fcit.coedu.usf.edu/holocaust/resource/gallery/gallery3.htm). You may want to break the students into groups, giving each group a certain location. The students can then share the best pictures with their classmates. Also, let the students examine the "virtual reality" tours available online (http://fcit.coedu.usf.edu/holocaust/resource/VR.htm). Thursday: Explain what gas chambers were and how they were used. Art: Look at pictures of gas chambers. Http://www.fmv.ulg.ac.be/schmitz/holocaust.html can be used to view some of these pictures. The teacher might want to view these pictures on her computer and project them on the screen so students do not come across anything objectionable. Social Studies: Have students examine the crematoriums and showers that people were killed in online (http://fcit.coedu.usf.edu/holocaust/resource/gallery/gallery3.htm). How do the students feel about the showers with the gas? What about the hill that Jews are pushed off of? Simply let students express their gut reactions. Also, have the students examine the virtual reality tours of Auschwitz (http://fcit.coedu.usf.edu/holocaust/resource/VR/AUSCHWIT.HTM, choose Auschwitz gas chamber and Auschwitz "Wall of Death"). English: Allow students to write in their journals immediately after viewing the pictures of the crematoriums and showers. Tell them that it is important for them to express how they are feeling, and not to worry so much about grammar and spelling. Friday: Have students understand that during these hard times there were people in Germany and other countries who helped hide Jews from being captured and taken away. One Jewish family that was hidden was Anne Frank’s family. English: Have students read A Picture Book of Anne Frank Math: Bring in a dollhouse and show how much space is usually contained in an attic. Help students realize what a limited space this is. Have them find the square feet available in the dollhouse and use ratios to convert it to the size of a regular house. Then, tell the students how many square feet the average house has. Social Studies: Ten Thousand Children: True Stories Told by Children Who Escaped the Holocaust on the Kindertransport. Talk to the student about particular children. Do not plan to read the entire book. Explain that many children escaped the Holocaust, and were not found the way that Anne Frank was. Also talk about how dangerous it was for people, both Jewish and those hiding the Jews, to do what they did. If the people hiding the Jews were found, they would have been killed. Students should understand that many people took strangers into their house at great risk to themselves and their families. Social Studies (Mapping): Have the students examine maps, and chart the travel that some of the children from the book would have taken. How many miles is it? Discuss what a long journey it is, and how scary it would have been for a young child without family. Ethics: Ask the students what would have happened if the people across Europe, especially in England and America, had not been willing to take these Jewish children in? Why is it important to help others? Have the students write about one time that someone helped them and made a difference in their life. Monday: Teach students what was going on during WWII Social Studies: Continue the timeline into the war. Explain that the United States and many other countries had now joined. Again, have students draw pictures to add to timeline. Examine the propoganda film that Hitler used to explain what the concentration camps were like (http://fcit.coedu.usf.edu/holocaust/resource/movies1.htm choose "Hitler Gives the Jews a City."). English: Examine headlines of the time period. Do students think that most people knew what was happening in the concentration camps? Have students write their own headlines and short newspaper articles for "breaking" the concentration camp story. If more people knew about what was really happening in the concentration camps, do the students think that it might change the war? Tuesday: Discuss that Nazi scientist performed experiments on the Jewish people. Social Studies: Look at some of the pictures of the people and children who were involved in concentration camp experiments (www.fmv.ulg.ac.be/schmitz/holocaust.html – don’t show any that might be too graphic). The teacher might want to view these pictures on her computer and project them on the screen so students do not come across anything objectionable. Ask students how they feel about this. Make sure the students look at these people’s faces. English: Read and summarize recent newspaper articles that discuss the controversy on finding out IBM supplied German Nazi’s with computers to help document their data on the experiments they performed on the Jews. Science: Discuss morality issues involved in testing. Can people cause harm to their subjects during testing? Explain the rules of testing that exist today to keep subjects from being harmed. Ethics: Explain to the students that Nazis killed many people during the experiments. Should we use this data today? Have a class discussion. Does this encourage other groups to perform similarly unethical experiments? Is this a way of saying that what Hitler’s group did was okay? However, should the subject’s lives have been taken in vain? Wednesday: Learn about deaf people during the Holocaust Social Studies: Have students read about what happened to deaf people during the Holocaust. Make sure the students understand what sterilization means. Who else in history wanted to sterilize deaf people? (About 17,000 deaf people were sterelized by Hitler.) How does this make the students feel? Also, they need to know that 1,600 deaf people were killed during the Holocaust. Deaf people were one of the first groups that Hitler attacked. Good websites: clerccenter.gallaudet.edu/worldaroundyou/holocaust/guide.html www.jdcc.org/mayjun/art1.html, www.jdcc.org/1998/sep-oct/holocaust.html, and www.jdcc.org/1998/nov-dec/holocaust.html. English: Have the students write about how they feel now that they realize that deaf people were also chosen by Hitler. Does it bring the matter "closer to home" for them? Should they be able to understand the suffering of others, even if it doesn't involve their own group? Thursday: Children in Concentration Camps Social Studies: Have students watch the online clip about the children rescued form Auschwitz. (http://fcit.coedu.usf.edu/holocaust/resource/movies1.htm, choose "Children of Auschwitz"). Art: Have students read and look at the pictures from I never saw another butterfly: Children’s drawings andpoems from the Terezin Concentration Camp. Have the students draw their own picture as if they were a child at a concentration camp. What do the drawings in their picture symbolize? English: Have the students write about one of the drawings in the book. What impact did it have on them? Why did they pick it? How does it show the grimness of life at Terezin? Read the book The Children We Remember. Have students discuss the impact the book has on them. The message is simple, yet clear. Friday: Six million Jews Dead Math: Read the book How Much is a Million?. Discuss with students the concept of one thousand, one million, and one billion. Have the students calculate if 6 million Jewish people were killed during the Holocaust, and that was 2/3 of the pre-war European Jewish population, then how many Jewish people used to live in Europe? Social Studies: Relate the number of people killed in the Holocaust (11 million people, 6 million Jews). Help students understand the vastness and tragedy of this number. English: Re-read the book The Children We Remember. Explain to the students that 1.5 million children died in the Holocaust. Allow the students to discuss their impressions about the Jewish children and the life they had during the war. Show students examples of poetry written by other children about the Holocaust. Help the students construct their own poetry, helping to express their emotions and feelings. (Idea obtained from http://clerccenter.gallaudet.edu/products/perspectives/sep-oct97/brightidea.html, includes sample poetry look at this website for more deaf poetry about the holocaust http://clerccenter.gallaudet.edu/WorldAroundYou/nov-dec97/poetry.html.) Drama: Students participate in a Candlelight Vigil. Social Studies: Discuss D-Day and the eventual end of WWII. Finish timeline, add pictures. Discuss how the students think the soldiers might have felt upon finding the Jews in the concentration camps. How would the Jews have felt that the soldiers finally found them? Tuesday: Discuss liberation of the concentration camps. Social Studies: Let students see real survivors of the Holocaust telling their story. http://fcit.coedu.usf.edu/holocaust/resource/movies1.htm choose "Auschwitz Nightmare" & "Auschwitz Survivors". Examine the pictures after liberation, shown at this website http://fcit.coedu.usf.edu/holocaust/resource/gallery/gallery1.htm. Discuss with students whether people are really "liberated" after the camps. Do the survivors still carry the burden of living through the Holocaust? Can they ever forget what happened to them? English: Have the students watch and read survivor testimony (http://fcit.coedu.usf.edu/holocaust/resource/MOVIES.htm). Wednesday: Discuss people's views today on the Holocaust. Social Studies: Examine museums and memorials that have been put into place (http://fcit.coedu.usf.edu/holocaust/resource/gallery/gallery5.htm & http://fcit.coedu.usf.edu/holocaust/resource/gallery/gallery6.htm) English: Have students pick one memorial, and write about its impact. How is it effective? What does it show? Why are memorials important? Math: Using geometric shapes, have students create their own memorial. Use ratios to determine the life-size version. (Idea obtained from http://fcit.coedu.usf.edu/holocaust/arts/ART/MONUMENT.HTM.) Thursday: Unit Review & Reflection English: Allow the students to discuss, talk, and reflect on everything they have learned. Let them finish writing anything they wish to in their journals. Let students who wish to read sections from their journals. What do the students think about the Holocaust now? Social Studies: Help the students review for the test by playing Jeopardy, or other method of review. Friday: Assessment Test and Liberation Party. Test: Give an objective and short-essay format test. A question or two should ask the student's feelings and impressions about the Holocaust. Liberation Party: Celebrate the liberation of the Jews and the survival of many people from the Holocaust. This should be set-up in a subdued, reflective manner. Make sure that students understand that the Holocaust is horrible event, by the people should be treated as survivors, not victims. Abells, C. B. (1986). The children we remember. New York: Greenwillow Books. Adler, D. A. (1993). A picture book of Anne Frank. USA: Holiday House. Fox, A. L. & Abraham-Podietz, E. (1999). Ten thousand children: True Stories Told by Children Who Escaped the Holocaust on the Kindertransport. USA: Behrman House, Inc. Grossman, M. & Smith, F. D. (2000). My secret camera: Life in the Lodz Ghetto. Hong Kong: Gulliver Books. Hoestlandt, J. (2000). Star of fear, star of hope. USA: Walker and Co. Innocenti, R. (1996). Rose Blanche. USA: Creative Education. Schwartz, D. M. (1993). How much is a million? USA: Mulberry Books. ver der Rol, R. &Verhoeven, R. (1995). Anne Frank: Beyond the diary. USA: Puffin Books. Wood, A. (1998). Jewish synagogue. USA: Gareth Stevens Publishing. Yolen, J. (1988). The devil's arithmetic. USA: Puffin Books. Humphries, S. (1999). Daunting task, horrific facts: A Holocaust unit for deaf students. Perspective in Education and Deafness, 17 (4). Juhas, S. (1997). Learning history: Practicing writing combining social studies and English. Perspectives in Education and Deafness, 16 (1). http://clerccenter.gallaudet.edu/products/perspectives/sep-oct97/brightidea.html Poetry: Our past and our future. (1997). Perspectives in Education and Deafness. http://clerccenter.gallaudet.edu/WorldAroundYou/nov-dec97/poetry.html Schleper, D. R. (1999). Holocaust in the classroom. Perspective in Education and Deafness, 17 (4).

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Graphing two-variable inequalities Write an inequality that fits the graph shown below. So here they've graphed a line in red, and the inequality includes this line because it's in bold red. It's not a dashed line. It's going to be all of the area above it. So it's all the area y is going to be greater than or equal to this line. So first we just have to figure out the equation of this line. We can figure out its y-intercept just by looking at it. Its y-intercept is right there. Let me do that in a darker color. Its y-intercept is right there at y is equal to negative 2. That's the point 0, negative 2. So if you think about this line, if you think about its equation as being of the form y is equal to mx plus b in slope-intercept form, we figured out b is equal to negative 2. So that is negative 2 right there. And let's think about its slope. If we move 2 in the x-direction, if delta x is equal to 2, if our change in x is positive 2, what is our change in y? Our change in y is equal to negative 1. Slope, or this m, is equal to change in y over change in x, which is equal to, in this case, negative 1 over 2, or negative 1/2. And just to reinforce, you could have done this anywhere. You could have said, hey, what happens if I go back 4 in x? So if I went back 4, if delta x was negative 4, if delta x is equal to negative 4, then delta y is equal to positive 2. And once again, delta y over delta x would be positive 2 over negative 4, which is also negative 1/2. I just want to reinforce that it's not dependent on how far I move along in x or whether I go forward or backward. You're always going to get or you should always get, the same slope. It's negative 1/2. So the equation of that line is y is equal to the slope, negative 1/2x, plus the y-intercept, minus 2. That's the equation of this line right there. Now, this inequality includes that line and everything above it for any x value. Let's say x is equal to 1. This line will tell us-- well, let's take this point so we get to an integer. Let's say that x is equal to 2. Let me get rid of that 1. When x is equal to 2, this value is going to give us negative 1/2 times 2, which is negative 1, minus 2, is going to give us negative 3. But this inequality isn't just y is equal to negative 3. y would be negative 3 or all of the values greater than negative 3. I know that, because they shaded in this whole area up here. So the equation, or, as I should say, the inequality that fits the graph here below is-- and I'll do it in a bold color-- is y is greater than or equal to negative 1/2x minus 2. That is the inequality that is depicted in this graph, where this is just the line, but we want all of the area above and equal to the line. So that's what we have for the inequality.

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Lesson Worksheet: 2D and 3D Shapes Mathematics • Kindergarten In this worksheet, we will practice how to describe shapes as two dimensional (flat) or three dimensional (solid). The square is flat. Find another flat shape. Which shape is solid? Which of these shapes is 2D?

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Lesson Plan of Action Verbs Students` Learning Outcomes - Recognize doing words as verbs. Use action verbs in speech and writing. Information for Teachers - Action verbs are words that convey the performance an individual carries out. For example: plan, coordinate, manage, etc. Like all verbs, these express actions carried out by certain subjects. - Action verbs refer to all those verbs that express in their meaning actions that a subject performs or suffers. This subject can be a person, animal, object or any entity that performs the action of the verb. - An action refers to something that is carried out or done. The word comes from the Latin action, which means “to do” or “to set in motion.” Thus, action verbs are related to verbs that express movement or something that is done. - Walking:expresses the action of walking or moving a certain distance taking steps. - Singing:expresses the action of vocalizing sounds with a certain rhythm and tonality. - Smiling:expresses the action of gesturing with the mouth and face a smile. - Save:expresses the action of putting some object or thing to safety. - Grazing:referring to animals, this verb expresses the action of eating grass or boils - Writing:expresses the action of drawing linguistic signs. - Reading:it expresses the action of looking at certain linguistic signs or characters and interpreting what they represent. - Practice:expresses the action of exercising something repeatedly. - Drink: expresses the action of ingesting a drink or liquid. - Eating:expresses the action of ingesting a food in a solid state. Material / Resources Writing board, chalk / marker, duster, charts, textbook, paper chits with actions words written (write the action words on the chits before going to the classroom) - Begin the lesson by Jumping. Ask the whole class: - What am I doing? (The students may answer ‘Jumping’) - Appreciate students to give answer in a complete sentence; “you are jumping”. - Ask the students: “Is jumping a naming word / noun or action word / verb?” - If students give the correct answer (action word / verb), appreciate them by saying “Well done!” or “Good effort!” - If students give incorrect answer (naming word / noun), tell them that “Clapping” is an action word / verb. - Revise the concept of action verbs. The students have already done action verbs in class four (See information for teachers above, for verbs / action words). - Tell the class that they will play a game now. Divide the class into two teams; ‘Team A’ and ‘Team B’. Call the students turn by turn’s from both teams. Encourage different students to come forward from each team on each turn. - Ask the students to pick a chit and perform the action written on the chit, without making any sound. - Guess the action. - Write sample action words on the chit that the students understand and can read easily, such as; walk, jump, laugh, smile, and sit. - Write the actions on the board as students guess them. - Play the game for 5—10 minutes. - The team which guesses the most actions right wins. Ask the whole class to clap for the winning team. - Divide the class into pairs. - Give each pair one action word. Choose the verb from the action verbs from the introduction activity. - Tell the pairs, that one student has to make a question using the action verb. The other student will answer the question. - Demonstrate with an example (verb: Laughing, Student says: “Why are you laughing?” Student 2 says: “I am laughing because I am happy”). - Give clear instruction. Tell the pairs that they have 5 minutes to prepare. Repeat instructions if you feel necessary. - Monitor the pairs to check each member is contributing. Help students to form questions and answer where necessary. - After 5 minutes, ask each pair to say their dialogue aloud. If time doesn`t allow each pair to speak, tell the rest of pairs that they will have their turn in the next class. - Ask students to take out their notebooks. - Write five sentences on the board. - Ask the students to underline action verb in each sentence. - Ask the students to change the action verbs with any noun and see how that changes the meaning of the sentence. Now tell students that a sentence can`t be completed without a verb. Divide the class into pairs and assign different role to demonstrate the action verbs Sum up / Conclusion - Review the lesson by asking the students questions: - What are action verbs? - Ask students to give a few examples of action verbs. - Assess students` understanding of action verbs through their correct responses during introduction and sum up. - Assess students` understanding of action verbs through the dialogues produced in activity 1. - Assess students` ability to identify action verbs through the written answers chosen in the activity 2. - Take an oral or written quiz after a few days to further assess students` understanding of verbs. - Involve the students in solving problems given in exercise at the end of unit/ chapter. - Write ten action verbs on the writing board. Instruct the students to use these action verbs in their own sentences.

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You are here: Home > In the classroom > Thinking skills The phrase 'think about it' is often heard in the classroom, but if learners are not taught how to think, how do they know what is expected of them? Thinking skills include different types of cognition such as information processing, enquiry, creative thinking and reasoning. Schools take different approaches to teaching thinking skills, either introducing them within the curriculum as a discrete unit, or instituting them through the use of a specific methodology. The best approach however, is one that stimulates learners to use and apply thinking skills across the curriculum and upon their one learning. Offering learners opportunities to apply their higher order thinking skills offers stretch and challenge and can reduce the boredom experienced in conventional lessons. The teaching of thinking skills can be grouped into three broad categories. - Brain based - Cognitive intervention London Gifted & Talented's e-TASC, designed for teachers and learners, is an online multi-media tool which provides a framework for developing thinking skills across the curriculum. Relevant documents and links - Philosophy in Primary Schools: fostering thinking skills – Report on the Philosophy in Primary Schools project which encourages philosophical discussion to add value to work in literacy. - TASC information – PDF document showing the problem-solving wheel. - TASC questions – Belle Wallace"s questions to develop thinking in the TASC problem-solving network. - Teaching Thinking and Problem-solving Skills by Belle Wallace – Belle Wallace"s article presenting the summary of a widely researched base for the systematic teaching of thinking and problem-solving skills. - Complexity – Find out how you can effectively introduce complexity into students" thinking and learning. - What is necessary for successful thinking? – Checklist of what is needed to encourage successful thinking. - From thinking skills to thinking classrooms – Article on research by Carol McGuinness focusing on thinking classrooms. - Overview of thinking skills – Flash film on thinking skills and gifted and talented. - Bloom"s Taxonomy and Holes – Flash interactive using Bloom"s Taxonomy to sort questions. - Thinking skills PowerPoint to match Flash animation – Powerpoint presentation (to match flash animation) on thinking skills. - Questions PowerPoint to match Flash animation – Powerpoint presentation (to match flash animation) on questioning skills. - Robert Fisher – Teaching thinking and creativity. - The Standards site DfES – Thinking skills in primary classrooms. - Newswise – educational resource based on citizenship and literacy. - Teaching thinking and creativity – Teaching thinking and creativity. - Brain Research – Exploring the nature of the brain, memory, perception, etc. - Active Questioning Techniques – Active Questioning Techniques. - National Association for Able Children in Education – appropriate provision for children to develop their gifts and talents to the maximum. - Edward de Bono – Edward de Bono's theory of types of intelligence.

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A sequence is an ordered list of numbers, called terms, that follow a specific pattern or rule. Each number in the sequence is referred to as a term, and the position of a term in the sequence is its term number. There are many types of sequences, but the most common ones are: - Arithmetic sequences – The difference between consecutive terms is constant. For example, the sequence 1, 3, 5, 7, 9… is an arithmetic sequence with a common difference of 2. - Geometric sequences – The ratio between consecutive terms is constant. For example, the sequence 2, 4, 8, 16, 32… is a geometric sequence with a common ratio of 2. - Quadratic sequences – The difference between consecutive terms grows linearly. In other words, the difference between consecutive terms is itself an arithmetic sequence. For example, the sequence 1, 4, 9, 16, 25… is a quadratic sequence, since the difference between consecutive terms is the arithmetic sequence 3, 5, 7, 9, … Generating terms of a sequence can be done using either a term-to-term rule or a position-to-term rule. - Term-to-term rule: Each term is generated based on the previous term(s) following a specific pattern. For arithmetic sequences, you add the common difference to the previous term to obtain the next term. Whereas, for geometric sequences, you multiply the previous term by the common ratio to find the next term. In general, term-to-term rules describe how to move from one term to another within the sequence. - Position-to-term rule: The value of a term is determined based on its position (term number) within the sequence, using a formula. This allows you to find any term directly without calculating all preceding terms. The Nᵗʰ term of a sequence is a formula or expression that helps us find the value of any term in the sequence without having to list all the previous terms. It allows us to calculate the value of a term at a specific position (n) in the sequence. Each type of sequence has a unique Nᵗʰ term formula that reflects its specific pattern or rule. By identifying the correct Nᵗʰ term formula for a given sequence, we can easily calculate the value of any term in the sequence. Also, we can better understand the relationships between the terms. ‘n’ in the Nᵗʰ term formula represents the position of the term in the sequence. When n = 1, we are looking for the first term in the sequence, and when n = 2, we are looking for the second term in the sequence.

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What are Gears? Gears look like disks with teeth around their edges. It is important to notice that their teeth are equally spaced because gears work by having their teeth meshed together, as shown in the image above. When one gear turns, it turns the next one because their teeth are positioned between each other, which is known as being meshed. Gears are typically mounted, or connected to other parts, by a shaft or base. So gears are used to transmit rotary motion, or power, from one shaft to another. The shaft is usually positioned at the gear's center. In the image above of the VEX IQ Gears, the center hole to pass a shaft through is the square one because the IQ Shafts are square. One of the main ways to define a gear is by the number of teeth that it has. When two gears are meshed together, one gear turns the next. The gear that is doing the turning first is called the driving gear. The driving gear can be thought of as a type of input. The gear that is being turned by the first gear is called the driven gear. The driven gear is therefore the output. Watch the animation below to see meshed gears in action. You should have noticed that the driving gear and driven gear turn in opposite directions. They have to spin in opposite directions because their teeth are meshed and they rotate at their centers. A gear ratio is a comparison of the input (driving gear) to output (driven gear) and is calculated by considering each meshed gear's number of teeth. In the example above, the driving gear (input) and the driven gear (output) both have 60 teeth. Here is the formula for calculating a gear ratio: Let's use the example of the two 60 Tooth Gears above because it's a simple ratio to calculate. The gear ratio of these two meshed gears is 1:1 which means each time the driving gear (input) turns one full rotation, the driven gear (output) also turns one full rotation. Whenever two or more gears are meshed, a mechanical advantage is created within that build. Mechanical advantage is defined as the change of input force within a machine. The change can be measured by comparing the input and output. In the example above, the input and output have a 1:1 ratio so it might seem like there is no mechanical advantage but there actually is. The mechanical advantage when two gears are the same size is called power transfer because the driven gear and its shaft turn just as much as the driving gear and its shaft. So the driving gear (input) transferred all of its power to the driven gear (output). In the next activity, you will review your M.A.D. Box build and will calculate and test the mechanical advantages of speed and torque.

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Decimals Teaching Resources Browse decimal worksheets, math center activities, engaging games and more fun ways to bring this concept to life in your elementary classroom. This teaching resource collection was created by the teachers on the Teach Starter team and includes activities to help students learn to convert fractions into decimals and vice versa, as well as printables that will help them learn how to read and write decimals using place value and the decimal point, how to round decimals and more! Build students' understanding of using decimals in money and measurement with curriculum-aligned teaching resources so you can meet Common Core and state standards. New to this concept in the math classroom, or just looking for some fresh ideas for teaching about decimals? Explore a primer from the teachers on the Teach Starter team! What Are Decimals? A Kid-Friendly Definition Explaining decimals to your class? Here's a kid-friendly definition that will help! A decimal is a special way to write parts of a whole number. Decimals are a lot like fractions, but instead of using numbers like 1/2 or 1/4, we use a dot called a decimal point to separate the whole number part from the part that is less than one. The number before the decimal tells you how many wholes you have, and the digits after the decimal point tell you how many groups of one-tenth, one-hundredth or one-thousandth you have. One of the most common places students will encounter decimals in real life is when using money — the dollar is a whole number, while cents are a part of the whole and are typically represented beyond a decimal point. How Do You Turn a Decimal Into a Fraction and Vice Versa? Turning decimals into fractions and doing the reverse are both important skills for students to develop. Here are simple processes for doing just that! How to Turn a Decimal Into a Fraction - Write down the digits in the decimal over its place value. - For example, if you have the decimal 0.75 (seventy-five hundredths), you would write it as 75/100. - Simplify the fraction by finding the greatest common factor (GCF) of the numerator and denominator and dividing both by it. - In the example above, the GCF of 75 and 100 is 25, so dividing both by 25 gives you the simplified fraction 3/4. This means 0.75 as a fraction is 3/4. How to Turn a Fraction Into a Decimal To turn a fraction into a decimal, your students will need to divide the numerator (top number) by the denominator (bottom number). - Divide the numerator by the denominator. - If the numerator does not divide evenly by the denominator, add zeroes to the dividend to continue the division to as many decimal places as needed or desired. Don't forget to add a decimal point after the digit found in the denominator! - Round the decimal to the desired number of decimal places, if necessary. How Do You Round Decimals? Another skill students need to learn is the process of rounding decimals to the nearest whole number or to a specific decimal place. This will allow them to simplify numbers, making them easier to work with! This comes in handy when doing things such as rounding to the nearest dollar amount when working with money. Rounding can also be used to get a general sense of a number without worrying about the exact value, which can be helpful in certain situations, such as estimating a budget or measurement. To round a decimal to the nearest whole number, you need to look at the digit to the right of the decimal point. - If that digit is 5 or greater, you round up to the next whole number. - If that digit is 4 or less, you round down to the current whole number. For example, let's say you want to round the decimal 3.7 to the nearest whole number. The digit to the right of the decimal point is 7, which is 5 or greater, so you round up to 4. How Do You Add Decimals? Let's start with one of the simplest operations when it comes to decimals: adding. - Line up the decimal points of the numbers to be added. - Add the numbers as if they were whole numbers. - Place the decimal point in the sum directly below the decimal point in the original numbers. How Do You Subtract Decimals? Subtracting decimals is pretty similar to adding, although the operation is different. Here's how it works: - Line up the decimal points of the numbers to be subtracted. - Subtract the numbers as if they were whole numbers. - Place the decimal point in the difference directly below the decimal point in the original numbers. How Do You Divide Decimals? Whether you're trying to find the average of a set of numbers that include decimals or trying to determine the unit price of an item on the grocery store shelves, being able to divide decimals has plenty of real-world application for students. The basic process of dividing decimals follows the same basic principles as dividing whole numbers, with one additional step — you need to adjust the decimal point in the divisor (the number you are dividing by) and the dividend (the number you are dividing) so that the divisor becomes a whole number. Here's how to do it: - If the decimal point is missing from one or both of the numbers, add it to the end of the number(s) so that they are both decimals. - For example, if you are dividing 72 by 0.6, add a decimal point to 72 to make it 72.0. - Move the decimal point in the divisor to the right until it becomes a whole number. At the same time, move the decimal point in the dividend the same number of places to the right. Keep track of how many places you moved the decimal point. - Divide the adjusted dividend by the adjusted divisor (which is now a whole number), just like you would with whole numbers. - Move the decimal point in the quotient (the answer to the division problem) back to the left the same number of places you moved the decimal point in step 2. How Do You Multiply Decimals? Multiplying decimals can help your students calculate the total cost of items at the store, determine the amount of a discount or tax and a whole lot more. The process to do it is simple, once they get it down! - Ignore the decimal points and multiply the numbers as if they were whole numbers. - Count the total number of decimal places in the numbers being multiplied. - Starting from the right of the product, count that many places and insert a decimal point. Describe That Decimal Worksheet Deepen your students' understanding of decimals with this one-page worksheet. Decimal War Card Game Practice determining the bigger decimal in the ones, tenths, and hundredths place with this “War” card game for 2 players. Complex Dot-to-dot Worksheet – Ordering Fractions and Decimals (Cat) Practice ordering fractions and decimals with this complex dot-to-dot worksheet. What's My Card? Fractions, Decimals, and Percentages - Game A set of cards to be used in a Guess Who? Board Game for students to reinforce their knowledge of fractions, decimals, and percentages. Lost in Decimal Woods - Decimal Number Line Interactive Recognize and analyze decimals on a number line with an exciting self-checking interactive game. Decimals Worksheet - Operations Two worksheets that focus on operations using decimals. Comparing and Ordering Decimals - Worksheet A worksheet that requires students to compare and order decimals. Multi-Digit Whole Numbers and Decimals – Exit Tickets Assess student understanding of multi-digit whole numbers and decimals with this set of math exit tickets. Rounding Decimals – Mystery Picture Worksheet Round decimals to the nearest whole, tenth, hundredth, and thousandth while revealing a mystery image with this color-by-number worksheet. Decimals on a Number Line (Tenths and Hundredths) Slide Deck Teach your students how to identify, order, and label decimals on a number line with an interactive teaching presentation. Fraction, Decimal, Percentage Match-Up Game A game of match up using fractions, decimals, percentages and fraction wheels. Rounding Decimals - Worksheets A worksheet that requires students to round decimals. Fractions and Decimals Assessment - Year 3 and Year 4 A four-page assessment covering various fractions and decimals concepts. Operations With Decimals PowerPoint A 26-slide editable PowerPoint Template to use when teaching your students how to add, subtract, multiply, and divide using decimal numbers. Place Value Chart - Thousandths Place A blank place value chart to use when exploring decimal numbers. Math Mazes (Equivalent Fractions, Decimals, and Percentages) Determine equivalent fractions, decimals, and percentages with this puzzling math maze. Naming Decimals – Place Value Worksheet Use decimal place value skills to represent numbers to the thousandths place in standard, word, and expanded form. Multiplying Decimals – Task Cards Use various strategies to multiply by a decimal with this set of 24 task cards. Adding and Subtracting Decimals with Base-10 Blocks – Worksheet Use this worksheet when teaching your students how to model adding and subtracting decimals with base-10 blocks. Converting Decimals, Fractions, and Percentages – Worksheet Strengthen your students’ understanding of how to convert a percent to a decimal and a fraction with this worksheet. Multiplying and Dividing Decimals Match-Up Solve equations involving multiplication and division of decimals with this match-up activity. Comparing and Ordering Decimals – Worksheet Practice comparing and ordering decimals to the thousandths place with this worksheet. Dividing Decimals – Match-Up Activity Divide decimals and find the correct quotient with this match-up activity. Rounding Decimals - I Have, Who Has? Game Review how to round decimals with an exciting I Have, Who Has? game. Comparing & Ordering Decimals – Poster Set Display different strategies for comparing and ordering decimals with this set of posters. Adding and Subtracting Decimals Word Problems – Worksheet Practice solving word problems by adding and subtracting decimals to the thousandths place with this worksheet. Fractions and Decimals Number Line Puzzles Practice identifying fractions and decimals on a number line with this set of 2- and 3-piece puzzles. What's That Decimal? - Number Line Mystery Reveal Sharpen numeracy skills by identifying decimals on a number line with an interactive mystery picture reveal. Fractions, Decimals, and Percents Tarsia Puzzle Practice converting and matching fractions, decimals, and percentages with a fun tarsia puzzle. Decimals on a Number Line - Poster Help your students visualize and identify decimals on a number line with a printable decimal number line anchor chart. Fraction, Percentage, and Decimal Word Wall Vocabulary Print a set of fraction, percentage, and decimal vocabulary for use on a math word wall. Decimals on Number Lines - Codebreaker Worksheets Crack the number line code with worksheets practicing identification, addition, and subtraction of decimal numbers.

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Proper Nouns Worksheet 2nd Grade. Use this noun worksheet to find out about elements of speech. Help your reader get their noun information down on this Noun Town worksheet. Students can learn how to use punctuation in dialogue with these energetic writing worksheets. Kids will determine and use nouns in sentences in this Noun Town worksheet. Help youngsters get into the Halloween spirit by utilizing their grammar abilities to create a silly story. For most plural words, ending in S is the norm; this worksheet reminds readers of the spelling rule for other tricky words. Take a visit along with your younger grammar expert, and circle all the nouns yow will discover. Ask your scholar to listing out the frequent and correct nouns given in the noun banks and write them in the right column. There are eight parts of speech within the English language. The noun is the first a half of speech taught to youngsters at colleges. Students can learn to use punctuation in dialogue with these energetic writing worksheets. However, what most mother and father and educators don’t understand is that there are a number of methods via which you can enhance the child’s efficiency. You just have to make use of a worksheet for kids. Then, they’ll spotlight all the correct nouns they used. Find all of our nouns worksheets, from nouns as a person, place or factor to plural, irregular, collective and summary nouns. Finest Photographs About Nouns Common Correct Etc On Pinterest A proper noun always begins with a capital letter. If there could be a couple of word for a selected person, place, or factor, then the primary, final, and all necessary phrases are capitalized. Use this exercise along with your college students to follow creating the right plural form of singular nouns. In this mid-year evaluation, students will apply their writing information to a broad set of issues. Students write days of the week and months of the 12 months with capital letters. Here Is A Graphic Preview For The Entire Nouns Worksheets Visitors in Noun Town are at all times welcome for enjoyable apply with grammar! Young writers can be taught to identify and use nouns in sentences. Beginning readers can practice figuring out components of speech by discovering the nouns in each sentence. - Take a trip with your young grammar skilled, and circle all of the nouns you can find. - If there may be multiple word for a selected individual, place, or thing, then the primary, last, and all important phrases are capitalized. - In this playfully illustrated worksheet, youngsters will write the irregular plural form of ten nouns. - They will embrace family members, animals, and far more! Copyright 2ndgradeworksheets.net-Free worksheets and printables for academics. Learners will get pleasure from studying, and capitalizing, the whimsical story of Peter the pig in this early grammar and mechanics worksheet. Types Of Nouns Worksheets Learning these topics is necessary because it might assist them develop logical reasoning expertise. It can be a bonus for them to know the concept behind all mathematical ideas. • if the noun is common, write widespread noun on the road. In these grade 2 nouns worksheets, college students have to discern between common and correct nouns in sentences. Proper Nouns Worksheet 2nd Grade Mon and Proper Nouns from is a graphic preview for all of the nouns worksheets. Possessive nouns worksheet 2nd grade grammar possessive nouns worksheet for 1st 2nd grade possessive nouns nouns worksheet possessive nouns worksheets. Common noun and proper noun worksheet for class 2nd. Common nouns are totally different from proper nouns which. If you can, please think about buying a membership ($24/year) to support our efforts. Rewrite each sentence and determine each of the … As a matter of fact, there’s a superb possibility for your youngsters to enhance their efficiency in math. Discover learning games, guided lessons, and other interactive activities for kids. There are a number of types of nouns however every noun may be classified as both frequent or proper. A proper noun is a selected name of a person, place, or factor. Proper nouns worksheets are a handy classroom tool or homework help. 2nd grade frequent noun and proper noun worksheets. This set of worksheets will assist them strengthen their language arts. Identify the right nouns in every of the senten… Many academics aren’t very impressed after they see the variety of worksheets that are being used by their kids. Inject a little creativity into your students’ day with this worksheet! Students will get to help write a story by figuring out and writing their very own correct nouns while filling within the blanks. Some words require more than an S to turn out to be plurals. In this worksheet, kids follow utilizing irregular plurals by connecting pictures to their correct noun. On this birthday-themed second grade studying worksheet, kids circle the adjectives and underline the nouns. It is a word that refers to any individual, factor, animal, place, high quality, idea, or action. In this second grade reading worksheet, kids get practice with irregular plurals as they join footage to the correct singular or plural type of a noun. Can your second graders differentiate between singular and plural nouns? K5 Learning provides free worksheets, flashcardsand inexpensiveworkbooksfor kids in kindergarten to grade 5. Become a memberto entry further content and skip advertisements. But before we talk about how to create a math worksheet for kids, let’s have a look at how children be taught math. Looking for a worksheet to help your child with the parts of speech? This printable will give them practice with common nouns. And most significantly, he or she might be taught the right way of doing the mathematical drawback. It also offers youngsters a platform to learn about the subject material. They can easily evaluate and distinction the values of varied objects. The worksheet will help second graders to rapidly understand nouns and their sorts. Be positive to browse our web site for extra worksheets. In this playfully illustrated worksheet, children will write the irregular plural type of ten nouns. It is important to known the basics of grammar like nouns and their sorts. The fundamentals dictate a quantity of guidelines without which there is no studying or writing appropriately. Proper nouns require a capital letter and refer on to a person or place. Proper nouns worksheets discover this idea and help kids differentiate between proper and customary nouns. Using these pages encourages self-confidence whereas reading and writing new materials. In this worksheet, students will write the story of their lives! They will embody members of the family, animals, and much more! Displaying all worksheets related to – Common And Proper Nouns Grade 7. Displaying all worksheets related to – Common And Proper Nouns For 2nd Grade. Displaying all worksheets associated to – Proper Nouns For 2nd Grade. Students give you proper nouns to answer questions. A correct noun is a particular name for a selected person, place, or factor. The language of English is a global language that holds significance in every nation. It is essential to know the ABCs of the language and have an excellent grasp of its grammatical ideas. To start with, kids are taught English grammar from a really younger age. In the final exercise, students are to tick the correct answer and fill within the blanks with suitable nouns. He or she may even be able to solve numerous problems by simply utilizing a quantity of cells. He or she will study to organize a worksheet and manipulate the cells. Using the worksheet for youths will enhance his or her math skills. Learn in regards to the people of Noun Town, and discover the plentiful nouns in the neighborhood. Your child will use his grammar expertise to identify each sentence’s nouns.

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In this math game, students analyze a graph showing air temperature changes over time and identify trends. Students use "data literacy cubes" and differentiated question sets to guide their exploration. Students take turns rolling the cube and answering the corresponding question from the Graph Cube Question Sheet. This is repeated until all questions are answered. This activity is great to use as a warm-up task, hook, or bell ringer. The cube and question sets could be used to analyze other graphs as well. Students should be familiar with the concept of global surface temperature. The teacher needs time to prepare the cubes. Alternatively, teachers can use dice or virtual dice instead of the cube. Teachers can request access to the answer keys via email. This can be used as an individual or group activity. The question sheets are leveled to provide easy differentiation for teachers. The sheets are labeled with a letter: A for beginner, B for intermediate, C for advanced, and D for English Language Learners. This activity can be done virtually by using a virtual dice application instead of the cube and using the provided google forms instead of the question sheets. The resource simplifies the relative temperature change using annual averages, simulation will guide students to explore and understand these changes and predict future global surface temperature change. Educators should note that the interval is 1880-2020 and not 1952-1980. This resource is valid, suitable, and recommended for teaching. Next Generation Science Standards (NGSS) ESS2: Earth's Systems MS-ESS2-6 Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. HS-ESS2-4 Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. ESS3: Earth and Human Activity MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. Common Core Math Standards (CCSS.MATH) Functions: Interpreting Functions (9-12) CCSS.MATH.CONTENT.HSF.IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Statistics & Probability (6-8) CCSS.MATH.CONTENT.6.SP.B.5 Summarize numerical data sets in relation to their context.

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- Learn Linux - Learn Electronics - Raspberry Pi - LPI certification - News & Reviews The resistor is arguably one of the most important components in an electronic circuit. Without them then many circuits would not work and components could be destroyed. It is therefore essential to understand what a resistor is, why it is needed and how to calculate the correct resistor. If not then you may find components going up in smoke as shown in this video. The basic through-hole resistor is shown in the diagram above. This also shows the 4-colour resistor color code. See the resistor electronic component reference guide for details of how the 4-color code works . The resistor, resists the flow of current this is useful for reducing the current to protect devices, or as a voltage divider. Resistors are measured in ohms with the Omega symbol Ω. The value of the resistor can be as low as zero ohms (essentially a wire in a resistor package) up to 100 MΩ or even higher. Please view the copyright information regarding use of the circuits.

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Year 2, Term 1: Algebra and algorithms Scope and sequence: Algebra, Algorithms explore number patterns as an introduction to algebra and Australian Curriculum (version 9.0) "A student describes, follows and represents algorithms to solve problems." (ST1-3DP-T) "Students learn to recognise, describe and create additive patterns that increase or decrease by a constant amount, using numbers, shapes and objects, and identify missing elements in the pattern." (AC9M2A01) Number formula activity Number guessing game The game is played again with a student running the game. The next stage with this activity is to contrast good guesses such as "Is it lower than 50?" with random guesses such as "Is it 87?" This can then be used as an introduction to algorithms where the aim is to narrow down the options. Introduction to algebra What's in the black box? The following video (8:59) provides another introduction to algebra using boxes. Algorithms in other curriculum areas The following video (2:09) shows how algorithms are also used in other curriculum areas. Algorithms and pseudo code The following video (4:58) explains algorithms using a counting example and pseudo code.

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What our Rights and Responsibilities lesson plan includes Lesson Objectives and Overview: Rights and Responsibilities explores the relationship between rights and responsibilities in everyday life and in society. At the end of the lesson, students will be able to define rights and responsibilities, give examples of each, and explain the relationship between them in their lives and in society. This lesson is for students in 1st grade, 2nd grade, and 3rd grade. Every lesson plan provides you with a classroom procedure page that outlines a step-by-step guide to follow. You do not have to follow the guide exactly. The guide helps you organize the lesson and details when to hand out worksheets. It also lists information in the orange box that you might find useful. You will find the lesson objectives, state standards, and number of class sessions the lesson should take to complete in this area. In addition, it describes the supplies you will need as well as what and how you need to prepare beforehand. The supplies you will need for this lesson are colored pencils, old magazines or other sources for images, and the handouts. Options for Lesson Included with this lesson is an “Options for Lesson” section that lists a number of suggestions for activities to add to the lesson or substitutions for the ones already in the lesson. An optional adjustment to the practice worksheet is to complete it aloud with the class. An optional addition to the lesson is to invite a community member to come speak to your class about rights and responsibilities in their town. You can also show an entertaining video to the class and have them identify the rights and responsibilities of the different characters in the video. The teacher notes page includes a paragraph with additional guidelines and things to think about as you begin to plan your lesson. This page also includes lines that you can use to add your own notes as you’re preparing for this lesson. RIGHTS AND RESPONSIBILITIES LESSON PLAN CONTENT PAGES Rights and Responsibilities The Rights and Responsibilities lesson plan includes two content pages. The lesson begins by explaining that students must attend school each day in order to learn. If you didn’t go to school, you wouldn’t learn anything new, your parents would be angry, and you could get into trouble. By going to school each day, you are being responsible. Going to school is your right. Rights are things that every human deserves no matter who they are or where they’re from. People have the right to go to school, have their basic needs met, and more. Responsibilities, on the other hand, are things that people must do or think about. These might affect other people. You have a right to go to school, but it’s still your responsibility to get up in the morning and go to school. You have a right to eat healthy food, but it’s your responsibility to go home for dinner to eat it. And you have a right to stay up late some nights, but you also have a responsibility to do chores and homework. Different people in a community have different rights and responsibilities. A child might not have the responsibility of shopping for groceries, but they might have the responsibility of helping carry them into their house. An adult might have the right to vote, but a child doesn’t because they are too young. What are Rights? What are Responsibilities? A few rights that someone might have include the right to feel safe in their community, the right to receive a good education, and the right to have a place to live. The lesson lists many other rights as well. A few responsibilities that someone might have are the responsibility to follow rules at home, at school, and in their community; the responsibility to stand up for their rights and the rights of others; and the responsibility to take care of your own body. The lesson lists many other responsibilities that someone might have. Different things can happen if someone is not responsible. They could be bullied or treated unfairly, might have to do a job that is someone else’s responsibility, might be punished or harmer, and more. All people deserve respect. Everyone has rights, but everyone must also be responsible in order to enjoy those rights for themselves and for others. RIGHTS AND RESPONSIBILITIES LESSON PLAN WORKSHEETS The Rights and Responsibilities lesson plan includes three worksheets: an activity worksheet, a practice worksheet, and a homework assignment. You can refer to the guide on the classroom procedure page to determine when to hand out each worksheet. MATCHING IMAGES ACTIVITY WORKSHEET For the activity worksheet, students will read different statements and decide whether each is a right or a responsibility. They will then sketch a drawing or find and paste an image from a magazine that matches each right or responsibility. Students can also work in pairs to complete this activity. RIGHTS AND RESPONSIBILITIES PRACTICE WORKSHEET The practice worksheet asks students to read 18 actions and determine whether each is a right or responsibility. FILL IN THE CHART HOMEWORK ASSIGNMENT For the homework assignment, students will fill in a chart with two columns. In the first column, they will list rights that they have at home. In the second column, they will list responsibilities connected to those rights. If they need help, a parent or other family member can help them fill in the chart. Worksheet Answer Keys This lesson plan includes answer keys for the activity worksheet and the practice worksheet. If you choose to administer the lesson pages to your students via PDF, you will need to save a new file that omits these pages. Otherwise, you can simply print out the applicable pages and keep these as reference for yourself when grading assignments.

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|Course Syllabus||Course Syllabus| |1.1: Recognizing Parallel Structures||Grammar and Mechanics|| Now that we know what a grammar structure is, let's consider parallel sentence structures, or parallelism, and how they influence a sentence. Parallelism refers to using the same grammar structures throughout a sentence. Look at this examples: Parallel: The math teacher needed to include subtraction, multiplication, and division in the third term. Non-parallel: The math teacher needed to include subtracting, multiplication, and dividing in the third term. Can you identify the error? To maintain parallel structure and make a sentence easy to follow, we need to keep words and phrases in the same grammar tense, time, and number. In this example, the parallel structure uses the ending -tion to do this. Read this resource for more examples and a deeper explanation of how parallel structures work. |How to Use Parallel Structure in Your Writing|| Review this list of recommended strategies to help you improve your grammar. |1.2: Using Modifiers to Describe||Adjectives and Adverbs|| Descriptions add detail to what we read and help the reader "see" what the writer is thinking. In English we use modifiers to do this. When we know how different modifiers are used, we can better understand their meaning and build our vocabulary. This resource shows how adjectives and adverbs are used to modify a word or phrase. An adjective is a word that describes a noun (a person, a place, or a thing). Adjectives give us information about something so we can better understand it. Similar to an adjective, an adverb describes a verb and offers the reader more information about an action. Read this resource to learn how modifiers are used in English. |1.3: Using Structure to Organize||Modes of Rhetoric|| Structure doesn't just stop at a single sentence. We use organizational structures to determine the best ways to fit sentences together in a text. Authors choose a mode, rhetoric, or organization scheme that is most appropriate for their message and place their sentences in that order. By recognizing these modes of rhetoric, we can see how authors may revise a text to make it clear to the reader. Review these examples for ways to organize sentences. |Unit 1 Knowledge Check||Unit 1 Knowledge Check|| In Unit 1, we learned how to identify and use correct grammatical structures. Now, you'll practice recognizing correct and incorrect structures and consider how to make unclear sentences easy for the reader to follow. |2.1: Using Context Clues to Build Vocabulary||Context Clues|| When reading you use clues to help you figure out what is happening. Sometimes, you'll find the meaning of a word hidden in the sentence you're reading. Words and phrases that you already understand can act like clues in a puzzle. Using the clues given to you in a sentence to figure out the meaning of a word or phrase is called using context clues. Watch this video about context clues. |Context Clues Activities|| Complete these activities to practice identifying the type of context clue by dragging the correct answer to the box below the example. |How to Use Context Clues to Define Words|| Here is a handout to help you use context clues to define words. |2.2: Which Word is Correct?||Specialized Terminology|| Even when we use context clues, modifiers, and correct tone, it can be difficult to determine the best way to use a specific word. In English, we frequently encounter specialized and figurative language. These words can mean different things depending on how they are used. For example, specialized words used frequently in app development may not be used in marketing. Or the same words may be used but in very different ways. The videos in this section will help you develop strategies for determining appropriate word use. |Activity: Specialized Terminology|| Watch the video "Specialized Terminology", then complete the terminology chart below to help you master the specialized terminology for this subject. Specialized terminology, refers to when we use a word or phrase figuratively to imply something that does not match its precise definition. |Activity: Figurative Language|| Watch the video "Figurative Language", then complete the activity to practice identifying the difference between literal statements and figurative statements. |2.3: Finding Clarity with Tone and Diction||The Importance of Wording|| In addition to making sure we're selecting the correct or most appropriate word or phrase, we also need to make sure it's being used in a way the reader will understand. Tone, diction, and syntax (word order) influence how a reader interprets a text. Consider this example: You recently got a new job and are very excited. You want to send two emails letting people know. The first person you want to tell is your best friend. The second person is your current boss. How would those emails differ? If you write in a very formal tone to your friend, they may think you're not excited about the new job. Even worse, they could think you're upset with them for some reason. Alternately, if you use an informal tone with your boss, they may consider you unprofessional. The message may ultimately be the same, but the tone is very different. Review this advice on using tone, diction, and syntax to create an appropriate message. Getting a clear understanding of your audience is important in communicating effectively. It also enables you to imagine your audience as you write and revise. Read about reader-centered writing and try the revision exercises. |Unit 2 Knowledge Check||Unit 2 Knowledge Check|| In Unit 2, we used context clues to build vocabulary and considered the best word choices based on tone and diction. Now, you'll practice selecting the correct vocabulary to clarify the text for the reader. |3.1: How to Use Verbs||Subject-Verb Agreement|| When writing a sentence, we want to take care to use the same plural or singular tense and not confuse our readers. This is called "subject-verb agreement". Take this two sentences, for example, the first one uses correct subject-verb agreement, while the second sentence makes an error in number agreement. Can you see the difference? 1. The pants are too small for my brother. |Verb Tense Shift|| Just as verbs need to agree with the sentence's subject, they must also agree with each other. If a sentence talks about the past, all the verbs need to remain in the past tense. Similarly, if the sentence is about the present, all the verbs need to stay in the present tense. When you have two sentences giving information about the same event, keep your verbs from both sentences in the same tense to avoid confusing the reader. Read this page on verb-tense agreement. |Unnecessary Tense Shifts|| Read this brief explanation of unecessary tense shifts and how to spot them when reading or writing. |3.2: What Do I Do with Pronouns?||Using Pronouns Correctly|| A common error in English grammar is shifting pronouns. Like verbs, pronouns need to agree in number, but they also need to agree with the noun they're replacing (the antecedent). This can be tricky if a sentence has multiple nouns that the pronoun could refer to. Keeping this straight is important for a sentence's clarity. Review this resource, and complete the exercise, to see how pronouns agree with their antecedents. |3.3: Looking for Descriptions||Adjectives and Adverbs|| English language users love to add layers of descriptions. Think about the last time you ate something truly delicious. How many words could you use to describe it that don't use the name of the food at all? You can start simply, with sweet, salty, hot, or cold. But that's not enough, is it? How about delectable, tender, wholesome, flavorful, or pungent? What about describing how you ate it? We could use heartily, greedily, or carefully. We could also mention how it was prepared: freshly, skillfully, or healthily. We could go on and on. Using adjectives and adverbs adds information and interest to a text. Using these words correctly is important for a message to be easy for a reader to understand and visualize. Read these sections on using descriptive words correctly. |3.4: Building Editing Strategies||Editing Grammatical Errors|| Now that we understand a variety of grammatical structures, let's practice how to identify and correct errors. By revising a text to make its language use more accurate, we improve its clarity and efficacy. Read this resource and complete the exercises to practice recognizing and editing grammatical errors. |Unit 3 Knowledge Check||Unit 3 Knowledge Check|| Unit 3 reviewed the best ways to use descriptive words and pronouns. We also had an opportunity to practice editing strategies to help find and correct errors in language use. Now, you'll read a short passage and then find and correct its grammar errors. |Course Feedback Survey||Course Feedback Survey|

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Title: How to Make Equations: Unlocking the Mystery of Mathematical Expressions Welcome to Warren Institute, where we delve into the fascinating world of Mathematics education. In this article, we will explore the art of creating equations and unravel the mystery behind these mathematical expressions. Equations form the backbone of mathematical problem-solving, allowing us to represent relationships and find solutions to complex problems. Equations are powerful tools that enable us to communicate mathematical ideas effectively, making them essential in various fields such as physics, engineering, economics, and more. Whether you’re a student seeking to enhance your problem-solving skills or an educator aiming to facilitate learning experiences, understanding how to construct equations is crucial. Join us as we dive into the fundamentals of equation construction, covering topics such as linear equations, quadratic equations, and systems of equations. Discover strategies and techniques to make equations more comprehensible and visually appealing using symbols, variables, and mathematical notation. Stay tuned for practical examples, step-by-step guides, and useful tips to strengthen your equation-building skills. Let’s embark on this exciting journey to unlock the power of equations together! Remember, a solid foundation in equation creation opens doors to a world of mathematical possibilities. So, let’s dive in and learn how to make equations like true mathematical magicians. Tags: Mathematics education, equations, equation construction, mathematical expressions, problem-solving, linear equations, quadratic equations, systems of equations, symbols, variables, mathematical notation, mathematics Understanding the Basics of Equations In this section, we will provide a comprehensive overview of equations in mathematics education. We will discuss what equations are, their components, and how they are used to represent mathematical relationships. Furthermore, we will explore various types of equations and their significance in problem-solving. Steps to Create Equations This section will guide you through the step-by-step process of creating equations. We will break down the process into manageable steps, including identifying the problem, determining the unknowns, assigning variables, translating word problems into equations, and solving for the desired solution. By following these steps, you will gain proficiency in constructing and solving equations efficiently. Solving Linear Equations Linear equations are fundamental in mathematics education, and this section will focus on solving them. We will explain the principles of balancing equations and demonstrate different methods such as using inverse operations, graphing, and substitution to find solutions. Additionally, we will address common challenges encountered when solving linear equations and provide strategies to overcome them. Applications of Equations in Real-Life Scenarios Equations play a crucial role in real-life applications, and in this section, we will explore various scenarios where equations are utilized. We will examine how equations are used in fields such as physics, engineering, finance, and everyday situations. By showcasing practical examples, we aim to highlight the relevance and importance of equations in solving real-world problems. frequently asked questions How can I teach students to create equations to solve real-world problems in mathematics? To teach students to create equations to solve real-world problems in mathematics, it is important to provide them with relevant and relatable examples. Encourage them to break down the problem into smaller parts, identify the knowns and unknowns, and represent them with variables. Emphasize the importance of modeling the problem using an equation, and guide them through the process of writing and solving the equation. Practice and repetition will help students develop their equation-building skills. What strategies can I use to help students understand the process of creating equations from word problems? One strategy that can be used to help students understand the process of creating equations from word problems is to encourage them to identify key information and variables in the problem. They should be able to determine what quantities are being compared or related and assign variables to represent these quantities. Additionally, students can be taught to translate the verbal expressions into mathematical equations using keywords and phrases that indicate operations such as “sum,” “difference,” or “product.” Providing ample practice with different types of word problems and guiding students through the thought process of creating equations will help them develop this important skill. Are there any online resources or interactive tools available for teaching students how to make equations? Yes, there are several online resources and interactive tools available for teaching students how to make equations. Some popular options include Desmos, which offers a user-friendly interface for creating and manipulating equations, and Khan Academy, which provides comprehensive video lessons and practice exercises on equation solving. Additionally, websites like Mathway and Wolfram Alpha offer step-by-step solutions to equations and can be used as helpful teaching aids. How can I differentiate instruction to meet the needs of students who struggle with creating equations? One way to differentiate instruction for students who struggle with creating equations is to provide additional support and scaffolding. This can include breaking down the skill into smaller steps, providing visual aids or manipulatives, and offering guided practice. Additionally, offering opportunities for hands-on activities and real-world applications can help students better understand the concept of creating equations. Providing ample practice and opportunities for review can also be beneficial. It may also be helpful to incorporate technology tools or online resources that provide interactive practice and immediate feedback. Finally, discussing and addressing misconceptions, and offering individualized instruction or small-group instruction can further support struggling students. What are some common misconceptions or challenges students face when learning how to make equations, and how can I address them effectively? Some common misconceptions or challenges students face when learning how to make equations include: 1. Equating “equals” with “doing something”: Students often struggle with understanding that an equation represents a balance or equality between two expressions, rather than indicating an action to be performed. 2. Misunderstanding the concept of variables: Students may have difficulty grasping the idea that variables can represent unknown quantities or values that can change. 3. Difficulty in translating word problems into equations: Students often struggle with interpreting verbal information and translating it into mathematical equations. To address these challenges effectively, you can: 1. Provide concrete examples: Use real-life situations or manipulatives to demonstrate the concept of equations and highlight the balance between two sides. 2. Emphasize the importance of variables: Help students understand that variables are placeholders for unknown values, and encourage them to use letters to represent these values. 3. Teach problem-solving strategies: Provide step-by-step guidance on how to convert word problems into equations by identifying key information, assigning variables, and setting up the equation correctly. 4. Offer ample practice opportunities: Provide a variety of equation-solving exercises, including both numerical and word problems, to help students develop fluency and confidence in their equation-making skills. 5. Encourage critical thinking: Pose open-ended questions that require students to analyze and justify their equation choices, fostering deeper understanding of the mathematical concepts involved. In conclusion, understanding how to make equations is a fundamental skill in Mathematics education. It allows students to solve problems, analyze relationships, and communicate their mathematical thinking effectively. By employing variables and applying the appropriate operations, students can represent real-life situations and formulate mathematical expressions. Furthermore, mastering equation-making techniques helps develop critical thinking, logical reasoning, and problem-solving abilities. Therefore, educators should emphasize the importance of equations in the curriculum and provide ample opportunities for students to practice and apply this essential mathematical tool. With a solid foundation in equation-making, students will be better equipped to excel in mathematics and navigate the complexities of the subject confidently.

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Activities to Teach Students Integer Multiplication and Division Rules Integer multiplication and division can be a tricky topic for students to grasp, with rules and concepts that can often seem confusing and overwhelming. However, with the right teaching methods and activities, students can become confident and competent in carrying out these operations with ease. In this article, we will share some effective activities to teach students integer multiplication and division rules in a fun and engaging way. 1. Number lines One of the most useful tools when teaching integer multiplication and division is the number line. A number line is a visual aid that can help students understand the relationships between numbers and how they change when multiplied or divided. Start by drawing a number line on the board or on a piece of paper, with zero in the middle and positive numbers on one side and negative numbers on the other. Then, get students to practice adding and subtracting integers on the number line, before moving on to multiplication and division. For example, if you’re teaching students the rule of multiplying two negative integers, start with -2 x -2. Draw a dot on the number line to represent -2 and another dot to represent -2, then get students to count the dots to see how many spaces there are between them. They will find that there are four spaces, which is the answer: -2 x -2 = 4. Bingo is a classic game that can be adapted for teaching multiplication and division rules. Create a bingo card with a grid of numbers, including positive and negative integers, and call out equations that students have to solve. For example, the call might be ‘2 x -3’, and students have to find the answer on their bingo card and mark it off. Encourage students to work together and help each other out to make the game more collaborative. 3. Task cards Task cards are a great way to provide students with extra practice and reinforcement of integer multiplication and division rules. Create sets of task cards with different equations on each one, and have students work in pairs or small groups to solve them. You can also add in some word problems to challenge students to apply their knowledge in real-life scenarios. 4. Scavenger hunt Get students up and moving with a scavenger hunt that incorporates integer multiplication and division rules. Hide equation cards around the classroom or school, with answers written on the back. Students must find the cards, solve the equations, and record their answers on a sheet of paper. The first team to complete the scavenger hunt wins! 5. Challenge questions To keep students engaged and motivated, include some challenging questions that require critical thinking and problem-solving skills. For example, you might ask students to find the product of three negative integers, or to explain why the product of two negative integers is always positive. These types of questions will encourage students to dig deeper into the concepts and develop a deeper understanding of integer multiplication and division rules. In conclusion, integer multiplication and division can be a challenging topic for students, but with the right activities and strategies, they can become confident and skilled at solving equations. Introduce number lines, play bingo, use task cards, go on a scavenger hunt and challenge students with tough questions to keep things engaging and exciting. These activities will not only help students to learn the rules, but also develop their critical thinking and problem-solving skills.

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Group Discussion among the students Group discussions can be a powerful learning tool for students, as they offer several advantages and benefits. Here are some of the most significant impacts of group discussions: - Improved Communication Skills: Group discussions provide students with an opportunity to express their thoughts and ideas in a collaborative environment. Through active listening and respectful communication, students can enhance their communication skills, including clarity, concision, and persuasion. - Enhanced Critical Thinking: Group discussions encourage students to think critically and examine multiple perspectives on a particular topic. By engaging in constructive dialogue and debate, students learn to analyze and evaluate information, challenge assumptions, and develop reasoned arguments. - Increased Engagement and Participation: Students who participate in group discussions are more engaged and invested in the learning process. As they work collaboratively with their peers, they feel a sense of ownership over their learning and are more likely to take an active role in their education. - Diverse Perspectives: Group discussions bring together students with different backgrounds, experiences, and perspectives, allowing for a more comprehensive understanding of a particular topic. By exposing students to different viewpoints, they can broaden their horizons and develop a more nuanced and inclusive understanding of the world around them. - Improved Social Skills: Group discussions provide students with an opportunity to develop their social skills, including active listening, empathy, and teamwork. These skills are essential for success in both academic and professional settings. In conclusion, group discussions are a valuable learning tool that can enhance students' communication skills, critical thinking, engagement, and social skills. By promoting collaboration and open dialogue, students can develop a deeper understanding of complex topics and build connections with their peers.

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Table of Contents What was the Treaty of Paris 1919? The Treaty of Versailles was the primary treaty produced by the Paris Peace Conference at the end of World War I. It was signed on June 28, 1919, by the Allied and associated powers and by Germany in the Hall of Mirrors in the Palace of Versailles and went into effect on January 10, 1920. What was Versailles Treaty? The Treaty of Versailles is one of the most controversial armistice treaties in history. The treaty’s so-called “war guilt” clause forced Germany and other Central Powers to take all the blame for World War I. This meant a loss of territories, reduction in military forces, and reparation payments to Allied powers. What nations were created by the 1919 Paris Peace Conference? Austria, Hungary, Poland : Glacier, Czechoslovakia, Poland : Danzig corridor, Poland : east, Iceland, Ireland, Finland, Lithuania, Estonia, Latvia. What did the big 4 want from the Treaty of Versailles? – Wilson’s focus during the conference was to form a lasting peace. Wilson believed war could be eliminated from the world with democracy, self-determination of rule for all nations, open diplomacy, international disarmament, free trade, an international legal system and collective security. Was the Versailles Treaty fair? Explanation: The Treaty was fair in the sense that it could be justified by the Allied powers. It was not wise in that the harsh conditions of the treaty set the stage for world war II. This provided a monetary justification for Germany being forced to pay for the loses incurred by the Allies. What did each country want from the Treaty of Versailles? The two countries’ leaders wanted to see Germany pay reparations for the cost of the war and accept the blame for causing the war. Wilson’s intentions were very different. Wilson desired to create a system that would keep future wars from happening, as well as promoting a U.S. vision of democracy and peace. Why was the Versailles Treaty unsuccessful? It was doomed from the start, and another war was practically certain.” 8 The principle reasons for the failure of the Treaty of Versailles to establish a long-term peace include the following: 1) the Allies disagreed on how best to treat Germany; 2) Germany refused to accept the terms of reparations; and 3) Germany’s … What were the peace treaties of 1919 23? - Treaty of Versailles. - Treaty of Saint-Germain-en-Laye. - Treaty of Neuilly-sur-Seine. - Treaty of Trianon. - Treaty of Sevres. How did the Treaty of Versailles punish Germany? The treaty itself was predicated on Germany’s guilt for the war. The document stripped Germany of 13 percent of its territory and one tenth of its population. The Rhineland was occupied and demilitarized, and German colonies were taken over by the new League of Nations. What did the treaty forced Germany to do? What were the treaty’s major accomplishments? The treaty forced Germany to surrender colonies in Africa, Asia and the Pacific; cede territory to other nations like France and Poland; reduce the size of its military; pay war reparations to the Allied countries; and accept guilt for the war. Was the 1919 Treaty of Versailles signed between the Allies and Germany fair or unfair? Explanation: The Treaty was fair in the sense that it could be justified by the Allied powers. It was not wise in that the harsh conditions of the treaty set the stage for world war II. Germany had declared war on France Russia and England after Russia declared war on the Austrian Hungarian Empire. What two new countries were created by the Treaty of Versailles? The Treaty of Versailles created nine new nations: Finland, Austria, Czechoslovakia, Yugoslavia, Poland, Lithuania, Latvia, Estonia, and Hungary.

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Lesson Plans and Worksheets Browse by Subject Adverbial Teacher Resources Find Adverbial educational ideas and activities Show your high school and junior high learners the importance of active and passive voice in writing, and let them get their hands dirty with the provided practice questions. Although the lesson plan says that the active voice is preferred, it does support that the passive voice is effective for creating specific effect in writing. Learners explore documents like the Declaration of Independence and JFK’s Inaugural Address, as well as excerpts from fictional writing. The directions are clear, and the practice is effective. There is little need for modification. Challenge your writers to improve their writing by introducing them to 10 strategies they can use to vary their sentence structures. Each strategy is described and examples given. Pupils then create their own sentences using this pattern. An extended practice worksheet is also included. Are your young writers afraid of semicolons? Show them the proper way to use these useful punctuation points when linking ideas together. Outlining both rules and examples, this resource is a great way to show your pupils how to vary their sentence structure using semicolons. Wow! A comprehensive resource that covers all of the bases of the subjunctive! The first eight pages provide charts, examples, and translations, and the last two pages contain two cumulative exercises. How much was learned from the information provided? Test your learners and find out! Careful proofreading is an important step in the writing process. After guided practice using a provided worksheet that details common grammar concepts, young writers refer to the worksheet as they proofread their own work. Although the resource is part of a series of lessons, the worksheet provided and the concepts discussed could work with any lesson focusing on proofreading. If you're completely lost on what grammar you should cover for Common Core skill L.9-10.1, look here! You will find some ideas and examples on what to include, making sure your learners can master the skill. The multiple choice quiz is the most effective part of this plan and can be modified with better questions. Every good novel needs a solid beginning! Setting the stage can have your budding authors stumped, so use this lesson to get them thinking. After examining the plot rollercoaster image (included) they consider the four places their story could start: beginning, inciting incident, middle, and end. A fun aspect to this lesson is having groups secretly write beginnings to a familiar story from one of these four points. After reading them aloud, the class guesses which beginning they wrote. Writers complete a worksheet applying these ideas to their own novels. It's all about using peer resources in this writing process instructional activity, which includes a fantastic novel revision worksheet packet. Learners have read a partner's story draft the night before, and groups have a "lightning round of praise" giving compliments about the novel they read. Then, writers let their inner editors out by first coming up with goals for their finished piece. By working through the packet, they come up with stylistic and content-related revisions, leaving the grammar edits for later. Finally, release the eager editors upon their drafts to revise, revise, revise! Characteristics of dependent and independent clauses are the focus of this language arts lesson. High schoolers take notes on specific definitions and traits of clauses and their correct grammatical use. This lesson provides links to several other specific grammar lessons. Here’s a practice set for the simple future tense and the present tense with an adverb form. No answer key is provided, but a brief explanation of these tense forms does precede each exercise set. This resource could be used as a pretest or as a take-home for extra practice. Set your class straight when it comes to dangling modifiers. No one likes a vague sentence! Pupils can learn all about dangling modifiers by reading the information included here. Several examples are included, along with a series of sentences to correct. The content is complex, so assign these sentences to more advanced learners. Students examine the arguments for and against the United States involvement in the Vietnam War. In groups, they must assign the Vietnam War a just or unjust war using the techniques used to fight and the reasons used by the government to declare war. They present their ideas to the class making sure to support their arguments. To end the lesson, they develop viable alternates to war.

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Submitted by: Stacey Lopez In this Internet Safety lesson plan, which is adaptable for grades K-3, students use BrainPOP Jr. resources to explore ways they can work safely on the computer. Students describe safe activities they can complete online, explain what a safe web site is, and create posters displaying their favorite kid-friendly websites. - Understand how to work safely on the computer. - Describe safe activities for other children. - Explain what a safe web site is. - A computer with Internet access to project BrainPOP on a screen from a projector

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Article Teacher Resources Find Article educational ideas and activities Showing 1 - 20 of 1,960 resources Explore the different symbols of grammar. Middle schoolers write two sentences using different symbols, including asterisks, apostrophes, and ellipses. They also read and answer guided questions. What is the difference between the, a, and an?Designed for upper-intermediate English language pupils, this two-page packet could be used with less-advanced learners as well. Common rules are outlined and learners study when to use definite, indefinite, and zero articles. Finally, at the end of page two, they complete a practice opportunity by 26 fill-in-the-blank spaces. How are definite and indefinite articles used in the English language? Beginning English speakers review a, an, the, and the zero article with this two-page document. After reviewing common rules, examples, and exceptions (there are many!), learners complete one fill-in-the-blank exercise where they must choose which article best completes each sentence. Answers are provided. Help your young native English speakers discern between a, an, or the with this two-page document. Each article is explained before short practice assessments are offered. A short paragraph on the second page also explains what is known as the zero article, or when an article is not needed. An answer key appears on the bottom of the second page. Your English language learners might also find this worksheet helpful! For this online interactive grammar skills worksheet, students answer 9 fill in the blank questions regarding conditional sentences. Students may submit their answers to be scored. In this online interactive grammar skills worksheet, students answer 8 multiple choice questions regarding grammar and vocabulary skills. Students may submit their answers to be scored. Teaching students about grammar using popular, and well written, literature can be the best solution to a tricky topic. Grammar lessons can be exciting and informative. Wow, what a terrific lesson! After learning about natural disasters, such as volcanic eruptions, earthquakes, landslides and tsunamis, pupils write an article and publish their work. This lesson is chock full of resources and supplemental materials. Assess and diagnose grammar knowledge with this online resource. Learners complete 25 question online interactive quizzes at either a beginning or intermediate level. There are 30 grammar tests available; each has 25 questions. This website could be used as a test, an activity, a pre-assessment, or a sponge activity. Students use wordplay to investigate the grammatical components of a sentence. They read a New York Times article by analyzing the writer's use of nouns and verbs in the article and then constructing original sentences using those words in different contexts. Students read an article from the New York Times and discuss the content. In this vocabulary lesson, students collaborate in small groups to select interesting nouns and verbs to define and share with the class, after reviewing the parts of speech. Students write original sentences using the words they collected from the article, ensuring that nouns and verbs are use appropriately. In this ESL writing lesson, students write a short article in English about a subject they choose using correct grammar and punctuation. Their articles are then posted as blogs online. Students find 5 examples of incorrect grammar in sentence structure, usage, punctuation, capitalization, and spelling in newspaper headlines, magazines, or signs. They submit their finding to the teacher for approval and correct the grammar in their findings. In this articles learning exercise, students read about the part of speech that indicates an article, and have a multiple choice quiz on articles. Students answer 10 questions. In this online interactive English skills worksheet, students answer 50 multiple choice questions regarding appropriate grammar. Students may submit their answers to be scored. In this grammar instructional activity, students learn how to use articles in sentence writing. They then use what they learned to answer the 10 questions on the instructional activity. The answers are on the last page. In this grammar testing worksheet, students complete a 25 question diagnostic test covering a variety of concepts. Students select answers by clicking on a button beside each sentence. Pep up your review of article usage with this bright green presentation! If your class is not normally enthralled with grammar, this neon green background will surely get their attention. The descriptions are very clear but unfortunately, some of the examples are muddled. The last slide contains sentences with blanks for your learners to fill in the correct article. Students read an article about the importance of sleep and answer and discuss related questions, journal, and do activities on the web.

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- Students will gather and organize information on sports drinks. Expository (Informative) Writing - Students will learn to look for key information while researching Hockey Canada. - Students use hockey words in sentences showing more than one meaning; the different meanings of the word are evident. - Have students envision what they could say to a group of athletes to boost morale and inspire them to try their best to win a game. - Students use new vocabulary words in sentences about hockey showing their understanding of alternative words in context.

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Integers Teacher Resources Find Integers educational ideas and activities Showing 61 - 80 of 4,634 resources Adding and Subtracting Integers: The Symbols + and - This learning exercise begins with an explanation of how to add and subtract positive and negative integers. Learners solve and complete 20 different problems that include these types of problems. First, they fill in each blank with the... 6th - 8th Math How Do You Solve an Inequality by Multiplying by a Negative Number? Help your learners grasp inequalities with this video. A lecturer leads viewers through solving an inequality by multiplying by a negative number, citing the multiplication property of inequality and finishing with set notation. This is... 3 mins 6th - 12th Math Adding Positive and Negative Numbers Put your learners to the test and practice adding and subtracting with a variety of different numbers. Integers, decimals, fractions – it's all there to help your learners practice their skills with negative numbers. The first page of... 5th - 8th Math CCSS: Adaptable Using Positive and Negative Numbers in Context Measure the temperature of your math class with a temperature-based instructional activity on adding and subtracting rational numbers. The thermometer serves as a vertical number line for learners as they work together to solve a... 6th - 8th Math CCSS: Designed Grade 7 Patterning and Algebra: Algebraic Expressions Classmates solve 18 different problems that are mostly word problems that apply algebraic expressions. They draw different combinations of masses on a scale that would balance. They also simplify expressions and solve for x in a number... 6th - 8th Math CCSS: Adaptable How Do You Subtract Integers Using a Number Line? There are times when you might want to use a number line to help you visually understand what is happening mathematically. Subtracting integers might be one of those times. So take a look and see which direction you need to move on the... 5 mins 1st - 4th Math

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|Поступление на склад 29.12.2016| How are words and idioms organized in a language? How are they learnt and stored? Vocabulary explains the ways in which the various theories relating to these questions have been applied in both teaching and reference materials. A wide range of examples illustrate the text, and will help readers to evaluate and adapt the vocabulary materials they use in their own classrooms. Цена 13 450 тг. за 1 штКоличество

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Presentation on theme: "What is it?. Definition: A hyperbola is the set of points P(x,y) in a plane such that the absolute value of the difference between the distances from."— Presentation transcript: What is it? Definition: A hyperbola is the set of points P(x,y) in a plane such that the absolute value of the difference between the distances from P to two fixed points in the plane, F 1 and F 2, called the foci, is a constant. 9.5 Hyperbolas Transverse axis Conjugate Axis Vertices Co-vertices Center Foci Asymptotes (2a) length of V to V (2b) length of CV to CV Endpoints of TA Endpoints of CA Intersection of the 2 axes Lie on inside of hyperbola Horizontal Vertical (When centered at the origin) 9.5 Hyperbolas Notes: a 2 is always the denominator of the ________ term when the equation is written in standard form. _________ axis can be longer or ____________ The length of the transverse axis is _________ he length of the conjugate axis is _________ a 2 + b 2 = c 2 9.5 Hyperbolas 1st Eithershorter 2a 2b a 2 always comes 1 st ! Example 1: Write the standard equation of the hyperbola with vertices (-4,0) and (4,0) and co-vertices (0, -3) and (0, 3). Sketch the graph. Example 2: Write the standard equation of the hyperbola with V (0,-4) (0, 4) and CV(-7, 0) (7, 0) a= b= c= V: CV: Foci: Center: Example 5: Find the equation of the asymptotes and the coordinates of the vertices for the graph of Then graph the hyperbola. a= b= c= V: CV: Foci: Center:

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Start a 10-Day Free Trial to Unlock the Full Review Why Lesson Planet? Find quality lesson planning resources, fast! Share & remix collections to collaborate. Organize your curriculum with collections. Easy! Have time to be more creative & energetic with your students! Modeling Fifths (B) In this modeling fifths activity, students count the shaded squares and fill in the blanks with the correct numerators. Students solve 8 problems. 3 Views 1 Download Understand a Fraction as a Number on a Number Line Piece by piece young scholars build a basic understanding of fractions in a Common Core-designed elementary math lesson. Through a series of hands-on activities and journaling exercises, and with the help of multiple online resources,... 3rd - 4th Math Whole Numbers: Using an Area Model to Explain Multiplication There are many ways to work through a multiplication problem. Using an area model, kids complete several worksheets with different types of multiplication problems, including multiplying by ten, and explain how the new strategies differ... 3rd - 4th Math CCSS: Adaptable Using Benchmarks to Compare Fractions Introduce a new strategy for comparing fractions by analyzing Melissa's use of benchmarks. Walk the class through her process, calling on students to explain their understanding of each step she took. Then practice this method on two... 3rd - 5th Math CCSS: Designed Initial Fraction Ideas Lesson 4: Overview First-time fraction fiends make paper-folding models for unit and non-unit fractions. They follow teacher-led directions to make models that show 2, 3, 4, 6, 8, and 12 equal parts. An array of fraction review worksheets are included to... 2nd - 4th Math CCSS: Adaptable Exploring Equivalent Fractions An extensive instructional activity explores equivalent fractions and is intended for three 60-minute periods. Young mathematicians compare and order fractions with like and unlike denominators. Included are worksheets, assessments, and... 3rd - 5th Math CCSS: Adaptable Try for Five: Decomposing Numbers with the Food Pyramid Fifth in a mini math unit, this lesson develops number sense by having your class compose and decompose numbers up to five by creating meals with items from the food pyramid. On paper plates, they draw or glue pictures of different foods... K - 2nd Math CCSS: Adaptable

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Verb Lesson (concept & function) A physically concrete way to introduce the concept and function of the verb. Includes: - instructions on the presentations - 80 sentences/labels for this lesson This work includes: intransitive verbs, transitive verbs, impression of tense, impression of invisible actions, the importance of the order Sometimes magic items of the saga Harry Potter invite themselves in our daily lives, transformed into beautiful jewelry accessories. Mind Map for Language Learning. This is a mind map summarizing English verbs. There are four types of English verbs - linking verbs, transitive verbs, intransitive verbs and ambitransitive verbs. Read the map to learn their rules and usages.

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Fourth graders demonstrate multiple ways to represent whole numbers, decimals, and fractions. Through demonstration and hands-on activities they model square numbers using arrays. Students visually determine that the array makes a square. 4 Views 10 Downloads Numbers in a Multiplication Table Identifying patterns is a crucial skill for all mathematicians, young and old. Explore the multiplication table with your class, using patterns and symmetry to teach about square numbers, prime numbers, and the commutative and identity... 3rd - 5th Math CCSS: Designed Areas of Rectangles and Squares Each of these rectangles and squares has the length and width given with units. Can scholars solve for the area? Designed for beginners to this skill, all of these are whole-number single-digit measurements. There is a detailed example... 3rd - 4th Math CCSS: Designed

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A full set of lessons tailored to the 2014 National Curriculum for Year 5, based around addition and subtraction. There are 8 lessons in total, but can be adapted and changed to meet the needs of your children, to cover 1 week or 2 week unit. For example, there may be an extra lesson on studying the language used in word problems, how to solve a two step problem or how to use estimation in problem solving. The whole of the addition and subtraction curriculum is covered in this planning. It includes; success criteria, ideas for modelling, ideas and activities for conceptual understanding (good for children working below age related expectations), activities and question foci examples for children working below age related expectations, at age related expectations or children working at a greater depth/mastery. About this resource Report a problem

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Give your students opportunities to evaluate choices and discuss how choices affect mood. This unit introduces mood. Students will learn that their feelings and emotions put them in a mood and that their mood influences their choices. For example, feeling bored or grumpy can lead to an “I won’t” mood, while feeling cheerful or content can lead to an "I will" mood. An "I will" mood can make it easier to make a fit choice; however, an “I won’t” mood needs to be motivated (turned around) for someone to make a fit choice. Four essential concepts form an understanding of mood: To use this with your students click here. Identifying FeelingsStudents partner with a friend. One selects a feeling word from the class word bank and acts it out. The partner guesses the feeling, then they both decide if the feeling influences an “I will” mood or an “I won’t” mood. They then switch roles and play again. Identifying How Feelings Affect MoodChildren identify a feeling and mood for each scenario. Encourage children to talk about times when they motivated an “I won’t” mood to be an “I will” mood. Encourage Talk About FeelingsEncourage kids to play mood-guessing games with their friends and family members to practice the skill of turning an “I won’t” mood into an “I will” mood and making a fit choice. Time: 20 Minutes

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Finer grained standards that are part of this one Identify the basic components (i.e., battery, wires, bulbs, switch) of an electric circuit and understand their function. Draw an example circuit and label the important parts. Relate that circuits must take the form of complete (closed) loops before electrical energy can pass. Use diagrams to illustrate ways that two light bulbs can be attached in simple series and in parallel to a battery to make a complete circuit. Explain any differences that will result in the brightness of the bulbs, depending upon the way they are connected to the battery. Test objects for their conductivity and classify the materials based on whether they conduct electricity (conductors) or do not conduct electricity (insulators). Choose which materials would be used to construct a circuit and justify your choices. Demonstrate, through writing and drawing, a variety of ways to construct open, closed, simple parallel and series circuits. List the advantages and/or disadvantages of series and parallel circuits. Use knowledge of electric circuits to explain how a wall switch can be used to “turn on” and “turn off” a ceiling lamp. Observe diagrams or pictures of a variety of circuits and demonstrate how the switch can be used to open or close the circuit. Recognize magnetism as a force that attracts or repels a variety of common materials and identify the physical property of materials that makes them attracted to magnets.

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Students explore a variety of experiences in the use of scale on a number line. - Two activities are provided. In 'Name the number' students identify the number that corresponds to a highlighted point on the line. In 'Select the spot' students identify where a given number goes on the number line. A ruler is available to assist students after their first attempt. - The learning objects assist student understanding of scales as diagrammatic representations reflecting the placement of unit lengths along a line; scales are additive and multiplicative, in that parts of scales can be separated and combined and scales can be discrete (whole numbers) or continuous (e.g. decimals, fractions). - The learning objects provide feedback to the student about accuracy of placement or identification of the number. Scale matters: ones Scale matters: tens Scale matters: hundreds Scale matters: simple units Scale matters: tenths Scale matters: hundredths Scale matters: tens of thousands Scale matters: negatives Scale matters: range of numbers

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— OR — While using our Adding and Subtracting Within 20 Worksheet, students solve the equations using strategies to add and subtract fluently. Are you teaching addition with your students? If your kids are learning about addition, this adding and subtracting resource can be a great way to help them explore how to practice different strategies to solve. Teaching addition is an important skill when learning Math. This skill opens up opportunities for growth and development in other Mathematics strategies such as subtraction, multiplication, and division. Addition is the foundation for Math. If you are using this worksheet, your students are probably learning about adding and subtracting. Use this Snowball Addition Activity as an additional resource for your students. Introduce this worksheet by reviewing addition facts using the Addition Flash Cards.Next, students practice writing addition and subtraction equations based on pictures. Then, have students complete worksheet independently or with a partner. Finally, have students write their own word problem based on the equations from the worksheet. Be sure to check out more Addition Activities and Subtraction Activities. Tell others why you love this resource and how you will use it. You must be logged in to post a review. Resources are FREE with a Membership

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Table of Contents : Top Suggestions Shapes And Symmetry Worksheet : Shapes And Symmetry Worksheet These questions will build your confidence in completing symmetric shapes do any of the shapes have more than one line of symmetry print out the worksheet or write the answers on paper What does it mean to have half a heart in this worksheet it means your child has correctly drawn a line of symmetry to complete this exercise your child will need to look at each shape and then The wings on this butterfly are mirror images does that mean that it has symmetry in this worksheet your child will decide which shapes are symmetrical and which are not to complete this exercise. Shapes And Symmetry Worksheet A 2d shape is symmetrical if a line can be drawn through it so that either side of the line looks exactly the same the line is called a line of symmetry this is sometimes called a mirror line That difference is symmetry above and below the horizontal centerline of the wave a waveform that is symmetrical above and below its centerline the shape on both sides mirror each other precisely Snap circuits for your budding scientist or engineer a building toy that makes shapes come to life hands on activity books that appeal to every interest brain quest cards for when you need them to. Shapes And Symmetry Worksheet Formal designs rely heavily on straight lines and symmetry and may include elements such as knot gardens or stately hedges natural designs have curving lines that bend and include loose With dc coupling the oscilloscope properly indicates the shape of the square wave coming from the signal for the complete circuit see direct coupled complementary symmetry 3 w audio amplifier Learn from expert faculty closely connected with the k 12 classroom who are here to help you shape your path to your own classroom along with a vocabulary worksheet to help her with her lesson. Symmetry Worksheets Math Worksheets 4 Kids Symmetry Worksheets Consist Of A Variety Of Skills For Children In Grade 1 Through Grade 5 To Understand The Lines Of Symmetry In Different Shapes Printable Exercises To Identify And Draw The Lines Of Symmetry Complete The Shapes Count The Lines Of Symmetry In Each Shape To Identify Symmetrical Or Asymmetrical Shapes And To Determine The Perimeter Of Shapes Are Given Here For Practice Begin Your Practice With Our Free Symmetry Worksheets Shapes And Symmetry Worksheets Learny Kids Displaying Top 8 Worksheets Found For Shapes And Symmetry Some Of The Worksheets For This Concept Are Recognize The Line Of Symmetry 1 Lines Of Symmetry 1 Name Symmetry Line Of Symmetry Symmetry Draw The Line Of Symmetry Reective Symmetry Activities Pack 1 Symmetry A Symmetric Rocket Name Shapes And Lines Of Symmetry Once You Find Your Worksheet Click On Pop Out Icon Or Print Icon Symmetry Worksheets Tutoringhour Completing The Shape Symmetrically This Worksheet Of Completing The Second Symmetrical Halves Of The Given Shapes Can Really Help Spark Some Critical Thinking Skills In Students Of Grades 4 And Grade 5 This Will Also Enhance Their Understanding Of What Makes An Object Symmetrical 2d Shapes For Symmetry Worksheet Teacher Made Help Your Lower Primary School Age Students Learn How To Find Lines Of Symmetry In Various 2d Shapes With This 2d Shapes For Symmetry Worksheet This Worksheet Contains A Series Of Regular And Irregular 2d Shapes And Each Student S Job Is To Try And Find As Many Lines Of Symmetry In Each Shape As They Can Some Shapes Will Have No Lines Of Symmetry Others Will Have One Line Of Symmetry Others Will Have Two Lines Three Lines Or More Shapes And Symmetry Worksheets Lesson Worksheets Shapes And Symmetry Displaying All Worksheets Related To Shapes And Symmetry Worksheets Are Recognize The Line Of Symmetry 1 Lines Of Symmetry 1 Name Symmetry Line Of Symmetry Symmetry Draw The Line Of Symmetry Reective Symmetry Activities Pack 1 Symmetry A Symmetric Rocket Name Shapes And Lines Of Symmetry2 D Shapes And Symmetry Worksheet Teaching Resource A Two Page Worksheet To Use When Addressing The Concepts Of 2d Shapes And Symmetry This Worksheet Covers The Following Concepts Types Of Lines Parallel Horizontal Vertical Perpendicular 2 D Shapes Including Types Of TrianglesSymmetry Worksheets Super Teacher Worksheets Printable Practice Worksheets To Help You Teach And Review Symmetry Includes Worksheets The Require Students To Draw Lines Of Symmetry Determine Which Pictures Are Symmetrical And Design Symmetrical Illustrations Symmetry Worksheet Free Part 1 Tell Whether The Dotted Lines On The Shapes Are Lines Of Symmetry Part 2 Draw Lines Of Symmetry On The Shapesrt 3 Draw The Second Half OfSymmetry In Shapes Lesson With Worksheets Year 2 3 Symmetry In Shapes Lesson With Worksheets Year 2 3 4 1 8 Customer Reviews Author Created By Alexander R1 Preview Created Apr 9 Updated Jun 21 Answer Sheets Provided Full Lesson With Teaching Input Powerpoint 3 Differentiated Worksheets Ha Is Higher Ma Is Middle And La Is Lower Ability One Of The Presentations Is Word In Case You Want To Edit It Three Extensions Lines Of Symmetry Worksheets Teaching Resources Two Worksheets One Requires Pupils To Cut Out The Shapes And Fold Along The Lines To See If The Shape Has A Line Of Symmetry Second Requires The Pupils To Reflect The Shape So That It Has A Line Of Symmetry Primary Resources Maths Measures Shape Space Pattern Shape Symmetry Charlotte Jones Pattern Symmetry Block B Unit 2 Sandie Bradley Symmetry Sheet 1 Ian Mason Sheet 2 Ian Mason Symmetry Patterns Emily Corble Lines Of Symmetry Kate Warner Symmetry Dylan Mccarthy Doc Flag Symmetry Sarah Shardlow Tessellating Shapes Rob Burton Reflection Grids Louise Bussell Doc Shape Sequences Caroline Payne Doc People interested in Shapes And Symmetry Worksheet also searched for : Shapes And Symmetry Worksheet. The worksheet is an assortment of 4 intriguing pursuits that will enhance your kid's knowledge and abilities. The worksheets are offered in developmentally appropriate versions for kids of different ages. Adding and subtracting integers worksheets in many ranges including a number of choices for parentheses use. You can begin with the uppercase cursives and after that move forward with the lowercase cursives. Handwriting for kids will also be rather simple to develop in such a fashion. If you're an adult and wish to increase your handwriting, it can be accomplished. As a result, in the event that you really wish to enhance handwriting of your kid, hurry to explore the advantages of an intelligent learning tool now! Consider how you wish to compose your private faith statement. Sometimes letters have to be adjusted to fit in a particular space. When a letter does not have any verticals like a capital A or V, the very first diagonal stroke is regarded as the stem. 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Each lesson in handwriting should start on a fresh new page, so the little one becomes enough room to practice. Every handwriting lesson should begin with the alphabets. Handwriting learning is just one of the most important learning needs of a kid. Learning how to read isn't just challenging, but fun too. The use of grids The use of grids is vital in earning your child learn to Improve handwriting. Also, bear in mind that maybe your very first try at brainstorming may not bring anything relevant, but don't stop trying. Once you are able to work, you might be surprised how much you get done. Take into consideration how you feel about yourself. Getting able to modify the tracking helps fit more letters in a little space or spread out letters if they're too tight. Perhaps you must enlist the aid of another man to encourage or help you keep focused. Shapes And Symmetry Worksheet. Try to remember, you always have to care for your child with amazing care, compassion and affection to be able to help him learn. You may also ask your kid's teacher for extra worksheets. Your son or daughter is not going to just learn a different sort of font but in addition learn how to write elegantly because cursive writing is quite beautiful to check out. As a result, if a kid is already suffering from ADHD his handwriting will definitely be affected. Accordingly, to be able to accomplish this, if children are taught to form different shapes in a suitable fashion, it is going to enable them to compose the letters in a really smooth and easy method. Although it can be cute every time a youngster says he runned on the playground, students want to understand how to use past tense so as to speak and write correctly. Let say, you would like to boost your son's or daughter's handwriting, it is but obvious that you want to give your son or daughter plenty of practice, as they say, practice makes perfect. Without phonics skills, it's almost impossible, especially for kids, to learn how to read new words. Techniques to Handle Attention Issues It is extremely essential that should you discover your kid is inattentive to his learning especially when it has to do with reading and writing issues you must begin working on various ways and to improve it. Use a student's name in every sentence so there's a single sentence for each kid. Because he or she learns at his own rate, there is some variability in the age when a child is ready to learn to read. Teaching your kid to form the alphabets is quite a complicated practice. Tags: #symmetrical patterns worksheet#geometry lines of symmetry worksheets#finding lines of symmetry worksheets#3d line symmetry worksheets#alphabet symmetry worksheet#2nd grade symmetry worksheets#complete the shape worksheet#free printable symmetry worksheets#symmetry art worksheets#rotational symmetry worksheet

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A STORY OF UNITS Lesson 10 Homework 3 1. The links under Homework Help, have copies of the various lessons to print out. There are also parent newsletters from another district using the same curriculum that may help explain the math materials further. There may be videos or videos added later to these resources to help explain the homework lessons. The other links under the modules can help you practice many of the things you. Topics and Objectives (Module 2) A. Understand Concepts About the Ruler Standard: 2.MD.1 Days: 3 Module 2 Overview Topic A Overview Lesson 1: Connect measurement with physical units by using multiple copies of the same physical unit to measure.(Lesson 2: Use iteration with one physical unit to measure.(Lesson 3: Apply concepts to create unit rulers and measure lengths using unit rulers. Prev - Grade 5 Mathematics Module 4, Topic H, Lesson 33. Next - Grade 5 Mathematics Module 5, Topic A Overview. Grade 5 Mathematics Module 5. Grade 5 Module 5: Addition and Multiplication with Volume and Area. In this 25-day module, students work with two- and three-dimensional figures. Volume is introduced to students through concrete exploration of cubic units and culminates with the. Here you will find links to the Eureka Math Problem Sets that students worked at school, the Homework that follows that Lesson, and videos of the homework being explained. A few items in the Homework Videos may vary slightly due to the fact that our students are using recently updated materials. The concepts are the same. Lesson 2 Homework 4 3 Lesson 2: Solve multiplicative comparison word problems by applying the area and perimeter formulas. Name Date 1. A rectangular pool is 7 feet wide. It is 3 times as long as it is wide. a. Label the diagram with the dimensions of the pool. b. Find the perimeter of the pool. 2. A poster is 3 inches long. It is 4 times as. In this final topic of Module 6, and in fact, the final topic of A Story of Units, students spend time producing a compendium of their learning. They not only reach back to recall learning from the very beginning of Grade 5, but also expand their thinking by exploring such concepts as the Fibonacci sequence. Students solidify the year’s learning by creating and playing games and exploring. Lesson 1 HomeworkA STORY OF UNITS Lesson 1: Specify and partition a whole into equal parts, identifying and counting unit fractions using concrete models. 1 half 1 fifth 1 sixth Name Date 1. A beaker is considered full when the liquid reaches the fill line shown near the top. Estimate the amount of water in the beaker by shading the drawing as indicated. The first one is done for you. 2.

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In mathematics and computer science, the floor and ceiling functions map a real number to the greatest preceding or the least succeeding integer, respectively. floor(x) : Returns the largest integer that is smaller than or equal to x (i.e : rounds downs the nearest integer). // Here x is the floating point value. // Returns the largest integer smaller // than or equal to x double floor(double x) Examples of Floor: Input : 2.5 Output : 2 Input : -2.1 Output : -3 Input : 2.9 Output : 2 Floor is : 2 Floor is : -3 ceil(x) : Returns the smallest integer that is greater than or equal to x (i.e : rounds up the nearest integer). // Here x is the floating point value. // Returns the smallest integer greater // than or equal to x double ceiling(double x) Examples of Ceil: Input : 2.5 Output : 3 Input : -2.1 Output : -2 Input : 2.9 Output : 3 Ceil is : 3 Ceil is : -2 This article is contributed by Sahil Rajput. If you like GeeksforGeeks and would like to contribute, you can also write an article using contribute.geeksforgeeks.org or mail your article to firstname.lastname@example.org. See your article appearing on the GeeksforGeeks main page and help other Geeks. Please write comments if you find anything incorrect, or you want to share more information about the topic discussed above. Rated as one of the most sought after skills in the industry, own the basics of coding with our C++ STL Course and master the very concepts by intense problem-solving. - Precision of floating point numbers in C++ (floor(), ceil(), trunc(), round() and setprecision()) - Finding Floor and Ceil of a Sorted Array using C++ STL - Mathematical Functions in Python | Set 2 (Logarithmic and Power Functions) - Mathematical Functions in Python | Set 1 (Numeric Functions) - Maximum number of tiles required to cover the floor of given size using 2x1 size tiles - fill() and fill_n() functions in C++ STL - Forward List in C++ | Set 1 (Introduction and Important Functions) - strtok() and strtok_r() functions in C with examples - strdup() and strndup() functions in C/C++ - Binary Search functions in C++ STL (binary_search, lower_bound and upper_bound) - Pure Virtual Functions and Abstract Classes in C++ - Python | Set 2 (Variables, Expressions, Conditions and Functions) - Wide char and library functions in C++ - Find and print duplicate words in std::vector<string> using STL functions - Explicitly Defaulted and Deleted Functions in C++ 11 - beta(), betaf() and betal() functions in C++ STL - std::legendre, std::legendref and std::legendrel functions in C++17 - Array in Python | Set 1 (Introduction and Functions) - Virtual Functions and Runtime Polymorphism in C++ | Set 1 (Introduction) - asin() and atan() functions in C/C++ with Example

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FRACTION COMMON CORE LESSON PLANS Fractions Lesson Plan | Study Learning ObjectivesMaterialsKey VocabularyInstructionsExtensionsRelated LessonsAfter this lesson, students will be able to: 1. identify types of fractions 2. compare and contrast different types of fractions 3. represent fractions on a number lineSee more on study Fractions of a Whole | Lesson Plan | Education Draw a picture of a common fraction on the board, to better illustrate the concept to your students. Explicit Instruction/Teacher modeling. (15 minutes) Display the orange or lemon to your class, and tell them that you want to give half of the fruit to a person in the class. Use your knife to cut the citrus in half. Comparing Fractions Lesson Plans | Education Fractions are everywhere! In this hands-on lesson, your class will work together in groups to find real-world examples of fractions. As they discover more complicated fractions, students will create their own word problems with them.People also askWhat is common core curriculum?What is common core curriculum?Common Core Curriculum In order to assist schools and districts with the implementation of the Common Core, NYSED has provided curricular modules and units in P-12 ELA and math that can be adopted or adapted for local purposes.Common Core Curriculum | EngageNYSee all results for this questionHow to compare fractions with kids?How to compare fractions with kids?Teach your students to compare fractions with this sweet lesson using slices of cake. Help kids master fractions with the fun, fast-paced, math comparison game Fraction Wars. After a review, students are split into pairs to practice quickly comparing fractions with different numerators and denominators.Comparing Fractions Lesson Plans | EducationSee all results for this questionHow do you plan curriculum?How do you plan curriculum?Plan knowledge-rich lessons based on the Core Knowledge Sequence. Browse our curriculum planning tools. Use our curriculum planning tools to guide you through the process of writing your own activities, lessons, and units. For more support, explore our professional development offerings to further enhance your lesson and unit-creation skills.Teacher-Created Lesson Plans - Core Knowledge FoundationSee all results for this questionWhat is an example of a complex fraction?What is an example of a complex fraction?Students can draw examples of more complex fractions in their notebooks or on white paper. Alternatively, you could give students a few fractions that can be simplified (such as 2/4 and 2/6) and ask them to tell you why 2/4 is the same as 1/2, for example.Fractions of a Whole | Lesson Plan | EducationSee all results for this questionFeedback Math Lesson Plans Aligned with the Common Core | Gynzy Math Lessons Aligned with the Common Core. Games, activities, tools & widgets that make learning math fun! Grade 3 – 5 Math Lesson Plans. One subject that can seem intimidating to students are fractions, in part because they are difficult to visualize. Common Core Math Lesson Plans | Scripted Math Lesson Plans Aligned with Common Core standards, our lesson plans require minimal preparation, making them ideal for a substitute who has just walked into your classroom and doesn’t have time to prepare a lesson. Our lesson plans come in varying lengths, as well, allowing you to fill an hour, a half day or even an entire day, depending on your needs. Free K - 12 Math Lesson Plans, Materials & and Ideas Easy and effective math lesson plans across all grades including long division, algebra, geometry, and statistics with free resouces from world-class teachers. Common Core Lesson Plans • Have Fun Teaching Use this blank common core lesson plan template to help you organize your common core lessons! Kindergarten Common Core Lessons. If you are looking for Common Core Lessons for Kindergarten, including Common Core Worksheets, Common Core Activities, and Common Core Assessments, you have found the best Kindergarten common core lessons anywhere Free Common Core Math lessons plans for grades 6 to 8 Free collection of lesson plans for grades 6 to 8 based on the Common Core and on organized by grade level Related searches for fraction common core lesson plans common core math lesson plansfree common core lesson planssample common core lesson planscommon core lesson plans readingcommon core standards lesson plankindergarten lesson plans common corecommon core curriculum lesson plansela common core lesson plans

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- Students learn by inquiring and arrive at an understanding of concepts by themselves and the responsibility for learning rests with them. - This method encourages students to build research skills that can be used throughout their educational experiences. - Teachers use inquiry methods to promote learning through student investigation, following the same process used by scientists. - Involves combining two different topics or fields into one class. - interdisciplinary education draws on multiple disciplines to acquire a deep and thorough understanding of complex issues and - The student is at the center of learning. - The student assumes the responsibility for learning while the instructor is responsible for facilitating the learning. - Students engage in most of the content to make it their own, students make meaning out of the content - Communities bring people together for shared learning, discovery, and the generation of knowledge. - Students explore how what they learn in one course can help them more fully understand what they are learning in other courses -Lectures are the way most instructors today learned in classes. However, with today’s students, lecturing does not hold their attention for very long, even though they are a means of conveying information to students. • Grabbing and holding students’ attention. • Use Classroom Response Systems, or • Project your voice or use a microphone. • Make eye contact with the students. • Use gestures hand gestures to your -is any type of learning that happens when the learner is not a fixed location. -The majority of students already use their mobile devices to interact with and learn from the world around them. -Online and Hybrid Courses require careful planning and organization. -Communication with students becomes -'hybrid' courses that are a mix of online and traditional, face-to-face classroom instruction with online technology. -These courses deliver a series of lessons to a web browser or mobile device, to be conveniently accessed anytime, anyplace. Students can take an online course anywhere they have access to the internet -is an instructional method that challenges students to “learn to learn,” working in groups to seek solutions to real world problems. -It is learning that results from the process of working toward the understanding of the resolution of a problem.

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The constitution gives Congress a broad array of legislative powers. I consider the following to be the main power and privileges given to congress in the constitution. - The congress has power to collect taxes, duties, imposts and excises, to pay the debts and offer common defense to the people (Dye, 2011). - Congress is responsible for regulating the commerce within foreign nations. - The congress has the power to declare war and offer and maintain the navy. - Similarly, the congress has the power to create government rules and regulate land forces. I consider these the main powers and privileges of the congress because they are expressed or specified powers of congress. In the theory, they serve as the limit on congressional power. These powers indicate that the congress as the arm of government has responsibility to oversee and control the operation of the United States. They indicate that the congress has lawmaking role, which is extremely vital to the nation. The congress might create tensions with the executive by exercising these powers because they are responsible for the legislative functions of government. The congress can create the tension because it is considered the first branch of the United States government, which is the main maker of national policy unlike the executive branch, which is in charge for enforcing the law. The congress can create tension because these powers, procedures and structure of the national legislature are outlined in a significant manner in the constitution. On the other hand, the executive powers are outlined in the separation of powers. Although the president has the power to veto any bill that Congress authorizes, congress’s power can create tension because they can override his action by a two-thirds vote in the chambers (Currie, 2005). The congress powers can create tension with the executive branch because the legislative process is a barrier that favors its opponents over the executive. Since the executive branch is responsible for enforcing the laws, this can create tension because with all powers the congresses have to request evidence from that branch (Dye, 2011). This also creates tension because the executive branch has sought to protect them from the congressional power. The executive branch argues that the doctrine of executive privilege protects them from compelled disclosure of information. This creates the tension between the congressional right to information and the president’s need for privacy. The Congress was given these powers and not the President because they represent and speak for their people in the house. The president was not given these powers because these powers could give him more authority to exploit people. This is so because his position dominates American politics. Although the president has inherent powers, he addresses none of these because congress gives him a major role. These powers were given to the congress because they can delegate them to the president. For instance, congress can give the president authority to regulate air pollution. These powers are given to congress because the constitution creates an elaborated system of checks and balances. These powers ensure that policy-making is shared and not concentrated in one branch. Meanwhile, the congress was given these powers safeguard against majority tyranny, which can monopolize all branches of the government (Currie, 2005). Thus, the congress was given these powers to protect the people. Currie, D. P. (2005). The Constitution in Congress: Democrats and Whigs, 1829-1861. Chicago: University of Chicago Press. Dye, T. R. (2011). Politics in America. Boston: Longman.

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Electric current is known as the flow of electric charges in a particular direction. The amount of electric charges passing through a conductor in one second is known as the magnitude of electric current. The formula is written as, Where, \(I\) is the electric current, \(Q\) is the electric charge, and \(t\) is the time of charge flow. Сoulomb (\(C\)) is the unit of electric charge, and Ampere (\(A\)) is the SI unit of electric current. One ampere is the amount of current flowing through a conductor if one coulomb of charge flows through it in one second. In other words, Ampere is a unit of electric current equal to a flow of one coulomb per second. An ammeter is an instrument used for measuring electric current in a circuit. A battery, an ammeter and a bulb connected in series make a simple electric circuit. An ammeter can measure the current flowing in an electric circuit. When \(3\) coulomb of charge flows through a circuit for \(15\) \(seconds\), what will be the amount of current flowing through it? Charge, \(Q\) \(=\) \(3\ C\) Time, \(t\) \(=\) \(15\ s\) Thus, the current flowing through the circuit is \(0.2\ A\).

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Students listen to a creative story about a group of characters who have no self-respect or respect for others. Students analyze the effects of lack of respect and identify ways to demonstrate respect in real-life situations.... Filter by subjects: Filter by grades: Filter by audience: Filter by issue area: Filter by content type: Filter by resource type: Learners discover that rules are helpful. Rather than being a roadblock, rules can actually help us to avoid problems. Students learn that cooperation skills involve knowing and following (obeying) the rules. A children's book provides an example of giving one’s talents (philanthropy) in Native American culture. They will analyze their own special gifts or talents and determine how the community can benefit from them. Focus Question: How can we use our talents to benefit the... Students will define philanthropy and recognize philanthropic activities. Students will identify examples of philanthropy in literature. Learners will define the term tolerance and examine their reactions to given social situations that call for tolerance. Students will see an example of philanthropy in Native American culture in literature. They will then analyze their own special gifts or talents and determine how the family can gain from them. Learners will examine the ethical foundations of tolerance from the Torah and understand what it means in both the religious and social context. The lesson teaches learners that games are most fun when the players know and follow the rules. The lesson introduces the learners to geographic locations of North, South, East, and West. They also use playing cards to learn about rank order and greater than and less than. This lesson is designed to help the learners understand that animals and humans can work together as a team. Many animals perform tasks that are vital to our existence and/or enhance the quality of life (enhance the common good). Many animals meet specific needs in... This lesson introduces children to the reality of childhood hunger in their region. Students learn the difference between companies that are for profit and nonprofit and the types of work they do. Students also identify wants and needs.

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Have you ever looked at a math question and had no idea what it was asking you to do? Maybe you understand mathematical equations and algebraic expressions, but when a question is phrased as a sentence, you don’t know where to start. Maybe you just don’t understand the terms being used, or can’t remember what they mean. This module will help you understand the language of math so that you can apply your knowledge when solving math problems ✓ Read carefully. Read the entire question before writing anything down or doing any math. You may need to read the question more than once before starting. ✓ Determine what the question is asking. Write down what it is the question wants you to find. Assign a variable to this unknown and clearly define what the variable represents. ✓ Write down all the given information. Clearly write down all the information that is provided to you in the question. Make sure to include any units ✓ Look for keywords. Pick out the keywords that will help you translate the word problem into math. Highlight or underline these words. ✓ Sketch a picture or a diagram. A picture or a diagram can help you to visualize the problem. Clearly label your picture or diagram with all the given information and the unknown information you are trying to find. ✓ Choose the correct formula(s). Look for formulas that include the given and unknown information provided in your problem. You may need to use more than one equation or formula to get to your final answer. ✓ Check your answer. Look at your final answer, and think about if it makes sense. Ask yourself if the value is around what you would expect, and does the sign make sense? What are Math keywords and why are they important? Word problems show the real-world application of math concepts, so they are an essential part of learning math. However, many people find solving word problems difficult or intimidating. You may be comfortable with the math concepts, but how do you convert the words into a math problem? To help you translate words into math, there are specific keywords you can look for in a question. These keywords indicate the math operation(s) you should use to solve the problem. This is a list of commonly used keywords that are used to identify each math operation. Look for these keywords when solving word problems to help you translate the words into math. add, sum, more, more than, increase, increased by, together, combined, total of, in total, plus, added to, also, in all, join, both, gain, and Tan weighs 71 kilograms. Minh weighs 9 kilograms more than Tan. How much does Minh weigh? - The words more than indicate this is an addition problem. - To get Minh’s weight we must add 9 to Tan’s weight. - 70 + 9 = 79 Therefore, Minh weighs 79 kilograms. subtract, difference, difference between, less, less than, decrease, decreased by, minus, fewer, fewer than, reduce, deduct, left over, remaining, remove, take away, fell Marcella has 6 fewer male cousins than female cousins. Let ƒ represent the number of female cousins. Write an expression for the number of male cousins. The word fewer indicates this is a subtraction problem. To get the number of male cousins, we need to subtract 6 from the number of female cousins. If we substitute ƒ for the number of female cousins, the expression for the number of male cousins is: ƒ - 6 multiplied by, of, by, times, product, product of, factor of, double, triple, twice, rate Kailey is putting in a flower garden. She wants to have eight times as many tulips as sunflowers. Let s represent the number of sunflowers. Write an expression for the number of tulips. The word times indicates this is a multiplication problem. To get the number of tulips, we need to multiply the number of sunflowers by 8. If we substitute s as the number of sunflowers, the expression for the number of tulips is: 8 divide, per, out of, ratio, rate, quotient of, percent, split, equal parts/groups, evenly, average, share, shared between, shared equally Three friends went out to dinner and agreed to split the bill evenly. The bill was $79.35. How much should each person pay? The words split evenly indicate this is a division problem. To determine how much each friend paid we need to divide the total cost by 3. 79.35 ÷ 3 = 26.45 Therefore, each friend paid $26.45. is, are, was, were, will be, gives, yields, answer, equates to, makes, produces, results, same as Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens and ƒ represent the number of fives. Write an equation to represent the number of fives. The word is indicates the equals sign. We need to translate the rest of the words to determine the final equation. The words more than indicate addition, and the word times indicates multiplication. number of fives 3 more than 6 times the number of tens Therefore, the final equation for the number of fives is: ƒ = 3 + 6t Steps to solve word problems Do you have difficulty solving mathematical word problems? Do you need a strategy to tackle word problems? You’re not alone. Many students have difficulty with this area of math. This strategy can be utilized for all math word problems as well as math-related word problems in other courses such as chemistry or physics. After practicing the step-by-step method, you will find solving math problems less daunting.

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151 search results Product and Quotient Properties of Exponents This lesson helps students understand two foundational exponential properties: The Product and Quotient Properties of Exponents. Students will collaborate to formulate a rule for these properties. Ultimately, students should conclude that when the same bases are being multiplied, exponents will be added; and when the same bases are being divided, exponents will be subtracted. As the lesson progresses, students will apply these rules to simplify expressions of various difficulties. Let's Analyze and Compute Fractions! Students will compare fractions with unlike denominators to determine whether a given answer to a real-world problem is correct using context and computational skills. Who Ate More - Fractions on a Number Line In this activity, students will consider a real-world scenario requiring them to compare two fractional amounts using a number line. Through the use of the number line and peer collaboration, students will recognize equivalency in the two fractional quantities and effectively communicate their understanding of this concept. In this lesson, students use the Understand, Plan, Solve, and Evaluate (UPSE) problem-solving model to first identify and organize relevant information, and then devise and carry out a plan to solve one-step mathematics word problems with a missing addend. The lesson was designed with English learners (ELs) in mind and includes instructional strategies designed to make linguistic and content input comprehensible: a focus on vocabulary, manipulatives, visuals, cooperative learning, anchor charts, graphic organizers, technology applications, and sentence stems/frames. Lines of Symmetry Students will work collaboratively with a partner to discover what is a line of symmetry. Fractions with Multi-Step Problems Students will be able to work collaboratively while baking to find the least common multiples of fractions with unlike denominators and create equivalent fractions, then add or subtract. Equations in the Real World Students will create and solve equations with variables on one side before comparing the equation with another to determine at what rate they will be equal. Centers in Subtraction Students will participate in multiple centers including a guided math center that reinforces subtraction concepts. Word problems, models and more! The students will engage in group activities to solve word problems with and without models as well as writing equations. Solving Equations and Inequalities Students will be divided into four groups and work on their assigned task to become an expert. They will match vocabulary terms with definitions and examples, use the “Pass the Pen” strategy to create and solve equations or inequalities, or write a real-world problem for an equation given. The experts will then teach these concepts to their peers. To learn the pattern of the side lengths of a 45-45-90 triangle, students complete a gallery walk, a card sort activity starting with using the Pythagorean theorem, and activity to locate if there is an error in a presented problem and if so to identify what the error is. Finding Clues to Solve Equations and Inequalities Students will solve one variable two-step equations and inequalities using a variety of materials while working independently and collaboratively in learning stations. Place Value Party In learning stations, students prepare for a birthday party by using their knowledge of place value to compose, decompose, and represent numbers using standard, word, and expanded forms. Students will be able to classify 2D figures by analyzing their attributes. From Dogs/Not Dogs to Prisms/Not Prisms Students will work in pairs, groups, and independently to sort and classify 2D and 3D shapes using formal geometric language. Students will have opportunities to explore the work of other groups to expand their thinking and find new ways that shapes can be sorted and classified. Students will engage in multiple conversations using accurate geometrical language to ask questions, explore a variety of reasonings, and share generalizations about shapes. Keeping it Concrete with Candy Students will work collaboratively to apply and use digits, value, greater than/less than and base 10 knowledge to communicate numbers up to 1200 with a Halloween theme. More Super Duper Math Students will gather objects to compare quantities and justify their answers pictorially and verbally. They will use their vocabulary posters and accountable talk menus to discuss with their partners. Perfectly Proportional Percents Students will collaborate to explain verbally how to solve percent proportions and scaling while showing their thinking. One-Step Word Problems Students participate in a teacher-created three-act task in order to solve math word problems. They reactivate their prior knowledge and determine the question to solve the main problem during Act One. Act Two engages students in a differentiated, rich task. During Act Three, students compare and discuss their work with peers outside their original groups. When Life Gives You Lemons Students create input-output tables to find numerical patterns and relationships in the real world through the process of making lemonade.

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This spotlight series aims to share the leading approaches to reading instruction. The research is clear that students learn best when reading interventions are explicit, systematic, intensive, and multisensory. However, traditional reading instruction (like Guided Reading and Balanced Instruction) have failed to meet the needs of those diagnosed with dyslexia. And since the majority of university programs for educators do not teach the science of reading (how children learn how to read) our students in many places in the world are not achieving proficiency in their reading skills. Dyslexia is a language-based learning challenge that is characterized by a lack of decoding (the ability to sound out words with ease and automaticity) which leads to difficulties in fluent word recognition and ultimately comprehension. Structured literacy is an explicit and systematic approach to teaching children how to decode words. The International Dyslexia Association outlines the structured literacy approach as focusing on these six elements: Element 1 – Phonology refers to the study of sounds within a language. Central to this study is phonemic awareness, which is a person’s ability to identify and manipulate words, syllables, onsets (the first consonant or cluster of consonants in a word) and rimes (the vowels and consonants that follow the onset). These are important concepts to understand in order to teach children to blend and segment letters and syllables while learning how to read. Element 2 – Sound-symbol association refers to the ability to connect letters to their respective linguistic sounds. Element 3 – Syllable instruction explicitly refers to teaching the six main types of syllables in the English language. It is important for young learners to understand that words can be broken down into “chunks” and that there are rules that help us identify what those “chunks” sound like. This is critical to helping students learn to decode, or sound out words with greater automaticity over time. Element 4 – Morphology refers to the study of the linguistic roots of words and affixes, which can be used to change its meaning. A morpheme is the smallest unit of meaning in language. It is central to student’s decoding skills that they are able to identify the base elements of a word (morpheme) and its affixes, which when used at the beginning of a word is known as a prefix and when used at the end of a word is known as a suffix. Element 5 – Syntax refers to the way we order words and phrases in a sentence, paragraph or larger body of text so that it conveys the meaning we want. Grammar plays a key role in sentence structure. Element 6 – Semantics refers to the meaning of words, phrases, sentences and larger bodies of text. It is very important to understand semantics within the context of dyslexia because reading is one of the primary ways that we develop our vocabulary. A key concern for our dyslexic population is that if the students’ reading is impaired, they are likely to fall further behind in both their spoken vocabulary and their reading comprehension. This is a good example of why we have to think about the dyslexic profile in terms of many parts of language. Explicit instruction in semantic reasoning and vocabulary development is necessary in order to close the gap between struggling readers and proficient readers. Teaching strategies, like structured literacy, that focus on the whole range of language skills necessary to support effective reading are proving more successful than traditional methods that are typically referred as balanced literacy which focuses on words as “whole pieces of literature” without explicit instruction of the foundational skills for decoding. A good example of an organization that uses the structured literacy approach for teaching the whole range of language skills is Literacy How. The founder and executive director Dr. Margie Gillis has spent over 40 years developing an intervention model that encompasses the full range of language instruction necessary for our dyslexic learners.

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First you explain what the dividend, the divisor, and the approximately equals sign are. Then you tell the students that with estimated division you always look for a dividend that is divisible by the divisor. With numbers greater than 1,000 you round to the nearest hundred or thousand. For this, sometimes you also need to round the divisor (for example to the nearest tens number). Both are possible; the only difference is in how accurate the estimate is. Discuss this together with the students. Next you show how estimated division works step by step. After that the students practice by choosing the correct estimated quotient. Then the students are going to estimate division problems on their own. Ask how they rounded the numbers to solve the problem. After that, walk the students through the steps of solving a story problem. Have the students solve the next story problems on their own, and ask how they arrived at their answer. Check whether the students can estimate division problems by asking the following questions: - When is it useful to estimate a quotient? - When is it not useful?

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The matplotlib.pyplot module’s plot() method offers a single interface for constructing many sorts of graphs. This function accepts any two arguments, in our case, x and y, and generates a visual representation of the relevant points in x and y. Following these procedures, we may plot a function: - First of all, we import the pyplot function from the matplotlib module. - Then we define values for the x and y variables, which are dependent on the type of function to be plotted. - Then we use the plt.plot() function to draw the figure. - Lastly, we use the plt.show() function to display the plot. Let’s consider the following examples for plotting functions. Example 1: Identity function From matplotlib, import pyplot as plt. x = [0, 1, 2, 3, 4, 5] y=x plt.plot(x, y) plt.show() Figure 1: Identity Function In an identical function, values of x and y are the same, so we get a straight line plot as shown in figure 2. Example 2: Sine function from matplotlib import pyplot as plt import numpy as np x = np.linspace(0, 10, 50) plt.plot(x, np.sin(x)) plt.show() In example 2, we are using the NumPy module. As x is generated using the np.linespace function, which returns evenly spaced numbers between 0 and 1 over a specified interval. Here, y is also the sine function of the NumPy module. The plot for the sine function is shown in figure 4. Example 3: Quadratic function from matplotlib import pyplot as plt import numpy as np x =np.array([1, 2, 3, 4, 5, 6, 7, 8, 9, 10]) a = 3 b = 8 c = 9 y = a * (x ** 2) + b * x + c print('Values of x: ', x) print('Values of y: ', y) plt.plot(x, y) plt.title("Quadratic Function") plt.xlabel("Values of x") plt.ylabel("Values of y") plt.show() In example 3, we have an x variable list which is converted to a matrix using the array function of the numpy module. The value of y is calculated by inserting values of variables and constants into a quadratic equation. The output of the quadratic function is shown in figure 6. A plot is drawn for quadratic function as shown in figure 7. Example 4: Cubic Function from matplotlib import pyplot as plt import numpy as np x =np.array([-4, -3, -2, -1, 0, 1, 2, 3, 4]) a = 2 b = 4 c = 6 d = 8 y = a * (x ** 3) + b * (x ** 2) + c * x + d print('Values of x: ', x) print('Values of y: ', y) plt.plot(x, y) plt.xlabel("Values of x") plt.ylabel("Values of y") plt.title("Cubic Function") plt.show() In example 4, y represents the cubic equation. Values for cubic functions are calculated and displayed in figure 9. A cubic function plot is drawn in figure 10. Karim Buzdar holds a degree in telecommunication engineering and holds several sysadmin certifications including CCNA RS, SCP, and ACE. As an IT engineer and technical author, he writes for various websites.

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About 1790 B.C., Hammurabi (hah muh RAH bee), king of Babylon, brought much of Mesopotamia under the control of his empire. He took steps to unite the large Babylonian empire, which included a variety of peoples with their own traditions. Perhaps his most lasting achievement was in the area of law. To ensure unity, he published a remarkable set of laws, known as the Code of Hammurabi. Hammurabi was not the author of the code that bears his name. Most of the laws had been around since Sumerian times. Hammurabi, however, wanted people to know the legal principles his government would follow. So he had artisans carve some 282 laws on a stone pillar for all to see. Hammurabi's Code was the first important attempt by a ruler to codify, or arrange and set down in writing, all the laws that would govern a state. Hammurabi's Code was the first major collection of laws in history and was set out for all to see, even though few people could read. The code listed both criminal laws, dealing with murder, assault, and theft, and civil laws, dealing with private rights and matters, such as business contracts, property inheritance, taxes, marriage, and divorce. Most important, Hammurabi's Code embodied the idea that a ruler had a responsibility to ensure justice and order. The purpose of Hammurabi's Code was to create common bonds among the diverse people of the society. Why was it important that Hammurabi's Code was a written legal code? Hammurabi's Code was designed to ensure peace and project his power across his vast empire. Atop the pillar with his code, Hammurabi is shown receiving the laws directly from the Babylonian god Marduk. Over time, Hammurabi's Code influenced ideas about the responsibility of government to set up a uniform system of law for all people and to enforce the law. Although modern law codes are much changed from Hammurabi's time, they have their roots in this code. Many laws in the civil code were designed to protect the powerless, including women and slaves. Some laws allowed a woman to own property and pass it on to her children. One spelled out the rights of a married woman. If a woman was blameless for problems in her marriage, she could leave her husband and return to her father's home. If she were found to be at fault, however, she could be thrown into the river. In general, Babylonian civil law strictly regulated the behavior of women. It expected a woman to remain in her husband's home and be dependent on him. A husband, however, had a legal duty to support her. The code also gave a father nearly unlimited authority over his children. The Babylonians believed that an orderly household, headed by a strong male authority, was necessary for a stable empire.

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Students will be able to apply the distributive property of multiplication. The adjustment to the whole group lesson is a modification to differentiate for children who are English learners. Ask students what the word "distribute" means. Use it in a sentence (e.g., "A teacher will distribute your homework at the end of the day."). Then give students a moment to discuss the word with peers. Call on a few students to give a definition for the word distribute and then develop a meaning with the class (i.e., pass out or give shares of something). On the board, draw a quick picture to illustrate the word (i.e., draw a page of homework with arrows pointing from it to multiple students). Explain, "Today we are going to explore the distributive property of multiplication." Write the name of the property on the board and underline the word "distributive." Place students with a supportive peer, preferably one who speaks the same home language (L1), to discuss the meaning of "distribute." Have students repeat or rephrase the meaning of "distribute" after you define it. Give students additional examples of the word "distributing" such as handing out pencils or apples to students.

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A cylinder consists of a simple geometric shape with two equal and parallel circular bases. To calculate the volume of a cylinder, just know the height (h) and radius (r) and fit them into a simple formula: V = hπr2. Check out the step-by-step instructions below. Step 1. Measure the radius of the base circle Since the two circles are equal, you can measure the radius of either one. Use a ruler to measure the largest part of the circle. Take the result and divide by 2. That way you get a more accurate result than measuring half the diameter. Let's imagine that the radius of the circle in this article is equal to 2.5 cm. Write down the measurement. - If you know the diameter measurement, divide it by 2 to get the radius measurement. - If you know the circumference measure, divide it by 2π to get the radius measure. Step 2. Calculate the area of the base circle use the formula A = πr2 to find the area of the circle. Just fit the radius measure found in the previous step. - A = π x 12 = - A = π x 1. - Since π (pi) is approximately 3.14, the area of the circular base can be said to be 3.14 times the radius squared value. Step 3. Measure cylinder height Height is the distance between the edges of the two bases. Write down the measurement. In our example, let's use the height of 10 centimeters. Step 4. Multiply the base area by the height The volume of the cylinder is like the volume of the circular base extended over the entire height of the cylinder. You already know that the area of the circular base is 3.14 times the radius squared. In our example, the radius is 2.5 cm. The height here is equal to 10 cm. So, just multiply π (3, 14) by the radius squared (2, 5 x 2, 5 = 6, 25) and by the height (10). That is, the volume is equal to 3, 14 x 6, 25 x 10 = 196, 25 cm3. Always use cubed units in the final answer, as volume is a measure of three-dimensional space - After calculating the area of the circle, multiply it using the height. In other words, you're basically stacking the base of the circle until you reach the height of the can. Since you calculated the area, this will equal the volume. - Develop math problems that require calculating the volume of a cylinder. This way you can prepare yourself for real life situations. - Diameter is the longest line in a circle or circumference, that is, the largest measurement that can be taken between two points within a circle or circumference. To get the diameter, fit the ruler's zero to the edge of the circle and note the largest measurement you made without taking the zero mark from the edge of the circle. - Make sure the measurements are accurate. - The calculator makes it very easy to calculate the volume.. - Maybe it's easier to find the diameter and divide it by 2 to get the radius than looking for where the exact middle of the circle is.

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On June 28, 1919, Germany and the Allied Powers signed the Treaty of Versailles, formally ending one of the bloodiest wars in modern history. World War I caused the deaths of nearly ten million soldiers and up to thirteen million non-combatants. Catastrophic property and industry losses occurred, especially in France, Belgium, Poland, and Serbia. So in an attempt to avoid future conflict of the same scale, the Allies allowed the Central Powers no participation in the treaty’s negotiations, stripped Germany of many of its territories, blamed it for the war, and imposed substantial reparation payments. However, although the Allies were hopeful that these measures would ensure peace in the future, the Versailles Treaty has been cited as a Just before the conclusion of the devastating World War I, which had taken more lives than any other war in history, President Woodrow Wilson and the delegates of the Senate in 1919 had conglomerated to come to a decision as to the ratification of the Treaty of Versailles, which had primarily been proposed to set forth conditions which would ultimately put an end to the war. Specifically, according to Wilson’s propositions at the Covenant, the Treaty would make peace with the United States’ adversaries by …; however, its major caveat was that it would divert all blame and responsibility for the war to Germany. This clause would cause several disputes between Wilson and his fellow Senators, which had eventually led to the vetoing of the Treaty On November 11th 1918(the eleventh hour of the eleventh day of the eleventh month), the First World War officially ended. So this day Allies (France, Britain and USA) had a great joy. However not all the nations had fall in gladness. On this day nations of Germany had to feel anger and frustration. Also they had agreed (Armistice) to stop fighting during the terms of peace were consulted. Germany signed the armistice on 11th of November in1918, which was the day that the First World War ended. At first Germany believed that the Treaty of Versailles was similar as Woodrow Wilson’s 14 points. Reason why they thought it would be similar is because his points were designed to end the war peacefully and to treat the Germany in a fair way. However Who would've thought that the treaty of Versailles would have caused world war 2. Many people didn't think that the treaty of versailles would of caused ww2. The treaty of versailles was created to make peace between the country. How would have the treaty of versailles contribute to the ww2. But it did by treating germany harshly in the following ways territorial losses, military restrictions, economic reparations and war guilt which will be explain in the following paragraphs. The Treaty of Versailles, although intended to be a peace treaty, caused more problems than solutions. Despite the war being fought by many countries in Europe all the blame was placed specifically on Germany. For starters Germany had to claim sole responsibility for the war, even though they weren’t the technical “spark” for the beginning of the war. Following that they’d have to pay for the entire war, a cost coming up to about $56 billion dollars, as well as lose all their colonies, lose Alsace Lorraine, and have all their armed forces be limited to just 100,000 troops. All these extreme measures were just way too much for one country to deal with all at once. The Treaty of Versailles: Viewing Germany as the enemy of conflict, European Allied forces decided to bring forth a treaty to the recently defeated Germany of WW1. The Treaty was presented to the German leaders to sign on May 7, 1919 which stated that Germany was to surrender Belgium, Czechoslovakia and Poland. One of the most embarrassing articles of the treaty was article 231, known as ‘The War Guilt Clause’ which forced Germany to admit full responsibility to the outbreak of WW1. The effect of this article was that Germany was liable for damages to material with Georges Clemenceau insisting on compensation repayments. Clemenceau and the French; The treaty included fifteen parts and 440 articles specifying Germany 's obligation for the war and its reparations. The Treaty of Versailles had disastrous consequences for Germany because it led to significant financial, material, territorial, and colonial losses. Under the treaty, Germany lost 13 percent of its territory and all of its overseas colonial possessions, limits were imposed on its military, and heavy reparations were imposed. The most controversial part of the treaty was Part VIII that established Germany 's liability for war and the damages of the Allies. Woodrow mean by peace without victory? What is the treaty of Versailles? What did Germany lose by signing the treaty of Versailles? These are all questions that will be answered throughout this paper. I believe that peace doesn 't have to lead to war. Finally, Germany wasn 't going to give up. They wanted to win this thing. President Wilson said "Victory would mean peace forced upon the loser. " Meaning, if the Allies won the war, then Germany would have to face the consequences, which would end the war (deaths, Militarism was a huge factor as to why the war was caused, as too many other reasons including Imperialism and Allies. The war was caused because of the distrust and accusations made by one nation to another. Militarism is the belief of keeping a strong military. Each nation would spend millions on weapons and keeping their military strong. Document C ‘‘Growth in Armaments, 1890-1914’’, states that nations including Great Britain, Austria-Hungary and many more spent millions on developing their armies, Great Britain being the nation that spent the most. Wilson negotiated the peace treaty at the Paris Peace Conference. At the conference, he presented The Treaty Of Versailles. As he presented it, it required Germany to accept full responsibility for starting the war, make repairs to other countries with damages, surrender some land to other countries etc. The Germans weren’t happy with this negotiation, yet agreed anyway. Wilson called this “A Peace Without “When the peace treaty is signed, the war isn’t over” (Marlantes). When the fighting stopped on the battlefront of World War I many leaders of different countries gathered together in Paris. They were there to discuss the Treaty of Versailles that would ensure permanent peace. The treaty that was created was extremely unfair to Germany. The Treaty of Versailles was far from perfect, but some of the biggest faults were forcing Germany to take the blame for the whole war, demanding they give up all of their colonies and decrease the size of their military, and paying reparations to the Allies. Did the Treaty of Versailles Accomplish What it Was Supposed to do? The Treaty of Versaille was the ending point of World War I it ended the war that had lasted for four gruesome years. Signed in June of 1919, the treaty promised peace through the formation of the League of Nations and the demilitarization of Europe in hopes to prevent future conflict. On January 8, 1918, President Woodrow Wilson delivered a solemn oration to Congress on the role of peace after the cessation of World War I. During this focal epoch in American history, Wilson—an ardent arbitrator by heart—sets out to establish ‘covenants of justice and law and fair dealing’ amongst the nations of the world; he, moreover, propounds the notion that imperialist adventurism and coercion should hereafter be put aside for a “peace without victory”. This ‘progressive’ speech did not resonate well with the European Allies, who thought little of conferring with Germany and Austria-Hungary to orchestrate a cordial agreement. Instead, the western Allies imposed stringent reparations upon the abashed German Empire, ultimately setting

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28.6: Magnetic Force On A Current-Carrying Conductor Moving charges experience a force in a magnetic field. Since the magnetic fields produced by moving charges are proportional to the current, a conductor carrying a current creates a magnetic field around it. Consider a compass placed near a current-carrying wire. The wire experiences a force that aligns the needle of the compass tangentially around the wire. Thus, the current-carrying wire produces concentric circular loops of magnetic field. The magnetic field generated by a wire can be determined using the right-hand rule, which states that if the thumb points in the direction of the current, then the direction in which the fingers curl around the wire gives the direction of the magnetic field produced. Consider a rectangular plane in the XY direction. If the magnetic field moves out of the plane, those magnetic field lines are represented by a dot symbol. If the magnetic field moves into the plane, those magnetic field lines are represented by a cross symbol. Consider a straight conducting wire with current flowing from the bottom to the top that has a length l and a cross-sectional area A. The conducting wire is placed in a uniform magnetic field that is perpendicular to the plane and directed into the plane. The drift velocity acts upward and is perpendicular to the magnetic field. The average force on each charge is directed to the left and is given as follows: If there are n charges per unit volume, then the cross-sectional area of the wire multiplied by the number of charges per unit volume and the length gives the volume of the segmented wire. Thus, the total magnetic force on the segment has a magnitude as follows: By recalling the drift velocity equation and substituting the terms, the total force on the segment can be calculated as follows:

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Find the differences between, 1. Lexical vs. Auxiliary verbs 2. Transitive vs. Intransitive verbs 3. Primary vs. Model auxiliary verbs 4. Finite vs. Non-finite verbs 5. Regular vs. Irregular verbs 6. Stative vs. Dynamic verbs Lexical verb or full verb is a member of an open class of verbs. Typically expresses action. EX: She comes usually. I wrote a letter. • These have a definite relation with the subject. These verbs are usually the main verb of a clause or sentence. • They can be changed according to the number, person of • They are indicative of passive or active voice and tense. • She walks home. • She walked home. • They do not present the main action. • They do not change according to the number or person of the subject. • They do not show tense or voice. • He likes watching horror movies. • I like to dance in the parties. • The sleeping tiger is dangerous. • I want you think about verbs. • Drink boiled water always. Regular & Irregular Verbs A verb that forms its past tense and past participle by adding -d or -ed to the base form. (Also known as a weak verb.) • The majority of English verbs are regular. They have four different forms: • Base form: (the form found in a dictionary) • -s form: used in the singular third person, present • -ed form: used in the past tense and past participle • -ing form: used in the present participle Ex: Play, Cook, Join … A verb that does not follow the usual rules for verb forms. Also known as a strong verb. Ex. say, get, go, know, think, see, make, come,

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WHAT IT IS: From The Writing Revolution, Expanding Kernels is a K-12 strategy for adding detail and substance to an idea. HOW IT WORKS: The teacher gives students a sentence kernel to begin. Remember that a sentence kernel should be a complete sentence and should not be an imperative (i.e. a command). The teacher also presents students with the questions to ask in order to expand a sentence as follows: - What (both subject and object) Depending on the nature of the sentence kernel, some of the questions will be inherently clear (ex: “George ran.” Here the who and what are self-evident). The teacher, therefore, suggests to students which questions to answer in order to expand the sentence. The teacher provides a simple graphic organizer for students to first answer those questions and then write the new expanded sentence at the bottom. For lower level students, focus on one or two of the questions at a time. For higher level students, allow them to identify which questions still need to be answered and select which ones they want to expand.

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The Chi-square test, also known as Pearson’s Chi-square test or the goodness-of-fit test, is a statistical method used to determine whether there is an association between two variables. It compares observed frequencies with expected frequencies in one or more categories of a variable. It is primarily used in experiments that involve categorical data and can be used to compare different distributions of categorical data to determine if they are related. Working and Applications of Chi-square Test The chi-square test uses a chi-square statistic, which is calculated by subtracting the expected frequency from the observed frequency and then squaring it, dividing the result by the expected frequency and then adding up all of these values. This results in a number that indicates how closely the two variables correlate. The higher this number is, the greater difference there is between expected frequencies and observed frequencies, indicating that there may be some correlation between the two variables being studied. In addition to determining if two variables are correlated, the chi-square test can also help identify patterns within categorical data. It can help answer questions such as “Is there a relationship between gender and political party?” If so, what kind? The chi-square test can also be used to compare different groups within one variable to each other (for example: “Are people born before or after 1990 more likely to vote for certain political parties?”). It should be noted that while useful in certain circumstances, the chi-square test does have limitations. In particular, this method does not take into account any form of sampling bias that may exist when studying a population – for example, if individuals who are easy to reach are overrepresented in a sample due to their availability (e.g., responding repeatedly to surveys), this could lead to inaccurate conclusions when using this method of analysis. Additionally, since this method works best on large datasets with many observations (hundreds or more), it can be difficult to use on smaller samples like those typically seen in social science research studies. Advantages and Disadvantages One of the main advantages of the chi-square test is its simplicity. It can be easily applied to both small and large sample sizes without requiring complex calculations or assumptions. This also makes it a very accessible statistical test, particularly for researchers and practitioners who may not have extensive statistical knowledge. Another advantage of the chi-square test is its versatility. It can be used to test the independence of two variables, as well as to determine if observed data fits a particular distribution. This makes it a useful tool in a variety of research contexts. However, there are also some drawbacks to using the chi-square test. One of the main disadvantages is that it is sensitive to sample size. In general, larger sample sizes are needed to achieve the same level of statistical significance as smaller sample sizes. This can make it challenging to apply the chi-square test in certain research contexts where sample sizes may be limited. Another disadvantage of the chi-square test is that it assumes that observed data follows an exact or approximate distribution. If the data deviates significantly from the expected distribution, the test may produce inaccurate or biased results. Overall, though it has its limitations, the chi-square test remains an important tool for analyzing relationships between variables and understanding patterns within categorical data. It has been widely utilized by researchers since its introduction over 100 years ago and continues to provide valuable insights into complex questions about our world today. The chi-square test is a valuable tool for researchers and practitioners seeking to test the independence of two variables or test for goodness of fit. However, it is important to be aware of its limitations and potential biases when interpreting results.

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This selection of 5 resources is a mixture of problem-solving tasks, open-ended tasks, games and puzzles designed to develop students' understanding and application of mathematics. Thinking for Ourselves: These activities, from the Association of Teachers of Mathematics (ATM) publication 'Thinking for Ourselves’, provide a variety of contexts in which students are encouraged to think for themselves. Activity 1: In the bag – More or less requires students to record how many more or less cubes in total... 8 Days a Week: The resource consists of eight questions, one for each day of the week and one extra. The questions explore odd numbers, sequences, prime numbers, fractions, multiplication and division. Number Picnic: The problems make ideal starter activities Matchstick Problems: Contains two activities concentrating upon the process of counting and spotting patterns. Uses ideas about the properties of number and the use of knowledge and reasoning to work out the rules. Colours:Use logic, thinking skills and organisational skills to decide which information is useful and which is irrelevant in order to find the solution.

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Learning About Adjectives Students will be able to name adjectives by describing their favorite characters from the teacher’s story and their own favorite stories. Grade Level: K - 2nd Length of Time: 30 - 40 Minutes Objectives & Outcomes The learners should be able to give adjectives to any describe any noun the teacher provides. - Any story that has characters to be described - Papers for each student - Pencils for each student Opening to Lesson - Ask the class if they know the story of the Three Little Pigs (the teacher can choose whichever story he/she likes). - Tell students that it is your favorite story and ask them to listen respectfully for those who don’t know it yet. Ask them to look at the pictures and drawings as you read them the story of the Three Little Pigs. - After reading the story, ask them which pig they like and dislike in the story. - Ask them why they like and dislike the pig which they answered. - As they tell you their reasons, write down all the adjectives that you hear in their answers. You can write the adjectives on to the board. - Tell students that any word that describes things we like or dislike are called adjectives. Body of Lesson - Invite some students to act out their favorite characters from the story then ask the class to describe characters they portrayed. Remind them that the words they are using to describe are called adjectives. - The students will be asked to write or draw at least two adjectives for every person, thing, place, or animal the teachers tells them. They must write it on their paper. If some students have trouble spelling, write some adjectives on the board. - Ask the class to tell you what they learned about adjectives. - Ask them the best adjectives that they can give for their parents, family, and friends. Assessment & Evaluation Teacher can use the adjectives students wrote down during Independent Practice as a form of formal or informal assessment. Modification & Differentiation Teacher can provide an adjective chart with many adjectives listed on it. This will help students who have trouble with the language or with organizing their thoughts. Related Lesson Plans This lesson will allow students to practice both writing names and identifying beginning sounds for common item names. The students will learn about the Solar System, the order of the 8 planets, special words such as orbit and asteroid. Students will work in groups to describe various objects based on taste, smell, look, touch, and emotional feeling. The students play a game where they practice different movements including jumping, galloping, skipping, running, jogging, leaping, and walking. Based on National Physical Education Standards, students should have been learning these skills for the last 4 years. Ready to Pursue a Master’s Degree in Education? Make it Your Time! Teacher.org’s lesson plans encourage conceptual understanding and lifelong learning skills in students as well as empower and motivate teachers. Are you currently teaching but have the desire to pursue a Master’s Degree in Education? Follow your passion for teaching but at the same time give yourself the tools to further your career and learning. Whether it’s higher salaries, advanced career opportunities, or leadership positions, earning your Master’s Degree in Education is one worth pursuing. Make it your time!

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The word “bias” refers to a partial or prejudiced attitude towards a specific thing, person, or group. When someone is said to be biased, it means that they have a certain preference or favor for something, leaning heavily in one direction due to their personal feelings, preconceived notions, or experiences. This bias can impact their judgement, hindering their ability to perceive things in an objective or fair manner. Biases can shape our attitudes, behavior, and perception in various contexts such as politics, education, culture, and social interactions. They can be both conscious and unconscious, and can influence the decisions and judgement we make on a daily basis, often without us being aware of them. For instance, a teacher might show favoritism towards one student over another based on their preconceived notions about their abilities – this is an example of bias. Likewise, a news outlet may deliver stories with a particular slant, presenting events and facts in a manner that aligns with their ideology or viewpoint – this is known as media bias. Similarly, in experimentation, a researcher might manipulate their data or design in such way to produce desired outcomes. This is often referred to as experimental or scientific bias. However, it’s crucial to understand that bias is a natural part of human cognition. No one is completely free of biases. They form as we grow, accumulating from our background, cultural environment, personal experiences, and societal influences. The human brain is naturally inclined to find patterns and create shortcuts to make processing information easier. This can lead to the creation of biases. A crucial aspect of growth and wisdom lies in acknowledging and understanding our biases and working toward eliminating them wherever possible. This can involve becoming aware of our preconceived notions, testing them against reality, and developing a more objective viewpoint. Being honest about our biases can potentially help us make fairer judgements and decisions, fostering more equitable and harmonious relationships, and creating societies that are more just and fair. Moreover, in professional settings, steps are often taken to minimize bias. For instance, in scientific research, methods such as double-blind studies are used, where both the experimenter and participant are unaware of which group the participant is in. This helps to eliminate bias and ensure objectivity. To conclude, the term “biased” implies a leaning or favor towards a particular entity, individual, or concept due to personal affiliations, experiences, or attitudes. It underlines the absence of neutrality and the presence of a personal or subjective viewpoint. The awareness, understanding, and control of our biases can lead us to become more equitable individuals and build fairer societies.

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In this lesson, Professor Perez teaches about integer exponents and how to use them. He starts with simple problems, like multiplying numbers by variables, and gradually moves on to more complicated ones, including negative exponents and rational expressions. He emphasizes the importance of paying attention to the base of the exponent and understanding the rules for dividing with the same base. By the end of the lesson, students will have a solid understanding of how to work with integer exponents. Learn about exponents and how to use them. Created by and copyright of Larry Perez. Funded by the state of California through Saddleback College. More information on videos, resources, and lessons at Algebra2Go. Questions answered by this video: What is the difference between 3x and x^3? What is the difference between (xy)^3 and xy^3? What is the difference between (-3)^2 and -3^2? What are the rules for exponents? What does a negative exponent mean? Currently 4.0/5 Stars. This video explains what an exponent is and how to use them in problems. This is a beginning lesson that explains some common misconceptions with exponents. Rules for exponents and several examples are shown also.

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Both Massachusetts and Pennsylvania were settled by religious separatists from England. The various Massachusetts plantations that later became a unified colony were settled earlier than Pennsylvania and by Puritan groups which did not endorse religious freedom. Instead, the Puritans consciously imposed their form of faith and worship on all inhabitants of their colony and persecuted those who pursued a different path. In contrast, Pennsylvania was founded by a Quaker, William Penn, who insisted on religious freedom in the colony, opening it to settlement by persecuted religious groups other than Quakers. These included Swiss and German anabaptists sects. This changed the flavor of the colony by infusing it with a variety of cultural and ethnic groups. Penn, following the Quaker peace testimony, also pursued peaceful relations and reconciliation with Native American groups in the colony. This led to a less bloody and antagonistic history—at least initially—between colonists and natives than was the case in Massachusetts. Pennsylvania was more amenable to farming than Massachusetts, which relied more on fishing and trade to generate wealth. Both, however, became wealthy colonies, and their major cities, such as Philadelphia and Boston, were centers of colonial power. Pennsylvania's example of toleration of diverse religious groups had a longer lasting impact on the American way of life than the Puritan theocracy, for the United States early on embraced the ideal (if not always the reality) of religious freedom.

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When an object moves in two coordinates such as x, y or y, z, and so on then the motion is there in a plane. The projectile motion is one of the examples where the object moves in both horizontal and vertical directions. The uniform circular motion is another example of the two-dimensional motion where the object moves with the uniform speed in a circular motion while the velocity keeps on changing at every point because the direction of the velocity vector keeps on changing. Whenever an object travels in a circular motion at every point some of the acceleration is experienced by the object and this acceleration acts towards the center of the circle which makes that object move in that circle. This acceleration is called Radial acceleration or centripetal acceleration. During a uniform circular motion, the force acting towards the center is known as the centripetal force and in order to balance that force, the force that acts outside the circle is called the centrifugal force. The Centripetal force always keeps acting towards the center. The direction of the velocity always remains tangent to the circle at all points. The acceleration vector will always be perpendicular to the velocity vector and therefore it will always point towards the center. Mathematically the angular velocity is given as, w=v/r Where, w= angular velocity, v = magnitude of velocity, r = radius of the circle Mathematically the magnitude of the acceleration is given as a=v2/r The value of the angular acceleration is always zero in the uniform circular motion due to the angular velocity that always remains constant. A brief outline of the topic: The uniform circular motion can be defined as the motion of an object in a circle at some of the constant speed. When an object moves in a circular motion inside the circle it will constantly change its direction. At some point, the object may move tangentially to the circle. Because the direction of the velocity vector is the same as the direction of the motion of the object then the velocity vector is directed tangent to the circle as well. The object moving in a circle is an accelerating object. The accelerating objects are the objects which change their velocity by either changing the speed or by changing the direction. When an object undergoes the uniform circular motion it moves with a constant speed. It will accelerate due to its change in direction. The direction of the acceleration always remains inwards. A brief note of important concepts and laws: The uniform circular motion is the two-dimensional motion in which the object keeps moving with a uniform speed in a fixed circular direction but because the direction of the object keeps on changing at each and every point thus the velocity also keeps on changing. The direction of every point is the direction towards the tangent. The final motion characteristic for an object which undergoes the uniform circular motion is the net force. The net force acting upon this object is directed towards the center of the circle. Here the net force is said to be an inward or the centripetal force. Without such an inward force an object would continue in a straight line and will never deviate from its direction. There are two types of circular motion that can act upon a body in motion: - Uniform circular motion - Non-uniform circular motion In the uniform circular motion, the angular speed and the acceleration remain constant and the velocity differs. In the non-uniform circular motion both the angular speed and the velocity keep changing. Uniform circular motion Let us consider a particle moving in a circular motion. It will contain some acceleration acting at the center. This will make it move around the center position in a particle. As the acceleration is perpendicular to the velocity it will only change the direction of the velocity and the magnitude will remain unchanged. Hence, the motion is a uniform circular motion. This can also be called the centripetal acceleration and the force that acts towards the center is known as the centripetal force. Therefore the centripetal force is the force acting on a body over a circular path. Therefore, if a particle moves in a uniform circular motion then: - The speed will be constant - The velocity will change at every instant - The tangential acceleration will not act on the body Non-uniform circular motion If it is a non-uniform circular motion the tangential acceleration increases or decreases resulting in the acceleration to be the sum of the tangential and the radial acceleration. Also read: Law of Conservation of Linear Momentum FAQs (Frequently Asked Questions): Que: Give Practical examples of uniform circular motion. Ans: The practical examples of the Uniform Circular motion are as follows: - The motion of the electrons present in an atom around the nucleus. - In the wall of death, the bike has a normal force acting towards the center which makes it move in a circular motion. - The Artificial satellite moving around the Earth is an example of the uniform circular motion. The gravitational force from the center of the earth exerted upon the satellite acts as the centripetal force for it. Que: A plane is flying with a speed of 120 m/sec; it makes a turn to join a circular path leveling with the ground. What will be the radius of the circular path formed if the centripetal acceleration is equal to the acceleration due to gravity? Ans:The centripetal acceleration is given as follows, ac =v2 /r r= ac/ v2 Let’s assume the acceleration due to gravity to be as 10m/sec2 r= 10 ×120× 120 r= 144000 m radius= 144 km Therefore the radius of the circular path formed if the centripetal acceleration is equal to the acceleration due to gravity is 144 km. Que: Name the device used for measuring the speed of rotation in electrical machines or in objects moving in uniform circular motors? Ans: The tachometer is the device that helps us to measure the speed of the rotation in electrical machines or in the objects moving in a uniform circular motion. Que: The property of conservation of energy is applied when an object moves in a uniform circular motion. How? Ans: The conservation of energy is a universal fact and this is properly applied when we move any object in the uniform circular motion when the object is moved by us in the uniform circular motion, the speed remains constant and therefore the kinetic energy also remains constant. Due to the constant change in the velocity, the momentum keeps on changing.

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What Is Bias? Bias comes in many forms and can often contribute to how even the most well-intentioned educators respond in their learning environment. Our preconceived notions and opinions can emerge through our language choice, teaching methods, grading practices, and accessibility practices and it can have a tremendous impact on our students’ learning and connection to school. That is why recognizing and understanding our biases is crucial. To begin, it is important that we define bias—both implicit and explicit: - Implicit bias is the attitudes or stereotypes that affect our understanding, actions, and decisions in an unconscious manner, which can be activated involuntarily without our awareness. - Explicit bias is a conscious preference or aversion toward a person or group of people, which results from deliberate thoughts that we can identify and communicate with others. Bias can lead to feelings or attitudes toward other people based on characteristics such as race, ethnicity, age, disability, gender, or appearance. Microaggressions, which are comments or actions that subtly and often unintentionally express a prejudice attitude toward a member of a marginalized group, are an outgrowth of implicit bias. They can be expressed as verbal, behavioral, or environmental slights and communicate hostile, derogatory, or negative viewpoints. Why Is It Harmful? As educators, we believe all our students—across race, place, socioeconomic status, religious preferences, language differences, and disability labels—deserve a fair and equitable public education. However, it is simply human nature that we tend to sort people into groups and have unconscious thoughts and preferences based on a range of characteristics. For example, a few of the most common types of implicit bias include: - Ageism, which discriminates against someone based on their age; - Sexism, which is discrimination or prejudice based on gender or sex; and - Ableism, where able-bodied individuals are viewed as normal and superior to those with a visible or non-apparent disability leading to discrimination and prejudice. Implicit bias can influence our actions, reactions, perceptions, and judgments, and it can result in unfavorable treatment of our peers and students. What we know for sure: No one is immune to suffering its effects, and discrimination and prejudice against people with disabilities are unfortunately quite common. For example, when we meet individuals with disabilities, we might see the individual’s disability before we see the individual; we might not use identity-first language and etiquette; and we might simply treat individuals with disabilities differently than we do with individuals without disabilities. What Can We Do to Address Our Implicit Bias? The first step in overcoming implicit bias is increasing our awareness of our own personal biases, thoughts, and feelings. By doing so, we can implement behavior changes that help us focus on seeing each person as an individual rather than sorting and grouping people into categories. Once you have increased your awareness, you will be ready to take the necessary steps to limit and combat your biases. Here are some tips: - Be conscious of and question your decisions. Self-reflection is key to adjusting your perspective and being mindful. The American Bar Association offers a helpful list of questions to check your implicit disability biases. By treating your students with kindness and understanding, you lead by example. - Educate yourself. You can access resources, like Project Implicit, to uncover your implicit biases or participate in bias training. This can help teach you to act objectively and limit the influence that your biases have on your behavior. - Communicate about it and create systems to reduce it. It is important to hold yourself accountable as you work to consciously change your stereotypes. You can create a safe space for your peers and students by admitting that everyone is subject to implicit biases; it is how we take steps to combat them that matters. - Increase your exposure. Spend time with people who are different from you and become more inclusive to help counter any stereotypes you might have. You should do this inside and outside of your learning environments. Interested in Learning More? Project Implicit, a non-profit organization run by academics at multiple universities, offers the Implicit Association Test (IAT) to help uncover your implicit biases. As you explore your own biases and stereotypes, do not feel ashamed by what you learn! We now know that everyone has unconscious biases. What’s important is that we are open to learning from it.

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On December 20, 1860, a secession convention in South Carolina voted unanimously to secede from the Union. Fearing that Republican Abraham Lincoln’s administration would appoint antislavery officials who would undermine slavery, slaveholders chose to abandon the Constitution and form their own nation. To justify their decision, the convention used arguments developed by John C. Calhoun, claiming that states were sovereign entities that had the right to leave the Union just as freely as they had joined. The secession of South Carolina marked a significant turning point in the lead-up to the American Civil War. The state’s leaders, including Governor Francis W. Pickens, believed that secession was necessary to protect the economic and social interests associated with the institution of slavery. In a unanimous vote, the South Carolina Convention declared the state’s independence from the Union, asserting the right of states to govern themselves. The secession of South Carolina had profound implications, triggering a chain reaction as other Southern states followed suit in the subsequent months. Mississippi, Florida, Alabama, Georgia, Louisiana, and Texas joined South Carolina in seceding from the Union, forming the Confederate States of America. The secession crisis ultimately culminated in the outbreak of the Civil War in April 1861, as tensions between the North and the South reached a boiling point and Lincoln became determined to preserve the Union.

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Bullying is an act of aggression with three specific characteristics: - Unwarranted and intentional act to do harm to an individual. - Repetitive (or likely to be repeated) action involving the same or a different targeted person. - Involves an imbalance of power, where the person engaging in bullying behavior perceives her/himself to be superior to the person targeted. All three characteristics must be present in order for an aggressive behavior to be bullying. Physical bullying involves hitting, shoving, pushing, tripping, and other kinds of force. Social bullying involves using relationships to hurt someone, including embarrassing someone in public, excluding someone from participation, and spreading rumors. Verbal bullying involves hurtful comments, name-calling, teasing, and making threats. Cyberbullying is bullying that takes place using electronic technology. Electronic technology includes devices and equipment such as cell phones, computers, and tablets as well as communication tools including social media sites, text messages, chat, and websites. Please contact Julie McDaniel-Muldoon, PhD, ACTP for additional bullying prevention information, resources and services.

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This worksheet is a letter matching activity that helps students identify the uppercase “Y” and lowercase “y.” In the center of the page, there’s a picture with the letter “Y,” and surrounding it are various letters in different cases. The students are instructed to draw lines connecting each uppercase “Y” and lowercase “y” to the central picture. This type of exercise is visually engaging, allowing children to make a direct association between the letter and the image. The purpose of this worksheet is to teach letter recognition, specifically distinguishing between the uppercase and lowercase “Y.” By connecting the letters to the central image, students reinforce their understanding of the letter’s form in both cases. This activity also aids in developing fine motor control, as drawing lines requires precision and hand-eye coordination. Additionally, the worksheet promotes visual discrimination, a skill important for reading and writing.

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This worksheet presents a series of word problems that explore proportional relationships in the context of fruits and their sales, costs, and quantities needed for serving. Students are asked to solve problems involving the cost of apples proportional to their weight, the number of cups of strawberries needed to serve people based on a proportion, the number of oranges a farmer can harvest in a set time, and the cost of a watermelon relative to its weight. Other problems address the quantity of fruit a tree produces over multiple seasons, the number of bananas needed for fruit smoothie servings, the cost of grapes proportional to weight, and the cost of mangoes based on a given price. The purpose of the worksheet is to teach students how to solve problems that involve direct proportion. It helps students understand how to scale quantities up or down based on a given ratio and to apply this understanding to practical situations such as pricing, budgeting for recipes, or planning for agricultural yield. These skills are crucial for their mathematical development and for making informed decisions in everyday life, such as cooking or shopping. The worksheet is designed to reinforce the concept of proportional reasoning in a fun and engaging way using familiar items like fruits.

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Lesson Plans and Worksheets Browse by Subject Rocket Teacher Resources Find Rocket educational ideas and activities Students explore rocketry using balloon rockets. They demonstrate how rockets can achieve greater altitudes by using the technology of staging. By using two inflated balloons that slide along a fishing line, they simulate a multistage rocket launch with thrust produced from escaping air. Students discuss rockets and how they work. Students research basic information about the Space Shuttle. Students work in collaborative groups creating "rockets" with empty film canisters. Students launch their "rockets" and record results in their journal. Students change launch constituents in lab and re-launch "rockets". Students draw a diagram of a rocket and explain how it works. Extension:Students build model of the Space Shuttle. Water or stomp rockets are great tools when you want to investigate gravity, the design process, and the way rockets work. Thrust your class into an active and engaging lesson as they first design paper rockets and then move onto a more complex challenge. Soda bottles, PVC pipe, and water will make for a fun afternoon at school. If you know how to employ the exothermic reaction between hydrogen gas and oxygen gas to make a miniature rocket, then this worksheet is a fabulous lab sheet for your chemistry charges. First, they observe a spark in pure oxygen and one in pure hydrogen, then write out the corresponding chemical equations. Critical-thinking questions are asked about the combination of gases. Chemists work collaboratively to record flight distances and then compare results with other groups. The first two slides set up the conditions for this "experiment on paper". A fun activity where students chose which of the rockets will fly higher in the situations given. Each slide is followed by an answer page and this presentation could even be used by 2 classroom teams to question each other. Velocity, mass and speed are considered in this activity and it also stimulates mental math practice. Pairs of space scientists or junior physicists construct and deploy antacid-powered rockets. Through this activity, they observe Newton's Laws of Motion. The plan is detailed and well-organized. Resource links include professionally designed diagrams of rocket construction instructions and a NASA Quest explanation of rocket principles. Students analyze elements of space travel. In this space travel instructional activity, students log on to Second Life and virtually explore rockets and other tools used in space travel. Students research manned space flights and discover which countries have space exploration programs. Extension activities are provided. Students are shown how to change one of the variables that affect trajectory as they attempt to find the correct flight path to avoid airborne obstacles and take their rocket to its target. They recognize patterns within sumulations and make and test predictions. Students estimate angles up to 90 degrees.

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The team believe the Red Planet underwent reverse global warming millions of years ago which saw all carbon dioxide stripped from its atmosphere. Without the greenhouse gas to keep heat in, as it is known to do on Earth, this led to rapid cooling and the evaporation and freezing of whatever water there was on the Martian surface. Scientists at the Scottish Universities Environmental Research Centre, the University of Glasgow and the Natural History Museum in London came up with the theory by studying a meteorite known to have been blasted off the surface of Mars around 1300 million years ago. Studies of the space rock, known as Lafayette, revealed it was studded with a carbon-rich mineral called siderite which is formed when chemicals in the atmosphere and earth capture carbon dioxide and trap it in a solid state by the process of carbonation. While this process also occurs naturally on Earth, and is the focus of research into methods of permanently locking up carbon dioxide from power stations, the magnitude of the effect on Mars indicates that it has the potential to be effective on a planetary scale. Dr Tim Tomkinson of the Scottish Universities Environmental Research Centre, Research Associate at the University of Glasgow and lead author of the paper, said "Mars once had a thick atmosphere that was rich in water and carbon dioxide, and so carbonation may help answer the mystery of why the Martian climate deteriorated around 4000 million years ago. "This discovery is both significant in terms of the way in which scientists will study Mars in future but also to providing us with vital clues to how we can limit the accumulation of carbon dioxide in the Earth's atmosphere and so reduce climate change."

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Defining the Senate's Role - 1789 How would senators represent the citizens of their states? Under the Constitution, state legislatures (not voters) chose senators, who served longer terms than House members. The Senate gave each state an equal voice in Congress—regardless of its population. Critics of this system warned that the Senate might be too “aristocratic.” Would senators be accountable? they asked. Would they fairly reflect public opinion? The opposite point of view was given by James Madison, one of the principal framers of the Constitution. He feared that the larger, popularly elected House might too easily “yield to the impulse of sudden and violent passions.” Madison argued that senators, serving longer terms and chosen by state legislatures, would be more shielded from popular whims and better able to counter such political frenzy until “reason, justice, and truth” again prevailed. Jay's Treaty: Sharing Power 1794-1795 - 1795 Winning independence from Britain did not end disputes between the two nations. Issues of trade and territory remained. To resolve these, President Washington sent Chief Justice John Jay to London in 1794. Even before Jay returned to America, angry rumors circulated speculating that the treaty he negotiated favored the British at the expense of American interests. Following two months of bitter debate in 1795, the Senate approved Jay's Treaty with barely the required two-thirds majority. When a senator leaked the still-secret agreement to the press, angry mobs accused senators of signing a "death warrant to America’s liberties." Those who had voted against the treaty became heroes. This split helped define America’s first political parties—the Federalists, who approved the treaty, and the Jeffersonian Republicans. When the House made a bid to review the treaty, President Washington refused its request for documents, thereby reaffirming the Senate's exclusive role in approving treaties. "A death warrant to America’s liberties ..." —Cry of protesters against Jay’s Treaty, Summer 1795 Behind Closed Doors 1789–1795 - 1795 Why meet in closed session? The Constitution does not require Congress to meet in public. The House of Representatives, elected directly by voters, immediately opened its doors to the public and press. Senators, originally chosen by state legislators, decided to meet in private, believing they could work more efficiently without public scrutiny and interference. The earliest Senate Chambers, in New York City and Philadelphia, did not have visitors’ galleries. The Senate decided to build a viewing area in 1794 after many state legislatures and newspapers demanded more openness. Beginning in 1795, the Senate debated legislative business (lawmaking) in open session but continued to discuss executive business (treaties and nominations) in closed sessions until 1929. Today, both houses of Congress conduct all debates in public sessions, except when discussing information that could risk national security.

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