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Teach Your Child to Read - This FREE grammar activity challenges a student to think critically by selecting the best word that would not otherwise fit in each sentence. - Give Your Child a Head Start, and.Pave the Way for a Bright, Successful Future. 8 great ideas that can be used with any novel study at any grade level. Better than book reports, these ideas will have your students think more complexly about the characters, themes, nuances, and connections of the books. These project ideas are also INFERENCING FREE ELA Worksheets and Activities~ This middle and high school resource has a wide variety of PowerPoints and worksheets. Check out resources for fact/opinion, inference, and lots of other reading/writing skills from E Reading Worksheets!

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3.5 based on 2 ratings Use your imagination to create an original pattern with shapes and colors! Your little learner will repeat her pattern in a sequence, building her basic math skills as she goes. Start Lesson Guided Lesson: Patterns Guided Lessons are a sequence of interactive digital games, worksheets, and other activities that guide learners through different concepts and skills. They keep track of your progress and help you study smarter, step by step. Guided Lessons are digital games and exercises that keep track of your progress and help you study smarter, step by step. This guided lesson on patterns teaches preschoolers how to recognize common patterns such as AB and ABC. It will also challenge kids to duplicate and extend simple patterns using concrete objects. This lesson gives kids an introduction to patterns, an important building block for problem solving and algebraic thinking. When done with the lesson, browse the accompanying pattern worksheets to extend learning. This guided lesson on patterns teaches preschoolers how to recognize common patterns such as AB and ABC. This lesson includes printable activities: Download All (5) Song: Ant Parade Game: Roly's Pattern Quiz Game: Make Your Own Pattern Story: Patterns on the Farm Game: Patterns Quiz Related Learning Resources

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Ohio Standards. What are Syllables? Syllables are parts of words. Each part of a word has one vowel sound in it. Be careful! You may see more than one vowel letter, but still hear only one vowel sound. The resources above correspond to the standards listed below: OH.1. Phonemic Awareness, Word Recognition and Fluency: Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of the third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text. 1.5. Grade Level Indicator: Segment letter, letter blends and syllable sounds in words. NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

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Chondrules, the stony, seed-like grains in meteorites, were formed when some event melted rock in the solar nebula. The latest analyses narrow the possible ‘when’, ‘where’ and ‘how’ of that process. Open up almost any stony meteorite, as scientists have been doing for more than 200 years1, and you will find hundreds of millimetre-sized bits of rock. These ‘chondrules’ (named after the Greek for seeds) were formed at the birth of the Solar System, and as such potentially bear witness to conditions — pressures, temperatures, chemical composition and so on — in the solar nebula. But obtaining that information depends on identifying how they formed, a topic tackled by Cuzzi and Alexander on page 483 of this issue2. With the invention of the petrographic microscope in the late nineteenth century, it was recognized that chondrules are silicate rocks with igneous textures, and that these “drops of fiery rain”3 individually crystallized from a molten state while floating freely. Clearly, at the birth of the Solar System there were events hot enough to melt rock, and frequent enough to melt most of the mass of the asteroids — asteroids, which reside between Mars and Jupiter today, are the source of most meteorites. Identifying what melted the chondrules has long been a central theme of meteoritics. Dozens of explanations have been advanced, but detailed, quantitative tests of these models have come of age only recently. Cuzzi and Alexander's work2 represents a major advance in constraining the circumstances of chondrule formation. It shows that not only were the chondrule-melting events very energetic, but they were also very large — thousands of kilometres — in extent. This finding limits the number of possible mechanisms by which chondrules formed, and goes some way to demystifying their origins. Chondrules are known to have reached peak temperatures in excess of 1,800 K, and to have remained partially molten for a matter of hours4. This degree of heating not only melts the silicate rock, but can also cause relatively volatile elements such as potassium, iron, silicon and magnesium to evaporate. Indeed, these elements are relatively depleted in chondrules compared with the average in meteorites. Because light isotopes evaporate more readily, one would expect the Si in chondrules, for example, to be relatively depleted in light isotopes such as 28Si compared with heavy isotopes such as 30Si. In fact, no such isotopic fractionation is observed5. As Cuzzi and Alexander2 discuss, the most plausible explanation for this discrepancy is that the K, Fe, Si and Mg vapour never left the region in which the chondrules formed. The chondrules would then reequilibrate with the vapour of nearby chondrules, and the light isotopes that most readily evaporate from chondrules would just as quickly recondense onto them. Based on the upper limit on the isotopic fractionation, and using an elegantly simple analytic expression confirmed by numerical chemical kinetic modelling, Cuzzi and Alexander estimate that the vapour pressures of the volatile elements must have reached at least 95% of their saturation pressures for the duration of the chondrule-melting event. This constraint sets a lower limit on the density of chondrules floating in the chondrule-formation region of about 10 per cubic metre. An additional constraint arises from the need to keep the rock vapour from diffusing away from the chondrules, which sets a lower limit on the size of the chondrule-forming region. In the region where meteorites are thought to have formed (the location of the present-day asteroid belt), gas pressures probably were about 10−4 bar (ref. 6). In that case, a chondrule would have to be surrounded by other evaporating chondrules for about 3 km in each direction to keep the rock vapour pressure close to saturation. For the majority (99%) of chondrules to escape isotopic fractionation, the chondrule-forming region would have to be about 300 times larger still — that is, about 1,000 km in extent. These new estimates severely restrict the ‘when’, ‘where’ and ‘how’ of chondrule melting. Previous studies of how often chondrules collided with and stuck to each other led to estimates of 1–10 chondrules per cubic metre in the chondrule-forming region7, and it is significant that these new constraints from isotopic fractionation confirm this high density. Chondrule densities of as much as 10 per cubic metre are unexpectedly high and can exist only where the gas densities are highest, near the midplane of the Solar System's proto-planetary disk. Even so, chondrules must be concentrated by factors of several hundred compared with their average throughout the disk, so that they outweigh the gas locally. This argues against heating mechanisms acting far from the midplane, such as shocks driven by X-ray flares8 or clumpy accretion9. The constraint on the size of the chondrule-formation region, 1,000 km or more, is fundamentally new: it constitutes evidence against such proposed heating mechanisms as nebular lightning10, and perhaps even shock waves driven by large asteroids, several hundred kilometres in diameter, orbiting through the solar nebula gas11. All in all, Cuzzi and Alexander2 have notably advanced our understanding of chondrule formation. On the evidence of their analyses, a favoured explanation is that the melting mechanism for chondrule creation was shock waves, on a scale of the whole solar nebula12,13,14. These shock waves were probably driven by gravitational instabilities that arose when the gravitational forces of the solar nebula gas on itself were comparable to the gravitational pull of the Sun. These instabilities probably manifested themselves as spiral density waves akin to the spiral arms in our Galaxy. Further modelling, in concert with petrological and isotopic analyses of chondrules, will test this idea. Despite their size, smaller than seeds of grain, chondrules may bear witness to events that occurred on a stage as large as the Solar System itself.

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If one half of a shape is an exact mirror image of the other half of the same shape when reflected across a line, then the shape is said to have a reflection symmetry.The line across which, it is reflected is called as the line of symmetry or axis of symmetry. Some shapes have more than one axis of symmetry. Regular polygons have number of lines of symmetries equal to the number of sides. When some shapes are rotated around the center by some angle, the shape appears to be original after that rotation. Such shapes have a symmetry called rotational symmetries. A rotational symmetry is expressed in terms of its order number. The order number of an object is the number of times the object exhibits the original shape in one complete rotation. When rectangle rotated by 180o , it comes back to the original shape and again it does after a rotation of 360o . Thus, the rectangle has a rotational symmetry of order 2. In case of the equilateral triangle, the rotational symmetry is of order 3. In case of parabola, the shape comes back to the original position only after a complete rotation. But, the order of rotational symmetry here is NOT referred as 1. It is because all the shapes in the world do come back to the initial position, even if they don’t at in between positions. Hence, such shapes are said to have no rotational symmetry, rather than, describing as having a rotational symmetry of order 1.Rectangle and equilateral triangle have both the reflection and rotational symmetries, whereas the parabola has only reflection symmetry. This is a bit strange type of symmetry. In some shapes, we can find the set of points that are in opposite directions are at equidistant from a particular point. Such shapes are symmetrical about the same point and the symmetry is called as point symmetry. The graph shown in the first diagram shows the points A and Aâ are at equidistant from origin 0. So, the shape of the graph is symmetrical about origin in this case. It is a special case of point symmetry called as origin symmetry. The functions whose graphs possess origin symmetry are called as odd functions. Algebraically, an odd function can be identified by checking if f(x) = -f(x). The second diagram also shows a shape having a point symmetry. But, the point is not origin in this case. But, it is another point P. While it satisfies the condition of a point symmetry, the function represented by the shape cannot be an odd function. It may be interesting to note that capital English letters like X, N, I, H, Z and S have point symmetries.

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Quiz Worksheet Chemical Reactions Facts For Kids Study Reaction Lesson You Are Given Two Beakers Class Both Hold Some Sort Liquid Told Pour One The Liquids Into Other Beaker A Mix response on the other hand calls for even more than simply one element. These 2 products require to react with each other in an exothermic reaction that generates warm gases. Several of the examples that I can provide are nitrate, fuel, gunpowder, and also oil. These elements need to be carefully mixed or else the reaction wont proceed (and also that desires a surge reduced brief). A chain reaction is a process that causes the improvement of one set of chemical compounds to one more. While going under chain reaction a substance is altered into one or even more compounds. It presents the principle of electron exchange. A response can be an exothermic response or endothermic reaction. The materials involved in chain reaction are called reactants as well as reagents. A chemical adjustment that obtains power is called an endothermic reaction. An endothermic response occurs when an item takes in heat from its environments throughout a chain reaction. An instance of an endothermic reaction would certainly be thawing ice. The ice takes in heat, triggering it to dissolve and taking away warm and also energy from its environments. A chemical response is a process that always leads to the conversion of reactants into product or products. The compound or materials originally associated with a chain reaction are called reactants. A sort of a chemical reaction is typically identified by the sort of chemical adjustment, and also it produces several items which are, as a whole, various from the catalysts.

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Using Present Perfect Tense 2 For this grammar worksheet, students complete 15 sentences by filling in the correct word. For each response, students write the past participle of the verb in parenthesis. 3 Views 15 Downloads - Folder Types - Activities & Projects - Graphics & Images - Handouts & References - Lab Resources - Learning Games - Lesson Plans - Primary Sources - Printables & Templates - Professional Documents - PD Courses - Study Guides - Performance Tasks - Graphic Organizers - Writing Prompts - Constructed Response Items - AP Test Preps - Lesson Planet Articles - Interactive Whiteboards - Home Letters - Unknown Types - All Resource Types - Show All See similar resources: Mastering the Present Perfect TenseLesson Planet You have found a solid resource for covering the present perfect tense. Starting with explanation and examples, this resource moves quickly into a series of exercises that target specific elements of the present perfect tense. Scroll to... 6th - 12th English Language Arts Thanksgiving: Simple Present Tense ReviewLesson Planet This Thanksgiving-themed activity provides learners a way to practice using the correct verb. With 8 fill-in-the-blank questions students have to identify the meaning of the sentence in order to choose the correct verb form. 1st - Higher Ed English Language Arts Simple Present / Present ProgressiveLesson Planet Using a fill-in-the-blank and multiple choice format, this activity gives students a chance to practice their skills using the simple present tense of a verb and present progressive. With 20 questions, and a varied format, this activity... 5th - Higher Ed English Language Arts Past Tense InterviewLesson Planet This open-ended activity to review past tense verbs could be used with both younger and older students. Using an interview format, students ask their classmates questions and fill in the answers. For younger students, you would want to... 3rd - Higher Ed English Language Arts Past Progressive/Past Tense PracticeLesson Planet As part of a study of the past progressive and past tense forms of verbs, students fill in the blanks. The activity, which focuses on the use of past tense verbs and forming questions, would be appropriate for older students. The story... 7th - Higher Ed English Language Arts Basic English Grammar: Using the Simple PresentLesson Planet Discuss the use of the present tense in a lower grade or ELD classroom. This resource focuses on the use of the present tense in simple sentences. With the simplicity of the examples, it could be used with young children or beginning ELLs. 2nd - 12th English Language Arts

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Problem of Describing Syntax A language, whether natural (such as English) or artificial (such as Java), is a set of strings of characters from some alphabet. The strings of a language are called sentences or statements. The syntax rules of a language specify which strings of characters from the language’s alphabet are in the language. English, for example, has a large and complex collection of rules for specifying the syntax of its sentences. By comparison, even the largest and most complex programming languages are syntactically very simple. Formal descriptions of the syntax of programming languages, for simplicity’s sake, often do not include descriptions of the lowest-level syntactic units. These small units are called lexemes. The description of lexemes can be given by a lexical specification, which is usually separate from the syntactic description of the language. The lexemes of a programming language include its numeric literals, operators, and special words, among others. One can think of programs as strings of lexemes rather than of characters. Lexemes are partitioned into groups—for example, the names of variables, methods, classes, and so forth in a programming language form a group called identifiers. Each lexeme group is represented by a name, or token. So, a token of a language is a category of its lexemes. For example, an identifier is a token that can have lexemes, or instances, such as sum and total. In some cases, a token has only a single possible lexeme. For example, the token for the arithmetic operator symbol has just one possible lexeme. Consider the following Java statement: index = 2 * count 17; The lexemes and tokens of this statement are The example language descriptions in this chapter are very simple, and most include lexeme descriptions. In general, languages can be formally defined in two distinct ways: by recognition and by generation (although neither provides a definition that is practical by itself for people trying to learn or use a programming language). Suppose we have a language L that uses an alphabet of characters. To define L formally using the recognition method, we would need to construct a mechanism R, called a recognition device, capable of reading strings of characters from the alphabet . R would indicate whether a given input string was or was not in L. In effect, R would either accept or reject the given string. Such devices are like filters, separating legal sentences from those that are incorrectly formed. If R, when fed any string of characters over , accepts it only if it is in L, then R is a description of L. Because most useful languages are, for all practical purposes, infinite, this might seem like a lengthy and ineffective process. Recognition devices, however, are not used to enumerate all of the sentences of a language they have a different purpose. The syntax analysis part of a compiler is a recognizer for the language the compiler translates. In this role, the recognizer need not test all possible strings of characters from some set to determine whether each is in the language. Rather, it need only determine whether given programs are in the language. In effect then, the syntax analyzer determines whether the given programs are syntactically correct. A language generator is a device that can be used to generate the sentences of a language. We can think of the generator as having a button that produces a sentence of the language every time it is pushed. Because the particular sentence that is produced by a generator when its button is pushed is unpredictable, a generator seems to be a device of limited usefulness as a language descriptor. However, people prefer certain forms of generators over recognizers because they can more easily read and understand them. By contrast, the syntax-checking portion of a compiler (a language recognizer) is not as useful a language description for a programmer because it can be used only in trial-and-error mode. For example, to determine the correct syntax of a particular statement using a compiler, the programmer can only submit a speculated version and note whether the compiler accepts it. On the other hand, it is often possible to determine whether the syntax of a particular statement is correct by comparing it with the structure of the generator. There is a close connection between formal generation and recognition devices for the same language. This was one of the seminal discoveries in computer science, and it led to much of what is now known about formal languages and compiler design theory.

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𝑋 is a normal random variable whose mean is zero and standard deviation is 𝜎. If the probability that 𝑋 is less than or equal to 𝑘𝜎 is 0.877, find the value of 𝑘. We’ve been told then that 𝑋 is a normal random variable with mean zero and standard deviation 𝜎. We can express this then using the usual notation for normal distribution. 𝑋 has a normal distribution with mean zero and standard deviation 𝜎. It, therefore, has a variance of 𝜎 squared. Now, we’re told that the probability that 𝑋 is less than or equal to some value, 𝑘𝜎, is 0.877. And we want to work out the value of 𝑘. First, we recall that a normal distribution is a bell-shaped curve symmetrical about its mean, 𝜇, which in this question is zero. The area below the full curve is one. And the area to the left of any particular value gives the probability that 𝑋 is less than or equal to that value. In our case, the value is 𝑘𝜎, and the probability is 0.877. Now, in order to work out these probabilities for a normal distribution, we use a 𝑧-score, which is found by subtracting the mean 𝜇 from that particular value 𝑋 and then dividing by the standard deviation 𝜎. This tells us how many standard deviations a particular value 𝑋 is from the mean 𝜇. So to work out the 𝑧-score for the value of 𝑘𝜎 in this distribution, we subtract the mean zero and then divide by the standard deviation 𝜎, giving 𝑘𝜎 minus zero over 𝜎. 𝑘𝜎 minus zero is just 𝑘𝜎, and then dividing by 𝜎 gives 𝑘. So the 𝑧-score associated with a value of 𝑘𝜎 is just 𝑘. This make sense. Remember, a 𝑧-score tells us the number of standard deviations that a value is away from the mean. And if the mean is zero, then a value of 𝑘𝜎 will be 𝑘 lots of 𝜎, or 𝑘 standard deviations, above the mean. We would then use our standard normal distribution tables to work out the probability associated with a particular 𝑧-score. But, in this question, we’re going the other way. We know the probability 0.877. And we want to work backwards to find the corresponding 𝑧-score, which gives the value of 𝑘. Our probability of 0.877 or 0.8770 is located here in the table. Looking across, we see that this is associated with a 𝑧-score of 1.10. And then looking upwards, we see that there is an additional 0.06. So we need to include a six in the second decimal place. So we find then that the 𝑧-score associated with a probability of 0.8770, and therefore the value of 𝑘, is 1.16. This means that for a normal random variable with a mean zero, the probability of that random variable 𝑋 taking a value less than or equal to 1.16 standard deviations above the mean is 0.877.

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Ways you can help: - Encourage reading at home. Ask how your child’s book challenge is going and why they chose their current book. - Independent reading should be enjoyable, not a punishment. If your child is struggling to get into a book or avoiding reading, they may need to make a new book choice! - Be familiar with your child’s independent reading choices so you can help her compare and contrast stories. - Ask your child about the plot, or the story line, of their book. - Ask about the setting of your child’s book. How would the story change if the setting were in another time or place? - Ask about the conflict of the text. What problem does the main character need to solve or overcome? What steps do they take to solve it? - Read the same novel together and discuss what conflict or challenge the main character experienced. Up next: using text evidence to support our analysis of text. If you visit my Raptor’s Homework page on the East Middle school website you will see a link titled “Parent Resources.” Here you can find a literacy glossary with some of the terms and elements used in reading workshop. This is intended to give you a better picture of what happens in our classroom and to help with any terms used in lesson descriptions that you may be unfamiliar with. You will also find a document with the learning targets of our current unit. Thanks for your involvement in your child's learning!

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Reading, writing, and repeating is a tried-and-true way to learn. While note-taking may be far from exciting, this traditional method of learning pays big dividends if done effectively. Legible notes may be stored permanently, shared with others, or even used as a future teaching tool. However, the effort required to take comprehensive notes often intimidates students, as does confusion about how to take thorough notes that emphasize key points. Developing good note-taking skills takes resources. Students should invest considerable resources in taking good notes: Plenty of paper, such as a new spiral notebook, and a good, dark ink, bold-writing pen are necessities. Disorganized students who try to write notes on scraps of paper or write with hard-to-read inks are unlikely to develop into skilled note-takers. Whether at the secondary or post-secondary level, students must begin each class with fresh paper and a good, legible pen with black or dark blue ink. When beginning to take notes, it is better to be thorough than to worry about saving space. Next, students must be ready to work. Write, write, write! Before students begin learning how to summarize and paraphrase their notes they must learn to write thoroughly. Getting used to writing prolifically is important and there is no shortcut to getting to the paraphrasing and summarizing part. When the teacher or professor says something, it should be written down. When something it written on the board, it should also be written down. Anything that is projected on a screen should be written down. After everything is written down it can be organized later. Third, a shorthand must evolve. Students will discover which abbreviations, acronyms, symbols, and arrows they are comfortable with. These are acceptable only after a student is used to writing thorough notes and will not become confused later. Classes will often use repetitive phrases that can be abbreviated, allowing the note-taking process to be quickly condensed after the first month or two. To reference abbreviations and their meanings, the first few pages of a spiral notebook may be dedicated as a translator. For classes that use equations, such as math and science classes, more pages may be kept blank at the front of the notebook for commonly-used equations to be stored there. Such space may also be used for graphs, such as those found in an Economics course. Fourth, students must learn to paraphrase and summarize. If a passage of information seems long and cumbersome the student may think “how can I say this better?” If a student can think of a simpler way to state the information in a way that can still convey the information accurately, that is what he or she may write in the notebook. Often, however, teachers and professors will paraphrase written information verbally, doing some of this summarization legwork for the students…provided that they are paying attention! Due to this fact, it is vital that students are always paying attention during note-taking. Many students miss key bits of information or chances to summarize and paraphrase by allowing themselves to be distracted or inattentive. Fifth, and perhaps most difficult, students must realize that the notes they take in class are a rough draft and that a final draft, condensed and summarized, must be made before studying. Even skilled and experienced note-takers may have notes that seem garbled and sloppy after a long class, meaning that some cleaning-up work is required. Before the information becomes stale, students should flip to clean sheets of paper and begin organizing the information they have already written down into neater, more condensed formats. It is important for this step to be done as soon as possible: Waiting too long to re-write one’s notes into a final draft can mean that knowledge is lost and the rough draft notes begin to look confusing.

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Students are going to take a deeper dive into fractions in this unit! Learners will apply previous understanding of finding equivalent fractions, and converting between fractions and mixed numbers to work with fractions in more complex ways. Students will continue to use visual models to learn and practice adding, subtracting, multiplying and dividing fractions. Students will have a basic understanding of fractions coming into 4th grade. In this unit students will get to explore new ways of representing fractions, including in a set of data, on number lines and using area models. Students will use their knowledge of fractions to compare fractions with like and unlike denominators. Getting ready to subtract fractions? This lesson reviews how to subtract like denominators and teaches students how to subtract unlike denominators. The focus is on understanding the process and reasoning behind each step. Compare two different ways to use tape diagrams! This lesson discusses fractions and multiplication within tape diagrams. Use this lesson as support for the lesson Illustrating Fractions and Whole Number Products with Tape Models. In order to build a strong foundation with fractions, students should be able to explain the concept and their thinking. Use this as a stand alone lesson or as a pre-lesson for *Let's Play Equivalent Fractions!* This guided geometry lesson takes second graders on an exploration of 2D and 3D shapes. Kids will learn how to sort shapes, as well as partition them into halves, quarters and thirds. Tangrams are also featured within the exercise in order to give kids practical ways of practicing their new geometry skills. For more printable practice, try the geometry worksheets recommended by our curriculum advisors to accompany this lesson. Provide students with an opportunity to identify the wholes that are correctly divided into halves, thirds, and fourths (equal shares). Use this activity alone as a support lesson or alongside Cookie Fractions Fun. Fractions are a mathematical concept that students begin learning in second grade and are used to mathematically represent a part of a whole. Fractions can be difficult for your child to understand with new vocabulary like numerator and denominator, but with our worksheets and exercises, your child will be a pro at everything from adding fractions to dividing them! Find teaching strategies and guided practice for your child with our Fractions Skills Guide. A Guide to Fractions There are many types of fractions that your child will learn to work with, so we’ve compiled a short guide to help you help your child recognize the different types! Numerator and Denominator The numerator is the top number in the fraction and is the number of parts used. The denominator is the bottom number in the fraction and is the number of parts that make up a whole. For example, if we are looking at a pizza and we are told that someone ate 2⁄8 of the pizza, the numerator would be 2 (the number of slices eaten) and the denominator would be 8 (because there are 8 pieces total). Equivalent Fractions Equivalent fractions are fractions that have different numbers as the numerator and denominator, but are actually the same. For example, 4⁄8 = 3⁄6 = 2⁄4 = 1⁄2. Proper Fractions vs Improper Fractions Proper fractions are any fractions where the numerator is less than the denominator. 8⁄9 and 2⁄3 are both proper fractions. Improper fractions are any fractions where the numerator is greater than or equal to the denominator. 9⁄4 and 5⁄5 are both improper fractions. Mixed fractions are used to show when there is a whole plus a part involved. For example, if someone ate 2 whole pizzas and 1⁄2 of another pizza, the mixed fraction of how many pizzas they ate would be equal to 2 1⁄2. Mixed fractions can be converted to improper fractions by multiplying the whole number by the denominator, adding the numerator to their product, and putting that sum over the original denominator. Similarly, improper fractions can be converted to mixed fractions by dividing the numerator by the denominator to get the whole number and using the remainder as the new numerator. Now that you have a better understanding of the different types of fractions your child will be working with, scroll up to check out our fraction worksheets and exercises!

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Puppets: Investigating Puppets This Investigating Puppets lesson for Year 2 introduces your class to a variety of different types of puppets (such as marionettes, finger puppets, glove puppets and sock puppets) and gives them the chance to explore their features and how they move. The slideshow presentation for the teaching input shows some images of a variety of puppets for your class to discuss together. During their independent work they can then either sketch and label the different features of different puppets using picture cards or explore a variety of puppets themselves if you have some available This lesson comes fully planned and ready to deliver to your class. There's an easy-to-follow lesson plan, a slideshow presentation, differentiated activity ideas and a range of printable teaching resources - Lesson plan - Activity ideas - Differentiated worksheets - Picture cards

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Completed 0 of 13 questions. A(n)_____is a grid of rows and columns containing numbers, text, and formulas A(n)_____of a worksheet appears vertically and is identified by a letter at the top of the worksheet window. One way to enter data into a worksheet is by keying the text or numbers in a cell and then pressing the_____key on the keyboard. You can clear an active cell by pressing the Delete or the_____key. You can print a worksheet by choosing Print on the_____menu, and then clicking OK. To let Excel determine the best width of a column, place the highlight in the cell, choose Column on the Format menu, and then choose_____on the submenu. You can access the various alignment options in Excel by choosing_____on the Format menu, and then clicking the Alignment tab. _____text moves to new line when it is longer than the width of a cell. You can change fonts and font sizes in a worksheet by highlighting the cells you want to change, and choosing the desired fonts and font sizes on the Formatting_____. The default cell format in Excel is called_____. _____copies data into adjacent cells. _____will keep row or column titles on the screen, no matter where you scroll on the worksheet. The_____command shows how your printed pages will appear before you actually print them.

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Student Math Talk Across every grade, a culture of student voice and math discourse is nurtured and encouraged. When students engage in rich open-ended problems, they understand that there is much more to talk about than whether an answer is right or wrong. They make conjectures and provide a rationale for their thinking. Mathematical confidence is built as students gain practice in their ability to construct arguments, and communicate their ideas logically to their peers. Students also learn to ask questions to clarify the work of others, while comparing and making connections between different mathematical approaches to the same problem. When Will We Reach One Half? Working with a hundreds chart, how many numbers can be covered that contain only the digit 1? If we used the digits 1 and 2, how many numbers could be covered that contain only the digits 1 or 2, or both? By following this pattern: How many digits are needed before the hundreds chart is half covered? First grade students became deeply engaged in this open problem. They explored patterns, made conjectures (predictions) as to what digit they would be on when half the 100 board would be covered. They discussed and defined what one half would mean on the hundred chart. In the process of solving this interesting problem, they discovered other numeration concepts along the way. They learned the meaning of a “digit” versus a number. They also gained reinforcement and practice in recognizing, sequencing, writing, and saying numbers up to 100. Is It Still a Triangle if it’s Not Pointing Upward? Triangle is rotated to expand students’ concept of a triangle. When young children are first introduced to shape categories, like the triangle, they are presented with symmetrical models such as an equilateral triangle (all sides and angles equal in measure). Children are usually shown the equilateral triangle positioned only one way- with one vertex pointed upward, and a horizontal base. However, research suggests that as soon as these typical examples are introduced, a variety of different positions and sizes should also be shown to children so that their notions of triangles don’t become rigid and limited to only one type of triangle, or a single example of a shape. “Children two to three years of age are not too young for this type of learning” (NCTM, 2010). “There’s lots of ways you can make a triangle” Examining various triangles and determining whether or not they are, in fact triangles, leads children to grapple about specific attributes that define what a triangle is (three sides, three corners, straight lines, etc.). As children experience a broader variety of each shape, they begin to build more accurate geometric concepts and ideas. Through this investigation process, the Fours are laying the foundation for geometric discussions that will take place in later grades, such as transformations (rotations, flips, slides), symmetry, and angles. Observe the Fours as they explore and debate what it is that makes a triangle a triangle, and in the process, redefine their ideas of triangles. Teachers posed this question to first graders during their study of geometry. First graders went beyond naming basic two-dimensional shapes to exploring specific characteristics, or attributes, that define them. Their conversations evolved from seeing a shape as a “whole” such as a triangle, to analyzing and deciding the specific features that prove that it is a triangle. Students decided that a shape can only be called a triangle if it has three straight lines that make up the sides, three corners, or vertices, and does not have any openings (it needs to be closed). Through this specific definition, they discovered that there are many types of triangles. They used this critical thinking foundation to explore a variety of two-dimensional shapes. “Does a Circle Have Sides?” This was an interesting question to ponder. First grade teachers, Sarah and Ariane, posed it to their students to see if they could apply the skills they had learned about defining geometric attributes to this question. It turns out that it wasn’t an easy question to answer! Continue reading Third Graders Explore Area and Perimeter by Measuring a “Pocket Park” As part of their study of area and perimeter, third graders in Elaine and Jessie’s class measured the perimeter of “Little Red Square”, the small pocket park that lies just in front of LREI on Sixth Avenue. Each class divided into small groups and used trundle wheels to measure the four sides of the park. Then they calculated the perimeter by adding up the side dimensions. When the class looked at the set of data, they realized that their perimeter data varied, and they attributed this to the inexactness of using the trundle wheel. They decided to use the middle number of the data set (the median) as their “working” perimeter for the park. Continue reading How many New York City blocks is it to the Apollo Theater from LREI? (The Apollo Theater is located at 125th Street in Harlem) This problem seemed easy enough until Tasha’s second grade realized that the West Village, where LREI is located, isn’t laid out in an organized city grid system, like the rest of Manhattan is. An interesting math problem ensued, and the class enlisted Nick, LREI’s resident historian to help us understand why the streets in the West Village are so confusing! Continue reading Young mathematicians need to be able to “Construct viable arguments and critique the reasoning of others”, according to the National Council of Teachers of Mathematics. This philosophy aligns with LREI’s progressive educational goals of placing an emphasis on student voice, and creating a classroom culture of engaging student-to-student discussions. Students take on the role of leaders who believe that they can actively defend their own mathematical ideas, and help shape the ideas of their colleagues in a supportive, nurturing environment. Continue reading What does: 1 + 7 = ___ + 6 have to do with: 3x + 9 = 5x + 5 …and why are first graders arguing with each other over the meaning of the equal symbol?

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In this part 7 of the Python Basics tutorial, we will learn about how to use loops in python. Till now, we learnt about variables and conditional statements in python. But, what happens if we want the same line of code (or a block of code) to run repeatedly? We can’t just keep repeating the same lines of code. In such cases, loops come into the picture. What are loops in python? In programming, a loop is a kind of function that executes the same statement (or the same block of code) until the loop condition becomes false. Now, we will learn about the different kinds of loops used. Types of loops in python There are different kinds of loops that can be used depending on the condition or scenario. - For loop - While loop We will study about each of these loops below. In python, the for keyword works a bit different from other languages. Here, for loop executes a sequence of statements multiple times by iterating over a sequence. Let’s try to print numbers from 0 to 9 using a for loop. >>> for i in range(0,10): ... print(i) ... 0 1 2 3 4 5 6 7 8 9 >>> Here, i is the iterator which iterates over range(0,9). As we already discussed, for loops in python are iterative. Let’s see how can we print all elements of a list. Note: Lists will be explained in the next part of the tutorial. Until then, lists can be thought of as a collection that stores a set of any kind of values. >>> fruit_list = ['apple','banana','orange','mango'] >>> for fruit in list: ... print(fruit) ... apple banana orange mango >>> Here, “fruit” is the iterator which iterates over the list “fruit_list”. With a while loop, we can execute a block of code (or a set of statements) as long as the given condition is true. Let’s try to print numbers from 0 to 9 (AGAIN!!!??) but this time, using a while loop. >>> i = 0 >>> while i<10: ... print(i) ... i+=1 ... 0 1 2 3 4 5 6 7 8 9 >>>

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Displaying top 8 worksheets found for - Conjunctions And Prepositions Grade 4. Joining words are called conjunctions. Focus on conjunctions with a grammar lesson in which class members connect nouns with the word and. In this writing worksheet, your child gets practice combining two sentences into one using different conjunctions. When do we use the conjunction ‘and’? When do we use the conjunction ‘but’? In these worksheets, students are asked to complete sentences using correlative conjunctions. Correlative conjunctions are pairs of words that connect parts of a sentence together such as neither / nor or either / or. This Find the Conjunction Worksheet is suitable for Kindergarten - 2nd Grade. This Conjunctions: And Worksheet is suitable for Kindergarten - 2nd Grade. A conjunction is a word that joins two phrases together. When do we use the conjunction ‘or’? Conjunctions and Interjections Lesson - Use the printable lesson for your lesson plan, or use student version as lesson supplement. 2nd Grade - 3rd Grade - 4th Grade CONJUNCTIONS & INTERJECTIONS LESSON PLAN Materials. Procedure. Worksheets > Grammar > Grade 5 > Parts of Speech > Correlative conjunctions. Grade 2 Grammar Lesson 15 Conjunctions. Some of the worksheets for this concept are Coordinating conjunctions work, Identifying prepositions work, Prepositions or conjunctions exercise, Conjunctions work, Two types of conjunctions, 9 prepositions, Conjunctions identification exercise, Lesson 40 pronouns as objects of prepositions. They are joining words. Grammar worksheets: correlative conjunctions. The words and, but and or join two parts. Grade Levels: 3-5, 6-8, K-3 In the BrainPOP ELL movie, ... Students connect the dots to find out, while also learning about connecting words, or conjunctions. What are conjunctions? Practice identifying coordinating conjunctions with eight sentences that each have conjunction connecting clauses or individual nouns. Go to page 1 2 3. With the help of this worksheet, students will learn how to use conjunctions to connect related facts—and they'll learn about waterspouts along the … Conjunctions and Interjections Worksheets - Printable teaching worksheet exercises. Download the complete course now. READING | GRADE: 1st, 2nd, 3rd Print full size Without conjunctions, sentences just don't stick together! Math isn't the only subject where pupils get to add!

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A set of resources for the new science curriculum. It contains: 1a. INTRODUCTION TO THE TOPIC - LO: To find out what the children already know about materials. WORKSHEET: A sheet for the children to record what they already know and what they would like to find out about materials. 1b. MATERIAL PROPERTIES - LO: To compare and group everyday materials together POWERPOINT: A look at 12 different properties of materials, with examples of the materials with those properties. It can also be printed out for display. WORKSHEET 1: Material properties worksheet 2. DISSOLVING - LO: To know that some materials will dissolve in liquid to form a solution, and describe how to recover a substance from a solution POWERPOINT: Explains the meaning of dissolve and gives examples of different materials that can be dissolved. 3. SEPARATING A MIXTURE - LO: To use knowledge of solids, liquids and gases to decide how mixtures might be separated. POWERPOINT: Looks at different mixtures and how they can be separated, including sieving, filtering and evaporating. 4. USES OF EVERYDAY MATERIALS - LO: give reasons, based on evidence from comparative and fair tests, for the particular uses of everyday materials POWERPOINT: Asks the children to study objects to see what properties different materials have. Asks questions about which properties and materials would be best for making certain objects. 5 & 6. REVERSIBLE AND IRREVERSIBLE OBJECTS - LO: look at dissolving, mixing and changes of state, and reversible and irreversible changes. POWERPOINT: Explains the meaning of reversible and irreversible changes, giving examples of each. Ends with a quiz where the children have to decide what changes have taken place to certain materials. 7. MATERIALS QUIZ: Recap of all the learning objectives. POWERPOINT : A quiz WORKSHEET : Sheet for recording quiz answers WORKSHEET : Sheet for recording what they have learnt OTHER RESOURCES A-Z lettering, with a picture background A4 Properties and changes of materials title Materials banner/lettering to cut out Materials topic booklet front cover - with space for children to draw their own design. Vocabulary PowerPoint - can be used as a show and printed out for display. Photo cards - 12 objects made from different materials Investigation and recording sheets - A folder of blank tables, graphs and planning and recording sheets Year 5 Materials medium term planning: An outline of the activities and learning objectives with websites and ideas. It can be added to and amended for your own use. Powerpoints to teach different aspects of life in the sixties, plus headings and lettering. It contains 9 PowerPoint files for use on an interactive whiteboard; suitable for teaching children aged 8-11; plus a banner and lettering for display INTRODUCTION TO THE 1960S - A short introduction explaining what a decade is and how many decades ago the Sixties were. Poses some questions for the children to think about, with a page for mind mapping. (4 slides) LIFE IN THE 1960S - How people in the 1960s had ‘never had it so good’; Money - Explanation of pounds, shillings and pence with illustrations of the coins and notes; Shopping - how supermarkets started expanding, Green shield stamps, and food eaten in the Sixties; Transport - Expansion of motorways, popular cars, and air transport; Technology - Police call boxes, public telephones, telephones in the home, computers, computer games, the forerunner to the Internet, lasers, calculators. (25 slides) SCHOOL IN THE 1960S - What it was like going to school in the 1960s. (10 slides) KEY EVENTS OF THE 1960S - A timeline of events from 1960 to 1969, with three highlighted events in each year. (11 slides) HOMES IN THE 1960S - New housing developments, tower blocks and older houses that needed modernising; How the washing and cleaning was done; Home fashions - kitchens, lounges, ornaments, and furniture; Television, and how it progressed over the decade. (12 slides) FAMOUS PEOPLE OF THE 1960S - Neil Armstrong, Yuri Gagarin, Alfred Hitchcock, John F Kennedy, Jacqueline Kennedy, Muhammad Ali/ Cassius Clay, Mary Quant, Andy Warhol, and Twiggy. There is a page for each person, with a short description of what they are famous for. (11 slides) FASHION IN THE 1960S - How fashioned changed from the beginning to the end of the decade; how it was influenced by music. (17 slides) MUSIC IN THE 1960S - How people listened to music in the Sixties - records and record players; radios and Pirate radio stations, introduction of tape players, jukeboxes; Sixties music fans - Mods and Rockers, Skinheads and Hippies; Sixties bands and singers - The Beatles, Elvis Presley, Chubby Checker, Cliff Richard, The Beach Boys, The Rolling Stones, The Kinks, The Monkees, Jimi Hendrix, and the Woodstock Festival. There is a picture and description of each band / singer, and a their most popular hit of the Sixties. (20 slides) TOYS IN THE 1960S - Pictures of popular Sixties toys, with short descriptions. (9 slides) A series of PowerPoint lessons, worksheets and activities to teach how the Vikings and Anglo-Saxons fought for the Kingdom of England up to the time of Edward the Confessor. POWERPOINTS: 1) ANGLO-SAXON ENGLAND AD 780 Life in in England before the main arrival of the Vikings towards the end of the 8th century / How the Anglo-Saxons lived / How the towns were structured / The importance of the monks. 2) VIKING RAIDS AND INVASIONS AD 797 - 783 Timeline / Introduces the Anglo-Saxon Chronicle as evidence / The first known attack on Britain by the Vikings / The second attack on Lindisfarne/Holy Island / Viking longships / Viking warriors and equipment / Beginning of Viking settlement in England 3) THE VIKINGS SETTLE & ALFRED FIGHTS BACK AD 866 - 927 Viking invasions and settlement / The Heathen Army / York / King Alfred / Guthrum / Danelaw / Alfred the Great and his fight against the Vikings / Edward the Elder / Athelstan / The Battle of Brunanburh 4) VIKING DAILY LIFE Family life / Clothing / Homes / Daily life / Viking law / Music / Food / Sport / Arts and crafts / Viking beliefs, Asgard and gods, days of the week named after Viking gods / Viking burials 5) ATHELSTAN, ETHELRED AND ANGLO-SAXON LAWS AD 927 - AD 991 Athelstan and government of England / The Witan / Hundreds / Moots / Reeves / Laws / / Punishments / Wergild / Ethelread the Unready 6) THE RETURN AND END OF THE VIKINGS AD 991 - 1066 Further Viking raids / St. Brice's Day massacre / Sweyn Forkbeard / King Canute / Edward the Confessor / Harold Godwinson / William the Conqueror / The Battle of Hastings / The end of the Viking era 7) LOOKING AT EVIDENCE Place names / Viking sagas / Anglo-Saxon Chronicles / Surnames and DNA / The Bayeux Tapestry / Archaeology / Treasure discoveries / Runestones RESOURCES TO PRINT (pdf): Most sheets are open-ended worksheets, with an image and lines for research, reports etc. What I already know about the Anglo-Saxons and Vikings What I would like to find out about the Vikings The arrival of the Vikings The Vikings attack the monasteries Danelaw King Alfred the Great The Heathen Army The Treaty of Wedmore Viking daily life Anglo-Saxon laws Athelstan Ethelred the Unready Battle of Hastings Battle of Stanford Bridge Death of King Harold Edward the Confessor King Harold The Vikings return Bayeux Tapestry Viking place names Viking runes Topic covers x 3 Viking ships Viking warriors Writing border - Edward the Confessor Writing border - Viking ship Plus a copy of the Anglo-Saxon Chronicle (in Word) Vikings & Anglo-Saxons medium term adaptable plan, with web links. A set of powerpoint lessons looking at evolution and inheritance. POWERPOINTS: FOSSILS AND CHANGE: What fossils are and how we get information from them HUMAN VARIATION: Similarities and differences in humans INHERITANCE AND VARIATION: Variation in offspring - how children are not identical to their parents. EVOLUTION: simple explanations of how plants and animals adapt to their environment and how this may lead to evolution. NATURAL SELECTION: survival of the fittest and how the neck of giraffes became longer. HABITATS AND ADAPTATION: Different types of habitat and the types of life they host. ACTIVITY: Families and offspring pictures Plus an outline adaptable medium term plan with activities and web links A set of 76 phonics display/flashcards to use in KS1. There are 2 A5 cards on a page. Each card contains pictures and a list of words including the relevant common exception words for Year 1. The first set contains the letters of the alphabet. The second set contains the consonant digraphs and vowel digraphs and trigraphs in the Y1 Spelling appendix. The third set contains extra graphemes identified in the Letters and Sounds phonics programme. A set of PowerPoint presentations plus a medium term plan looking at the history of flight. The PowerPoints are: Introduction to flight: Looks at maps of Britain, Europe and the world, encouraging children to discuss which modes of transport would be most suitable for different countries. Introduces flying as the best kind of transport for travelling to places far away. The history of flight: Describes the development of flight from the first kites made by the Chinese around 200 BC to the modern types of aircraft today. Includes kites, wings, ornithopter, hot air balloon, hydrogen balloon, airships, helicopters, autogyro, biplanes and monoplanes, flying boat, the jet engine, space shuttles and Concorde. Also looks briefly at the work of: the Montgolfier brothers, George Cayley, Otto Lilienthall, Samuel Pierpont Langley, the Wright brothers and Frank Whittle. The first balloon flight ~ The Montgolfier brothers: A story of their lives, and how they designed the Montgolfier balloon. The first aeroplane flight ~ The Wright brothers: A story of their lives and how they designed the first heavier than air powered aircraft. Aeroplanes: Explores different parts of a plane, with pictures, descriptions and explanations. Parts of a plane - the flight deck, engines, wings / flaps and spoilers, fuel, fuselage, the tail, and wheels. Inside the plane - the cabin, doors, overhead bins, seats, safety cards, flight attendants, windows, galley, food, and bathroom. How to make a paper plane (x2): Step by step instructions on how to make a paper plane, with illustrations. The Airport: A look at different things that are seen when visiting the airport, with pictures, descriptions, and explanations: The airport terminal - inside and outside, checking in, check-in desk, baggage, baggage handlers, boarding card, security, departure lounge, information boards, departure gates, boarding, the runway, air traffic control, and luggage carousel. Asks what it might be like living near to an airport. This is a set of 6 PowerPoint lessons and printable worksheets; suitable for teaching children aged 7-11 PowerPoint lessons: TITANIC INTRODUCTION A page for recording what the children already know, and a brief outline of the 1900’s, the Titanic, and her maiden journey. BUILDING THE TITANIC Who built and designed the Titanic and where it was built. ON BOARD THE TITANIC A 28 page PowerPoint, looking at who was on board - the crew, the different classes of passengers, and what each class was like, and what the Titanic was like inside. TITANIC’S MAIDEN VOYAGE A 30 page PowerPoint, telling the story of the Titanic’s fateful maiden voyage. It includes an explanation of how icebergs travel to the Atlantic Ocean, and looks at some survivors and what happened to the victims of the disaster. TIMELINE OF THE VOYAGE A detailed step by step report of the events of the Titanic’s maiden voyage. FINDING THE TITANIC Looks at how the Titanic was rediscovered in 1985, and what has happened to her since. Includes pictures and artefacts from the wreck. PDF FILES : BLANK MAP: For the children to map out the route the Titanic took WHAT I ALREADY KNOW ABOUT THE TITANIC: sheet for the children to record what they already know and what they would like to learn WRITING SHEET: For creative writing NEWSPAPER REPORT: For report writing SEQUENCING: Images for sequencing the story This pack contains 2 powerpoint lessons: Parenthesis: How brackets, dashes or commas can be used to indicate parenthesis. Commas: Gives examples of what can happen if commas are omitted, and how they are important to the intended meaning. STONE AGE DISPLAY: A4 title A-Z lettering in a stone background The Stone Age banner Stone Age timeline Stone Age artefacts Stone Age border for display boards BRONZE AGE DISPLAY: A4 title A-Z lettering in a bronze background The Bronze Age banner Bronze Age timeline Bronze Age artefacts Bronze Age border for display boards IRON AGE DISPLAY: A4 title A-Z lettering in a metallic iron background The Iron Age banner Iron Age artefacts Iron Age border for display boards This set of 8 resources is to help children learn the rules for adding suffixes. It contains the following files: Adding suffixes to words ending in y: Explains what a root word and a suffix is, and shows the addition of -ed and -ing, pointing out the differences. Quick write - Adding ed to verbs ending in y Quick write - Adding ing to verbs ending in y Quick write - Adding er to words ending in y Quick write - Adding est to words ending in y (Quick write activities show firstly the root word, then how it changes/stays the same when the suffixes are added.) ACTIVITIES Words ending in a consonant then y matrix: to fill in TEACHER RESOURCES Y2 Spelling Appendix: Adding suffixes to words ending in y- An adaptable outline plan Word List - With relevant words ending in y. A set of resources looking at how animals need the right types and amount of nutrition; and how humans and some other animals have skeletons and muscles for support, protection and movement. A set of resources for the new science curriculum, looking at different aspects of forces such as air resistance, water resistance, friction, gravity and mechanisms. It contains: 1. INTRODUCTION TO THE TOPIC - LO: To find out what the children already know about forces POWERPOINT: A recap of previous learning from Year 3. WORKSHEET: A sheet for the children to record what they already know about forces. 2. FALLING TO EARTH - LO: Explain that unsupported objects fall towards the Earth because of the force of gravity acting between the Earth and the falling object POWERPOINT: A look at gravity and explanations of weight, newtons, and how forces can balance objects to keep them from falling. WORKSHEET 1: Force meter recording sheet WORKSHEET 2: Falling objects and gravity recording sheet 3. FRICTION - LO: Identify the effects of friction that act between moving surfaces POWERPOINT: Explains what friction is, when it happens and how useful it can be in daily life. WORKSHEET: Friction recording sheet 4. WATER RESISTANCE - LO: Identify the effects of water resistance that act between moving surfaces POWERPOINT: Explains what water resistance is and what effects it can have. Looks at different shapes and how high or low the water resistance would be for each. WORKSHEET: Water resistance recording sheet 5. AIR RESISTANCE - LO: Identify the effects of air resistance that act between moving surfaces POWERPOINT: Explains air resistance and how it can slow different objects down. Looks at ways in which it can be useful and situations where it is important. WORKSHEET 1: Air resistance activity WORKSHEET 2: Weight in water and air recording sheet 6. LEVERS, PULLEYS AND GEARS - LO: Recognise that some mechanisms, including levers, pulleys and gears, allow a smaller force to have a greater effect. POWERPOINT: Looks at and explains each mechanism in turn, giving examples of each and how forces are altered by them. 7. FORCES RECAP POWERPOINT 1: A recap of all the learning covered in the topic POWERPOINT 2: A quiz WORKSHEET 1: Sheet for recording what they have learnt WORKSHEET 2: A quiz answer sheet, can be used for assessment. OTHER RESOURCES A-Z lettering, with a picture background A4 Forces title Forces topic booklet front cover - with space for children to draw their own forces design. Vocabulary powerpoint - can be used as a show and printed out for display. Writing sheet Investigation and recording sheets - A folder of blank tables, graphs and planning and recording sheets Year 5 Forces medium term planning: An outline of the activities and learning objectives with websites and ideas. It can be added to and amended for your own use Powerpoint files: Dinosaur AfL - 7 different questions to pose to the children before the topic begins. Where and when did the dinosaurs live - Looks at Pangaea, and the timescale involved and how long ago it was. Dinosaur discoveries - Looks at how fossils were found and ideas emerged about dinosaurs. Talks about early ‘palaeontologists’ including Robert Plot, Robert Buckland, Mary Anning, Mary Ann and Gideon Mantell, Richard Owen and their discoveries. How fossils are formed - A step by step guide Dinosaur diets - herbivores, carnivores and omnivores What happened to the dinosaurs - looks at different theories of why dinosaurs became extinct. Resources to teach the spelling rule: The /l/ or /əl/ sound spelt le, el, al and il at the end of words WORDS ENDING IN LE: POWERPOINT Le at the end of words: A short powerpoint with 18 common words to read ending in le. ACTIVITIES Cards containing words ending in le - 45 word cards to play games Wordsearch - le words WORDS ENDING IN EL: POWERPOINT El at the end of words: A short powerpoint explaining that this spelling is not as common as le, but is usually found after m, n, r, v, w, and s. It displays 12 common words to read ending in el. ACTIVITIES Cards containing words ending in le - 27 word cards to play games Wordsearch - el words WORDS ENDING IN AL: POWERPOINT Al at the end of words: A short powerpoint explaining that not many nouns end in al, but many adjectives do. It displays 16 common words to read ending in al. ACTIVITES Cards containing words ending in al - 27 word cards to play games Wordsearch - el words WORDS ENDING IN IL: POWERPOINT IL at the end of words: A short powerpoint explaining that not many words end in il. It displays 9common words to read ending in il. ACTIVITES Cards containing words ending in al - 27 word cards to play games Wordsearch - el words ALL SPELLINGS OF THE /L/ SOUND POWERPOINT Which 'l' sound to use - shows all four spellings, with 22 words for the children to find which spelling is correct. It points out that the most common spelling is le. ACTIVITIES Loop cards containing pictures and all 4 spellings of the /l/ sound. Although every effort has been made to check wordsearches for unintentional inappropriate words, it is recommended that teachers double check them before giving to children. TEACHER RESOURCES Word list Planning - An adaptable outline plan of the resources included and objectives A PowerPoint lesson explaining what subordination and co-ordination are with accompanying worksheets and posters, designed to teach the Y2 Sentence objectives. The set contains: POWERPOINT: Subordination and coordination A 7 page PowerPoint explaining how to connect sentences and clauses using subordination (when, if, that and because) and co-ordination (using or, and or but.) It gives examples of how to use them in sentences then gives sentence starters for the children to complete using the words above. ACTIVITIES / WORKSHEETS: Co-ordination writing sheets x 4: Each sheet has a different picture. The children have to write sentences using the words and, but and or. Subordination worksheets x 4: Each sheet has a different picture. The children have to write sentences using the words when, if, that and because DISPLAY: Two posters explaining subordination and co-ordination with examples and a heading. 3 powerpoint lessons looking at how to add -es to nouns and verbs, with activities, planning and word list. ADDING -ES TO NOUNS: POWERPOINTS Adding es to nouns ending in y Plurals recap - adding es ACTIVITIES Adding es to nouns ending in y worksheet Singular and plural cards ADDING -ES TO VERBS: POWERPOINT Adding es to verbs ending in y ACTIVITIES Adding es to verbs ending in y worksheet TEACHER RESOURCES Y2 Spelling Appendix: Adding es to nouns and verbs ending in y- An adaptable outline plan Word List - With relevant words ending in y. The PowerPoint is 55 pages long. It covers the history of trains from the first vehicle to be pulled on rails over 200 years ago; steam trains; the locomotive; the Rocket; diesel trains, through to the modern electric trains of today. It is written in the style of a non-fiction book, with a contents page, index and glossary. It would be suitable for upper KS1 or lower KS2 and can be used in a history topic or as a non-fiction book in English. A PowerPoint demonstrating how to add adjectives to make expanded noun phrases. Ends with different pictures for the children to add words to describe and specify. A powerpoint teaching about how to indicate degrees of possibility using adverbs or modal verbs might, should, will, must.

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R Operators: Arithmetic, Rational, Logical Course DescriptionR operators are not only useful for doing calculations on data but can also be used to compare values or set up conditions for values. What You'll Learn > The 3 main types of operators: arithmetic, rational, and logical If you haven’t installed R and Rstudio already, you can watch "Getting started with Python and R for Data Science" video to get started. For the dataset used in this exercise, download from here. If you want to do a quick calculation on some numeric values, such as calculating the difference between values or compare values to see if they match or meet a certain condition, then you’ll need to know the different operators you can work with. We’ll focus on three main types of operators: arithmetic, rational, and logical. Let’s first look at arithmetic - you have your typical addition, subtraction, multiplication, division remainder, and exponent. What’s also important to know with these arithmetic operators is their order of operations. So, when calculating some values, it first calculates anything inside the parentheses followed by anything that has an exponent, then a multiplied number then division, addition, and subtraction. This is important because when you’re calculating the mean of some numbers - for example, you’re going to sum these numbers here then divide it by the number of numbers, you’ll see that this results in a different number than if we had to use parentheses if we had summed of these numbers first then divided. As the default order is that division comes before addition, we want to tell the program to first calculate additions and then move on to division. This gives us the correctly calculated mean. So, rational and logical operators allow us to compare data values to see if they match, don’t match, are above, below, or equal to numeric thresholds, or extract data that meet a number of these conditions. Your rational operators include checking if a numeric value is greater than or less than a threshold is greater than or equal to or is less than or equal to. A numeric value or a character string that is equal to or matches another value or is not equal to a value your logical operators include “and”, “or”, and “not”. You use “and” when you want to extract data that meets both one condition and the other condition or more. For example, it has to be both greater than this number and equal to this category. And “or” means that data will be extracted if it only meets one of these conditions or options that apply. For example, it can either be greater than this value or belong to this category. If it is greater than this value, then it will extract the data and will have no need to check any other condition as it’s already satisfied at least one. If it doesn’t meet the first condition, it will search the data based on the next condition and the next condition after that and so on and so forth until it meets at least one of the given conditions. The "not" logical operator basically extracts out everything that is not one or more of the conditions. So, for example, I want to get everything that does not belong to this category. I’m interested in everything except for those things that are in this category. I’ll give you an example. We have some data here, which I ran into R, and we’ll cover reading data into R in another video dedicated to this, but we’re just using this to demonstrate operators. So, this data set looks at the average income across main U.S. cities across different job roles. Then, as a product manager, I want to know if San Francisco pays higher on average for my job role than where I’m currently living in New York City so I’ll show you how to use some operators to extract these data. So, we’ll first extract New York City average income for product managers and store this in a variable called “nyc.product.managers” and we’re going to use our income data set here and inside this, we want to look for our city variable and have this equal to or match “New York City”. We’re going to use an end condition as well because we also want that to match product managers, so people who live in New York City and are product managers and we’re interested in the job title variable. We would like this to equal product managers or product manager. Okay, I’ll print this here. Awesome. So, what we’re interested in here is the value under the average income here, this variable. Now, we need to also get the same for San Francisco, so we can compare them. We’ll just call this “sf.product.managers” and using our income data set. So, for our income data set, we’re interested in our “city” variable and we would like it to equal to “San Francisco” and we would also like it to equal to “job title” “product manager”. Okay, cool. So, we have the average income for product managers in New York City and San Francisco. First, I want to know if it’s true that product managers living in San Francisco have a higher income on average than people in New York City. What I’m going to do is San Francisco product managers' average income greater than NYC product managers' average income? Okay, the results say this is true. So, basically, San Francisco product managers are paid higher on average, then I might consider relocating to this city but I’ll go a step further than that. I want to know how much more San Francisco folks are paid on average in terms of a dollar figure so I’m looking at the difference between San Francisco product managers' average income. I’m gonna minus New York City’s product managers' average income. So, the difference is 7,000 that might or might not be a big enough difference for me to make the relocation worth it but it’s not bad either. Now you know how to use operators to extract useful data. Next, we’ll cover how to read data into R. Rebecca Merrett - Rebecca holds a bachelor’s degree of information and media from the University of Technology Sydney and a post graduate diploma in mathematics and statistics from the University of Southern Queensland. She has a background in technical writing for games dev and has written for tech publications. © Copyright – Data Science Dojo

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- What are prefix and suffix words? - What is suffix example? - How do suffixes work? - What is the prefix for 10 2? - What is the suffix of race? - What is suffix happy? - Is JR considered a suffix? - What is suffix of avoid? - What does a suffix do to a word? - What are the 20 prefixes? - What is the prefix for 4? - How do you explain suffixes to a child? - How do you identify a suffix? - How do you teach suffixes fun? - What is suffix mean on application? - What are the most common prefixes? - What is the appropriate suffix? - What are some common suffixes? - What are the 10 examples of suffix? - What are suffix words? - How many types of suffix are there? What are prefix and suffix words? A prefix is a group of letters placed before the root of a word. For example, the word “unhappy” consists of the prefix “un-” [which means “not”] combined with the root (or stem) word “happy”; the word “unhappy” means “not happy.” A suffix is a group of letters placed after the root of a word.. What is suffix example? A suffix is a letter or group of letters, for example ‘-ly’ or ‘-ness’, which is added to the end of a word in order to form a different word, often of a different word class. For example, the suffix ‘-ly’ is added to ‘quick’ to form ‘quickly’. Compare affix and , prefix. How do suffixes work? A man with the same name as his father uses “Jr.” after his name as long as his father is alive. … A man named after his grandfather, uncle, or cousin uses the suffix II, “the second.” In writing, a comma is used to separate the surname and the suffixes Jr. and Sr., though the trend is now toward dropping the comma. What is the prefix for 10 2? centiPrefixSymbolMeaningdecid10-1centic10-2millim10-3microµ or mc10-64 more rows What is the suffix of race? miscegenation Add to list Share. … Miscegenation combines the Latin miscere, meaning “mix,” with genu, meaning “race,” plus the suffix -ation, which describes an action or process. So miscegenation means “a mixing of racial groups,” like when people of different races live together or have kids together. What is suffix happy? Suffix of happy is happiness. Is JR considered a suffix? In the United States the most common name suffixes are senior and junior, which are abbreviated as Sr. and Jr. with initial capital letters, with or without preceding commas. What is suffix of avoid? ANSWER. Suffix for avoid or allow. ANCE. What does a suffix do to a word? A suffix is an affix that’s added to the end of a word. Some suffixes add to or change a word’s meaning. Others can signal the word’s part of speech or indicate verb tense. When you add a suffix to a word, the original word usually keeps its original spelling. What are the 20 prefixes? 20 Examples of Prefixesde-, dis-opposite of, notdepose, detour, dehydrated, decaffeinated, discord, discomfort, disengagein- , im-, ir-into; notinvade, implant, imperfect, immoral, inedible, incapable, irregular, irresponsible, irritatemis-wronglymisjudge, misinterpret, misguided, mismatch, misplace13 more rows What is the prefix for 4? prefixnumber indicatedtri-3tetra-4penta-5hexa-66 more rows How do you explain suffixes to a child? A suffix is a string of letters that go at the end of a root word, changing or adding to its meaning. Suffixes can show if a word is a noun, an adjective, an adverb or a verb. The suffixes -er and -est are also used to form the comparative and superlative forms of adjectives and some adverbs. How do you identify a suffix? A suffix is a letter or group of letters added at the end of a word which makes a new word. The new word is most often a different word class from the original word. In the table above, the suffix -ful has changed verbs to adjectives, -ment, and -ion have changed verbs to nouns. How do you teach suffixes fun? Write some base words on popsicle sticks and add prefixes and suffixes to clothespins. Students create variations of words by adding prefix and suffix clips. Then they can write the words they create. If you do this activity in partners, students can talk about what the words mean as the prefixes and suffixes change. What is suffix mean on application? The field “suffix” on a form refers to the addition after a last name that further identifies a person sharing the same name within a family. In English, these are typically “Jr.,” “Sr.,” and Roman numerals “II, III, IV,” etc. What are the most common prefixes? The four most common prefixes are dis-, in-, re-, and un-. (These account for over 95% of prefixed words.) What is the appropriate suffix? used with nouns to make adjectives indicating that something is suitable for a particular group or context. Similar but species-appropriate criteria should be applied to all the other carnivores in circuses. You can print out grade-appropriate spelling lists for free from the internet. The car is 007-appropriate. What are some common suffixes? The most common suffixes are: -tion, -ity, -er, -ness, -ism, -ment, -ant, -ship, -age, -ery. What are the 10 examples of suffix? Common Suffixes in EnglishSuffixMeaningExample-ity, -tyquality ofinactivity, veracity, parity, serenity-mentcondition ofargument, endorsement, punishment-nessstate of beingheaviness, sadness, rudeness, testiness-shipposition heldfellowship, ownership, kinship, internship8 more rows•Feb 14, 2020 What are suffix words? A suffix is a letter or group of letters added to the end of a word. Suffixes are commonly used to show the part of speech of a word. For example, adding “ion” to the verb “act” gives us “action,” the noun form of the word. Suffixes also tell us the verb tense of words or whether the words are plural or singular. How many types of suffix are there? twoThere are two primary types of suffixes in English: Derivational suffix (such as the addition of -ly to an adjective to form an adverb) indicates what type of word it is. Inflectional suffix (such as the addition of -s to a noun to form a plural) tells something about the word’s grammatical behavior.

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This lesson introduces students to the three basic trigonometric ratios: sine, cosine, and tangent by having them work with similar triangles. Students will first find a missing side in two right triangles using the Pythagorean Theorem. Using similar triangles students will find the ratios of sides and be introduced to sine, cosine and tangent ratios. Students then learn to write the trig ratios for given triangles. CCSS - G-SRT- 7

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- Grammar Topic: Imperative Tense - Vocabulary – Pronunciation Students are introduced to the topics above with a Warm-Up session to discuss about places in Philadelphia, how to get to those places, etc. Then, using a real Philadelphia map, the students will learn how to give and follow directions, and also learn some useful expressions related to directions. The next part of the class is about the explanations of a grammar topic which is used to give and follow directions: the Imperative Tense. The closing activity will talk about the cardinal directions, which are another way to talk about directions. As an assessment, the students will write and perform, in pairs, a dialogue about directions using the Imperative Tense. The total time to complete this lesson is 150 minutes (2 hours and a half). 9th grade (13 – 14 years old). SKILL AND LANGUAGE LEVEL A2 – B1 (Elementary – Intermediate) Students will learn how to give and follow directions using the Imperative Form, and how to ask for directions. STUDENT LEARNING OBJECTIVES Students will be able to: 1 – Follow directions to go to some places; 2 – Give directions to their peers using the Imperative Form correctly. Maps of Philadelphia Tourist attractions Card KNOWLEDGE CHECK + WARM-UP (15 MINUTES) The teacher will ask the students some questions about Philadelphia, such as: - What have you heard/what do you know about Philadelphia? - Do you know any fact or curiosity about Philadelphia? - Do you know what “Philadelphia” means? - What is the most important symbol of Philadelphia? Then, the teacher will show a video about Philadelphia, and ask some last questions: - Did you like the city? - Which places would you like to visit in Philadelphia? - What did you like most? - What about to take a ride through Philadelphia? - What do you need to go around? GUIDED PRACTICE (30 MINUTES) Using a real Philadelphia map, the students will learn how to give and follow directions. At first, the teacher will show them an example of how to give and follow the directions, and for that, the teacher will teach them some useful expressions: “Turn Left”, “Turn Right”, “Go Straight”, etc. after, the students will practice it guiding each other by following the teacher’s instructions. The next part of this class is about the explanation of a Grammar topic: the Imperative Tense”. The teacher will try to make the students infer the meaning of the words/expressions used in the previous activity (directions), and then explain the Imperative Form: imperative sentences are requests, suggestions, advices or commands. The Imperative sentences have a peculiar characteristic: they often appear to be missing subjects and use a verb to begin the sentence. In fact, the subject is the person listening/the audience. INDEPENDENT PRACTICE (30 MINUTES) The class will be divided in 2 groups. One group will receive some cards with signs (like traffic signs, warnings in general, etc) and the other half will receive cards with the written instructions related to the sign cards. Then, each student will have to find his/her respective pair, by matching the sign and the written instruction. The activity will be finished when all the students find their peers; then they will be able to display on the board the complete chart (image and written instructions). CLOSING ACTIVITY/WRAP-UP (20 MINUTES) In order to add more vocabulary, the teacher will show the Compass to the class, to teach about Cardinal Directions, which are another way to talk about directions. ASSESSMENT (40 MINUTES) In peers, the students will make a short dialogue talking about directions and play it in front of the class. FEEDBACK (15 MINUTES) The feedback will be related to the engagement, participation and creativity. Feedbacks about Grammar/pronunciation mistakes will be given in a general way to the whole class in order not to expose the students and clarify the recurring mistakes. - Participation/engagement in all the activities; - Correct usage of the vocabulary related to the topic; - Correct usage of language/communication skills actively. GRADING CRITERIA AND/OR RUBRICS |ACROSS: PERFORMANCE | |- GIVING DIRECTIONS| - VOCABULARY USAGE - SENTENCE STRUCTURE |Student was clear and used correctly the Imperative Tense.||Although the instructions were clear, the sentences were not correctly structured.||The instructions were not clear and the sentences were not correctly structured.|

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according to Juel and Deffes (2004), teachers can make vocabulary meaningful and memorable for students by anchoring new words in multiple contexts. Other researchers point out (Nagy & Scott, 2000; Nation, 1990) that knowledge of a word includes how it sounds, how it is written, how it is used as a part of speech, the word’s multiple meanings and it’s morphology or how it has been derived. Comparing and contrasting words on the basis of these various features can help students organize and categorize words for more efficient memory storage and retrieval. Juel and Deffes tested 3 different types of typical vocabulary instructional strategies with primary students to see which strategy worked most effectively. In what they referred to as a “contextual condition,” teachers related word meanings to students’ background knowledge. In the “analytic condition,” teachers related words to student’s background knowledge and engaged students in analyzing word meanings. The third instructional method was called “anchored condition” where teachers related words to students’ background knowledge, engaged students in active analysis of words and also called student’s attention to the words’ component letters and sounds. According to Juel and Deffes, they found that the analytic and anchored instructional approaches helped students learn the words more effectively than did the contextual instructional approach. Their final recommendations were that teachers “should take every opportunity to connect vocabulary words to texts, to other words, and to some concrete orthographic features within the word.” Read the full article by clicking on the article title below. Making Words Stick This is a great idea to use to develop student vocabulary. Give the class a small passage that is missing words. Each student is asked to complete the passage with words that s/he thinks will make the passage more interesting to read. After each student has completed finding words to insert into the missing parts of the text, the students read the passage aloud to see who has created the most interesting and descriptive passage. Words must make sense in the context of the passage and must be “G” rated. This is a fun activity that can help students reflect on both passage meaning as well as more interesting vocabulary. If students are to comprehend what they read, they have to understand the meaning of the words used in the text. Teachers, therefore, should explicitly teach students the words they need to know if they are to truly grasp the content of a story. Take the word “dinghy,” for example. Students may need to be informed before they start reading that this word is a synonym for “boat.” The concept of “boat” would most likely be within the student’s background knowledge, so explaining the new term by sharing its synonym is a relatively easy way to assure student understanding. Without direct instruction in words such as these, students are unlikely to add them to their vocabularies especially if they do not live in an area where these words are commonly understood and used on a regular basis. We should also teach important terms for content-area classes. There may be words that students do not have in their working vocabularies–such as photosynthesis or mitosis–that they would need to know in order to comprehend the subject matter being presented. Other words that should be explicitly taught are those that have multiple meanings, such as “bank.” The student would need to understand that the term could refer to a financial institution, a curve in the road with a certain slope, or the side of a river, depending on context. While we do need to explicitly teach vocabulary to our words, one of the LEAST effective ways of doing this is to ask students to look up words in a dictionary or simply write down the definitions of various words. We know from research that students need to be exposed to a word on multiple occasions before they will be able to add this word to the lexicons in their heads. Help your students improve and expand their vocabularies by using games that add some excitement and fun to vocabulary learning.

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Square the hypotenuse's length, halve this number and then square root the remaining number. This is the length of the other two sides. Since this is a right angled isosceles triangle, the two other sides must be equal in length. Pythagoras theorem a2+b2=c2 (c is the hypotenuse). To get c2 we must square the hypotenuse. Since the two other sides are equal in length, a and b must be the same. Therefore a2 and b2 are both halves of c2. Halving c2 will give you both a2 and b2. Now, we just sqaure root a2 or b2 to get the length of these sides. The hypotenuse is the longest line in a right angle triangle, or the line opposite the 90 degree angle. So a hypotenuse only exists for right angled isosceles triangles. The hypotenuse is calculated by taking the square root of the sum of the squares of the other two sides. So for example, if the one of the other sides is 1 then the hypotenuse is 2; Becuase 1 squared is 2, and as this is a right angled isosceles the other non-hypotenuse side will be the same length, so 2+2=4, then you take the square root of the sum and you get 2. If one side of a right angled triangle is 32 and the other side is 43 the hypotenuse is 53.6 The longest side is the hypotenuse and the other 2 are called the legs. The length of the hypotenuse is: 583.1 For a right isosceles triangle (45-45-90), there is one line of symmetry that bisects the hypotenuse. For all other right triangles, there are zero lines of symmetry. In an isosceles right angled triangle,1 angle is 90 degrees and the other two are equal ,each is 45 degrees A right triangle. * * * * * Not necessarily. All that can be said is that is is not an equilateral triangle. It can be isosceles or scalene. It can be acute angled, right angled or obtuse angled. A hypotenuse is the longest side of a right angled triangle. The length of a hypotenuse can be found using the Pythagorean Theorem. This states that in a right angled triangle, the square of the length of the hypotenuse is equal to the sum of the squares of the other two sides. This means that to find the length of the hypotenuse, you need to know the lengths of the other two sides. The hypotenuse is the longest side. In a right-angled triangle, the hypotenuse is always opposite the right angle. By using the formula a2+b2=c2, where a is one side of the right-angled triangle and b is the other side of the right angle triangle. C stands for the hypotenuse of the right-angled triangle. Note: this formula only works for RIGHT-ANGLED TRIANGLES!!! Yes, it is called a right isosceles triangle. The the longest side is across from the right angles as usual, and the other two sides are of equal distance An Isosceles right triangle. If the length of either of the two sides is N then the hypotenuse is N times the square root of 2. an isosceles right triangle can not be an equilateral triangle since the hypotenuse can not be the same size as the other two sides..

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字幕列表 影片播放 列印英文字幕 - [Instructor] We are told the graph of y is equal to log base two of x is shown below, and they say graph y is equal to two log base two of negative x minus three. So pause this video and have a go at it. The way to think about it is that this second equation that we wanna graph is really based on this first equation through a series of transformations. So I encourage you to take some graph paper out and sketch how those transformations would affect our original graph to get to where we need to go. All right, now let's do this together. So what we already have graphed, I'll just write it in purple, is y is equal to log base two of x. Now the difference between what I just wrote in purple and where we wanna go is in the first case we don't multiply anything times our log base two of x, while in our end goal we multiply by two. In our first situation, we just have log base two of x while in here we have log base two of negative x minus three. And in fact we could even view that as it's the negative of x plus three. So what we could do is try to keep changing this equation and that's going to transform its graph until we get to our goal. So maybe the first thing we might want to do is let's replace our x with a negative x. So let's try to graph y is equal to log base two of negative x. In other videos we've talked about what transformation would go on there, but we can intuit through it as well. Now whatever value y would have taken on at a given x-value, so for example when x equals four log base two of four is two, now that will happen at negative four. So log base two of the negative of negative four, well that's still log base two of four, so that's still going to be two. And if you were to put in let's say a, whatever was happening at one before, log base two of one is zero, but now that's going to happen at negative one 'cause you take the negative of negative one, you're gonna get a one over here, so log base two of one is zero. And so similarly when you had at x equals eight you got to three, now that's going to happen at x equals negative eight we are going to be at three. And so the graph is going to look something like what I am graphing right over here. All right, fair enough. Now the next thing we might wanna do is hey let's replace this x with an x plus three, 'cause that'll get us at least, in terms of what we're taking the log of, pretty close to our original equation. So now let's think about y is equal to log base two of, and actually I should put parentheses in that previous one just so it's clear, so log base two of not just the negative of x, but we're going to replace x with x plus three. Now what happens if you replace x with an x plus three? Or you could even view x plus three as the same thing as x minus negative three. Well we've seen in multiple examples that when you replace x with an x plus three that will shift your entire graph three to the left. So this shifts, shifts three to the left. If it was an x minus three in here, you would should three to the right. So how do we shift three to the left? Well when the point where we used to hit zero are now going to happen three to the left of that. So we used to hit it at x equals negative one, now it's going to happen at x equals negative four. The point at which y is equal to two, instead of happening at x equals negative four, is now going to happen three to the left of that which is x equals negative seven, so it's going to be right over there. And the point at which the graph goes down to infinity, that was happening as x approaches zero, now that's going to happen as x approaches three to the left of that, as x approaches negative three, so I could draw a little dotted line right over here to show that as x approaches that our graph is going to approach zero. So our graph's gonna look something, something like this, like this, this is all hand-drawn so it's not perfectly drawn but we're awfully close. Now to get from where we are to our goal, we just have to multiply the right hand side by two. So now let's graph y, not two, let's graph y is equal to two log base two of negative of x plus three, which is the exact same goal as we had before, I've just factored out the negative to help with our transformations. So all that means is whatever y value we were taking on at a given x you're now going to take on twice that y-value. So where you were at zero, you're still going to be zero. But where you were two, you are now going to be equal to four, and so the graph is going to look something, something like what I am drawing right now. And we're done, that's our sketch of the graph of all of this business. And once again, if you're doing it on Khan Academy, there would be a choice that looks like this and you would hopefully pick that one.

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Faulting is the type of plate boundary formed by fault motion. Plate boundaries form when the two plates are sliding past each other, causing stress to increase. If the stress is so great that it cannot increase or increase in a predictable way, a fault will appear. What are the 6 plate boundaries? The two main types of boundary rocks are the basement rock (or basement) and the plate interface. A basement is a massive rock that goes all the way through the earth’s crust (Figure 2). Plate tectonics explain why the basement is so important to our planet. What natural landforms are born when two tectonic plates collide? When landmasses sit at a convergent boundary, they will be squeezed toward each other, resulting in the formation of a mountain range known as a fold. When plates collide, they can collide along an edge, such as along a fault. Another common type of mountain range is known as a rift valley on the ocean floor. What happens when two tectonic plates push against each other? If two plates of the earth’s crust move as if being carried by a liquid layer, they are called Plates that are sliding past each other. The term “subduction” is used when the plates actually slide past each other in a single event, at one time. This form of tectonic plate movement is called the transform plate boundary. What happens when the two plates of earth crust moving in opposite directions slide past one another? What type of motion is known as transverse motion or shearing motion as opposed to parallel motion?. All motion is relative. What you observe is a combination of parallel and transverse motions relative to your own world. What are the 3 causes of plate movement? Plate tectonics was first described in 1960 for the Pacific but now has been established on continents and subduction zones worldwide. Subduction is caused by a process called seafloor spreading when the oceanic crust is stretched and pulled into the Earth’s interior. What two features are commonly found at divergent boundaries? In the previous question, you were asked to explain the processes that contribute to formation of divergent boundaries. Convergent and divergent boundaries are classified according to whether or not the surfaces of the cells are in contact with each other or if the cell layers are completely separated from each other. Secondly, how do the plates interact at that type of plate boundary? In most rocks, when one plate “slides” over another one, it is usually moving horizontally. Some examples: at the eastern end of the South Island (New Zealand), a sliver of the Pacific Plate sinks down, slides along the country and slides across the North Island to the South Island for a few hundred miles. What is it called when two plates meet? Noun. The technical definition of the word is in the OED: A structure or assemblage of plates that fit together or overlap to protect or support something. Thereof, what type of plate boundary is formed when two plates grind past each other? Plates of the same type are pushed together. A simple example of this would be the plates of the North American and European plates. As the plates collide, they push together. What happens when plates move apart? You might notice that one plate (the top one) moves away from the other (the bottom plate). There are four forces: gravity, friction between the plates, normal force between the two plates, and the reaction. They balance each other out to keep the plates from moving away. What kind of plate boundary occurs where two plates grind past each other without destroying? Type I: If the plates are moving apart, the top one is a buoyant upper plate and the bottom one is a subducting lower plate. Type II: If the plates are moving together, the bottom plate is uplifted and the top plate is buried. What happens when a tectonic plate gets subducted? During subduction, a massive slab of lithosphere slides slowly, on average about 100 km per year, down an ocean trench or subduction zone. Because a plate is made of both gaseous matter and rocky particles, pressure tends to squeeze the rock particles close together. Also Know, what forms when the Earth’s plates slide past each other? Plates of the earth or other material move with respect to other plates. The plates are named by the direction of movement; for example, the Pacific plate moves towards North America. What will happen if two continental plates collide? A typical collision. A continental collision involves an upwelling under a continent that causes the upper plate to sink and the lower plate to rise. If the new slab becomes attached or locked to the underlying plate, this process becomes a subduction. If the overriding plate sinks faster than the overriding plate, the overriding plate will be covered and a new oceanic plate will be formed on the sea floor. Why does one plate go under another? Plate layering is the process of stacking ceramic tiles directly on top of one another (called over and overlapping). If there is a gap between the tiles, or if the gap is too big, the tiles become loose, lose their shape and may no longer fit under the next tile, so they need to be re-glued. When two plates press together and a mountain begins to form what happens? The plate is pushed up. What are two other names for sliding boundaries? Two other names for sliding boundaries in a time series include moving averages, smoothing. Which way are the plates moving? If the plate is moving away from an observer, the light will be redder and the light will fall. On the other hand, a redder light in an environment means that the objects seen are moving towards us. If anything is moving towards us, the light gets lighter. What is an example of a convergent boundary? A divergent boundary is a boundary between two different sets of people, a boundary at which one group of people changes their definition of the word (or belief) in use. Example: The line between the West and the East in the ancient world was a cultural boundary, not a physical line. What are the 5 types of plate boundaries? The following types of plate boundaries and tectonic plates are considered are:. Continental rifts. What happens when two plates move towards each other? Because two plates of the same material have the same density, they attract and collide into each other. When they collide, the energy of their movement is turned into heat energy, which we call collision impact. This occurs when two plates with the same material touch, collide, or impact.

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In this episode, we will discuss a second contol structure, namely the iteration statements So, what is the use of this new control structure? Let's imagine, for example, that we wish to print the square of the five first integers. Namely, we wish to print "0 squared is 0", "1 squared is 1", "2 squared is 4" and so on, until "4 squared is 16". Naturally, we could use five printing instructions. However, in such a case, we can - we must! - use an iteration, also known as a "for loop". Such a code will result in the desired printing by looping, iterating, on a single printing instruction. Now, let us probe this code for the hows and whys. An iteration, also known as a "for loop", simpy begins with the keyword "for". Then comes the declaration and intialization of a variable. This variable will control how many times we loop. This declaration and intialization is only executed once before entering the loop. Then comes something you're already familiar with, for it is a condition. You encountered conditions during the lesson about conditional branches. This condition will be tested before entering the loop. If it is true, we will keep on executing the loop. If it is false, we will exit the loop. Then comes an increment statement. In our example it is "++i". Please be reminded the increment operator "++", used on a variable i, is strictly equivalent to the instruction " i = i +1". That means we add 1 to the variable i. This increment statement will have the variable i evolve, thus controlling the number of iterations. It is executed once at the end of every iteration. The declaration and initialization of the controlling variable, the condition and the increment statement are written in parentheses and are separated by semicolons. Then comes the block of instructions; it is the loop's body and contains the instructions repeated at every iteration. Similarly to the conditional statement "if", the braces are mandatory only when several instructions are to be repeated, namely, when the loop's body contains several instructions. Therefore, if we only wish to have instruction repeated -as we do here- we can discared the braces here and here. However, even in such a case, we strongly advice to use braces. Namely, adding an oepning brace here, before the instruction, and a closing brace here, after the instruction. Now, let us detail step by step the execution of our first "for loop" example. First of all, the loop declares a variable i and initializes it to the value 0. Then, we test the condition. Here, the condition is "i strictly less than 5". The condition is true. Indeed, i is 0 and 0 is strictly less than 5. Therefore, we can enter the loop's body. Entering the loop's body means executing this instruction here. In our example, it is the only instruction within the loop's body. This instruction will print "the square of" following by i's value, which is 0, followed by "vaut" (= "is"/"has value"), followed by the value of the expresion i*i, which is simply 0. Then, we reach the end of the loop's body. So we jump back to this line, more precisely to the increment statement ++i. We will add 1 to i's value : i is now 1. Now, we test the condition "i strictly less than 5", which is still true and we can thus enter the loop. Entering the loop means repeating this printing instruction : "the square of", then i, which is now 1, then "vaut" and, finally, the value of the expression i*i, which is obviously 1. Now we reach the increment statement again: i will go from 1 to 2 and so on until i has the value 4 and we execute the increment statement, rising i's value to 5. We will test the condition "i strictly less than 5". This time, the condition is false, for 5 is not strictly less than 5. Since the condition is false, we will exit the loop. That means we will resume right after the loop and execute these instructions. By the way, the variable i, declared here does not exist anymore. Therefore, we cannot use it anymore. i does only exist within the loop. Let us review, the "for loop"'s syntax. First of all, the keyword "for". then, in parentheses, the declaration and initialization of a variable -its type is not necessarly int, by the way. Then the condition which should, a priori, relate to this variable, though it is not mandatory. Then an increment statement, which should relate to the variable aswell. Finally comes the block of instructions, constituting the instructions repeated by the loop. Please remember that the three elements inside the parentheses of the "for loop" are separated by semicolons but that there is no semicolon here. The loop repeats the instructions inside the block as long as the condition is true. If the conditions does not even become false, these instructions will be repeated indefinitely. Let us move on to another example a "for loop." Let us suppose that I wish to print the multiplication table of 5. Without using a "for loop", I would have to repeat almost the same instruction ten times. Namely this instruction, printing "5 times 1 is 5*1", followed by "5 times 2 is 5*2", and so on until "5 times 10 is 5*10". Again, in such a case, one has to use a "for loop". The loop will be coded as follows. We will declare the variable controlling the number of iterations and initialize it to 1. Our condition will be "i less or equal to 10". By the way, remember that the operator "less than or equal to" is formulated by the less-than sign (<) followed by the equal-to sign (=). Finally, we will use the increment statement ++i. The variable i, will thus take the values from 1 to 10. This "for loop" is thus equivalent to all the ten printing instructions and will print the multiplication table of 5. The block of instructions of a "for loop" can contain any instruction whatsoever, a conditional statement, for example. Let us have a quiz regarding a conditional statement inside a "for loop". In your opinion, what will this code print upon execution? The correct answer is the answer A. Let us explain why. The loop begins by declaring a variable i and intializes it to 0. The condition is "i strictly less than 5". The increment statement is ++i. Therefore, i will take the values from 0 to 4. The first instruction within the loop's body prints i's value: right now, the value 0. By the way, we used the instruction "print" and not "println" which means that the next printed information will be printed right after the 0, right here. Now we move to the conditional statement, testing if i modulo 2 is equal to 0. To calculate i modulo 2, we start by dividing i by 2. i is 0. 0 is 0 times 2 plus 0 . Therefore, i modulo 2 is 0. All this is 0 and the condition is true. We can thus enter the conditional statement and execute this here instruction printing the character "p". Finally, we move on to the last instruction in the loop's body, printing a blank space which we will represent this way. Now we reach the end of the loop's body and jump back here. i goes from 0 to 1. We execute the loop's body again, in other words we resume with this instruction printing's value, which is now 1. We move on to the conditional statement, testing if i modulo 2 is equal to 0. To calculate i modulo 2, we divide i, that is 1, by 2. i can be written 0 times 2 plus 1. Therefore i modulo 2 is 1. We conclude that the condition is false. We will thus skip this instruction and move on to this instruction, printing a blank space. Now we reach the end of the loop's body and jump back here again. i goes from 1 to 2. And we resume inside the loop's body. We print the value of i, that is 2. We move on to the conditional statement and calculate i modulo 2. i is 2 and it so happens that 2 can be written 1 times 2 plus 0. Therefore, i modulo 2, is equal to 0, this 0 here. The condition is thus true. Thus we enter the conditional branch, executing this instruction, printing the character "p". We move on to this instruction, printing a blank space and so on. We now see that the end result is none other than answer A. This condition with the "modulo" here can be a bit complicated to understand for beginners but it can be interpreted easily. Actually, it only tests the remainder of a number's division by 2 In plain words, it means we are testing if this value - i's value - is even. This condition is thus equivalent to "is i even"?

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The 13th, 14th, and 15th Amendments are known as the Reconstruction Amendments. The United States Constitution was amended to address specific issues of law that former slave states tried to skirt around with discriminatory practices, regulations, and government enforcement. Reconstruction was a turbulent period in American history, and although the Civil War ended, the slave states did not want to relinquish their source of free and cheap labor or recognize the civil rights of former slaves. The Thirteenth Amendment abolished slavery in the United States and territories of the United States. The amendment addressed the issue disguised as a labor practice, but in practice referred to slavery: the practice of peonage or involuntary servitude. Former slave owners sought to recoup losses from the Civil War by charging the expense of war to former slaves with the former slave having to exchange labor as payment. The practice was known as "debt slavery." The Fourteenth Amendment was passed in response to southern legislatures passing laws that were known as Black Codes. Like peonage, Black Codes were an effort to retain the vestiges of slavery by legalizing certain practices that prohibited former slaves from seeking job opportunities. The Fourteenth Amendment is also a current topic of discussion, as it is the language in this amendment that states, "All citizens born or naturalized in the United States" are citizens of the United States. The issue is particularly salient in the debate over immigration. The "due process clause" and "equal protection under the laws" are also part of the Fourteenth Amendment. These clauses form the cornerstone of the American legal system, and though initially aimed to protect the rights of former slaves, these provisions benefit every American citizen. There is also the language that establishes how representatives in the United States Congressional House districts are allocated. Again, with the Census a few short months away, this is an incredibly important clause. The Fifteenth Amendment was aimed at addressing suffrage rights, particularly for former slaves. Though the Fifteenth Amendment extended the right to vote to all United States citizens, regardless of race, actual suffrage for African Americans remained very limited for decades. Many states passed laws that attempted to circumvent the Fifteenth Amendment by preventing African Americans from exercising their right to vote, including requiring that voters pay a poll tax, pass a literacy test, or own property in order to vote. The Reconstruction Amendments (Thirteen, Fourteen, and Fifteen) were one of the first significant legislative actions in the area of civil rights. It would take nearly another century before the next significant action of Congress in the field of civil rights would pass; the Voting Rights Act of 1965.

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Read the directions and color the scarf, hat, mittens and ice skate as instructed. Read each of the sentences and fill in the blank with a Winter themed word from the word bank. Use the word bank at the bottom of the page to spell each of the words. Draw lines to connect the dots in order starting with the letter A to make a snowman. Count the winter pictures in the story problems and write the subtraction equations. Draw lines to connect the dots in order starting with the number 1 to make a snowman. Read this short winter story and answer a few simple questions. Look at the number of winter pictures in the story problems and write the addition equations. Look at each of the pictures and unscramble the letters to spell the words.

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In 1917, the United States entered World War I after Germany expanded its submarine warfare to include the sinking of ships, including US passenger vessels. Even prior to the outbreak of war, President Woodrow Wilson had indicated to the American public his ultimate plans to secure world peace and to change the balance of world power. In January of 1918, Wilson presented his famous “Fourteen Points” speech to Congress, in which he outlined idealistic proposals for ending World War I and suggested principles for future implementation in the post-war world. President Wilson’s recommendations included plans for settlement of territorial issues among the warring factions, covenants to maintain peace with respect to trade issues, arms reduction, free sea passage lanes, and rights of self-determination. His fourteenth point became the foundation of the League of Nations: A general association of nations must be formed under specific covenants for the purpose of affording mutual guarantees of political independence and territorial integrity to great and small states alike. In January 1919, the initial Paris Peace Conference was held at Versailles for the purpose of establishing the terms of a peaceful settlement to the war. Wilson’s Fourteen Points formed the basis of a League of Nations, which would include plans for an international security agreement to prevent future wars. Although Wilson was a strong supporter of the League, the concept was unpopular at home and faced fierce congressional opposition since it was widely believed that such an international security agreement would financially overburden the United States and weaken the nation’s ability to maintain its own defenses. Additionally, Congress feared future entanglements with European political affairs. The Treaty of Versailles encapsulated the main ideas for establishing a just peace from Wilson’s Fourteen Points, but changed many of the territorial divisions Wilson had suggested. Acceptable territorial boundaries were complicated by secret treaties among and between allied nations for post-war divisions. In addition, the treaty focused mainly on punishing Germany for the war, while Wilson’s plan called for far more leniency toward Germany. Instead, the other allied nations insisted upon: compensation by Germany for all damage done to the civilian population of the Allies and their property by the aggression of Germany by land, by sea and from the air. Ultimately, Wilson’s insistence on an international security agreement resulted in the US rejection of the League of Nations. The US did not enter the League, which weakened it considerably. Furthermore, with the exception of the return of Alsace-Lorraine to France, the political territorial provisions proposed by Wilson in his Fourteen Points differed greatly from divisions adopted in the Treaty of Versailles. Finally, Wilson’s idea of a just peace as articulated in his Fourteen Points conflicted with the harsh restrictions and reparations demanded by the allied nations in the Treaty of Versailles. In very broad terms, one could say that Wilson's Fourteen Points were concerned with general principles whereas the Treaty of Versailles was more focused on specifics. This is not surprising as Wilson announced his Fourteen Points while the First World War was still raging, and so he was limited as to how specific he could be. To be sure, there were specific proposals in the Fourteen Points, most notably the ceding of Alsace-Lorraine to France. But the most important of Wilson's Fourteen Points was undoubtedly the principle of self-determination, whereby each European nation would get to choose who ruled it. The Treaty of Versailles, on the other hand, was focused like a laser-beam on punishing Germany. Under the terms of the Treaty, sole responsibility for the First World War was laid at Germany's door, meaning that it would have to pay a very heavy price for its actions. The Treaty set out in precise detail exactly what price Germany would be expected to pay. In monetary terms, the price was truly staggering. Germany would have to pay reparations to the Allies to the tune of almost $270 billion in today's money. In terms of national prestige, the price was greater still. The German Army was reduced to just 100,000 men and six battleships. For good measure, all of Germany's overseas colonies were to be handed over to the control of the League of Nations, whose establishment was the fourteenth of Wilson's Fourteen Points. Wilson's Fourteen Points were extremely idealistic, in that he felt Britain and France would embrace his plans to permanently do away with war by following his prescription for peace. Ultimately, only four of the fourteen were adopted into the final Treaty of Versailles: 1) Freedom of the Seas 2) National Self-Determination (the idea that Poles should be able to live in Poland, not as part of a larger empire. Czechs in Czechoslovakia, etc.) 3) Open Covenants, openly arrived at (no secret treaties) 4) a League of Nations While these were positive steps and good ideas to promote a more peaceful world and reduce the risk of future wars, they did little to stop the onset of World War II, and some historians argue, may have actually contributed to it. In general, the big difference is that Wilson's 14 Points were all about being kind to other nations and things like that while the Treaty of Versailles was very anti-Germany. In the 14 Points, Wilson laid out the idea of having nations not really try to take advantage of other nations -- it was very idealistic. But the Treaty of Versailles was really meant to punish Germany in a lot of ways. For example, it took a lot of land way from Germany even though the people living on those bits of land were German (this goes against the idea of ethnic groups ruling themselves). So, the major difference is that the 14 Points were idealistic and conciliatory while the Treaty of Versailles tried to punish Germany harshly. I guess one other thing to mention is that the Treaty of Versailles did not do away with colonies the way Wilson would have liked.

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1. Name and give the chemical formula of acids. In addition, be able to determine if a given chemical name/formula is an acid compared to an ionic or molecular compound (other than an acid). 2. Define Arrhenius' theory of acids and bases in terms of the presence of hydronium and hydroxide ions. 3. Relate hydronium ion and hydroxide concentrations to the pH scale and to acidic, basic, and neutral solutions. Be able to calculate pH problems (or pOH problems). 4. Using your understanding of weak and strong acid/bases, be able to compare and contrast the strengths of various acids and bases (e.g. common acid/bases like vinegar, baking soda, orange juice). 5. Understand what a Neutralization reaction (acid base reaction) is and how to create a balanced complete chemical equation and use it in solving Neutralization problems. 6. Describe an acid-base titration (and be able to perform a strong acid - strong base titration) including its lab components (e.g. buret). Identify when the equivalence point is reached and its significance. 7. Explain what pH indicators are and how they are selected (especially in acid base titration reactions). (Equivalence point of solution = Endpoint of the pH indicator)

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Following Directions Worksheets All About These 15 Worksheets Imagine this: You’re given a brand-new Lego set without any instructions. You have all these colorful pieces, but without a guide, it’s going to be super hard to build the awesome spaceship or the castle on the box. You could try and guess how to build it, but chances are you’d miss some crucial steps and the finished product may not be exactly what you wanted it to be. Well, think of “following directions worksheets” as the instruction guide to not just Legos, but for life skills too. These exercises are designed to help kids like you practice and understand the importance of following instructions. They come in a lot of forms, but usually, they’re a sheet of paper filled with steps that you need to follow in a particular order. These directions can be simple ones like “Color the circle blue” or a bit more complex like “If the square is red, draw a star inside it, if not, draw a triangle.” These worksheets are like mini-adventures or challenges that you solve by following the steps correctly. So, think of them as a fun game where the aim is to follow all the rules. How To Teach Students to Follow Directions? Teaching students to follow directions is an essential skill that contributes to their academic success and personal development. Here are some strategies to help teach students to follow directions effectively: Be clear and concise: When giving directions, use clear, simple, and concise language to ensure students understand the task at hand. Avoid using jargon, and break down complex instructions into smaller, manageable steps. Model the behavior: Demonstrate the process of following directions by modeling the behavior you expect from your students. Walk them through the steps, and provide examples to show the correct way to complete a task. Use visual aids: Incorporate visual aids, such as charts, diagrams, or written instructions, to help students better understand and remember the directions. Visual aids can be particularly helpful for visual learners. Repeat instructions: After giving directions, repeat them to reinforce understanding and ensure that all students are on the same page. Encourage students to repeat the directions back to you or to a partner to further solidify their understanding. Check for understanding: Regularly check for understanding by asking students to explain the directions or the task in their own words. This will help identify any confusion or misunderstandings that need to be addressed. Provide opportunities for practice: Offer students plenty of opportunities to practice following directions through various activities, exercises, or assignments. The more practice they have, the more comfortable and proficient they will become in following directions. Use positive reinforcement: Praise and acknowledge students when they successfully follow directions, as this can boost their confidence and motivation to continue practicing this skill. Encourage active listening: Teach students the importance of active listening by maintaining eye contact, avoiding distractions, and focusing on the speaker when directions are being given. Create a supportive environment: Establish a classroom environment that encourages open communication, questions, and clarification. Ensure students feel comfortable asking for help or requesting further explanation if they are unsure about the directions. Be patient and consistent: Learning to follow directions takes time and practice. Be patient with students as they develop this skill, and consistently reinforce the importance of following directions in various situations. By incorporating these strategies into your teaching, you can help students develop the essential skill of following directions, which will not only benefit their academic performance but also their personal growth and future success. Why Is Following Directions Important? Understanding and following directions is an important skill for several reasons, as it has implications for academic performance, personal growth, and future success in various aspects of life: Academic success: Following directions is crucial for completing assignments, projects, and exams correctly. Students who can accurately follow directions are more likely to achieve better grades, understand complex concepts, and develop strong problem-solving skills. Developing good listening skills: Following directions requires active listening, which is an essential communication skill. Active listening involves focusing on the speaker, understanding the message, and responding appropriately. Developing good listening skills can lead to better comprehension and collaboration in academic and professional settings. Time management: Being able to follow directions effectively helps students manage their time more efficiently. When students understand and follow directions correctly, they can complete tasks in a timely manner, reducing the need for corrections or additional guidance. Personal growth: Following directions fosters self-discipline, responsibility, and independence in students. These qualities are valuable for personal growth and contribute to the development of a strong work ethic and sense of accountability. Workplace readiness: In professional settings, the ability to follow directions is essential for meeting job expectations, adhering to safety protocols, and working effectively as part of a team. Employees who can accurately follow directions are more likely to be successful, productive, and valuable members of their organization. Daily life: Following directions is a vital skill in everyday life, as it helps individuals navigate various situations, such as driving, cooking, assembling furniture, or using technology. Being able to follow directions accurately and efficiently can save time, prevent accidents, and ensure successful completion of tasks. By teaching students the importance of following directions and providing them with opportunities to develop this skill, educators can set them up for success in their academic, personal, and professional lives.

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Are you trying to figure out how circuit diagrams work? It can be a daunting task for those who have never seen or worked with one before. From understanding what the symbols mean to being able to troubleshoot problems, circuit diagrams can be intimidating. But with a little knowledge and practice, anyone can understand them. Fortunately, this article provides an in-depth introduction to circuit diagrams and their working. Circuit diagrams are diagrams that show the electrical components of a system and how they are connected. They're used to represent the electrical systems of a variety of products, from radios and computers to cars and planes. A circuit diagram typically consists of lines and symbols that indicate the connections between the components. The most important part of a circuit diagram is the symbols that represent the various electrical components. The symbols vary from one type of circuit diagram to another, but there are some common ones. For example, a resistor symbol usually looks like a zigzag line, and a capacitor symbol looks like two small circles. It's important to remember that these symbols are just representations and don't necessarily look like the actual components. Once you know what the symbols represent, you can start to understand how a circuit works. All circuit diagrams have power sources that supply electricity to the components. This power source can be either an AC (alternating current) source, such as a wall outlet, or a DC (direct current) source, such as a battery. From the power source, the electricity flows through the components. Depending on the type of component, it either uses or resists the flow of electricity. For example, a resistor will resist the flow of electricity, while a capacitor will store it. The components can also be combined in various ways to create different circuits. Ultimately, all of these components and connections form a complete circuit. To help you understand this better, a circuit diagram usually has labels that explain what each component does. For example, a label might say "Resistor R1" to indicate that it is a resistor. Finally, it's important to remember that circuit diagrams are not the same as wiring diagrams. Wiring diagrams are used to show how electrical wires are connected between components. Circuit diagrams, on the other hand, are used to show how the components are connected to each other. Now that you understand the basics of circuit diagrams and their working, you'll be able to use them more effectively. Whether you're troubleshooting existing circuits or creating new ones, understanding circuit diagrams is essential. With practice, you'll soon be able to read and interpret them as if you were a professional. With The Help Of A Circuit Diagram Explain Working Junction Diode As Full Wave Rectifier Draw Its Input And Output Waveforms Which Characteristic Property Makes Half Wave Rectifier Circuit With Diagram Learn Operation Working Solved Question No 4 10 Explain The Working Of Circuit Chegg Com Circuit Diagram Tutorial Explain With Examples And Templates 3 Draw The Circuit Diagram Of A Half Wave Rectifier Physics With A Neat Circuit Diagram Explain The Working Of Class 12 Physics Cbse Electrical Circuit Breaker Operation And Types Of Electrical4u Thermocouple Working Principle And Its Applications Explain Working Of Half Wave Rectifier Using P N Junction Diode With The Help Circuit Diagram Circuit Diagram And Its Components Explanation With Symbols With The Help Of Circuit Diagram Explain Working Principle Meter Bridge Sarthaks Econnect Largest Online Education Community Draw The Circuit Diagram Of A Half Wave Rectifier And Explain Its Working Physics Shaalaa Com Schmitt Trigger Circuit Diagram Noninverting What Is Rectification Describe With A Circuit Diagram The Working Of P N Junction Diode As Half Wave Rectifier Input And Output Waveforms What Is Relay Switch Circuit Diagram And Working Principle Etechnog How To Read A Schematic Learn Sparkfun Com Jones Chopper Circuit Diagram Working Advantages Circuit Diagram How To Read And Understand Any Schematic With The Help Of A Circuit Diagram Explain Working Tra Innovayz

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Raising gender-aware kids involves fostering their understanding and respect for gender diversity, challenging traditional gender stereotypes, and promoting equality and inclusivity. Here are some tips to help you raise gender-aware children: Start early: Begin conversations about gender with your children from a young age. Teach them that gender is not limited to binary categories but exists on a spectrum. Use inclusive language and expose them to diverse gender expressions and identities. Challenge stereotypes: Encourage your children to question and challenge gender stereotypes. Talk about how interests, hobbies, and career choices are not limited by gender. Provide examples of individuals who defy traditional gender roles and highlight their accomplishments. Expose them to diverse role models: Introduce your children to diverse gender role models in various fields, including literature, sports, science, and the arts. Show them that people of all genders can achieve great things and pursue their passions. Teach consent and respect: Help your children understand the importance of consent and respect in all relationships. Emphasise that no one should be judged or treated differently based on their gender identity or expression. Encourage them to stand up against gender-based discrimination or harassment. Encourage open conversations: Create a safe and open environment where your children can freely discuss topics related to gender. Answer their questions honestly and age-appropriately. Use teachable moments, such as media portrayals or real-life situations, to spark conversations about gender stereotypes or biases. Provide diverse media and literature: Offer books, movies and films, and TV shows that showcase diverse gender identities and expressions. Look for media that goes beyond traditional gender roles and presents characters with diverse backgrounds and experiences. Foster empathy and understanding: Teach your children empathy and understanding towards individuals who may have different gender identities or expressions. Encourage them to listen, learn, and support others, regardless of their gender. Address bullying and discrimination: Equip your children with the tools to recognize and address bullying or discrimination based on gender. Teach them to be allies and advocates for gender equality. Help them understand the impact of their words and actions on others. Lead by example: Model inclusive behavior and language in your own daily life. Avoid making derogatory comments or jokes based on gender. Treat all individuals with respect, regardless of their gender identity or expression. Seek out resources and support: Stay informed about gender-related issues by reading books, articles, and online resources. Connect with organisations or support groups that focus on gender diversity and inclusivity to gain further insights and guidance. Remember, raising gender-aware kids is an ongoing process. Be patient, encourage open dialogue, and celebrate and embrace the unique qualities and identities of each of your children.

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Black holes are fascinating astronomical objects that have been the subject of extensive research and study in astrophysics and theoretical physics. The theory of black holes is rooted in Einstein’s theory of general relativity and has been developed and refined over the years. Here are some key aspects of the theory of black holes: Formation: Black holes are thought to form when massive stars reach the end of their life cycles and undergo a gravitational collapse. If a star’s core is more massive than a certain critical limit (approximately 2.5 to 3 times the mass of the Sun), the core cannot withstand the gravitational forces, and it collapses in on itself. Event Horizon: The defining feature of a black hole is its event horizon, a boundary beyond which nothing, not even light, can escape. Anything that crosses this boundary is effectively trapped within the black hole, and it is considered lost to the outside universe. Singularity: At the center of a black hole is a point called a singularity, where the mass of the collapsed core is compressed to infinite density. The singularity is hidden from view by the event horizon, and our current understanding of physics breaks down at this point, suggesting that new physics, such as a theory of quantum gravity, is needed to describe the conditions within. Properties: Black holes are characterized by their mass, charge, and angular momentum. The mass determines the size of the event horizon, while charge and angular momentum affect the black hole’s behavior, such as the presence of an electric field or the rotation of the black hole. Types of Black Holes: - Stellar Black Holes: These are formed from the collapse of massive stars. They typically have masses ranging from a few to tens of times that of the Sun. - Intermediate Black Holes: These are hypothetical black holes with masses between stellar and supermassive black holes. Their existence is not yet confirmed. - Supermassive Black Holes: These are found at the centers of most galaxies, including our Milky Way. They have masses ranging from millions to billions of times that of the Sun. - Hawking Radiation: Proposed by physicist Stephen Hawking, Hawking radiation suggests that black holes can emit radiation and gradually lose mass over time. This phenomenon arises from quantum effects near the event horizon and remains a subject of theoretical research. Observation and Detection: Although we cannot directly observe black holes due to their inescapable gravitational pull, astronomers have detected them indirectly by observing their gravitational effects on nearby objects and the emission of X-rays from accretion disks surrounding them. Black Hole Information Paradox: One of the unresolved questions in black hole theory is the black hole information paradox. It arises from the apparent conflict between the principles of quantum mechanics and general relativity, particularly regarding what happens to information that falls into a black hole. Black holes remain an active area of research and continue to challenge our understanding of the fundamental laws of physics, especially in the context of reconciling general relativity and quantum mechanics. Scientists are also exploring the possibilities of using black holes to test various physical theories and gain insights into the nature of the universe.

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This activity uses samples of world music available from the BBC and helps primary or secondary pupils identify where different styles of music come from. I have suggested seven different samples of music but there are 13 available in total so you might prefer to use different ones. The music is from these places/cultures: - Native American - North Africa - World music styles - Various instruments from around the world - Lexis – various countries and musical instruments - Skills – speaking / writing - Get a world map, either 1 large or several for groups of pupils. - The music clips used here cannot be downloaded so you will need an internet connection in your classroom to play the music. (http://www.bbc.co.uk/schoolradio/subjects/music/clipslibrary/) Scroll down to 'Context – Geographical locations' and click to access the clips. - Print and cut up the worksheet for groups of pupils. - EITHER give pupils in groups a world map and the worksheet (click here), cut up and tell them to put the place names on the map, OR using a large world map at the front of the class ask pupils if they know where the countries are. You may need to help them if their knowledge of geography is limited. - Tell pupils that they are going to listen to some music from these places and ask if they know anything about it, e.g. types of instruments used, rhythm, etc depending on their knowledge of musical terms. - Play the samples one at a time and after each one ask pupils to guess where each one comes from. Ask pupils what instruments they can hear in each sample and other characteristics of the music. Help with unknown vocabulary. Then play the sample again. - Play the samples again, in random order and ask pupils to say where it is from. Pupils can now try to compose their own world music (if they have the musical skills) using available instruments. They can then describe their music, either orally or in writing. By Chris Baldwin |World music||78.29 KB| - Teaching resources - Teacher development - Teacher training

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A variety of materials to help you teach your students about the constitution. COLORING PAGES – Introduce younger students to the constitution (PDFs) - First Amendment Activities (K) - English/Spanish - First Amendment Activities (1st) - English/Spanish - First Amendment Activities (2nd) - English - First Amendment Activities (2nd) - Spanish - First Amendment Activities (3rd) - English - First Amendment Activities (3rd) - Spanish - First Amendment Activities (4th) - English - First Amendment Activities (4th) - Spanish Kid Scoop Constitutution Day Issue - for primary students TEACHING GUDES: These Guides are all PDFs and require Adobe Acrobat Reader Game On: Constitution Activities for Elementary through High School - presenting concepts in game format; Get in the game of civics and acquire a better understanding of the basic rights of each American citizen as granted by the U.S. Constitution.. Citizens Together: You and Your Newspaper Celebrate the U.S. Constitution and the Bill of Rights (multiple levels) A five-day lesson plan explores the individual freedoms protected in the Bill of Rights Celebrate Constitution Day: Why do we have a Constitution? We The People - Unit 1 Tabloid Supplement / Unit 2 Tabloid Supplement These two units of the Center for Civic Education’s (CCE) popular We The People curriculum can help schools meet the new Federal requirement that every school study the Constitution on Constitution Day each year. Also try the Constitution Scavenger Hunt. It’s Your Government The section will help students understand and get involved in the political process, from voting to how a bill becomes law. It’s Your Right: A history of the Bill of Rights Students will learn about the history of the Bill of Rights and how role those rights play in our life today. Social Studies and the News 160 activities exploring the use of newspapers as primary sources including charts, graphs, and visuals to gain information; distinguishing between fact and fiction; recognizing bias and stereotyping; the foundations of Constitutional government; participation of individuals in civic life; the functions of political parties; evaluating the impact of media on public opinion; state and federal government; separation of powers; and economic concepts. MyVocabulary.com: Constitution Day Crossword Front Page Talking Points: Constitution Day honors the document that defines who we are News Video: Five Freedoms for Constitution Day Cartoons for the Classroom: Tooning into Constitution Day 2010 Parade Magazine: Constitution Day Lesson

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Lesson Plans and Worksheets Browse by Subject - Tracy W., Teacher Possessive Noun Teacher Resources Find Possessive Noun educational ideas and activities In this possessive nouns learning exercise, students review singular and plural possessive noun usage with example sentences, identify and write singular and plural possessive nouns in sentences, change phrases to show possession, review and assess knowledge. Students write fifty-three answers. For this grammar worksheet, 3rd graders read about the use and formation of possessive nouns. They write possessive nouns in sentences, add apostrophes to nouns to form possessives, use them in a paragraph, and complete an assessment page that includes multiple choice questions. Possessive nouns are intricately addressed in this detailed and colorful PowerPoint. Different rules about using possessive nouns correctly are defined with corresponding examples. You can use this presentation prior to assigning different worksheets that can also be found on LessonPlanet.com. Note: Various resource links to activities, videos, and a SmartBoard activity are provided. Some links may not work. Helpful as a review activity and a reference sheet for your middle schoolers' binders, this worksheet clarifies the proper ways to use apostrophes. Indicating that they should be used in three cases ("weird" plurals, contractions, and possessive nouns), the worksheet explains the rules around possessive nouns and pronouns. There is an activity at the bottom of each page, and proofreading tips on the second page. Review the use of apostrophes with possessive nouns. While just a quick look at the topic, this would be a great way to review the concept. There are two types of exercises for learners to complete. If more review is needed, a teacher could augment this lesson with more examples. Use the Schoolhouse Rock episode, "Rufus Xavier Sarsaparilla," to introduce a study of pronouns. Learners consider antecedents, cases (nominative, objective and possessive), as well as types of pronouns, and then craft sentences using various forms of this part of speech. The richly detailed plan includes discussion questions, activities, resource links, and extensions.

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Within it, globulars orbit the Galaxy on extremely elongated elliptical paths. Most of the time, the globulars move slowly through the halo at the outer extremes of their orbits; only briefly do they whip in and around the nucleus. These stars exhibit the motions of the cloud from which they were formed. So the Galaxy must have been born form a gas cloud that was initially huge- at least 300,000 ly in radius. Imagine a tremendous, ragged cloud of gas roughly twice as big as the Galaxy’s halo today. Its density is low. This proto Galaxy cloud probably is turbulent, swirling around with random churning currents. Slowly at first, the cloud’s self-gravity pulls it together, with it central regions getting denser faster than its outer parts. Throughout the cloud, turbulent eddies of different sizes form, break up, and die away. Eventually, the eddies become dense enough to contain sufficient mass to hold themselves together. These might be hundreds of light years in size – incipient globular clusters. Each blob then splits up to form individual stars – all born at about the same time. Meanwhile, the gas contracts more and fall slowly into a disk. Why a disk? Because the original cloud had a little spin, and the conservation of angular momentum requires that it spin faster around its rotational axis as it contracts. The kinetic energy energy of the cloud slowly decreases, as gas clouds collide and heat is radiated away. The disk rapidly flattens. As the disk forms, its density increases and more stars form. Each burst of starbirth leaves behind representative stars at different distances from the present disk. Finally, the remaining gas and dust settle into the narrow layer as we see today. Somehow density waves appear and drive the formation of spiral arms. During this time, massive stars were manufacturing heavy elements and flinging them back into the cloud by supernova explosions. So as stars were born in succession, each later type had more heavy elements. That enrichment continues today in the disk of the Galaxy. The Birth of the Galaxy

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Supervolcanos are not usual volcanos. By effectively "exploding" as opposed to erupting, they leave a giant hole in the Earth's crust instead of a volcanic cone – a caldera, which can be up to one hundred kilometres in diameter. On average, supervolcanos are active more rarely than once every 100,000 years; since records began, none has been active. Consequently, researchers can only gain a vague idea of these events based on the ash and rock layers that have survived. A team of researchers headed by ETH-Zurich professor Carmen Sanchez-Valle has now identified a trigger for supereruptions by determining the density of supervolcanic magma, using an X-ray beam at the European Synchrotron Radiation Facility (ESRF) in Grenoble, France. This enabled the scientists to demonstrate that the overpressure generated by density differences in the magma chamber alone can trigger a supereruption. The magma chamber is located in the Earth's crust beneath the volcano. The new findings could help us to understand "sleeping" supervolcanos better, including how quickly their magma can penetrate the Earth's crust and reach the surface.Magma chamber too large The fact that supereruptions – unlike conventional volcanos – are not triggered solely by overpressure due to magma recharge in the magma chamber has long been clear. A supervolcano's magma chamber can be several kilometres thick and up to one hundred kilometres wide, which makes it far too big to sustain sufficient overpressure through magma recharge. For the magma to break through the crustal rock above the magma chamber and carve out a path to the surface, it needs an overpressure level that is 100 to 400 times higher than air pressure (10 to 40 megapascals). In order to investigate whether the differences in density can generate such high pressure, the density of the magma melt and the surrounding rock material needs to be known. Until now, however, that of the magma melt could not be gauged directly.Magma density determined for the first time "The results reveal that if the magma chamber is big enough, the overpressure caused by differences in density alone are sufficient to penetrate the crust above and initiate an eruption," says Sanchez-Valle. Mechanisms that favoured conventional volcanic eruptions, such as the saturation of the magma with water vapour or tectonic tension, could be a contributory factor but are not necessary to trigger a supereruption, the researchers stress in their study. Supervolcanos are considered a rare but serious threat. As they are not easy to spot on account of their unusual appearance, new ones are still being discovered today. Supereruptions generally eject at least 450 but sometimes even several thousands of cubic kilometres of rock material and ash to the surface and into the atmosphere. In the event of explosive eruptions, ash and rock fragments with their environmentally harmful chemical components can rise over thirty kilometres up into the atmosphere and have a devastating impact on the climate and life on Earth. The spectacular and serious eruptions of Krakatoa (1883) and Tambora (1815), both conventional volcanos in present-day Indonesia, were comparatively "harmless" and the masses they emitted only amounted to a few per cent of a supereruption. Malfait WJ, Seifert R, Petitgirard S, Perrillat JP, Mezouar M, Ota T, Nakamura E, Lerch P, Sanchez-Valle C: Supervolcano eruptions driven by melt buoyancy in large silicic magma chambers. Nature Geoscience, Advance Online Publication, 5 January 2014 Press Office | EurekAlert! Water - as the underlying driver of the Earth’s carbon cycle 17.01.2017 | Max-Planck-Institut für Biogeochemie Modeling magma to find copper 13.01.2017 | Université de Genève Yersiniae cause severe intestinal infections. Studies using Yersinia pseudotuberculosis as a model organism aim to elucidate the infection mechanisms of these... Researchers from the University of Hamburg in Germany, in collaboration with colleagues from the University of Aarhus in Denmark, have synthesized a new superconducting material by growing a few layers of an antiferromagnetic transition-metal chalcogenide on a bismuth-based topological insulator, both being non-superconducting materials. While superconductivity and magnetism are generally believed to be mutually exclusive, surprisingly, in this new material, superconducting correlations... Laser-driving of semimetals allows creating novel quasiparticle states within condensed matter systems and switching between different states on ultrafast time scales Studying properties of fundamental particles in condensed matter systems is a promising approach to quantum field theory. Quasiparticles offer the opportunity... Among the general public, solar thermal energy is currently associated with dark blue, rectangular collectors on building roofs. Technologies are needed for aesthetically high quality architecture which offer the architect more room for manoeuvre when it comes to low- and plus-energy buildings. With the “ArKol” project, researchers at Fraunhofer ISE together with partners are currently developing two façade collectors for solar thermal energy generation, which permit a high degree of design flexibility: a strip collector for opaque façade sections and a solar thermal blind for transparent sections. The current state of the two developments will be presented at the BAU 2017 trade fair. As part of the “ArKol – development of architecturally highly integrated façade collectors with heat pipes” project, Fraunhofer ISE together with its partners... At TU Wien, an alternative for resource intensive formwork for the construction of concrete domes was developed. It is now used in a test dome for the Austrian Federal Railways Infrastructure (ÖBB Infrastruktur). Concrete shells are efficient structures, but not very resource efficient. The formwork for the construction of concrete domes alone requires a high amount of... 10.01.2017 | Event News 09.01.2017 | Event News 05.01.2017 | Event News 18.01.2017 | Materials Sciences 18.01.2017 | Information Technology 18.01.2017 | Ecology, The Environment and Conservation

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Tapping It Up a Notch: Pythagorean Theorem – Part 3 In the first part, we used an inquiry/discovery approach to help students visualize how Pythagorean Theorem works, then followed that with a visualization of the general proof / derivation of the formula to show how we can find the hypotenuse of a right-angle triangle when given the lengths of the two legs. In this post, we will now make a connection between the visual representation of the Pythagorean Theorem with the algebraic representation to show students that the intent of algebra is not to confuse, but rather to make calculations more easily when patterns have been generalized as they have here. Using Pythagorean Theorem to Find the Length of the Hypotenuse Connecting the Visual Representation and Algebraic Representation In this video, we now attempt to make a connection between the visual representation and algebraic representation for a specific right-angle triangle. Ensuring students have already watched the first video and second video from part one and part two of this series is important to maximize the effectiveness. Summary of Pythagorean Theorem Video Start With A Specific Example: Visually and Algebraically We now start with variables representing the side lengths of 6 metres and 8 metres in an attempt to find the length of the hypotenuse. Connect Squaring Side-Lengths to Area Visually and Algebraically We show that squaring the side lengths on the right-angle triangle will yield an area since we are multiplying length by width (or side by side, in this case). Evaluate Squaring The Length of the Legs Squaring 6 m and 8 m yields areas of 36 m^2 and 64 m^2, respectively. This is shown algebraically as well as visually: Show The Sum of the Squares of the Leg Lengths We now calculate the sum of the two squares, 36 m^2 plus 64 m^2 which gives the result of 100 m^2. We show what this looks like in the formula as well as visually. Square-Root to Determine the Side Lengths In order to determine the side length of the hypotenuse square, we must now square-root. This is a great place to discuss opposite operations and make the connection between square-rooting 100 m^2 as well as c^2. Final Result of 10 m for the Length of the Hypotenuse Square-rooting both sides of the equation as well as the visual representation will give the result of 10 m for the length of the hypotenuse. What are your thoughts? How can we improve these videos to better assist students understanding how the algebraic representation of Pythagorean Theorem works? Leave a comment below! Other Related Pythagorean Theorem Posts: Tapping It Up a Notch: Pythagorean Theorem - Part 1 Over the past school year, I have been making attempts to create resources that allow students to better visualize math, build spatial reasoning skills and make connections to the algebraic representation. While some hardcore mathletes might balk at much of these attempts as not being real mathematical proofs, my intention is to help stud... Tapping It Up a Notch: Pythagorean Theorem - Part 2 In our last post, we used an inquiry/discovery approach to help students visualize how we can find the hypotenuse of a right-angle triangle when given the lengths of the two legs. In this post, we will now introduce the General Case for Pythagorean Theorem in an attempt to use the same visual model to derive the formula for Pythagorean... Who will reach the taco cart first? Understanding and Applying the Pythagorean Theorem The Taco Cart is another great 3 Act Math Task by Dan Meyer that asks the perplexing question of which path should each person choose to get to a taco food cart just up the road. While most students could quickly identify the shorter route using basic logic, Meyer throws in a curve-ball when one path forces one person to walk in the sand (...

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InterMath | Workshop Support | Write Up Template Fill in the next letter of the alphabet, using the logic established to list the first eight: O, T, T, F, F, S, S, E, ____ (Source: Mathematics Teaching in the Middle School, Nov-Dec 1997). Using the sequence of letters as they are arranged, figure out what letter comes next. Solve/Investigate the Problem I plan to use the existing numbers to see if there is a pattern or sequence or how they relate to each other in various ways (ex. Distance from each other when the alphabet is written out, letter repetitions). of the Problem My first thought was that the answer might be the letter “E” because there was a series of repeated letters and one “E” was already in place. I was then told that the answer was not “E”. Then I tried to see how many letters apart each letter was from the others to look for patterns such as the same number of letters between letters or a sequential increase in numbers (ex. The first letter could be three spaces from the second and then there could be six letter spaces between the second and the third, indicating a doubling of the non visible letters if you replaced them with number values according to the alphabet sequence.) Other additive and multiplicative patterns were considered. We had been told to think “outside the box” and to take the title into great consideration. It was frustrating to finally look at the numbers, 1, 2, 3, and so on, and see that each number correlates with the letter given in the number by using the first letter of each number (ex. 1 =one, 2 = two, 3 = three, 4 = four, etc.) Extensions of the Problem The process could go on forever and it’s hard to say whether or not it would be easier to determine the answer with a longer list of letters. Author & Contact Link(s) to resources, references, lesson plans, and/or other materials U Important Note: You should compose your write-up targeting an audience in mind rather than just the instructor for the course. You are creating a page to publish it on the web.

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CBSE class 8 mathematics maths Algebraic Expressions and Identities, access study material for Mathematics maths Algebraic Expressions and Identities, students can free download in pdf, practice to get better marks in examinations. all study material has been prepared based on latest guidelines, term examination pattern and blueprint issued by cbse and ncert click on tabs below for class 8 mathematics maths Algebraic Expressions and Identities worksheets, assignments, syllabus, ncert cbse books, ncert solutions, hots, multiple choice questions (mcqs), easy to learn concepts and study notes of class 8 mathematics maths Algebraic Expressions and Identities chapter, online tests, value based questions (vbqs), sample papers and last year solved question papers 1. Expressions are formed from variables and constants. 2. Terms are added to form expressions. Terms themselves are formed as product of factors. 3. Expressions that contain exactly one, two and three terms are called monomials, binomials and trinomials respectively. In general, any expression containing one or more terms with non-zero coefficients (and with variables having non- negative exponents) is called a polynomial. 4. Like terms are formed from the same variables and the powers of these variables are the same, too. Coefficients of like terms need not be the same. 5. While adding (or subtracting) polynomials, first look for like terms and add (or subtract) them; then handle the unlike terms. 6. There are number of situations in which we need to multiply algebraic expressions: for example, in finding area of a rectangle, the sides of which are given as expressions. 7. A monomial multiplied by a monomial always gives a monomial. 8. While multiplying a polynomial by a monomial, we multiply every term in the polynomial by the monomial. 9. In carrying out the multiplication of a polynomial by a binomial (or trinomial), we multiply term by term, i.e., every term of the polynomial is multiplied by every term in the binomial (or trinomial). Note that in such multiplication, we may get terms in the product which are like and have to be combined. 10. An identity is an equality, which is true for all values of the variables in the equality. On the other hand, an equation is true only for certain values of its variables. An equation is not an identity. 11. The following are the standard identities: (a + b) 2 = a2 + 2ab + b2 (I) (a – b) 2 = a2 – 2ab + b2 (II) (a + b) (a – b) = a2 – b2 (III) 12. Another useful identity is (x + a) (x + b) = x2 + (a + b) x + ab (IV) 13. The above four identities are useful in carrying out squares and products of algebraic expressions. They also allow easy alternative methods to calculate products of numbers and so on. Latest CBSE News - Human Resource Development Ministry will soon post on its website the details regarding reduction of NCERT syllabus and ask for suggestions from teachers, parents, educational experts, students and any other concerned person. Everybody will be given time for more than month to post their suggestions and comments on the syllabus reduction by NCERT. The suggestions will be then reviewed by the... - There has been news going around that paper has been leaked. This news came to light when Delhi Education Minister tweeted about the images which he got on his whatsapp. He verified the images with the actual accountancy paper and to the shock of everyone the paper matched Set 2 of the accountancy paper. Sisodia immediately got in touch with CBSE to file a complaint. CBSE has come forward and... - The admission process for Kendriya Vidyalayas class 1 students are going to start from today and the process will continue till March 18. The admissions for class 2 till class 12 will start in April. The students will get admissions to class 2 of the KV school they want to get admission only on availability of seats in that school. Similarly, the admission in class 11 will depend on the board... - The sale of Non NCERT books and school uniforms by private vendors have been again allowed in school premises by the Delhi High Court. CBSE had earlier passed a circular instructing all schools to close down tuck shops in schools which sell Non NCERT books and uniforms in school premises as it leads to commercialisation of the school as there were lot of complaints that the profits are pocketed... - Raksha Gopal from Noida scored 99.6% marks in class 12th last year. There are some very useful tips which she has given for students appearing in the class 12 board exams this year. See her tips below: a) Stop worrying about the marks that you have to target. Concentrate more on making a schedule which can help you to cover the entire syllabus with enough time to practice as many test papers as...

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Young scholars use logic and reasoning to answer problems. Through interpreting information and results in the context to examine patterns. They examine how to solve the problems using strategy in mathematics. 3 Views 1 Download - 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: Long Division With Zero In the Dividend This long division PowerPoint provides students with an overview of how to solve long division problems with a zero in the dividend. There are clearly stated steps in this PowerPoint, as well as an acronym to help students remember the... 4th - 6th Math CCSS: Adaptable Writing a Number in Expanded Form Understanding place value is a basic mathematics skill. This Khan Academy video shows students how to write the number 14,897 in the expanded form. He explains that the 7 in the ones place is the same as 7x1, the 9 in the tens place is... 5 mins 3rd - 5th Math CCSS: Adaptable The Last Banana: A Thought Experiment in Probability Your learners will be surprised by the thought-provoking, counterintuitive puzzle presented in this short video that models a fun, fictional situation in which a game is played with two number cubes to decide which of two people wins a... 4 mins 7th - 12th Math CCSS: Adaptable Measure Quarter and Three-Quarter Rotations Measuring angles is a mysterious task. What do those degrees mean? A clock is used to show what each angle looks like on a circle as the hands move around to mark time. The lesson explains that rays are just like the hands of a clock,... 5 mins 4th - 5th Math CCSS: Designed Determine the Rule in Patterns that Decrease The fifth video in this nine-part series explains how tables can be used to find the rule in decreasing patterns. After first reviewing prior knowledge of patterns, examples are provided that demonstrate how to organize number sequences... 5 mins 3rd - 5th Math CCSS: Designed

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ICE TONGUES AND ICE SHELVES |The Ross Ice Shelf Edge| Photo: Michael Van Woert, NASA The weight of Antarctica’s huge layers of ice pushes down forcing ice to slowly move away from the center of the continent, out to the surrounding ocean. Glaciologists call this movement of ice, ‘internal deformation.’ Much of the movement of the interior of the Antarctic ice sheets is by internal deformation. Ice also moves by basal sliding. As an ice layer moves, it creates friction. Heat from the friction melts an undersurface of water. If ice is sitting on a soft sediment bed, the bed itself could become saturated with water and move also, carrying the ice layer with it. The two ice sheets that cover Antarctica each have numerous domed ice centers that have accumulated on the surface over eons of time. These ice domes have glaciers and ice streams that radiate from their central mass. Glaciologists refer to moving ice as a glacier if it slides alongside a mountain or a rock valley, or slides over rock or a sediment base. Ice streams flow through ice, through adjacent more stable ice. Smaller glaciers often join progressively larger glaciers, forming a network similar to a river tributary system. As glaciers move they sculpt the land, removing rock and sediment material and depositing it as the ice continues on its way. This leaves a mark on the landscape recording a glaciers presence. With the moving ice creating friction there is an underlay of water that produces an upflow of rock and sediment debris into the ice above. Freezing takes place with new ice sliding on the sediment. Over time and the upflow of sediment there are many layers within the ice. Ice streams slide on surfaces of sediment, flowing along as rivers inside the ice. Like glaciers they might come together from different directions and meet, or they might flow as single streams. Ice streams can be seen on satellite photos. They are marked by deep crevasses, or fissures that separate the fast flowing ice streams from the adjacent ice. Some streams move at speeds a hundred times faster then the surrounding ice. Glaciers and ice streams can be tens of kilometers in width and hundreds of kilometers in length. In their movement outward, both pull ice from the ice sheet interior much faster than the sheet itself is moving. They act as huge conveyer belts taking the continent’s snow cover out to the surrounding seas. |Wilkins Ice Shelf from British Antarctic Survey Twin Otter| Study says ‘collapsing’ Thwaites Glacier in Antarctica melting from geothermal heat, not ‘climate change’ effects June 9, 2014 Researchers find major West Antarctic glacier melting from geothermal sources. Remember the wailing from Suzanne Goldenberg over the “collapse” of the Thwaites glacier blaming man-made CO2 effects and the smackdown given to the claim on WUWT? AUSTIN, Texas — Thwaites Glacier, the large, rapidly changing outlet of the West Antarctic Ice Sheet, is not only being eroded by the ocean, it’s being melted from below by geothermal heat, researchers at the Institute for Geophysics at The University of Texas at Austin (UTIG) report in the current edition of the Proceedings of the National Academy of Sciences. The findings significantly change the understanding of conditions beneath the West Antarctic Ice Sheet where accurate information has previously been unobtainable. The Thwaites Glacier has been the focus of considerable attention in recent weeks as other groups of researchers found the glacier is on the way to collapse, but more data and computer modeling are needed to determine when the collapse will begin in earnest and at what rate the sea level will increase as it proceeds. The new observations by UTIG will greatly inform these ice sheet modeling efforts. Using radar techniques to map how water flows under ice sheets, UTIG researchers were able to estimate ice melting rates and thus identify significant sources of geothermal heat under Thwaites Glacier. They found these sources are distributed over a wider area and are much hotter than previously assumed. The geothermal heat contributed significantly to melting of the underside of the glacier, and it might be a key factor in allowing the ice sheet to slide, affecting the ice sheet’s stability and its contribution to future sea level rise. The cause of the variable distribution of heat beneath the glacier is thought to be the movement of magma and associated volcanic activity arising from the rifting of the Earth’s crust beneath the West Antarctic Ice Sheet. Knowledge of the heat distribution beneath Thwaites Glacier is crucial information that enables ice sheet modelers to more accurately predict the response of the glacier to the presence of a warming ocean. Until now, scientists had been unable to measure the strength or location of heat flow under the glacier. Current ice sheet models have assumed that heat flow under the glacier is uniform like a pancake griddle with even heat distribution across the bottom of the ice. The findings of lead author Dusty Schroeder and his colleagues show that the glacier sits on something more like a multi-burner stovetop with burners putting out heat at different levels at different locations. “It’s the most complex thermal environment you might imagine,” said co-author Don Blankenship, a senior research scientist at UTIG and Schroeder’s Ph.D. adviser. “And then you plop the most critical dynamically unstable ice sheet on planet Earth in the middle of this thing, and then you try to model it. It’s virtually impossible.” That’s why, he said, getting a handle on the distribution of geothermal heat flow under the ice sheet has been considered essential for understanding it. Gathering knowledge about Thwaites Glacier is crucial to understanding what might happen to the West Antarctic Ice Sheet. An outlet glacier the size of Florida in the Amundsen Sea Embayment, it is up to 4,000 meters thick and is considered a key question mark in making projections of global sea level rise. The glacier is retreating in the face of the warming ocean and is thought to be unstable because its interior lies more than two kilometers below sea level while, at the coast, the bottom of the glacier is quite shallow. Because its interior connects to the vast portion of the West Antarctic Ice Sheet that lies deeply below sea level, the glacier is considered a gateway to the majority of West Antarctica’s potential sea level contribution. The collapse of the Thwaites Glacier would cause an increase of global sea level of between 1 and 2 meters, with the potential for more than twice that from the entire West Antarctic Ice Sheet. The UTIG researchers had previously used ice-penetrating airborne radar sounding data to image two vast interacting subglacial water systems under Thwaites Glacier. The results from this earlier work on water systems (also published in the Proceedings of the National Academy of Sciences) formed the foundation for the new work, which used the distribution of water beneath the glacier to determine the levels and locations of heat flow. In each case, Schroeder, who received his Ph.D. in May, used techniques he had developed to pull information out of data collected by the radar developed at UTIG. According to his findings, the minimum average geothermal heat flow beneath Thwaites Glacier is about 100 milliwatts per square meter, with hotspots over 200 milliwatts per square meter. For comparison, the average heat flow of the Earth’s continents is less than 65 milliwatts per square meter. The presence of water and heat present researchers with significant challenges. “The combination of variable subglacial geothermal heat flow and the interacting subglacial water system could threaten the stability of Thwaites Glacier in ways that we never before imagined,” Schroeder said. This article on wattsupwiththat.com click here ©2006-2014 Anthony Watts - All rights reserved NASA worried by unusually big iceberg six times the size of Manhattan April 25, 2014 Image from earthobservatory.nasa.gov Dubbed “B31” the iceberg could pose some significant problems for ships if it continues to melt or break apart in the Southern Ocean, April 2014 At 255 square miles (660 sq. km) and 500 meters thick, B31 is one of the biggest icebergs on the planet and currently six times the size of Manhattan. Although the process of icebergs breaking off from glaciers is typical “iceberg calving,” as its known, typically occurs at the Pine Island Glacier every six to 10 years NASA’s Earth Observatory is attempting to keep a special eye on B31. “Iceberg calving is a very normal process,” NASA glaciologist Kelly Brunt said on the agency’s website. “However, the detachment rift, or crack, that created this iceberg was well upstream of the 30-year average calving front of Pine Island Glacier (PIG), so this a region that warrants monitoring.” Currently, B31 is not in the way of any Antarctic shipping lanes, but Brunt said its current trajectory means that's where the iceberg is headed. NASA glaciologist Kelly Brunt to the Guardian: "It's floating off into the sea and will get caught up in the current and flow around the Antarctica continent where there are ships." NASA has been monitoring the Pine Island Glacier since 2011, when it first observed a crack that eventually got larger and resulted in B31 breaking off into the ocean. The massive glacier has been highlighted by scientists over the last 20 years due to the fact that, as NASA put it, “it has been thinning and draining rapidly and may be one of the largest contributors to sea level rise.” As noted by the Guardian, Kelly said this iceberg alone wouldn’t contribute significantly to rising ocean levels even if it melted completely. However, should the Pine Island Glacier continue shrinking in size, it could raise global sea levels by 1.5 meters. Despite the increased interest by NASA, the agency said keeping track of B31’s movement over the next six months will be difficult, since winter is descending on the region and it will be blanketed in darkness. University of Sheffield researcher Grant Bigg told the Earth Observatory: For article and comments on RT: click here “We are doing some research on local ocean currents to try to explain the motion properly. It has been surprising how there have been periods of almost no motion, interspersed with rapid flow.” The iceberg is now well out of Pine Island Bay and will soon join the more general flow in the Southern Ocean, which could be east or west in this region.” Copyright © Autonomous Nonprofit Organization "TV-Novosti" 20052014. All rights reserved. PDF and now EPub versions for small tablets and Kindle, Nook and varied e-readers CNN Goes Full Propaganda On CO2 Antarctic Ice Shelf ‘Hanging by Thread’: European Scientists Images taken by its Envisat remote-sensing satellite show that Wilkins Ice Shelf is “hanging by its last thread” to Charcot Island, one of the plate’s key anchors to the Antarctic peninsula, ESA said in a press release. |PARIS New evidence has emerged that a large plate of floating ice shelf attached to Antarctica is breaking up, in a troubling sign of global warming, the European Space Agency (ESA) said on Thursday. “Since the connection to the island… helps stabilise the ice shelf, it is likely the breakup of the bridge will put the remainder of the ice shelf at risk,” it said. Wilkins Ice Shelf had been stable for most of the last century, covering around 16,000 square kilometres (6,000 square miles), or about the size of Northern Ireland, before it began to retreat in the 1990s. Since then several large areas have broken away, and two big breakoffs this year left only a narrow ice bridge about 2.7 kilometres (1.7 miles) wide to connect the shelf to Charcot and nearby Latady Island. The latest images, taken by Envisat’s radar, say fractures have now opened up in this bridge and adjacent areas of the plate are disintegrating, creating large icebergs. Scientists are puzzled and concerned by the event, ESA added. The Antarctic peninsula the tongue of land that juts northward from the white continent towards South America has had one of the highest rates of warming anywhere in the world in recent decades. But this latest stage of the breakup occurred during the Southern Hemisphere’s winter, when atmospheric temperatures are at their lowest. One idea is that warmer water from the Southern Ocean is reaching the underside of the ice shelf and thinning it rapidly from underneath. “Wilkins Ice Shelf is the most recent in a long, and growing, list of ice shelves on the Antarctic Peninsula that are responding to the rapid warming that has occurred in this area over the last fifty years,” researcher David Vaughan of the British Antarctic Survey (BAS) said. “Current events are showing that we were being too conservative, when we made the prediction in the early 1990s that Wilkins Ice Shelf would be lost within 30 years. The truth is, it is going more quickly than we guessed.” In the past three decades, six Antarctic ice shelves have collapsed completely Prince Gustav Channel, Larsen Inlet, Larsen A, Larsen B, Wordie, Muller and the Jones Ice Shelf. © 2008 Agence France Presse |Wilkins Ice Shelf 2007 and 2008 Image: British Antarctic Survey Ice drains from the Antarctic ice sheets primarily through outlet glaciers, ice streams or valley glaciers. As much of the ice reaches the coast it becomes a part of an ice shelf extension floating into the sea. Ice tongues form where glaciers flow out to sea, and where there is no ice shelf. They are long, narrow ice projections that may float or may be anchored to the surface of the sea, floating at the seaword end. They can build up over centuries and are considered geographically permanent features of the coastline. Ice tongues can rapidly change their size and shape. As the tongue lengthens, tides, waves and storms slowly weaken the end and sides. Pieces of the tongue break off and float to sea as icebergs. Drygalski Ice Tongue is a large ice tongue 70 kilometers long and 20 kilometers wide. It drains David Glacier in Southern Victoria Land. The ice tongue discovered by Robert Scott in 1902 and named after German explorer Erich von Drygalski has been growing seaward, measured for the past few decades at 150 to 900 meters per year. Advanced high-resolution radiometer satellite imaging was able to detect the breakup of the Ninnis Ice Tongue. Estimates of the length of this tongue have been as much as 140 kilometers since it was first documented during the Australasian Antarctic Expedition of 1911. In January 2,000 a break occurred where much of the tongue split away from the glacier, changing the face of what had been known as the coastline of East Antarctica. The huge ice platform subsequently split into two sections. Additional calving followed with smaller icebergs drifting well away from the edge of the Ninnis Glacier. The Mertz Ice Tongue also on the George V Coast drains the Mertz glacier, which in turn helps to drain Dome C of the East Antarctic Ice Sheet. This tongue has been estimated at various sizes from 80 kilometers to its 2001 size of 40 kilometers. Icebergs are continually being calved from the tongue, the icebergs looking like great icy grottoes. With their blue caves indented in the sides, their furrows and clefts carved by the sea and wind, they look like magnificent blue and white statues. |Drygalski Ice Tongue. February 21, 2005, saw the ice tongue calve a new baby. The five-by-ten-kilometer iceberg was floating off the left side oof the ice tongue on February 22, when this image was acquired by NASA. The event is a normal part of the evolution of the ice tongue—pieces regularly break from the tongue as the glacier pushes more ice out over the sea. This image shows cracks, formed by time and ocean currents, which become more numerous towards the end of the tongue. Ice shelves develop the same way as ice tongues, except the ice shelves are often much larger, connecting to two or many extended coastlines. Pressure from the inner sheet forces the ice sheet itself, including glaciers and ice streams, away from the underlying rock bed into the surrounding sea. As glacier ice is pushed outwards, rock debris remains near the grounding line. The cleaned ice becomes a part of the protruding ice shelf, and internal ice streams, a platform that floats on the tidal movements. Mass for ice shelves is gained three ways. By inland ice continuing to be pushed further into the ocean. By the freezing of seawater onto the underside of the shelf, especially near the shore. By ice-laden winds providing additional ice coatings onto the surface. Mass is lost by ice platforms, usually very large, and flat-topped, calving along the edges. At the seaward side melting takes place underneath. Ice shelves cover more than half of the Antarctic coast. The largest shelf is the Ross Ice Shelf on the New Zealand side of Antarctica. The second largest is the combined Ronne Filchner Ice Shelf covering a massive area that extends and is part of the Weddell Sea. Other ice shelves are the Amery Ice Shelf, the Shakelton Ice Shelf, The George VI Ice Shelf, the Wilkins Ice Shelf, the Larsen Ice Shelf, and the Riiser-Larsen Ice Shelf. All around the continent are narrow shelves that have formed along the coast. The Amery Ice Shelf in East Antarctica drains an estimated 33 thousand million tonnes of ice per year from the East Antarctic Ice Sheet. The ice movement rate at the front of the ice shelf is about 1,200 meters, or ¾ miles per year. The Lambert Glacier that feeds the Amery Ice Shelf has flow lines hundreds of kilometers. The long glacier, extending over an area of 900,000 square kilometers, has at its center a mosaic of ice lakes and troughs accumulated through past occurrences of surface meltwater. Fascinating formations can also be seen by satellite along the Fimbul Ice Shelf. Ice rise formations off the coast of Queen Maud Land are believed to be rock covered by ice. Glacier streams flowing over rocky outcroppings on the ice sheet has carried the rock onto the shelf. The largest ice shelf is the Ross Ice Shelf a large frozen area between Byrd Land and the Transantarctic Mountains. 800 kilometers across, the Ross shelf receives ice from a number streams flowing into it from the West Antarctic Ice Sheet. Islands of ice sit at points and act as buttresses for the ice streams to go around. The Crary Ice Rise, nearly 50 meters high, rests in the downstream flow from two ice streams. Another buttress on the ice sheet is the Steershead crevasses and ice rise. Cracks in the ice or ‘rifts’ develop in ice sheets due to a straining and deformation of the ice. Rifts can be present hundreds of kilometers prior to the ice becoming part of an ice shelf. Many rifts on the Ross shelf have giant crevasses where dark horizontal bands can be seen. These are ash deposits from old eruptions of volcanoes from nearby Ross Island from Mt. Erebus, Mt. Terra Nova and Mt. Terror. New rifts can develop in the ice as well as rifts already formed. |Wilkins Ice Shelf from British Antarctic Survey Twin Otter| In satellite images it is possible to see rifts developing and extending kilometers inland from the seaward edge of the shelf. These rifts grow until a calving of ice breaks off into the sea. Ice shelves produce more than two thirds of all Antarctic icebergs. They also produce some of the largest icebergs. These hundreds of square kilometer clean blocks of ice break into smaller pieces as seawater works its way through the long, narrow openings of fissures and cracks. Ice shelves warming. |These four Moderate Resolution Imaging Spectroradiometer satellite images from 2002 show the progressive breaking apart of the northern section of the Larsen B ice shelf on the eastern side of the Antarctic Peninsula.| March 22nd 2000 a super iceberg broke away from the Ross Ice Shelf. It was 295 kilometers in length and 37 kilometers wide. In 2000 the Ross Ice Shelf, shed five massive icebergs. Icebergs named B-20, B-15, B-17, Godzilla, were ramming into each other, breaking into smaller bergs. The super iceberg B-15, weighing 2 billion tons, broke into a number of smaller pieces. A year afterwards B-15B had nearly cleared its way around Cape Adare, 950 kilometers from its original position. B-15A was continuing to jostle back and forth in the waters near Ross Island. Scientists believe the Ross ice shelf has a cycle of about 50 years of larger ice rifts breaking, and the shelf renewing itself, but they are not sure if global warming is becoming a factor in some ice shelf disintegration. The last few decades has seen many smaller ice shelves around the northern portion of the Antarctic Peninsula change drastically. Fracturing and rifting has been taking place in both the Larsen shelves on the east side and the Wilkins shelf on the west. Scientists are saying these two shelves may disappear completely within the next few years. The processes of fracturing and rifting and total breakup of the ice platforms are not yet fully understood, but a fatal weakening if these two shelves has probably already taken place. February of 2001 saw areas of water in the King George VI ice shelf that have, since historical records began, always been frozen solid. Some of these areas at the western base of the peninsula have no depth readings on maps because even the biggest icebreakers have not previously been able to penetrate the ice. 31, January 2002 saw the beginning of 3,250 km2 of Larsen B ice shelf disintegrate. Taking place over a 35 day period, Larsen B, the floating ice mass on the east side of the Peninsula, has been reduced to 40% of its minimum stable extent measured over the previous five years. |Map of Antarctic Peninsula showing Wilkins Island| Antarctic Ice Shelf melting Sunday, 24 February 2008 Antarctic glaciers surge to ocean By Martin Redfern Rothera Research Station, Antarctica The UK work is discovering just how fast the ice is moving UK scientists working in Antarctica have found some of the clearest evidence yet of instabilities in the ice of part of West Antarctica. If the trend continues, they say, it could lead to a significant rise in global sea level. The new evidence comes from a group of glaciers covering an area the size of Texas, in a remote and seldom visited part of West Antarctica. The "rivers of ice" have surged sharply in speed towards the ocean. David Vaughan, of the British Antarctic Survey, explained: "It has been called the weak underbelly of the West Antarctic Ice Sheet, and the reason for that is that this is the area where the bed beneath the ice sheet dips down steepest towards the interior. "If there is a feedback mechanism to make the ice sheet unstable, it will be most unstable in this region." There is good reason to be concerned. Satellite measurements have shown that three huge glaciers here have been speeding up for more than a decade. The biggest of the glaciers, the Pine Island Glacier, is causing the most concern. Julian Scott has just returned from there. He told the BBC: "This is a very important glacier; it's putting more ice into the sea than any other glacier in Antarctica. "It's a couple of kilometres thick, its 30km wide and it's moving at 3.5km per year, so it's putting a lot of ice into the ocean." The team drove its skidoos for thousands of km across the ice It is a very remote and inhospitable region. It was visited briefly in 1961 by American scientists but no one had returned until this season when Julian Scott and Rob Bingham and colleagues from the British Antarctic survey spent 97 days camping on the flat, white ice. At times, the temperature got down to minus 30C and strong winds made work impossible. At one point, the scientists were confined to their tent continuously for eight days. "The wind really makes the way you feel incredibly colder, so just motivating yourself to go out in the wind is a really big deal," Rob Bingham told BBC News. When the weather improved, the researchers spent most of their time driving skidoos across the flat, featureless ice. "We drove skidoos over it for something like 2,500km each and we didn't see a single piece of topography." Rob Bingham was towing a radar on a 100m-long line and detecting reflections from within the ice using a receiver another 100m behind that. The signals are revealing ancient flow lines in the ice. The hope is to reconstruct how it moved in the past. Julian Scott was performing seismic studies, using pressurised hot water to drill holes 20m or so into the ice and place explosive charges in them. He used arrays of geophones strung out across the ice to detect reflections, looking, among other things, for signs of soft sediments beneath the ice that might be lubricating its flow. The Pig Pine Island Glacier is a major draining feature on the Wais He also placed recorders linked to the global positioning system (GPS) satellites on the ice to track the glacier's motion, recording its position every 10 seconds. Throughout the 1990s, according to satellite measurements, the glacier was accelerating by around 1% a year. Julian Scott's sensational finding this season is that it now seems to have accelerated by 7% in a single season, sending more and more ice into the ocean. "The measurements from last season seem to show an incredible acceleration, a rate of up to 7%. That is far greater than the accelerations they were getting excited about in the 1990s." The reason does not seem to be warming in the surrounding air. One possible culprit could be a deep ocean current that is channelled onto the continental shelf close to the mouth of the glacier. There is not much sea ice to protect it from the warm water, which seems to be undercutting the ice and lubricating its flow. Julian Scott, however, thinks there may be other forces at work as well. Much higher up the course of the glacier there is evidence of a volcano that erupted through the ice about 2,000 years ago and the whole region could be volcanically active, releasing geothermal heat to melt the base of the ice and help its slide towards the sea. Geothermal activity may be playing its part, says Julian Scott David Vaughan believes that the risk of a major collapse of this section of the West Antarctic ice sheet should be taken seriously. "There has been the expectation that this could be a vulnerable area," he said. "Now we have the data to show that this is the area that is changing. So the two things coinciding are actually quite worrying." The big question now is whether what has been recorded is an exceptional surge or whether it heralds a major collapse of the ice. Julian Scott hopes to find out. "It is extraordinary and we've left a GPS there over winter to see if it is going to continue this trend." If the glacier does continue to surge and discharge most of it ice into the sea, say the researchers, the Pine Island Glacier alone could raise global sea level by 25cm. That might take decades or a century, but neighbouring glaciers are accelerating too and if the entire region were to lose its ice, the sea would rise by 1.5m worldwide. |Humpback whaleTwo decades after leaky moratorium on whale hunting, most majestic of sea mammals have made little headway in recovering | A humpback whale tail. More than two decades after the start of a leaky moratorium on whale hunting, the most majestic of sea mammals have made little headway in recovering their once robust populations. Photo: AFP/Rodrigo Buendia ||Collapse of Antarctic ice shelf could have global effects 03 Aug 2005 CBC News The unprecedented collapse of an ice-shelf in Antarctica could indirectly lead to a significant rise in global sea levels, researchers say. The Larsen B ice shelf covered more than 3,000 square kilometres and was 200 metres thick until its northern part disintegrated in the 1990s. Three years ago, the central part also broke up. An international team of researchers used data collected from six sediment cores near the former ice shelf to show the shelf had been relatively intact for at least 10,000 years or since the last ice age. The collapse therefore goes beyond what would be expected naturally at the time. Rather, the demise is likely the result of long-term thinning due to melting from underneath, as well as short-term surface melting from global climate change, the researchers suggest. Then in five years, the shelf shrunk by 5,700 square kilometres, say scientists who found the break up caused changes in currents and species in the area. "As the ice shelves are disintegrating, the glaciers that are feeding them from the land are surging forward," said Robert Gilbert, a geography professor at Queen's University in Kingston, Ont. Glaciers are no longer being held back from the ice shelf, and are pushing ice bergs into the sea, said Gilbert, one of the co-authors of the study in Thursday's issue of the journal Nature. As the glaciers melt, global sea levels could change more than predicted, he said. Flooding could result in low-lying areas. Scientists are now watching to see if the most southern part of the Larsen ice shelf, the coldest part of Antarctica, is going to break up. Larsen ice shelf| (Courtesy: Queen's University) Copyright © CBC 2005 |Ice blocks floating in| Ice blocks are seen floating in the Weddell Sea near the Argentine Base Marambio in the Antarctic Peninsula March 8, 2008. New evidence a large plate of floating ice shelf attached to Antarctica is breaking up. Photo: REUTERS/Enrique Marcarian Published on Monday, October 16, 2006 by Reuters Antarctic Ice Collapse Linked to Greenhouse Gases Scientists said on Monday that they had found the first direct evidence linking the collapse of an ice shelf in Antarctica to global warming widely blamed on human activities. by Alister Doyle Shifts in winds whipping around the southern Ocean, tied to human emissions of greenhouse gases, had warmed the Antarctic peninsula jutting up toward South America and contributed to the break-up of the Larsen B ice shelf in 2002, they said. "This is the first time that anyone has been able to demonstrate a physical process directly linking the break-up of the Larsen Ice Shelf to human activity," said Gareth Marshall, lead author of the study at the British Antarctic Survey. The chunk that collapsed into the Weddell Sea in 2002 was 3,250 sq kms (1,255 sq miles), bigger than Luxembourg or the U.S. state of Rhode Island. Most climate experts say greenhouse gases, mainly from fossil fuels burned in power plants, factories and cars, are warming the globe and could bring more erosion, floods or rising seas. They are wary of linking individual events such as a heatwave or a storm to warming. But the British and Belgian scientists, writing in the Journal of Climate, said there was evidence that global warming and a thinning of the ozone layer over Antarctica, caused by human chemicals, had strengthened winds blowing clockwise around Antarctica. The Antarctic peninsula's chain of mountains, about 2,000 meters (6,500 ft) high, used to shield the Larsen ice shelf on its eastern side from the warmer winds. "If the westerlies strengthen the number of times that the warm air gets over the mountain barrier increases quite dramatically," John King, a co-author of the study at the British Antarctic Survey, told Reuters. The Antarctic peninsula's chain of mountains, about 2,000 meters (6,500 ft) high, used to shield the Larsen ice shelf on its eastern side from the warmer winds. If the westerlies strengthen the number of times that the warm air gets over the mountain barrier increases quite dramatically. John King, British Antarctic Survey The average summer temperatures on the north-east of the Antarctic peninsula had been about 2.2 Celsius (35.96F) over the past 40 years. But on summer days when winds swept over the mountains into the area the air could warm by 5.5 C (9.9 F). And on the warmest days, temperatures could reach about 10 C (50.00F). King said temperature records in Antarctica went back only about 50 years but that there was evidence from sediments on the seabed which differ if covered by ice or open water that the Larsen ice shelf had been in place for 5,000 years. "Further south on the main Antarctic continent temperatures are pretty stable," he said. "There is no clear direct evidence of human activity affecting the main area." The collapse of the Larsen B ice shelf did not raise world sea levels because the ice was floating. A brimful glass of water with an ice cube jutting out will not spill if it melts because ice contracts as it melts. But King said the removal of the floating ice barrier could accelerate the flow of land-based glaciers toward the sea, at least in the short term. That extra ice could raise sea levels. © Copyright 2006 Reuters Ltd Common Dreams © 1997-2006

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The term central government relates to the supreme governing body of a unitary state. Its equivalent in a federal state is the federal government, which usually has distinct powers. The structure of a central government may vary from country to country. A lot of countries have created singular and autonomous regions by delegating the power from the main central government to smaller governments, which can include state governments, regional governments, provincial governments and local governments. As well as this, a central government is usually divided into three branches: the legislative branch, the executive branch and the juridical branch. The main aim of the central government is to maintain the security of the nation, execute international diplomacy, have the right to sign binding treaties. Contrary to local governments, this entity has also the power to make laws for the whole nation. Furthermore, the central government focuses on finance, commerce, national defence, foreign affairs and make all the laws necessary and proper. More specifically, a central government has to asses and collect taxes, regulate the commerce within a singular state as well as among different countries, declare war and suppress insurrection, authorise treaties with other countries and make all laws necessary and proper. Do you want to know more about this topic? Take a look at this category. You will find a wide range of digital books which will help you understand better the concept of Central Government. As well as this, these ebooks will support your studies and exams. Still can’t find what you're looking for? We recommend also browsing the category of Politics & Government. Otherwise, we have more than 500,000 ebooks to choose from. Enjoy reading with Kortext!

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Use manipulatives, such as Skittles or Legos, to allow students to visualize objects. Then, have them divide the objects into equal groups. Students can learn about remainders when the manipulatives cannot be equally divided. The grouping model is only one way to visualize division. Manipulatives can also be placed in one pile, and students can subtract the same number of items repeatedly until none are left or there is a remainder. They can also arrange the manipulatives into a pattern array to visualize equal size groups. Creating a 6-by-6 grid from Skittles shows 36 can be divided by 6 six times. Or, it can show it creates three groups of 12 or two groups of 18.

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Ratio and Proportion: Basic Operations and Applications Learners explore example problems dealing with ratios and proportions. Afterward, they read story problems and solve them using ratios and proportions. This four-page worksheet contains six multi-step problems. 103 Views 417 Downloads - Activities & Projects - Graphics & Images - Handouts & References - Lab Resources - Learning Games - Lesson Plans - Primary Sources - Printables & Templates - Professional Documents - Study Guides - Graphic Organizers - Writing Prompts - Constructed Response Items - AP Test Preps - Lesson Planet Articles - Interactive Whiteboards - All Resource Types - Show All See similar resources: Partying with Proportions and Percents Examine ratios and proportions in several real-world scenarios. Children will calculate unit rates, work with proportions and percentages as they plan a party, purchase produce, and take a tally. This lesson plan recommends five... 6th - 8th Math CCSS: Adaptable Ratios and Proportions with Congruent and Similar Polygons Investigate how similar and congruent figures compare. Learners understand congruent figures have congruent sides and angles, but similar figures only have congruent angles — their sides are proportional. After learning the... 8th - 11th Math CCSS: Adaptable Absolute Value and Basic Operations With Real Numbers Middle schoolers investigate the mathematical concept of absolute value by counting the number of steps taken in two directions. Using the number line the teacher can note how they can forward and backward without changing the absolute... 6th - 8th Math Math 7 Study Guide for Number Sense and Operations: Quiz 1 This number sense and operations study guide provides notes and explanations as well as practice problems. In order to practice their math skills, learners write fractions as decimals, identify which number set a number belongs to, take... 7th - 8th Math CCSS: Adaptable How Do You Determine If Two Ratios are Proportional by Reducing? Working on proportional ratios in your class? This video might be for you! An instructor takes a step-by-step approach to reducing and comparing two ratios in order to determine if they are proportional. A clear video, this resource... 5 mins 6th - 12th Math

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Moving Forward The student is only able to write some of the numbers correctly without teacher prompting. Perimeter and Addition Game: Questions Eliciting Thinking When I say the number two and five- tenths, what does that mean and what do we have to do when writing the number? Examples of Student Work at this Level The student writes most of the numbers correctly but makes a mistake when writing one of the numbers. What about the two? Examples of Student Work at this Level The student writes instead of Why or why not? Almost There The student makes a minor mistake using decimal notation. The student needs prompting to correctly write the other numbers. The student writes or instead of Encourage the student to write numbers given in base-ten numeral form in number name form. Show the student the number Printable Worksheets - Express xxx. Examples of Student Work at this Level The student correctly writes Provide the student with sets of matching cards. Comparing Fractions and Decimals - Play a game to practice converting fractions, or decimals, to the other Expanded Form of Numbers - The expanded form shows the number expanded into an addition statement. With prompting, the student is able to correct his or her mistake. Then help the student decide where to place the numbers read aloud and then to use zeros in the places that do not have a number. The other set contains the corresponding number names. This lesson includes printable activities: If the number is seven hundred two and eight thousandths, what place do you think the eight should be written in? Answers are corrected after each question and a quiz results page is also shown which can be printed or emailed to a teacher, parent or mentor. Printable Worksheets - Express number name as xxx. Work with the student on writing decimal numbers with zeros after the decimal point. The student makes significant errors when writing and reading the numbers despite prompting. However, he or she has difficulty when zeros are included in the number and writes Comparing Decimals to the Thousandths Place Worksheet is a two-part worksheet requiring students to use >. Printable Worksheets And Lessons. Decimals Comparisons Step-by-step Lesson- Compare two sets of decimals. Guided Lesson - Decimal comparisons, finding equivalent decimals, and order decimals from least to greatest. Guided Lesson Explanation - I did this one in ordered steps to get kids into a rhythm. Section — Reading, Writing, Comparing, and Rounding Decimal Numbers The number (“fifteen and twenty-nine hundredths”) is positioned properly in the chart below. It is important to note that, as you move from left to right in the chart, each place value is. From this point on, when writing a decimal that is less than one, we will always include a zero in the ones place. Let's look at some more examples of decimals. Example 2: Write each phrase as a decimal. Three Decimal Digits - Thousandths This is a complete lesson with instruction and exercises about decimals with three decimal digits: writing them as fractions, place value & expanded form, and decimals on a number line. Compare Thousandths. Showing top 8 worksheets in the category - Compare Thousandths. Some of the worksheets displayed are Comparing decimals to thousandths, Reading and writing decimals, Compare two decimals to thousandths independent practice, Decimals work, Topic b decimal fractions and place value patterns, Ordering numbers decimals, Work on comparing decimal .Download

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Students conducted lab experiments to test for a variety of different mutations. The objective was for students to learn about the inheritance patterns of organisms by observing fruit flies, Drosophila melanogaster. The teacher resource Fruit Fly Genetics Project explains how to undertake this project and provides downloadable materials for use in the classroom. Click on the small thumbnail pictures below to magnify the flies. You'll see enlarged illustrations of fruit flies, Drosophila melanogaster. In our real exhibit you'd be looking at the actual flies crawling around, looking for food or grooming their wings. Compare the mutated flies to the normal flies. The fruit flies in this exhibit show just a few of the mutations that occur in natural fruit fly populations. The genetic instructions to build a fruit fly-or any other organism-are imprinted in its DNA, a long, threadlike molecule packaged in bundles called chromosomes. Like a phone book made up of different names and addresses, each chromosome consists of many individual sections called genes. Each gene carries some of the instructions for building one particular characteristic of an organism. To build a complete organism, many genes must work precisely together. A defect in a gene can cause a change in the building plan for one particular body part-or for the entire organism. Mutations are neither good nor bad: By creating new gene versions, mutations are a driving force for changes in evolution, sometimes leading to new species. Biologists learn about the proper function of any gene by studying mutations. If a defective gene causes short wings, for instance, scientists know that the healthy version of the gene is responsible for correct wing formation. Normal Fruit Flies These are normal fruit flies, or "wildtypes. Now compare them with the other fruit flies here. Short-Winged Flies Notice the shortened wings of these flies. Flies with vestigial wings cannot fly: These flies have a recessive mutation. Of the pair of vestigial genes carried by each fly one from each parentboth have to be altered to produce the abnormal wing shape. If only one is mutated, the healthy version can override the defect. Curly-Winged Flies Notice the curled wings of these flies.bio study notes Essay. Genetics Midterm Textbook Notes Mendelian Genetics: pg. The Principle of Dominance- in a heterozygote, one allele may conceal the presence of another The Principle of Segregation- in a heterozygote, two different alleles segregate from each other during the formation of gametes The Principle of Independent. Intergity essay weasel words in advertising essays birdy shelter essays tearful edit pdf january 12 global history regents essay comparing websites and essays art and culture education essay writing essay writer cheap ukuleles dissertation aaas shirt olas migratorias de los cazadores superioressaywriters teamwork and leadership essays, food inc review essay on a restaurant ross cagan fruit fly. Fruitfly Genetics Interpret Ap Bio Essay Free Sample Registered via: timberdesignmag.com 10 Best Images Of Professional Resume Cover Sheet Resume Cover via: timberdesignmag.com Manager Cover Letter Example via: timberdesignmag.com Sample Resume Cover Sheet . Giving examples (after , questions become much broader and thematic.). Review the processes and principles behind living organisms and their ecosystems through exam prep practice questions on scientific inquiry and models in Albert's AP Biology prep course. Below are free-response questions from past AP Biology Exams. Included with the questions are scoring guidelines, sample student responses, and commentary on those responses, as well as exam statistics and the Chief Reader's Student Performance Q&A for past administrations.

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About This Chapter Standard: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n greater than or equal to 1. (CCSS.Math.Content.HSF-IF.A.3) Standard: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms. (CCSS.Math.Content.HSF-BF.A.2) Standard: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). (CCSS.Math.Content.HSF-LE.A.2) About This Chapter Once students fully understand sequences, they'll understand the various ways of writing sequences and will be able to use them as examples for different circumstances. Your students will also be able to create different kinds of functions and read them from a table. These lessons help students understand and do the following: - Identify a mathematical sequence - Understand sequences as mathematical functions - Classify arithmetic sequences - Use writing rules to describe sequences - Find and classify geometric sequences You'll recognize when your students have a thorough knowledge of the standard when they're able to understand and use the rules for writing geometric and arithmetic sequences and recognize recursive sequences. The lessons combined with the standard could prove useful to students should they choose to apply for college, and it they could also be useful for such careers as finance, marketing, biochemistry and city planning. How to Use These Lessons in Your Classroom Following are a few suggestions that you could include in your regular curriculum to help you meet the standards for the Common Core. Let Students Create Quizzes Watch the lessons that identify, classify and teach the writing rules for arithmetic and geometric sequences. Allow your students to help themselves and each other by creating quizzes for the class. Each student would write out a short quiz. Collect the quizzes and pass them out randomly. After the students have completed the quizzes, discuss the answers in an open forum. Design a Stadium Game Have the class watch the How to Find and Classify and Arithmetic Sequence lesson. Have them graph stadiums in the shape of a trapezoid, pentagram and circle. Black out the sections inside the shapes where the games will be played. Using the lines on the graph as 'rows', have them write equations to figure out how many people will fit in each row around the playing field for each shape. Preview Lessons and use Quizzes as Homework In addition to regular homework, assign the video lessons for students to watch as a refresher. Use the corresponding quizzes the next day in class to go over the basic principles of sequences. Identify areas where students could use more help, and review the video lessons together. 1. What is a Mathematical Sequence? Math is often the most fun when it acts like a puzzle to be solved. The branch of math where this is the most true involves sequences. Get an introduction to the basics and important vocabulary, as well as learn where sequences appear in nature! 2. How to Find and Classify an Arithmetic Sequence Arithmetic sequences are everywhere, and with a few tricks you learn here, you could end up looking like a psychic the next time you go to a movie or a football game! 3. Finding and Classifying Geometric Sequences Want your YouTube video to get a lot of hits? Besides including a cute baby or an adorable cat, getting your video to have a big common ratio is the key. Learn what I'm talking about here! 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 Common Core Math - Functions: High School Standards course - Common Core HS Functions - Basics - Common Core HS Functions - Graphing - Common Core HS Functions - Linear Functions - Common Core HS Functions - Quadratic Functions - Common Core HS Functions - Common Functions & Transformations - Common Core HS Functions - Polynomial Functions - Common Core HS Functions - Rational Functions - Common Core HS Functions - Exponential & Logarithmic Functions - Common Core HS Functions - Trigonometric Functions

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Once you have a scope and sequence book, make a list of each area in math that he needs to work on for the school year. For example for grades three and four, by the end of the year in subtraction, your child should be able to: _ Solve vertical and horizontal computation problems _ Review subtraction of 2 numbers whose sums would be 18 or less _ Subtract 1_ or 2_digit number from a 2_digit number with/without renaming _ Subtract 1_, 2_, or 3_digit numbers from 3_ and 4_digit number with/without renaming _ Subtract 1_, 2_, 3_, 4_, or 5_digit number from a 5_digit number Practice makes perfect. Learning math requires repetition that is used to memorize concepts and solutions. Studying with math worksheets can provide them that opportunity; Math worksheets can enhance their math skills by providing them with constant practice. Working with this tool and answering questions on the worksheets increases their ability to focus on the areas they are weaker in. Math worksheets provide your kids' the opportunity to analytical use problem solving skills developed through the practice tests that these math worksheets simulate.

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Before the lesson Download classroom resources - To understand what decomposition is and how to apply it to solve problems Pupils should be taught to: - Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts - Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs Pupils needing extra support: Should be encouraged to identify two or three key features for the game and think about how to code them. Pupils working at greater depth: Should be encouraged to think about extra features they could add into their game and how they might code them, e.g. adding further obstacles for the bug to bump into or making their bug bigger or smaller.

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Grade 4 Grammar Worksheets is the perfect tool for the children in your class. By using them, you can get your students to come up with questions that will benefit the entire class. After all, having a successful class is more than just talking about different subjects. It starts with having the class as a whole to come up with questions that the class can discuss until it is time for the next lesson. When using Grade Four Grammar Worksheets, the key to success is learning by practicing. To do this, parents need to create a schedule for themselves for working on each grammar rule on a weekly basis. To begin, they should have a grammar rule in mind that they would like to learn about and see if they could not begin to practice it within the next day. They could use this list of grammar rules to refer back to when their next rule comes up in the middle of the lesson and practice the correct way to speak the word using those lessons as a reference. After creating the lesson plan for each rule, the Grade Four Grammar Worksheets that parents are going to use for each child must also be created. This will take some time but can be well worth it once they are put to use. A Word Of Caution: While the Grade Four Grammar Worksheets may seem very simple, it is important to note that a child’s comprehension of each of the lessons will differ from one child to another. Therefore, when creating them, parents should avoid making them too complex. By following these simple steps, parents can learn to work together with their children to be able to apply the lessons to everyday life. Grade 4 grammar worksheets Our grade 4 grammar worksheets focus on more advanced topics related to the various parts of speech, verb tenses and the writing of proper sentences. The correction of common problems (sentence fragments, run-on sentences, double negatives, etc) is emphasized. Choose your grade 4 grammar topic: - Verbs & Verb Tenses - Adjectives and Adverbs - Other Parts of Speech

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A vocabulary, also known as a wordstock or word-stock,is a set of familiar words within a person's language. A vocabulary, usually developed with age, serves as a useful and fundamental tool for communication and acquiring knowledge. Acquiring an extensive vocabulary is one of the largest challenges in learning a second language. Vocabulary is commonly defined as "all the words known and used by a particular person". The first major change distinction that must be made when evaluating word knowledge is whether the knowledge is productive (also called achieve) or receptive (also called receive); even within those opposing categories, there is often no clear distinction. Words that are generally understood when heard or read or seen constitute a person's receptive vocabulary. These words may range from well-known to barely known (see degree of knowledge below). A person's receptive vocabulary is usually the larger of the two. For example, although a young child may not yet be able to speak, write, or sign, he or she may be able to follow simple commands and appear to understand a good portion of the language to which they are exposed. In this case, the child's receptive vocabulary is likely tens, if not hundreds of words, but his or her active vocabulary is zero. When that child learns to speak or sign, however, the child's active vocabulary begins to increase. It is also possible for the productive vocabulary to be larger than the receptive vocabulary, for example in a second-language learner who has learned words through study rather than exposure, and can produce them, but has difficulty recognizing them in conversation. Productive vocabulary, therefore, generally refers to words that can be produced within an appropriate context and match the intended meaning of the speaker or signer. As with receptive vocabulary, however, there are many degrees at which a particular word may be considered part of an active vocabulary. Knowing how to pronounce, sign, or write a word does not necessarily mean that the word that has been used correctly or accurately reflects the intended message; but it does reflect a minimal amount of productive knowledge. Within the receptive–productive distinction lies a range of abilities that are often referred to as degree of knowledge. This simply indicates that a word gradually enters a person's vocabulary over a period of time as more aspects of word knowledge are learnt. Roughly, these stages could be described as: The differing degrees of word knowledge imply a greater depth of knowledge, but the process is more complex than that. There are many facets to knowing a word, some of which are not hierarchical so their acquisition does not necessarily follow a linear progression suggested by degree of knowledge. Several frameworks of word knowledge have been proposed to better operationalise this concept. One such framework includes nine facets: Words can be defined in various ways, and estimates of vocabulary size differ depending on the definition used. The most common definition is that of a lemma (the inflected or dictionary form; this includes walk, but not walks, walked or walking). Most of the time lemmas do not include proper nouns (names of people, places, companies, etc). Another definition often used in research of vocabulary size is that of word family. These are all the words that can be derived from a ground word (e.g., the words effortless, effortlessly, effortful, effortfully are all part of the word family effort). Estimates of vocabulary size range from as high as 200 thousand to as low as 10 thousand, depending on the definition used. Listed in order of most ample to most limited: A literate person's vocabulary is all the words they can recognize when reading. This is generally the largest type of vocabulary simply because a reader tends to be exposed to more words by reading than by listening. A person's listening vocabulary is all the words they can recognize when listening to speech. People may still understand words they were not exposed to before using cues such as tone, gestures, the topic of discussion and the social context of the conversation. A person's speaking vocabulary is all the words they use in speech. It is likely to be a subset of the listening vocabulary. Due to the spontaneous nature of speech, words are often misused. This misuse, though slight and unintentional, may be compensated by facial expressions and tone of voice. Words are used in various forms of writing from formal essays to social media feeds. Many written words do not commonly appear in speech. Writers generally use a limited set of words when communicating. For example, if there are a number of synonyms, a writer may have a preference as to which of them to use, and they are unlikely to use technical vocabulary relating to a subject in which they have no knowledge or interest. The American philosopher Richard Rorty characterized a person's "final vocabulary" as follows: All human beings carry about a set of words which they employ to justify their actions, their beliefs, and their lives. These are the words in which we formulate praise of our friends and contempt for our enemies, our long-term projects, our deepest self-doubts and our highest hopes… I shall call these words a person's “final vocabulary”. Those words are as far as he can go with language; beyond them is only helpless passivity or a resort to force. ( Contingency, Irony, and Solidarity p. 73) Focal vocabulary is a specialized set of terms and distinctions that is particularly important to a certain group: those with a particular focus of experience or activity. A lexicon, or vocabulary, is a language's dictionary: its set of names for things, events, and ideas. Some linguists believe that lexicon influences people's perception of things, the Sapir–Whorf hypothesis. For example, the Nuer of Sudan have an elaborate vocabulary to describe cattle. The Nuer have dozens of names for cattle because of the cattle's particular histories, economies, and environments[ clarification needed ]. This kind of comparison has elicited some linguistic controversy, as with the number of "Eskimo words for snow". English speakers with relevant specialised knowledge can also display elaborate and precise vocabularies for snow and cattle when the need arises. During its infancy, a child instinctively builds a vocabulary. Infants imitate words that they hear and then associate those words with objects and actions. This is the listening vocabulary. The speaking vocabulary follows, as a child's thoughts become more reliant on his/her ability to self-express without relying on gestures or babbling. Once the reading and writing vocabularies start to develop, through questions and education, the child starts to discover the anomalies and irregularities of language. In first grade, a child who can read learns about twice as many words as one who cannot. Generally, this gap does not narrow later. This results in a wide range of vocabulary by age five or six, when an English-speaking child will have learned about 1500 words. Vocabulary grows throughout our entire life. Between the ages of 20 and 60, people learn some 6,000 more lemmas, or one every other day.An average 20-year-old knows 42,000 words coming from 11,100 word families; an average 60-year-old knows 48,200 lemmas coming from 13,400 word families. People expand their vocabularies by e.g. reading, playing word games, and participating in vocabulary-related programs. Exposure to traditional print media teaches correct spelling and vocabulary, while exposure to text messaging leads to more relaxed word acceptability constraints. Estimating average vocabulary size poses various difficulties and limitations due to the different definitions and methods employed such as what is the word, what is to know a word, what sample dictionaries were used, how tests were conducted, and so on.Native speakers' vocabularies also vary widely within a language, and are dependent on the level of the speaker's education. As a result estimates vary from as little as 10,000 to as many as over 50,000 for young adult native speakers of English. One most recent 2016 study, shows that 20-year-old English native speakers recognize on average 42,000 lemmas, ranging from 27,100 for the lowest 5% of the population to 51,700 lemmas for the highest 5%. These lemmas come from 6,100 word families in the lowest 5% of the population and 14,900 word families in the highest 5%. 60-year-olds know on average 6,000 lemmas more. According to another, earlier 1995 study junior-high students would be able to recognize the meanings of about 10,000–12,000 words, whereas for college students this number grows up to about 12,000–17,000 and for elderly adults up to about 17,000 or more. For native speakers of German, average absolute vocabulary sizes range from 5,900 lemmas in first grade to 73,000 for adults. The knowledge of the 3000 most frequent English word families or the 5000 most frequent words provides 95% vocabulary coverage of spoken discourse.For minimal reading comprehension a threshold of 3,000 word families (5,000 lexical items) was suggested and for reading for pleasure 5,000 word families (8,000 lexical items) are required. An "optimal" threshold of 8,000 word families yields the coverage of 98% (including proper nouns). Learning vocabulary is one of the first steps in learning a second language, but a learner never finishes vocabulary acquisition. Whether in one's native language or a second language, the acquisition of new vocabulary is an ongoing process. There are many techniques that help one acquire new vocabulary. Although memorization can be seen as tedious or boring, associating one word in the native language with the corresponding word in the second language until memorized is considered one of the best methods of vocabulary acquisition. By the time students reach adulthood, they generally have gathered a number of personalized memorization methods. Although many argue that memorization does not typically require the complex cognitive processing that increases retention (Sagarra and Alba, 2006),it does typically require a large amount of repetition, and spaced repetition with flashcards is an established method for memorization, particularly used for vocabulary acquisition in computer-assisted language learning. Other methods typically require more time and longer to recall. Some words cannot be easily linked through association or other methods. When a word in the second language is phonologically or visually similar to a word in the native language, one often assumes they also share similar meanings. Though this is frequently the case, it is not always true. When faced with a false friend, memorization and repetition are the keys to mastery. If a second language learner relies solely on word associations to learn new vocabulary, that person will have a very difficult time mastering false friends. When large amounts of vocabulary must be acquired in a limited amount of time, when the learner needs to recall information quickly, when words represent abstract concepts or are difficult to picture in a mental image, or when discriminating between false friends, rote memorization is the method to use. A neural network model of novel word learning across orthographies, accounting for L1-specific memorization abilities of L2-learners has recently been introduced (Hadzibeganovic and Cannas, 2009). One useful method of building vocabulary in a second language is the keyword method. If time is available or one wants to emphasize a few key words, one can create mnemonic devices or word associations. Although these strategies tend to take longer to implement and may take longer in recollection, they create new or unusual connections that can increase retention. The keyword method requires deeper cognitive processing, thus increasing the likelihood of retention (Sagarra and Alba, 2006).This method uses fits within Paivio's (1986) dual coding theory because it uses both verbal and image memory systems. However, this method is best for words that represent concrete and imageable things. Abstract concepts or words that do not bring a distinct image to mind are difficult to associate. In addition, studies have shown that associative vocabulary learning is more successful with younger students (Sagarra and Alba, 2006). Older students tend to rely less on creating word associations to remember vocabulary. Several word lists have been developed to provide people with a limited vocabulary either for the purpose of rapid language proficiency or for effective communication. These include Basic English (850 words), Special English (1,500 words), General Service List (2,000 words), and Academic Word List. Some learner's dictionaries have developed defining vocabularies which contain only most common and basic words. As a result word definitions in such dictionaries can be understood even by learners with a limited vocabulary.Some publishers produce dictionaries based on word frequency or thematic groups. The Swadesh list was made for investigation in linguistics. Reading education in the United States teaches American students to derive and understand literary patterns. Students that lack proficiency in reading after third grade may face obstacles for the rest of their academic career unless they are able to get extra assistance, such as remedial education. Fourth-graders encounter a broad range of literary topics, making the third grade a crucial checkpoint for American students. In computational linguistics, word-sense disambiguation (WSD) is an open problem concerned with identifying which sense of a word is used in a sentence. The solution to this issue impacts other computer-related writing, such as discourse, improving relevance of search engines, anaphora resolution, coherence, and inference. A defining vocabulary is a list of words used by lexicographers to write dictionary definitions. The underlying principle goes back to Samuel Johnson's notion that words should be defined using 'terms less abstruse than that which is to be explained', and a defining vocabulary provides the lexicographer with a restricted list of high-frequency words which can be used for producing simple definitions of any word in the dictionary. Comparative linguistics, or comparative-historical linguistics is a branch of historical linguistics that is concerned with comparing languages to establish their historical relatedness. Linkword is a mnemonic system promoted by Michael Gruneberg since at least the early 1980s for learning languages based on the similarity of the sounds of words. The process involves creating an easily visualized scene that will link the words together. One example is the Russian word for cow : think and visualize "I ran my car over a cow." Vocabulary development is a process by which people acquire words. Babbling shifts towards meaningful speech as infants grow and produce their first words around the age of one year. In early word learning, infants build their vocabulary slowly. By the age of 18 months, infants can typically produce about 50 words and begin to make word combinations. A foreign language writing aid is a computer program or any other instrument that assists a non-native language user in writing decently in their target language. Assistive operations can be classified into two categories: on-the-fly prompts and post-writing checks. Assisted aspects of writing include: lexical, syntactic, lexical semantic and idiomatic expression transfer, etc. Different types of foreign language writing aids include automated proofreading applications, text corpora, dictionaries, translation aids and orthography aids. Sight words, often also called high frequency sight words, are commonly used words that young children are encouraged to memorize as a whole by sight, so that they can automatically recognize these words in print without having to use any strategies to decode. Language teaching, like other educational activities, may employ specialized vocabulary and word use. This list is a glossary for English language learning and teaching using the communicative approach. Fluency is the property of a person or of a system that delivers information quickly and with expertise. Learning to read is the acquisition and practice of the skills necessary to understand the meaning behind printed words. For a fairly good reader, the skill of reading should feel simple, effortless, and automatic. However, the process of learning to read is complex and builds on cognitive, linguistic, and social skills developed from a very early age. As one of the four core language skills, reading is vital to gaining a command of the written language. Extensive reading, free reading, book flood, or reading for pleasure is a way of language learning, including foreign language learning, through large amounts of reading. As well as facilitating acquisition of vocabulary, it is believed to increase motivation through positive affective benefits. It is believed that extensive reading is an important factor in education. Proponents such as Stephen Krashen (1989) claim that reading alone will increase encounters with unknown words, bringing learning opportunities by inferencing. The learner's encounters with unknown words in specific contexts will allow the learner to infer and thus learn those words' meanings. While the mechanism is commonly accepted as true, its importance in language learning is disputed. Word lists by frequency are lists of a language's words grouped by frequency of occurrence within some given text corpus, either by levels or as a ranked list, serving the purpose of vocabulary acquisition. A word list by frequency "provides a rational basis for making sure that learners get the best return for their vocabulary learning effort", but is mainly intended for course writers, not directly for learners. Frequency lists are also made for lexicographical purposes, serving as a sort of checklist to ensure that common words are not left out. Some major pitfalls are the corpus content, the corpus register, and the definition of "word". While word counting is a thousand years old, with still gigantic analysis done by hand in the mid-20th century, natural language electronic processing of large corpora such as movie subtitles has accelerated the research field. Language pedagogy may take place as a general school subject, in a specialized language school, or out of school with a rich selection of proprietary methods online and in books, CDs and DVDs. There are many methods of teaching languages. Some have fallen into relative obscurity and others are widely used; still others have a small following, but offer useful insights. A word family is the base form of a word plus its inflected forms and derived forms made with suffixes and prefixes plus its cognates, i.e. all words that have a common etymological origin, some of which even native speakers don't recognize as being related. In the English language, inflectional affixes include third person -s, verbal -ed and -ing, plural -s, possessive -s, comparative -er and superlative -est. Derivational affixes include -able, -er, -ish, -less, -ly, -ness, -th, -y, non-, un-, -al, -ation, -ess, -ful, -ism, -ist, -ity, -ize/-ise, -ment, in-. The idea is that a base word and its inflected forms support the same core meaning, and can be considered learned words if a learner knows both the base word and the affix. Bauer and Nation proposed seven levels of affixes based on their frequency in English. It has been shown that word families can assist with deriving related words via affixes, along with decreasing the time needed to derive and recognize such words. Norbert Schmitt is an American linguist and a Professor of Applied Linguistics at the University of Nottingham in the United Kingdom. He is known for his work on second language vocabulary acquisition and second language vocabulary teaching. He has published numerous books and papers on vocabulary acquisition. The mental lexicon is defined as a mental dictionary that contains information regarding a word's meaning, pronunciation, syntactic characteristics, and so on. With the increasing amount of bilinguals worldwide, psycholinguists began to look at how two languages are represented in our brain. The mental lexicon is one of the places that researchers focused on to see how that is different between bilingual and monolingual. The following outline is provided as an overview of and topical guide to second-language acquisition: Vocabulary learning is the process acquiring building blocks in second language acquisition Restrepo Ramos (2015). The impact of vocabulary on proficiency in second language performance "has become […] an object of considerable interest among researchers, teachers, and materials developers". From being a "neglected aspect of language learning" vocabulary gained recognition in the literature and reclaimed its position in teaching. Educators shifted their attention from accuracy to fluency by moving from the Grammar translation method to communicative approaches to teaching. As a result, incidental vocabulary teaching and learning became one of the two major types of teaching programs along with the deliberate approach. |Look up vocabulary in Wiktionary, the free dictionary.|

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In this collection, you will find resources for teaching about the inauguration, news lessons surrounding the 2020 election, ways to help students engage in civil discourse, ideas for student civic engagement, strategies for discussing controversial issues in the classroom and more resources about the foundations of democracy and government. In this lesson students have the opportunity to discuss how words have the power to bring about political, social, or economic change in society. By reviewing quotations from various leaders, activists, and others, students can begin to understand how ideas have an impact on the hearts and minds of people and can be a catalyst for change. Finally, students will reflect on the words of Martin Luther King Jr. and determine their relevance to the political, social, and economic issues of today. Protest has a long history in the United States, especially in the U.S. Capital. Citizens have taken to the streets to express their disagreements with the actions or policies of the government. Whether it is advocating for civil rights, expressing opposition to abortion rights, or demonstrating support or opposition to a political candidate, the First Amendment to the U.S. Constitution guarantees individuals the right to free speech, as well as the rights to peaceable assembly and to petition the government. Together, these add up to peaceful protest. But there may be times where protest becomes unlawful and slips over the line into sedition. Other relevant Civics in Real Life lessons: Inching Toward Inauguation; Presidential Transition; Electoral College; Consent of the Governed. Grades 6-12. Florida Joint Center for Citizenship. This lesson looks at the contested presidential elections occurring in 1800, 1824, 1876 and 2000. Using C-SPAN video clips, students will identify how each election was resolved and the consequences of these elections. They will apply this knowledge by describing similarities and differences between these examples and determining what lessons can be learned from these elections. This lesson has students explore C-SPAN’s online Historical Electoral College Map resource to learn about the process, history, and current patterns and trends relating to the Electoral College. This self-guided activity will have students use a series of online Electoral College maps and results from 1900 to 2016 to complete a virtual scavenger hunt. Students will use this resource to analyze maps and data to better understand how the Electoral College works. In this activity, students will analyze the Electoral College tally for the presidential election of 1800 between John Adams and Thomas Jefferson. This lesson will focus on freedom of assembly, as found in the First Amendment. Students will consider the importance of the right to assemble and protest by analyzing cases where First Amendment rights were in question. Using the case National Socialist Party of America v. Village of Skokie, students will consider if the government is ever allowed to control the ability to express ideas in public because viewpoints are controversial, offensive, or painful. Students will use primary sources and Supreme Court cases to consider whether the courts made the correct decision in the National Socialist Party v. Skokie case. Students will be able to form an opinion on the essential question: Is the government ever justified to restrict the freedom to assemble? This film explores the First Amendment right of the “people peaceably to assemble” through the lens of the U.S. Supreme Court case National Socialist Party of America v. Village of Skokie. The legal fight between neo-Nazis and Holocaust survivors over a planned march in a predominantly Jewish community led to a ruling that said the neo-Nazis could not be banned from marching peacefully because of the content of their message. Many students do not understand the importance of the Census and why it is taken. This lesson will help students understand the importance of the Census historically and the importance of its contemporary use. The Commission on Presidential Debates will hold three presidential and one vice presidential debates during the 2020 campaign. This lesson has students use one of several viewing guides and activities to help them understand and analyze these debates. Teachers can choose to have students analyze the debates by using a rubric, through a BINGO activity, or by focusing on topic, criterion or modes of persuasion.

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In the first part of the 19th century, the Cherokee Nation, led by John Ross, took steps toward their own assimilation into American culture, in an effort to live peaceably with. They had a comparable system of government to that of the federal and state governments around them, and they even had a constitution that sounded very similar to the one Andrew Jackson was supposed to follow. It would have been very easy for Jackson to leave the Cherokee, who posed no threat to their neighbors, as they were. Unfortunately for them, southerners coveted Cherokee land as well land belonging to other Native Americans. Many Greedy land speculators and politicians (Andrew Jackson falling in both categories) sacrificed principle in their unscrupulous land grab, as they cast their sights on acquisition of the Cherokee land. Cherokee leader John Ross bravely struggled in vain for a peaceful resolution to the problem. He even appealed to the United States Supreme Court, and it looked as if the court might come to the aid of his cause. But Jackson disregarded his constitutional obligations and abandoned his commitment to democracy when it came to Native Americans, as he engaged in a number of despicable practices to ensure that the voices and votes of the Cherokee people were never allowed to be heard or counted. On May 28, 1830, Jackson signed the Indian Removal Act. This legislation authorized the removal of native American tribes from their homes and ordered their relocation to federal territory west of the Mississippi River.The tribes affected included the Cherokee, Chickasaw, Choctaw, Creek, and Seminole (sometimes collectively referred to as the "Five Civilized Tribes"). Jackson proposed the Indian Removal Act in a speech he gave in 1829. Native American removal was, in theory, supposed to be voluntary, but in fact great pressure was put on Native American leaders to sign removal treaties. While there was some resistance at the time, some Native American leaders who had previously resisted removal reconsidered their positions after Jackson's landslide re-election in 1832. The Removal Act was strongly supported in the South (by white Americans), where states were eager to gain access to lands inhabited by the Five Civilized Tribes. In particular, Georgia, the largest state at that time, was involved in a contentious jurisdictional dispute with the Cherokee nation. Jackson hoped removal would resolve the Georgia crisis. Although many Americans favored the passage of the Indian Removal Act, there was also significant opposition. Many Christian missionaries, most notably missionary organizer Jeremiah Evarts, protested against passage of the Act. Future U.S. President Abraham Lincoln also opposed the Indian Removal Act. In Congress, New Jersey Senator Theodore Frelinghuysen and Congressman Davy Crockett of Tennessee also spoke out against the legislation. The Removal Act paved the way for the forced migration of tens of thousands of American Indians to the West. The first removal treaty signed after the Removal Act became law was the Treaty of Dancing Rabbit Creek on September 27, 1830, in which Choctaws in Mississippi ceded land east of the river in exchange for payment and land in the West. A Choctaw chief called Thomas Harkins or Nitikechi, was quoted in the Arkansas Gazette as saying the 1831 Choctaw removal was a "trail of tears and death". The Treaty of New Echota, signed in 1835, resulted in the removal of the Cherokee. The Seminoles did not leave peacefully. Along with fugitive slaves they resisted the removal. The Second Seminole War lasted from 1835 to 1842 and resulted in the forced removal of the Seminoles. Some of the Native Americans sought recourse in the courts. In the case of Johnson v. M'Intosh, the Supreme Court handed down a decision which stated that Indians could occupy lands within the United States, but could not hold title to those lands. Later, in the 1832 decision of Worcester v. Georgia, the court held that the Georgia criminal statute that prohibited non-Indians from being present on Indian lands without a license from the state was unconstitutional. The court ruled that the Cherokee Nation was a "distinct community" with self-government "in which the laws of Georgia can have no force." It established the doctrine that the national government of the United States, and not individual states, had authority in American Indian affairs. But winning the case was of little value because Jackson refused to enforce the court's ruling. He is quoted as having said "[Chief Justice] John Marshall has made his decision, now let him enforce it!" Jackson was not alone in perpetrating this atrocity. After Jackson's second term ended, his Vice-President Martin Van Buren became president in 1837 and he continued the policy. In 1838, the U.S. Army forcibly relocated the Cherokee to Indian Territory (part of present-day Oklahoma), in what would become known as the Trail of Tears. Van Buren allowed Georgia, Tennessee, North Carolina, and Alabama an armed force of 7,000 made up of militia, regular army, and volunteers under General Winfield Scott to round up about 13,000 Cherokees into concentration camps at the U.S. Indian Agency near Cleveland, Tennessee before being sent to the West. Approximately 4000 Cherokees died, with many of the deaths occurring from disease, starvation and cold in these camps. The homes of the Cherokees were burned and their property was destroyed and plundered. Farms which had belonged to the Cherokees for generations were won by white settlers in a lottery. One of the soldiers involved in the forced removal, Private John G. Burnett, later wrote: "Future generations will read and condemn the act and I do hope posterity will remember that private soldiers like myself, and like the four Cherokees who were forced by General Scott to shoot an Indian Chief and his children, had to execute the orders of our superiors. We had no choice in the matter." In the winter of 1838 the Cherokee began the 1,000-mile march with inadequate clothing, most on foot without shoes or moccasins. The march began in Red Clay, Tennessee, which had been the location of the last Eastern capital of the Cherokee Nation. Because of the disease which was prevalent among the Native Americans, they were not allowed to go into any towns or villages along the way. Many times this meant traveling much farther to go around these places. After crossing Tennessee and Kentucky, they arrived at the Ohio River across from Golconda in southern Illinois about the 3rd of December 1838. They were charged a dollar a head to cross the river on "Berry's Ferry" (which typically charged twelve cents). Many died at Mantle Rock waiting to cross. Several Cherokee were murdered by locals. The killers even filed a lawsuit against the U.S. Government through the courthouse in Vienna, suing the government for the cost of burying the murdered Cherokee. They crossed southern Illinois on December 26, in what Commissary Agent Martin Davis, called "the coldest weather in Illinois I ever experienced anywhere." It eventually took almost three months to cross the 60 miles on land between the Ohio and Mississippi Rivers. The trek through southern Illinois is where the Cherokee suffered most of their deaths. Removed Cherokees initially settled near Tahlequah, Oklahoma. The population of the Cherokee Nation eventually rebounded, and today the Cherokees are the largest American Indian group in the United States. An excellent account of this sad historic event can be found in Steve Inskeep's outstanding 2015 work Jacksonland: President Andrew Jackson, Cherokee Chief John Ross and a Great American Land Grab, reviewed here.

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Hi, my name is Rachel Collishaw. I’m a teacher and education specialist at Elections Canada. In this video, I’ll be showing you how you can teach “Mapping Electoral Districts.” What makes an electoral district fair? That’s the inquiry question that students explore in Mapping Electoral Districts. Students use geographic factors to divide an imaginary country into fair electoral districts. We start with the Minds-On, the first part of the three-part lesson structure that’s embedded in all of our activities. These first 5 minutes help students connect their own experiences to the big idea of the lesson. In this minds on activity, students imagine that they are at a family event to celebrate a grandparent’s birthday. There are seven people at the party: two grandparents, two adults, one 3-year old child and two teenagers. Everyone wants cake! Ask students: How would you divide the cake fairly? Have students turn and talk with a partner or a small group to solve this problem. They usually have some pretty strong opinions about how to divide the cake! It’s a really concrete way to show the difference between equality and equity. Now tell students to imagine that Canada is a giant cake! How would you divide it into 338 pieces? Explain that Canada is divided into 338 electoral districts, or ridings. In each one, voters elect one member of Parliament to represent everyone who lives there. Since the population changes, the number of districts is adjusted every ten years. Now, introduce the inquiry question: What makes an electoral district fair? When deciding the boundaries of an electoral district in Canada, several factors are considered: the size of the population, geographic features, social factors, like culture and language. Students are now going to consider all of these real factors in dividing up an imaginary country to learn more about the real process. Start the Activity phase of the lesson by dividing your class into small groups and giving out the maps and info sheet. When you order the kit, you’ll get enough for one classroom working in small groups. You will need to supply your own dry erase markers. Here are the materials for each group: main map, three reference maps (population, language and shared history), and the info sheet. Everything is also available to download and print from our website. Explain that students will apply the concept of fairness to map electoral boundaries on their imaginary country. Students begin by naming their country, then they must work together to divide it into electoral districts that are as fair as possible. The main map has one district already marked to get them started. They will need to add seven more districts for a total of eight. They can create more, if they need to, but they do have to justify their decisions. Students should first consider how to divide the population fairly so that each district has a similar number of people. They also have to consider the other factors shown on the reference maps. This work can take a bit of time. Students usually start out by calculating populations and getting familiar with the maps before they get into drawing the boundaries. Make sure you have erasers at the ready – they are going to change their minds lots of times as they work through the process! One of my favourite challenges in this activity is the island district with the historical electoral boundary and a low population. Most groups merge that district with another on the mainland to make the population match the others. I’ve often wondered if students in Prince Edward Island would do the same! Sometimes students just put circles around the population markers without considering that citizens also live in these areas that look “empty” because there are no population markers. This is a great learning opportunity to help students understand how maps use symbols to represent reality. Where they draw the electoral boundaries can tell you a lot about their geographic thinking! There are no right or wrong answers in this activity and every group’s map will look different. It is a complex task that requires strong collaboration and communication skills. If you want to help your students improve those skills, you can use the assessment rubric that we provide with each lesson as a starting point. Some groups are bound to finish before others. You can always extend their learning by giving them one of the wild cards we provide as an extension that brings in more real-life geographic challenges! Once everyone is finished their map, have students post their maps on the wall and have them share their thinking with the other groups and see how their maps are similar and different. There are a lot of ways to manage this activity to make sure everyone stays engaged. I like to use a “Stay ‘n Stray” protocol. Some students stay behind at their own map, while others visit, then switch halfway through. This protocol gives students the chance to both explain their own group’s thinking and to consider other ways of thinking. Once they’ve returned to their own group, ask students to share with the class what they observed about the other maps. There are so many ways to solve this puzzle, that it is pretty unlikely that two groups will choose the exact same divisions. Next, you can show the video “Interview with an Elections Canada Geographer.” Joanne Geremian explains her role in the real process of mapping federal electoral boundaries. This short video introduces students to an interesting career in geography and shows them the impacts that real-life geographers can have! After the video, students return to the inquiry question and complete the exit card to reflect on their learning. Students now understand that our federal process of mapping electoral districts considers many factors to make sure that it’s as fair as possible. What I love about this lesson is that it makes a complex topic really engaging and easy to understand. Students can also gain a deeper appreciation that our elections are closely related to our geography, and hopefully they can start to see their own place in our democracy. We want to know if your students liked the activity. Share your experience and photos on our Twitter and Facebook accounts!

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Name: Language Skills Training Receptive Language: The ability to understand information. It involves understanding the words, sentences and meaning of what others say or what is read. Remember the following: Eye contact: Obtain the individuals s eye contact before giving them an instruction. Minimal instructions: Refrain from giving too many instructions at once Simplify the language you use with the individual so it is at a level that they can understand Chunk verbal instructions into parts. Instead of “Go and get your coat and your hat and go to the car”, say “Get your hat.” When the individual has followed that instruction, say “Now get your hat” then “OK, now you can go to the car.” Repeat: Ask the child to repeat the instruction to ensure that they have understood what they need to do (e.g. “Go and get your backpack then sit at the table. What do I want you to do?”). First/then: Use this concept to help the child know what order they need to complete the command (e.g. “First get your backpack, then put on your shoes”). Clarify: Encourage the individual to ask for clarification if they forget part of the instruction or have trouble understanding what they need to do. Encourage them to ask for the command to be repeated or clarified (ex., “Can you say that again please?”) Remembering and stating words missing from a sentence Items that come next in a sequence (Second, minute, hour ??.... day) Identifying the word in a series that does not belong and telling why. Listening to four words and identifying their common sound Unscrambling jumbled sentences In a series of 3 to 4 words mane the one that is missing Expressive Language: The ability to put thoughts into words and sentences, in a way that makes sense and is grammatically accurate. Always ask open ended questions Lead by example- Modeling proper language patterns and expanding the individual’s language Give choices – “Do you want to go to the mall or walk outside”? Self-talk- Talk about everything and anything you are doing Build, build, build Vocabulary (Figurative language, inferencing, idioms) Individual will narrate what they are doing

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string = "this is string" #or string = 'this is also string' Here is what the above code is Doing: 1. We are creating a variable called string and assigning it a value of “this is string”. 2. We are creating a variable called string and assigning it a value of ‘this is also string’. The difference between the two is that in the first case, we are using double quotes and in the second case, we are using single quotes. The reason we have two different ways of representing strings is that sometimes we need to use one type of quote inside of another. For example, let’s say we want to create a string that contains the following sentence: I’m going to the store. If we use double quotes, we would have to write the following: string = “I’m going to the store.” However, if we use single quotes, we can write the following: string = ‘I\’m going to the store.’ The backslash is called an escape character. It is used to escape characters that have special meaning in Python. In this case, the single quote has special meaning in Python (we’ll learn what this means later), so we need to escape it. There are other escape characters in Python. For example, if we want to create a string that contains a newline, we can use the following: string = “this is the first line\nthis is the second line” The above code would create a string with the following value: this is the first line this is the second line There are many other escape characters in Python. You can find a list of them here:

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Python operatorslast modified July 6, 2020In this part of the Python programming tutorial, we cover Pythonoperators.Anoperatoris a special symbol which indicates a certain processis carried out. Operators in programming languages are takenfrom mathematics. Applications work with data. The operators areused to process data.In Python, we have several types of operators:Arithmetic operatorsBoolean operatorsRelational operatorsBitwise operatorsAn operator may have one or two operands. Anoperandis one ofthe inputs (arguments) of an operator. Those operators that workwith only one operand are calledunary operators. Those whowork with two operands are called binary operators.The + and - signs can be addition and subtraction operators aswell as unary sign operators. It depends on the situation.>>> 22>>> +22>>>The plus sign can be used to indicate that we have a positivenumber. But it is mostly not used. The minus sign changes thesign of a value.>>> a = 1>>> -a-1>>> -(-a)1 Multiplication and addition operators are examples of binaryoperators. They are used with two operands.>>> 3 * 39>>> 3 + 36Python assignment operatorThe assignment operator=assigns a value to a variable. Inmathematics, the=operator has a different meaning. In anequation, the=operator is an equality operator. The left side ofthe equation is equal to the right one.>>> x = 1>>> x1Here we assign a number to anxvariable.>>> x = x + 1>>> x2The previous expression does not make sense in mathematics. Butit is legal in programming. The expression means that we add 1 tothexvariable. The right side is equal to 2 and 2 is assigned tox.>>> a = b = c = 4>>> print(a, b, c)4 4 4It is possible to assign a value to multiple variables.>>> 3 = yFile "<stdin>", line 1SyntaxError: can't assign to literalThis code example results in syntax error. We cannot assign avalue to a literal.Python arithmetic operatorsThe following is a table of arithmetic operators in Pythonprogramming language. SymbolName+Addition-Subtraction*Multiplication/Division//Integerdivision%Modulo**PowerThe following example shows arithmetic operations.arithmetic.py#!/usr/bin/env python# arithmetic.pya = 10b = 11c = 12add = a + b + csub = c - amult = a * bdiv = c / 3power = a ** 2print(add, sub, mult, div)print(power)All these are known operators from mathematics.$ ./arithmetic.py33 2 110 4.0100There are three operators dealing with division.division.py#!/usr/bin/env python # division.pyprint(9 / 3)print(9 / 4)print(9 // 4)print(9 % 4)The example demonstrates division operators.print(9 / 4)This results in 2.25. In Python 2.x, the / operator was an integerdivision operator. This has changed in Python 3. In Python 3, the /operator returns a decimal number.print(9 // 4)The // operator is an integer operator in Python 3.print(9 % 4)The%operator is called the modulo operator. It finds theremainder of division of one number by another.

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Neap tides are particularly weak tides. They occur when the Moon's and Sun's gravitational forces are perpendicular to one another (with respect to the Earth). Quarter-moon equinoxes cause neap tides. At these times, the Moon is located on its perigee (closest point to the Earth), which is why these tides are weaker than average. If the Moon were at apogee (farthest from the Earth), then spring tides would be stronger than average. If you look up at the sky during a neap tide, you will see that the rising and setting points of the Moon are directly opposite one another (180 degrees apart). This means that at any given time, only half of the Moon is illuminated. Since gravity is proportional to mass and inversely proportional to the distance between two objects, the force of attraction between the Earth and Moon is weakened by this factor of two. At other times, the rising and setting points of the Moon are not directly opposite one another. These are non-neap tides. The strength of a tidal wave is relative to the power of the causing body - in this case, the power of the tidal wave is reduced by a factor of four since the Moon contributes half as much mass to the total system compared with full moons. Neap tides are caused by what? Neap tides are the weakest tides, occurring when the high tide isn't particularly high. These occur when the moon is in its first or last quarter (when we view half of its face) when the moon's and sun's gravitational pulls are at a 90-degree angle, practically canceling each other out. This leaves Earth with no significant pull from either body, causing water to pool in low-lying areas near the surface. When the moon is full, it has both a north and south pole, so it can't push the ocean around like this. Instead, there's only one type of tidal wave called a spring tide, which occurs about every two years when the moon is at its closest approach to Earth. At these times, all the waves in all the oceans rise at the same time! The highest tides occur during a full moon or new moon when the gravitational forces of the moon and sun are aligned head-on, giving both bodies strong influences on the sea. These are called spring tides; they occur about every two years when the moon is at its closest approach to Earth. The lowest tides occur during a full moon or new moon when the gravitational forces of the moon and sun are at a right angle, leaving neither with any influence on the sea. When the Moon and Sun establish a straight angle with the Earth, neap tides occur. Unlike spring tides, neap tides are caused by tidal forces canceling each other out. The result is that the gravitational pull of the Moon and Sun on the Earth are equal in strength but opposite in direction, causing the water to flow away from rather than toward them. This occurs about every 29 days, on average. But because of the eccentric nature of the Earth's orbit around the Sun, this alignment occurs only about twice a year, so it is called an "equinoxial tide." The next one will be in January 2021. During a neap tide, the high and low waters occur about 12 hours apart. The sea level is highest about two hours after midnight and lowest around four hours before sunrise. The reason for this is that during the day time the Moon is pulling on the ocean and at night it's being pulled by the Sun. So there is no net change in sea level during a neap tide. Equinoxes and solstices are important times in many cultures, because they signal new beginnings or endings of seasons, months, or years. At equinoxes the daytime and nighttime temperatures are about the same, so you would expect seasonal changes to be minimal. When the earth, sun, and moon make a straight angle, smaller tides called neap tides develop. As a result, the sun and moon pull the water in opposite directions. Neap tides occur when there is a quarter or three-quarter moon. When this happens, the gravitational force of the moon is not aligned with the gravitational force of the sun, so they act on the water in opposite ways. This makes the tide come in and go out twice daily. When the earth, sun, and moon form a right angle, larger tides called spring tides develop. On a day with a full moon, the gravitational forces of both the sun and the moon are aligned, so they act together to raise the ocean level high above its average value. And because both forces are acting together, the effect is greater than if either one was alone. So the ocean gets flooded with water long before a tsunami is likely to happen. After all, it takes more than just the moon to create a tidal wave! The reason that spring tides only happen at full moons is because the direction that the earth is moving in relation to the sun is exactly perpendicular to the plane of the moon's orbit. At other times of the month, the moon is moving in a different direction, so its gravity pulls on the ocean in one direction at those times, causing tides that come in once per day. NEAP The difference in gravitational pulls from the Moon and the Sun on opposite sides of the Earth causes the tides. Spring or neap (high) tides occur when the Earth, Moon, and Sun make a right triangle, while neap (low) tides occur when they do not. At the start of each lunar cycle the Moon is positioned so that it draws away more mass than at any other time, causing the surface of the ocean to rise until the weight of the water becomes equal to the force exerted by the Moon. As the cycle progresses, the Moon moves further away from the Earth, reducing this advantage and causing the sea level to drop. This phenomenon was first noted by Aristotle who called it "mutton fat weather". He observed that if he put his hand into the Mediterranean Sea then it would be covered with oil but once a year when the Moon was at its closest approach to the Earth it disappeared behind a cloud bank and so had no effect. This shows that the cause of the tides is not wind but gravity! Modern scientists know that spring tides occur every 29.5 days while neap tides take place every 15 or 17 days depending on how close the Moon is sitting to the Earth at the time. The term "tide" comes from the French word "taisir", which means "to sway back and forth" as waves do when they reach shore. Neap tides have the shortest tidal range and occur when the Earth, Moon, and Sun make a 90-degree angle. They happen exactly midway between spring tides, when the moon is in its first or last quarter. Neap tides are strong enough to lift large boats out of the water but not tall enough to wash over the banks of rivers or beaches. Moonset tides occur just after midnight when the moon is on the opposite side of the earth from the sun. The effect this has on sea levels is minimal but noticeable. At moonset, some areas may see land surfaces that are normally submerged at high tide exposed for a few hours. These are called "moonsets". Other parts of the world don't experience moonsets because they live near the equator where the moon always shows itself directly overhead. Full moons bring about the highest tides of the month. Because the gravitational pull of the moon is greatest when it's closest to earth, full moons tend to cause oceans to rise higher than normal and fall lower than normal around the clock. In some places these changes can be quite significant. For example, in Newfoundland and Labrador, Canada, the average distance between land and ocean is only about 100 miles, so every full moon the island goes through a massive storm system as warm waters from the south collide with cold currents from the north.

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Students will understand the concept of a metaphor and be able to construct their own metaphors. The adjustment to the whole group lesson is a modification to differentiate for children who are English learners. Poll the class using the following prompt: "What is a metaphor?" Have students volunteer to share their thoughts. Write a metaphor on the board like the following example: "Your room is a disaster area." Tell students that metaphors are analogies that compare two unlike things by saying they're the same. Have students identify the two things being compared and explain how they are similar. Explain to students that in this lesson they will identify metaphors, explain how they are similar, and use them in a sentence. Provide additional examples of metaphors in English, or an example in students' home language (L1) if appropriate. Allow ELs to look up the terms ("metaphor," "alike," "similarities," "compare," "analogy") with a home language resource. Give them the opportunity to talk with a partner about the terms in their home language. Have ELs discuss what they know about metaphors with a partner and then share out as a whole group. Allow them to use L1 or L2. Provide a word bank for students to use when discussing what they know about metaphors. Use a gesture or visual to help students understand the term "metaphor."

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Perpendicular Bisector Worksheet. Simple worksheet for students to practice constructing perpendicular bisectors and find the centre of equilateral triangles by constructing. Angle bisector theorem if a point is on the bisector of an angle, then it is equidistant from the sides of the angle. Some of the worksheets for this concept are 5 angle bisectors of triangles, 13 perpendicular bisector. By the perpendicular bisector theorem, ps = rs. In the diagram shown below, mn is the perpendicular bisector of st. Angle Bisector Worksheet. ∠ a d b = 55 ∘. Images wrapped in front of text; Worksheets are geometry work 5, work alt med angle bisect, bisectors medians altitudes, writing equations of altitudes medians and perpendicular, work altitude median name angle bisector teacherweb, work altitude median name angle bisector teacherweb, geometry work, 5 1 bisectors of triangles. Students often have fun with these types of worksheets. Given that m™efg = 120°, what are the measures of ™efh and ™hfg?

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What are effective questions? Effective questions are meaningful and understandable to students. Effective questions challenge students, but are not too difficult. Closed-ended questions, such as those requiring a yes/no response, or multiple choice can quickly check comprehension. For example: “What makes you think that?” “How do you know that?” and “What if …?”. These extend responses and propose a deeper level of thinking. Furthermore, asking questions like “How did you reach that conclusion?” makes students work through their decision-making process. Questioning techniques is important because it can stimulate learning, develop the potential of students to think, drive to clear ideas, stir the imagination, and incentive to act. It is also one of the ways teachers help students develop their knowledge more effectively. |question word||function||example sentence| |where||asking in or at what place or position||Where do they live?| |which||asking about choice||Which colour do you want?| |who||asking what or which person or people (subject)||Who opened the door?| |whom||asking what or which person or people (object)||Whom did you see?| The Levels of Questions strategy helps students comprehend and interpret a text by requiring them to answer three types of questions about it: factual, inferential, and universal. The goal of an intelligent answering system is that the system can respond to questions automatically. … The system can also understand and respond to more sophisticated questions that need a kind of temporal inference. Questioning serves many purposes: it engages students in the learning process and provides opportunities for students to ask questions themselves. It challenges levels of thinking and informs whether students are ready to progress with their learning. When teachers ask higher‐order questions and encourage explanations, they help their students develop im- portant critical thinking skills. By modeling good ques- tioning and encouraging students to ask questions of themselves, teachers can help students learn inde- pendently and improve their learning. Teaching students to ask effective questions can reveal what that child doesn’t understand, giving us that chance to fill in the gaps and likely improve understanding for other students too. Great questions reveal understanding and an overall grasp of significance in ways that answers cannot. Questions are often used to stimulate the recall of prior knowledge, promote comprehension, and build critical-thinking skills. Teachers ask questions to help students uncover what has been learned, to comprehensively explore the subject matter, and to generate discussion and peer-to-peer interaction. Begin with what you are ready to write—a plan, a few sentences or bullet points. Start with the body and work paragraph by paragraph. Write the introduction and conclusion after the body. Once you know what your essay is about, then write the introduction and conclusion. Considering the Why, Who, What, How, by Whom, When & Where and How it Went of every communication you initiate will give you the most useful level of understanding of how to answer all of these seven questions. Five test item types are discussed: multiple choice, true-false, matching, completion, and essay.

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Once the simple statement and the negation described above are understood the next step in the study of logic is the introduction of compound statements. Compound statements are two or more simple statements joined by connectives. Two connectives used to make compound statements are the words “and” and “or.” The compound statement formed by the word “and” is called a conjunction, and the compound statement formed by the word “or” is called a disjunction. The connective “and” is often denoted by the symbol ^ , while the connective “or” is denoted by the symbol^. Example. If p represents the statement I will go to the movies and q represents the statement I will eat at the restaurant then p ^ q represents the statement I will go to the movies and I will eat at the restaurant while p^q represents the statement I will go to the movies or I will eat at the restaurant. Statements connected with the conjunction “and” are only true when the p statement is true and when the q statement is true. Statements connected with the disjunction “or” are true if either p or q are true. The section on truth tables will further define conjunction and disjunction.

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Venn Diagrams are a schematic way of representing the elements of a set or a group. In your exam, you shall definitely encounter such problems. In each Venn Diagram, we represent sets or groups of objects with the help of circles or ellipses. The questions asked in the bank exams will either have the Venn Diagrams are given or you will have to guess the type of Venn diagram that will suit the particular relation. The intersection of these ellipses represents all those elements that are present in either of the sets. In mathematical language, it represents the intersection of the two groups. These ellipses are often drawn inside a rectangle. This rectangle is supposed to be the master set or the universal set. Consider the following diagram: In the above diagram, we see that there are three groups or sets called ‘A’ ,’B’, and ‘C’. These three sets could represent any given collection of people. For example, say set A contains all the people that like candy. Set B represents all the people who like ice cream and set C represents all the people who like chocolate. Then the region marked as AB represents all the people who like both candy and ice cream. The region marked BC represents all the people who like both ice cream and chocolate. Similarly, the region AC represents all the people who like candy and ice cream. The region ABC is known as the intersection of the sets. The people in this region belong to all the groups i.e. they like candy, ice cream as well as chocolate. Now that we know what Venn diagrams are, let’s solve some examples. Browse more Topics under Arithmetical Reasoning First Kind Of Problems In these type of problems, Venn Diagram will be given and you will be asked to answer questions based on the given Venn Diagram. Take care of the boundaries and do write down the data that is given. For example, consider the following diagram again: Let A, B and C represent people who like apples, bananas, and carrots respectively. The number of people in A = 10, B = 12 and C = 16. Three people are such that they enjoy apples, bananas as well as carrots. Two of them like apples and bananas. Let three people like apples and carrots. Also, four people are such that they like bananas and carrots. Answer the following questions: Q 1: How many people like apples only? A) 2 B) 7 C) 4 D) 11 Answer: This means that we have to find the number of people in A – the number of people in [AB + ABC + AC] only. We know that the number of people in A = 10. Also, the number of people in AB = 2, AC = 3 and ABC = 3. Therefore, we have: The number of people who like apples only = 10 – [ 2 + 3 + 3 ] = 2. Q 2: How many people like only one of the three? A) 33 B) 3 C) 4 D) 2 Answer: The question here is asking us to find us the number of people in A + B + C – [AB + AC + BC + ABC] = 10 + 12 + 16 – [2+3+4+3] = 38 – 12 = 26. Problems of The Second Kind In these types of questions, the Venn Diagrams are given in the options. The question will contain analogous words, and you will be asked to represent these in the form of a Venn Diagram. Let us consider the following examples: Q 1: Out of the following Venn Diagrams which one represents the relationship between the following: animals, horses, dogs? Answer: All dogs are animals. Also, all horse are animals. So if we have two circles one representing the group of dogs and the other representing the group of horses, then we can say that these two circles should be inside the greater circle that represents animals. However, no dog is a horse and no horse is a dog. So the two circles or ellipses representing the group of dogs and the group of horses will not intersect. Thus we see that option (A) is the correct option. Q 2: Consider the following diagram: How many people like tea and wine? If you check the region of overlap between the triangle and the rectangle, you will find that in the region shared by the two figures, we have 17 + 15 people = 32 people. So 32 people are such that who like both tea and wine. Similarly, you can ask how many people like tea only? As you can see the answer is 20+10 = 30. Solving Venn Diagram questions is easy if you take the help of visual aids. You can shade or mark different areas that represent different groups or sets. However, the point to be noted here is that the relationship or the absence of any relationship between the given quantities should be marked very carefully. Q 1: In the Venn Diagram given below, A represents the total number of people in a town who like cricket = 1300. B represents the total number of people who like badminton = 500 and C represents the total number of people who like Tennis = 100. If AB = 9, BC = 12, AC = 13 and ABC = 2, how many people like only one game? Q 2: Out of the following Venn Diagrams which one represents the relationship between the following: earth, moon, planets?

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In this article, we discuss the different effective methods of teaching biology. Biology is one of the central branches of scientific knowledge and is relevant to topics including medicine, genetics, zoology, ecology, and public policy. As such, it has the potential to interest almost any student. One way to successfully teach biology is to target one or two main concepts and make them relatable and engaging. The best way to do that is to focus on what kids can do with the information. Focus on teaching a concept rather than trying to teach too much because sometimes it just doesn’t work out that way. Effective methods of teaching biology 1-Relate biology to everyday life. Some students naturally love biology, while others may not be drawn to it from the start. But all students can benefit from understanding just how everyday concepts and questions are related through biology and deepen their appreciation of what they have learned, then make it more relatable. Add things like: - Share with your class news items on medicine, DNA, the environment, population growth, and other topics that biology touches upon. - Offer extra credit to students who will give a brief in-class report on a reference to a biological concept they came across in a television show, movie, etc. Ask them to explain the reference, its biological concept, and why it is essential. - Talk about careers that draw on biology, such as medicine, pharmaceuticals, conservation, public health, etc. You can even invite individuals practicing in these fields to visit your class, discuss their work, and answer student questions. 2-Incorporate hands-on activities. - Plant a garden to learn about photosynthesis. - Raise butterflies or other animals to learn about the life cycle. - Dissect specimens to learn about anatomy. - Test samples of store-bought yeast to see whether or not they are alive. - Look at slides of various kinds of cells. 3-Create multimedia materials. 4-Look for ways to bridge technology and biology. - There are valuable resources devoted to using the popular game Minecraft in educational contexts, including biology courses. - Allow students to utilize technology for assignments in your course. For instance, students with interest in web design might develop a website to illustrate a biological concept. 5-Utilize science games to teach biology. Games have a way of introducing fun, new activities into the classroom. Spicing up your biology course with friendly competition can also be beneficial by adding incentives for participation. We’ve compiled some helpful resources on developing biology-centered games that will keep students engaged and motivated. - Quiz bowl - Twenty questions 6-Host biology-centered field trips. - A local science museum - A botanical garden - A zoo - A farm - A research lab Trying Different Learning and Teaching Styles 1-Try different approaches to teaching. How to teach biology Some learning takes an active approach, whereas others should take a more passive approach. There are different ways to teach, and students will benefit from both. The key is to find the right mixture and balance between these approaches. Incorporate a variety of instructional methods, including: - Cooperative learning (students help each other learn about a topic) - Concept mapping - Hands-on activities 2-Make lectures participatory. - Utilize the Socratic method by periodically asking students questions. In an extensive lecture course, not everyone can speak daily, but students will feel more involved. - Have students come to the lecture with pre-prepared questions. You can then address some of their questions. This lets students know that they are being listened to. - Incorporate iClickers or similar technology into your lectures to allow students to respond in class. This will allow you to gauge how well they understand a topic and lets them get involved in discussions. - In smaller classes, set aside plenty of time for open discussion. Expect students to be able to talk about biological topics, ask questions, etc. - Grading students is not necessary. It’s easy to incorporate low-stakes writing exercises in your classroom. At the end of each session, let them compose a paragraph summarizing what they learned. Grades can be an optional part of this process if you see fit to have it. 4-Use peer teaching methods. Ph.D. in Education Candidate, Stanford University Try the jigsaw method, in which students help each other learn about a subject. This technique involves dividing a larger topic into several smaller parts. Divide the class into several groups. Every person in each of those groups learns independently, then they come together and share out what they’ve learned. 5-Read journals and other resources on teaching biology. - The biology collection at the Multimedia Educational Resource for Learning and Online Teaching (MERLOT). - The American Biology Teacher - CBE Life Sciences Education - Biochemistry and Molecular Biology Education - Bioscience: Journal of College Biology Teaching 1 thought on “11 Effective methods of teaching biology-How to Teach Biology”

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Functions in mathematics can be compared to the operations of a vending (soda) machine. When you put in a certain amount of money, you can select different types of sodas. Similarly, for functions, we input different numbers and we get new numbers as the result. Domain and range are the main aspects of functions. In this worksheet, you will learn to find the domain and range of given functions and graphs. What is“Domain and Range”? The domain and range are defined for a relation and they are the sets of all the x-coordinates and all the y-coordinates of ordered pairs respectively. A domain of a function refers to “all the values” that go into a function. The domain of a function is the set of all possible inputs for the function. The range of a function is the set of all its outputs. How will the “Domain and Range Worksheet 3” help you? This worksheet will help the students to learn about “Domain and Range” with the help of some relations and graphs. Instructions on how to use the “Domain and Range Worksheet 3 (with Answer Key)” Use this math worksheet to carefully study the concepts of “Domain and Range”. A 10-item activity is given after the lesson in order to exercise the learned concept. Towards the end of this worksheet, a reflective section is provided in order to help the learner think about their own thinking (metacognition) and assess how they performed in the lesson. At the end of this worksheet, the learner will effectively learn about “Domain and Range”. If you have any questions or comments, please let us know.

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If the denominators of both fractions are same, add only numerator value. Take the denominator common for both addition and subtraction. If the denominators of both fractions are not same then make the denominators common before addition or subtraction. Chapter 2 : Fractions and Decimals A Fraction is a part of an entire object. A fractional number is part of a whole number. A fraction has a numerator and a denominator. Topics covered in this snack-sized chapter: The term on top is called the numerator, and the term on bottom is called the denominator. There are three major types of fractions: | If the numerator of the fraction is less than the denominator, the fraction is said to be proper. All proper fractions are less than 1. Examples: 2/3, 1/3, 5/25. | If the numerator of the fraction is greater than the denominator, the fraction is said to be improper. Examples: 3/2, 10/3, 65/25. | A fractional number that contains a combination of whole number and a fraction is said to be a mixed fraction. On dividing two numbers, if a remainder arrives, the result of division can be represented as a mixed fraction of the form: Example: 11/3 gives the quotient 3, remainder 2 and divisor 3. So, the mixed form will be . Example: Solve . Solution: The bottom numbers are different. So, we need to make them same before proceeding further. The number "6" is twice as big as "3", so to make the bottom numbers same we will multiply the top and bottom of the first fraction by 2, like this: Now the fractions have the same denominator ("6"), and look like this: The denominator of both the fractions is same so add only the numerators, taking the denominator common. In order to multiply two fractions, multiply the numerators and denominators separately to get the new fraction. The mechanism of division is as follows: Remember, a ÷ b means a × (1/b). And a ÷ (b/c) means a × (c/b). Decimals are fractions in disguise. Any number can be written in the decimal system using only the ten basic symbols. 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 Decimal positions are shown below: One place to the left of the decimal point is referred to as the unit place. Two places to the left of the decimal point is the tens place. Three places to the left is the hundreds place, four places is the thousands place, and so on. Left of the Decimal Point: One place to the right of the decimal point is referred to as tenths place. Two places to the right of the decimal point is the hundredths place. Three places right is the thousandths place, four places right the ten thousandths place, and so on. Write the decimals in a column with the decimal points vertically aligned. Add enough zeros to the right of the decimal point so that every number has an entry in each column to the right of the decimal point. Add the numbers in the same way as whole numbers. Place a decimal point in the sum such that it is directly beneath the decimal points. Example: Add 23.143, 3.2756 and 11.48? Right of the Decimal Point: Write the number that is being subtracted from. Write the number that is being subtracted below the first number so that the decimal point of the bottom number is directly below and lined up with the top decimal point. Add zeros to the right side of the decimal with fewer decimal places so that each decimal has the same number of decimal places. Subtract the bottom number from the top number. Example: Subtract 3.2756 from 11.48? Line up the numbers on the right - do not align the decimal points. Starting on the right, multiply each digit in the top number by each digit in the bottom number, just as with whole numbers. Add the products. Place the decimal point in the answer by starting at the right and moving a number of places equal to the sum of the decimal places in both numbers multiplied. Example: Multiply 3.77 and 2.8? Now, 3.77 have 2 decimal places and 2.8 has 1 decimal place. The sum of decimal places: 2 + 1 = 3 In the product, we mark decimal point by counting 3 places from right to left. Hence, 3.77 × 2.8 = 10.556 If the divisor is not a whole number: - Move the decimal point in the divisor all the way to the right (to make it a whole number). Divide as usual. If the divisor doesn’t go into the dividend evenly, add zeroes to the right of the last digit in the dividend and keep dividing until it comes out evenly or a repeating pattern shows up. Put the decimal point in the quotient exactly above where it occurs in the dividend. Example: Find the quotient: 315.3 ÷ 0.3? Solution: We first remove the decimal point from the denominator by multiplying both numerator and denominator with 10, 100 or 1000 accordingly to remove decimal point from the divisor. Then we perform the operation of division as usual. - Move the decimal point in the dividend the same number of places. 315.3 ÷ 0.3 Since the divisor is a 1 place decimal, so we multiply dividend by 10 to convert into a whole number. Thus, 315.3 ÷ 0.3 = 1051

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In this lecture, we'll write a C program to calculate the floor and ceiling of a number. Before we can do that, we need to know what floor and ceiling mean. So floor is the largest integer that is not greater than x, the number we're trying to calculate the floor for. Ceiling is the smallest integer that's not less than x. So you can think of it this way, you can think of floor as the integer that's closest on the bottom of this number without going above it, and you can think of ceiling as the integer that's closest on the top of this number without going below it, and that's why they're called floor and ceiling. So the problem that we're going to solve in this lecture, is we're going to write a C program that takes some x as user input, and calculates the floor and ceiling for that number. The constraint that we're going to use in our solution is we're only going to do this for positive numbers, and we'll talk about why we do that as we implement our solution. So, let's go implement our solution. Here's our standards template file with a few extra comments. We're calculating floor and ceiling, and we're only going to work for positive numbers at least for our initial implementation of floor and ceiling. I have some comments for what we're going to do. We'll do a little extra, but that's good enough to start with. So the first thing we're going to need is we're going to need to declare a variable that will hold the x that the user enters. So I'm going to make this float because it's the floating point data type, and I'll call it x. Next, we need to prompt for and get a float from the user. So to prompt for, we use printf, and we'll say, "Enter floating-point number:" The next thing we need to do is, we need to read in the user input so that we can store that in the variable x. The way we're going to do that, reading in from the keyboard is we'll use scanf_s, and the underscore s means safe. So this is safer than scanf particularly when we're dealing with characters and strings. So we're going to just use scanf_s throughout this course. We're actually not going to use scanf_s throughout the rest of the course. We're going to use scanf. So it's true that scanf_s is safer than scanf, but the issue is that function is only available in Visual Studio. So if you try to use scanf_s in Xcode, you can't because that compiler doesn't have that function. This is actually one of the idiosyncrasies of programming in C. Different compiler vendors decides to implement a subset of C rather than all of C, or add extra stuff to the language that isn't in the standard, or a little bit of both. So we're going to try to stick with C standard code that is supported by both Visual Studio and Xcode. So I am going to need to add a pound define at the top of my code to make visual studio compile using scanf, but that's what we're going to do so that we're the standard C mechanism for getting input from the user. We provide to arguments. We provide a format specifier, and this is percent f just like when we're print effing afloat, and then we provide the address of the variable that we're reading into. So this address of operator may look strange to you, and that's because we haven't talked about pointers, and we won't even talk about pointers until the very end of the course. But periodically, we're going to have to talk about not the variable name itself, but where that variable actually lives in memory. This is one of those cases. So really at this point, all you need to know without a deeper understanding of how everything's working is that for scanf_s, we're providing the address of the variable we want to put the result into. So let's go ahead and control F5, and see how this all works, and there we go. So now, let's calculate and print floor. I know I'm actually going to want a blank line before I do that printf in the as always we'll label our output, and our floor is going to be an integer. So we'll use the %d format specifier, and here's where we can actually take advantage of the way C works when we do a type cast. So we know x is a floating-point number. But we can't do this because if we just print out the floating-point number especially using the %d format specifier, that's not going to be correct. What we want to do, is we want to typecast this to an int. So we've seen typecasting before, right? Where we type cast an int to a float to make floating-point division work properly. In this case, we're going the other way, where typecasting a float to an int, and when we do that, C does something called truncation. It just throws away the decimal part of the number, and that's exactly what we want here because we want the highest integer that's not above the number. So if we just throw away the decimal part that's going to automatically give us the floor. So if I do 1.3, floor is one just as we expected. Let's do ceiling next. You might think that we can just do this x plus 1 because then we'll jump x up one, and then we'll take the floor because typecasting to an int truncate and we should be all set, and you're filled with the foolish optimism. So we run it, and we say 1.3, and we're very excited because it seems to be working just right, and then I crush your hopes and dreams, and I say, "Well, what about one?" Because the answer for floor should be one, and the answer for ceilings should be one, and we get it wrong, because we've added one to one to make it two, 1 plus 1 is 2, awesome. When we typecast two to an integer, it stays at two. So our ceiling is incorrect. Now, here's what we could do. We could say, add slightly less than one. If I run it again, we'll test 1.3 to make sure that works and it still does. We'll test one again, ended that now works. That's great. However, 1.001 doesn't work because ceiling of 1.001 should be two. So we've added a limitation to our code here. I said it only works for positive numbers, and we should also say only works to two decimal places. It's important for us to include in our comments, what the limitations are on what we've written. We're actually going to fix both of these limitations in just a moment. But for what we've done so far, these are correct limitations. So we've calculated floor and ceiling here, and we've done it only for positive numbers and only to do decimal places. But it feels like, floor and ceiling are pretty standard things in math, and it seems like somebody should have already implemented this functionality for us. When you ever think that that might be true, the best thing to do is to go look at the documentation for the C standard library to find out. So let's go do that now. I have searched on and gone to the C standard library documentation. This one happens to be the Wikipedia page, and so, every C programming environment will include the standard library, the C Standard Library. It includes lots of those chunks of code we've talked about that we can pound and include, all contained in a header file. Well, the specification of what's in there is contained in the header file. That's what dot h files are. They're called header files. So if we were looking for a math function, we should go look at the C standard library documentation, click on "Math.h". That in fact, gives us a list of the functions that are provided in math.h. If you scroll around for a while, you will see that there are some nearest integer floating point operations, which is precisely what we need. Let's click on "Floor" because that gives us a little more information because there's actually three functions defined for getting floor within math.h. We have floorf, which takes a float as an argument and returns a float. We have floor, which takes a double and returns a double. We have floorl, which takes a long double, and returns a long double. So we really ought to use floorf because we're trying to get a floor for a float. The big message here is that, when you're getting ready to go implement a function for a variety of different things but it seems like wow this seems pretty common. It ought to be somewhere. You should definitely check the C standard library to see if it is available, and you can just pound include some code that somebody else wrote in the C standard library, and then you don't have to write it on your own. So we can calculate and print floor and ceiling using math.h. Now remember, if we need to use something from the C standard library, we have to come here to the top of our program and pound include what we're using. We're going to pound include math.h. That way, we can access the functions that are in math.h. Back down here, we'll printf. Then we'll say, "Floor using math.h." We're still going to print an integer. So we'll have to still typecast what we get from math.h floorf because floorf returns a float to us, and will provide x. So let's make sure this works. We'll just do it for 1.3. We'll test everything before we're all done. So there you go. It's getting the correct floor. I'm going to add another blank line, just so our output looks nicer. Now I'm going to copy and paste. We're going to do ceiling. Of course, I don't want to use floorf. I happen to know this is ceilf, ceil for ceiling. But of course, you could read the documentation to find out the correct function name for getting the ceiling. So now I'll control F5 and let's try all our numbers, 1.3, great. We'll make sure one works. Awesome. We'll try 1.001. Remember, ours doesn't work properly because we only do it for two decimal places. But, the ceiling function in math.h of course does it properly. So that's good. We've removed the two decimal place limitation, and now, let's do a negative number. Let's do negative 1.3. Our code where we're truncating by typecasting to int doesn't work at all as you can see. But, the math.h functions do. So remembering the definition of floor, floor is the greatest integer that's not above our floating point number. So when our number is negative, that means that it's further away from zero in negative. So floor is negative two, because that is the greatest number that's not greater than negative 1.3, and of course, ceiling is correct as well. So if we use math.h, everything works fine without our positive number only limitation and our two decimal place limitation. So I'll say this again when I recap. But, you should just use the functions that are available in the C standard library when possible. To recap, in this lecture, we developed a C program that calculates floor and ceiling for a user provided number. We started off by taking advantage of the truncation we get when we typecast to an int, with some limitations that we could overcome, once we knew some more C programming. We learned an important lesson though, and the important lesson was, we should check the C standard library to see if one of the packages provides the function we need to calculate, and it turns out that the math package does in this case. When in doubt, you should use the functions that are provided in the standard library, rather than implementing your own. We implemented our own, so that we could get some more practice with C programming and understand more about how typecasting works. But really, if the function's available in the standard library, use it.

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Lesson 9 Expressions and Equations Let’s show numbers 11–19 in different ways. Warm-up Choral Count: Recording to 19 What patterns do you see? Activity 1 Organize Expressions and Numbers Work with your group to organize the cards in a way that makes sense to you. Activity 2 Equations and 10-frames Draw a line from each equation to the dots it matches. Activity 3 Introduce Make or Break Apart Numbers, Numbers 11–19 Choose a center. Grab and Count Make or Break Apart Numbers Choose an expression that matches the dots. Explain how the expression matches the dots.

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Today in class, we started off by talking about the difference between strings and characters. Characters just store one character at a time but strings are made up of multiple characters. Each character has an integer it corresponds to. You can see which character corresponds to what integer here: https://www.asciitable.com/ Concatenation means combining different things into one string. The operation we use for this is a plus sign (+). String a = "Hello"; char b = 'a'; int c = 1; System.out.println(a + b + c); would print out "Helloa1". We also learned about other string operations. String length and index: length() A character of a string: charAt(): Search for a substring: indexOf(), lastIndexOf(), contains() Comparing strings: compareTo() String a = "Hello World"; System.out.println(a.length()); //This will print out "11" System.out.println(a.charAt(2)); //This will print out "l" System.out.println(a.substring(1, 4); //This will print out "ell" System.out.println(a.indexOf("Hello")); //This will print out "0" System.out.println(a.lastIndexOf("l")); //This will print out "9" System.out.println(a.contains("World")): //This will print out "true" Here are some methods to compare strings: Here's the homework for this week: https://docs.google.com/forms/d/e/1FAIpQLSf6_GW5MSvlQv6rjZsBrOsT2P7xHRcDE_V6Z69J7jWWqmEYiw/viewform?usp=sf_link Homework solution: https://replit.com/@liizz/113-Homework-Solution#Main.java

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Glaciers alter the landscape in many ways; two of the most prevalent are abrasion and plucking. Erosion leaves behind landforms like aretes, cirques and moraines as a result of glacier activity. Aretes are sharp crests created by glaciers on mountains. Cirques are depressions formed when glaciers carve into mountains by their movement. Finally moraines form inside and on top of glaciers. Glaciers are powerful forces capable of dramatically changing landscapes through erosion. Erosion comes in various forms and creates distinct landforms such as roche moutonnee and ribbon lakes; it also forms rock basins, troughs and cirques characteristic of glaciated landscapes. Glaciers commonly employ abrasion as their primary method of erosion. This occurs when glacier rocks drag across each other and bedrock below, the intensity of which depends upon both debris size and hardness of bedrock underneath. Shape of debris also matters; sharp fragments have the ability to pierce deeper into rocks than ones with rounded points and edges, leaving grooves and striations marks in bedrock like when using sandpaper on wood, providing evidence of which direction the glacier was traveling in. An immense glacier’s massive amount of ice plowing through the landscape typically results in picking up and carrying along smaller rock fragments called clasts, creating what are known as glacial striations patterns – long scratches that run in the direction of its movement – on rocks in its path. These scratches are caused by another glacial erosion process known as plucking, and typically results from differences in pressure between bedrock and overlying glacier, usually as a result of differential stresses or changes in basal water pressure5. Plucking usually begins due to differences between pressure between them which could result from differential stresses or fluctuations in basal water pressure fluctuations5. Glacial erosion creates some amazing landforms. These include ribbon lakes, corries, aretes, roche moutonnees and pyramidal peaks; as well as more distinctive landforms like crag and tail formations or U-shaped valleys and hanging valleys. So next time you head into the mountains keep an eye out for any signs of glacial erosion! Freeze-thaw weathering breaks rocks into small fragments, which is then dislodged from glacier surfaces by the combination of abrasion and plucking processes, along with freeze-thaw cycling, through freeze-thaw cycles, which creates glaciers – creating debris flows which may carry away rock debris to be carried elsewhere – shaping landscapes while depositing minerals-rich soils. Glacial erosion is of critical significance as it helps shape mountains and valleys across Earth’s landscape, shaping many landforms as a result. Glacial erosion also plays a part in ecosystem development and nutrient cycling as well as providing valuable insight into its geological history. Rocks exposed to freeze-thaw weathering often feature long, parallel lines that appear as though scratched. These are known as striations and provide geologists with valuable information about how a glacier moved the rock; additionally, these crevices and cracks provide niches and habitats for various organisms. Glacial erosion processes are responsible for many of the iconic landforms associated with glaciers, including cirques, troughs, rock basins and fjords, as well as features like roche moutonnees whalebacks and rock drumlins. They occur on decametric and hectometric scales – with larger forms like fjords occurring on kilometric scales. Glaciers exert enormous forces when they drag over bedrock, leading to massive erosion. When passing over rocks, their passage causes wear-and-tear erosion through both abrasion and plucking; leaving behind long ridges known as “striations lines”. Icebergs erode by freezing and thawing their bedrock, known as freeze-thaw weathering, leaving behind striations markings or corrie edges in two directions meeting up, producing what is known as an arete, which resembles Switzerland’s Matterhorn in appearance.

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In this lesson, students analyze and interpret images of discrete objects (connecting cubes) and discrete tape diagrams in which each unit is visible. These diagrams are precursors for more abstract tape diagrams that are used in future lessons. Students also make connections between the multiplicative comparison language and multiplication equations. For example, they interpret “15 is 3 times as many as 5” as \(15 = 3 \times 5\) or \(15 = 5 \times 3\). In this unit, the convention of representing the multiplier as the first factor in equations is used. Students may write the factors in any order. In later lessons, students write division equations to represent multiplicative comparisons using their understanding of the relationship between multiplication and division. This lesson gives students an opportunity to make sense of each equation and how it relates to a corresponding image or diagram (MP2). Activity 2: Diagrams to Solve Multiplicative Comparison Problems - Interpret different representations of multiplicative comparison (situations, diagrams, and equations). - Let’s make sense of representations of problems with “times as many.” Materials to Gather |Activity 1||20 min| |Activity 2||15 min| |Lesson Synthesis||10 min| Teacher Reflection Questions - How Close? (1–5), Stage 6: Multiply to 3,000 (Addressing) - How Close? (1–5), Stage 5: Multiply to 100 (Supporting) - Five in a Row: Multiplication (3–5), Stage 2: Factors 1–9 (Supporting)

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A virus is a submicroscopic and small microscopic agent that replicates inside the human body’s living cells only. It cannot replicate alone. They are essentially made up of DNA or RNA that is surrounded by a protein coat. They use the components of a host cell and make copies of themselves. They often cause harm to these host cells in the process and eventually kill them. They also infect all life forms, from human beings to animals to plants and even bacteria and other microorganisms. In the absence of a host cell, the viruses cannot generally function and reproduce. They cannot synthesize their proteins due to the absence of ribosomes. They cannot even store their own energy in the form of ATP ( Adenosine Triphosphate ); instead, they derive their energy from the host cells. All viruses contain either DNA or RNA nucleic acid, and a protein coat encases the nucleic acid called the capsid. Along with this, some viruses are even covered with a coat of fats and proteins. When it is infected, a particle called the virion is present outside the cell. In some viruses, an envelope is made up of a phospholipid layer, and glycoprotein is present outside the capsid. The basic structural components of any virus are: 1. Genome or Nucleic acid: This part contains DNA or RNA. A virus that contains the DNA protein is called a DNA Virus, and that which contains RNA is called an RNA virus. For example, Reovirus is an RNA virus containing an RNA genome, and Papovavirus is a DNA virus. 2. Capsid: It is the protective protein coat. It comprises many capsomeres, which are arranged tightly together in repeating patterns. It is an impenetrable shell. Its main function is to help introduce a viral genome into the host cell during infection. The structure of a capsid is what gives symmetry to the virus. The structures can be cubical, helical, complex, or binal. - Cubical symmetry: Also called icosahedral symmetry. There are 12 vertices, 30 edges, and 20 sides in this type. Each side is an equilateral triangle. It is one of the most stable structures and found in human pathogens, for example, Adenovirus, herpes virus, etc - Helical symmetry: Also called spiral symmetry. The capsomere and nucleic acid are intertwined together to form a spiral tube. Most of these viruses are enveloped, and all of them contain RNA proteins. The most typical virus of this type is the Tobacco mosaic virus (TMV). - Complex symmetry: They do not have any 1 particular type of virus structure, and most of them are a combination of the helical and cubical structures. for example, the pox virus - Binal symmetry: This is a type of complex symmetry where the virus structures have heads and tails. Some of the most complicated structures are that of the bacteriophages that possess an icosahedral head as well as a helical tail. These are also named T1, T2, T5, etc. 3. Envelope: Some viruses even contain an envelope surrounding the nucleocapsid. It is a layer of lipoprotein and glycoprotein, and the envelope results from the budding process from the host cell. The proteins can also project out as telomeres such as neuraminidase and haemagglutinin involved in binding virus to the host cells. 4. Enzymes: These play a central role in the infection process. For example, some viruses like bacteriophages contain enzymes like lysozyme that make a small hole in the bacterial cell that allows nucleic acid to enter. Classification of viruses: According to Baltimore, viruses are classified into VII groups based on the method of replication, they are: - Group I: These viruses contain double-stranded DNA in their genome. For example, Adenovirus, Poxvirus, and Herpesviruses. - Group II: These viruses have single-stranded DNA in their genome. For example Parvoviruses - Group III: They use double-stranded RNA as their genome. The 2 strands separate, and one of them is used as a template for generating mRNA. For example Reoviruses - Group IV: They have single-stranded RNA in their genome with a positive sense of polarity. Positive polarity means that the genomic RNA can serve directly as mRNA molecules. For example, Common cold - Group V: They have single-stranded RNA as their genome with a negative sense of polarity. Negative polarity means that the sequence will be complementary to the mRNA strands. For example Rabies virus - Group VI: They have two copies of single-stranded genomes that are converted using an enzyme called reverse transcriptase, and the result is double-stranded DNA. For example, Retroviruses. - Group VII: These have partial double-stranded genomes and make single-stranded DNA intermediaries that act as mRNA. For example, Hepadnaviruses. - Hence, viruses infectious particles that are very minute and can be observed mostly through electron microscopy. - Every virus particle is classified by the type of nucleic acids they contain- DNA and RNA and whether they have single-stranded or double-stranded DNA and RNA structures. 1. What are the three structures of a virus? Based on symmetry, the three structures of a virus are Helical, Complex and Cubical structures. 2. What are the four main parts of a virus? The four main parts of a virus are Genome, Capsid, Envelope, and Enzymes. 3. What are the five characteristics of a virus? The 5 characteristics of a virus are: - Viruses are metabolically inert and inefficient - They range in sizes 20nm to 250nm - They are non – cellular - They are nucleoprotein filterable agents. - They multiply inside the living cells using the host cells. 4. What are the four shapes of viruses? 5. What best describes a virus? A virus is an organism that is smaller than a bacterium that cannot grow or reproduce by itself but uses the host cell as an agent. We hope you enjoyed studying this lesson and learned something cool about Viruses – Structure and Classification! Join our Discord community to get any questions you may have answered and to engage with other students just like you! Don’t forget to download our App to experience our fun, VR classrooms – we promise, it makes studying much more fun! 😎 - Virus Structurehttps://flexbooks.ck12.org/cbook/ck-12-biology-flexbook-2.0/section/7.10/primary/lesson/virus-structures-bio/ Accessed on 7 Dec 2021 - Structure and Classification of Viruseshttps://www.ncbi.nlm.nih.gov/books/NBK8174/ Accessed on 7 Dec 2021 - Virus structure and classificationhttps://www.khanacademy.org/test-prep/mcat/cells/viruses/v/virus-structure-and-classification Accessed on 7 Dec 2021

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Sentence Teacher Resources Find Sentence educational ideas and activities Showing 121 - 140 of 45,149 resources In this recognizing complete sentences worksheets, students identify the four types of complete sentences and compare what are not sentences to practice, review, and assess knowledge. Students write thirty-six answers. Students rearrange three groups of sentences within three paragraphs in numerical order. In this topic sentences worksheet, students write a topic sentence for three already formed paragraphs and write three original topic sentences for five prompts. An unusually good worksheet! Analyze a familiar fairy tale, emphasizing varied sentence patterns in writing. They retell the fairy tale, The Three Little Pigs, in twenty-six sentences, with each sentence beginning with the next letter of the alphabet. First graders examine and discuss fluent sentences. They listen to the book "The Hat" by Jan Brett, discuss the elements of a good fluent sentence, and place note cards together to create fluent sentences from the book "The Hat." Learners write a five-sentence paragraph with varied sentence beginnings, correct spelling and punctuation, and appropriate margins. Students practice writing a five-sentence paragraph with varied sentence beginnings, correct spelling and punctuation, and appropriate margins. In this sentence beginnings activity, students provide their own beginnings for the sentences given to them. Students do this for 10 sentences. Students write a five sentence paragraph with varied sentence beginnings. In this paragraph writing activity, students use a teacher modeled procedure. They complete a worksheet about their favorite things, happenings, and places before turning the ideas into a paragraph. In this complete sentences activity, students complete 10 yes or no questions about sentences. Students must decide if each line is an example of a complete sentence or not. In this sentence worksheet, students read about imperative and exclamatory sentences, then correctly punctuation a set of 12 sentences. Explore grammar rules by completing a worksheet. In this sentence structure lesson, kids define run-on sentences and read sample sentences to determine whether they are complete or incomplete. There is also a space for the writer to edit each sentence to correct its errors. Students read and illustrate silly sentences. For this sentence structure lesson, students draw illustrations to reflect the parts of one of the silly sentences. Students pictures should show all the parts of their silly sentence. Discuss simple, compound, and complex sentences using this resource. Using a series of examples, learners talk about the characteristics of these types of sentences. This is a quick and easy way to cover this topic. In this CTBS usage practice worksheet, students identify simply subjects, topic sentences, sentences off topic, and combine multiple sentences. There are seventeen multiple choice questions. Learners practice building complex sentences in this sentence combining-like exercise. Two simple sentences are given; your writers must make one reasonable complex sentence out of each pair using the conjunction provided. Ten examples in all; some include forms not found in standard American English, such as "waited from me." And editors must adjust some verb forms and syntax to create comprehensible final sentences. In these verb tenses and word order worksheets, students complete several activities that help them learn to understand and correctly use the future verb tense and sentence word order. In this sentence correction learning exercise, students correct the mistakes in each of 6 sentences. The errors are in grammar and word usage. Students write the sentences correctly. Learners practice joining simple sentences to construct more complex ones. They use the provided conjunctions to link each set of two sentences together. There are 10 sentences in all. Note: This is more than straightforward sentence combining. Learners need to adjust the form of several words and syntax to make clear final sentences. Good challenge for advancing command of the language. In this writing sentences worksheet, students read the sentences and then circle the word that best completes the sentence. Students write their word on the line.

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In this prefixes worksheet, students examine the definition of the prefix re and then print it in front of the 4 words provided to create new words with new meanings. 2nd - 3rd English Language Arts 5 Views 30 Downloads Picture It In Syllables Developing fluency in young readers is a long and difficult journey. This series of eight activities adds a little fun to the process as children play matching and board games, piece together puzzles, and make flip books. Covering a... K - 4th English Language Arts CCSS: Adaptable Compound Word Trivia Engage young learners in expanding their vocabulary with these fun games and activities. Children learn how compound words, root words, and affixes provide clues about the meaning of unfamiliar vocabulary. These six activities get... 1st - 4th English Language Arts CCSS: Adaptable Vocabulary Strategies for the Analysis of Word Parts in Mathematics Pair this resource with a reading of any math textbook, article, or book. Learners take note of unknown words and use the provided graphic organizer in order to use word roots, prefixes, and suffixes to help them determine the meaning of... 3rd - 8th Math CCSS: Adaptable Getting to the Root of It Young readers learn how to get at the root of new vocabulary with this fun language arts activity. Working in pairs, children begin by taking turns matching unknown vocabulary words to their Greek or Latin roots. When all the vocabulary... 1st - 5th English Language Arts CCSS: Designed Vocabulary - Words in Context What do you call a rabbit with a sense of humor? A funny bunny! Beginning with a Hink Pink Think activity, pupils discover meanings of words through an engaging learning game. Next, individuals explore ways to discover word meanings in a... 2nd - 5th English Language Arts CCSS: Designed New Words Book Report Form Support young learners with acquiring new vocabulary from their independent reading books with this book report form. After documenting the book's title, author, and illustrator, children record three new words they encountered in the... 1st - 3rd English Language Arts CCSS: Adaptable Greek and Latin Roots, Prefixes, and Suffixes How can adding a prefix or suffix to a root word create an entirely new word? Study a packet of resources that focuses on Greek and Latin roots, as well as different prefixes and suffixes that learners can use for easy reference 3rd - 8th English Language Arts CCSS: Adaptable

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Beginning Forming Questions-- "How" In this forming questions worksheet, students put the words in each box in order to form a question that begins with the word "how". Students write the questions on the lines. 2nd - 3rd English Language Arts 3 Views 0 Downloads Picture It In Syllables Developing fluency in young readers is a long and difficult journey. This series of eight activities adds a little fun to the process as children play matching and board games, piece together puzzles, and make flip books. Covering a... K - 4th English Language Arts CCSS: Adaptable Getting to the Root of It Young readers learn how to get at the root of new vocabulary with this fun language arts activity. Working in pairs, children begin by taking turns matching unknown vocabulary words to their Greek or Latin roots. When all the vocabulary... 1st - 5th English Language Arts CCSS: Designed Greek and Latin Roots, Prefixes, and Suffixes How can adding a prefix or suffix to a root word create an entirely new word? Study a packet of resources that focuses on Greek and Latin roots, as well as different prefixes and suffixes that learners can use for easy reference 3rd - 8th English Language Arts CCSS: Adaptable Vocabulary Strategies for the Analysis of Word Parts in Mathematics Pair this resource with a reading of any math textbook, article, or book. Learners take note of unknown words and use the provided graphic organizer in order to use word roots, prefixes, and suffixes to help them determine the meaning of... 3rd - 8th Math CCSS: Adaptable Transitional Words: Beginning, Middle and Concluding Next time your class is stumped trying to find the perfect transition word to fit in their narrative, remind them to take out this extensive list that is divided into beginning, middle, and ending transitional words. 3rd - 4th English Language Arts CCSS: Adaptable

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Equations are integral parts of mathematics. In order to succeed, a student must learn how to properly solve such things as 2x + 2 = 4. The number of actions used to solve the equation equals the number of "steps" used to solve it. When it comes to inequalities, the problems look similar. Instead of 2x + 2 = 4, the problem may switch the equal-sign to a greater-than, a less-than, or a greater/less-than-equal-to (< or > with a line beneath it) to show that the answer will be larger than the number given. Other than this change in signs, however, the solution process is virtually the same. Things You'll Need - Scratch paper - Calculator (if desired) Solving a Two-Step Inequality Read the problem. Note whether the inequality is asking for a greater-than (>), less-than (<), or combination (> with a single line beneath: greater-than-equal-to, for example). All inequalities will ask for one of those four. Example: 6x - 7 > 15. Write the inequality down on a piece of scratch paper. Check to make sure the problem has been written correctly. Make sure to allow for plenty of room to work out the problem. If necessary, erase with a good eraser and rewrite the problem. Solve any parentheses first. Example: 3(2x + 7) < 60. In this example, multiply the 3 to the 2x and the 7 before doing anything else. The result is 6x + 21 < 60. Keep an eye out for any negatives that may alter the + or - signs used. Example: -3(-2x - 7) < 60 solves as 6x + 21 < 60 and not -6x - 21 < 60. Add or subtract the non-variable numbers on both sides. Example: 2x + 7 < 60. Subtract the 7 from both sides of the inequality to end up with 2x < 53. The same applies for 2x - 7 < 60: the result would be 2x < 67. Multiply or divide the variable on both sides to cancel them out. Example: 2x < 53. Divide by 2 on both sides. The result: x < 53/2, or x < 26.5. Note that multiplying or dividing by a negative number at this stage will reverse the inequality, regardless. Example: -2x < 53 will solve as x > -26.5. Check your work by adding your answer for X back into the original problem. Example: 2x + 7 < 60, and the solution was x = 26.5. 2(26.5) + 7 = 60 53 + 7 = 60 60 = 60 Because 53 + 7 does equal 60, the answer is true and correct. Use a calculator if desired. Tips & Warnings - Always make sure to watch your negatives and positives: they can change a number and will effect the outcome. - If the solution does not fit when put through the original problem, double-check your work carefully. It may have been a simple matter of saying 11 + 5 = 15 rather than 16. - Be careful of the inequality sign with negatives. Any time you multiply or divide the VARIABLE on both sides by a negative, the sign will flip. This does not include any multiplication or division that you do prior to getting rid of anything negative attached to the x (variable). - Photo Credit Stockbyte/Stockbyte/Getty Images

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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! Investigating the Pythagorean Theorem Students are introduced to the Pythagorean theorem and explore the relationships between the sides of a right triangle. They work in pairs to solve a series of problems and record their results on a chart. 3 Views 32 Downloads Exploring the Distance Formula with the TI- Navigator Young scholars explore the distance formula. In this geometry instructional activity, students investigate the relationship between movement on the coordinate lane and cardinal directions. Young scholars explore the distance formula in... 9th - 12th Math Prove the Pythagorean Theorem Using Similarity Amaze your classes with the ability to find side lengths of triangles immediately — they'll all want to know your trick! Learners use the Pythagorean Theorem and special right triangle relationships to find missing side lengths. 9th - 10th Math CCSS: Designed Proof of the Pythagorean Theorem Using Transformations Middle and high schoolers construct a triangle using Cabri Jr. They construct squares on each of the legs and hypotenuse of the triangle. Pupils show that the area of the squares on the leg equal the area of the square on the hypotenuse. 9th - 12th Math CCSS: Designed

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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! Length Measurement Practice In this length measurement worksheet, students are given 18 diagrams of rulers with lines drawn on each. Students indicate the measurement in centimeters. They also draw 20 given measurements on diagrams of rulers. 26 Views 22 Downloads Physics Skill and Practice Worksheets Stop wasting energy searching for physics resources, this comprehensive collection of worksheets has you covered. Starting with introductions to the scientific method, dimensional analysis, and graphing data, these skills practice... 9th - Higher Ed Math CCSS: Adaptable Typical Numeric Questions for Physics I - Light and Optics Nineteen word problems dealing with frequency, speed, reflection, and refraction of light are provided here. Empower your physics masters to manipulate equations for computing angles, focal lengths, image heights, and more! This is a... 9th - Higher Ed Science Middle School Sampler: Science Focus on inquiry-based learning in your science class with a series of activities designed for middle schoolers. A helpful packet samples four different texts, which include activities about predator-prey relationships, Earth's axis and... 6th - 8th Science CCSS: Designed Measuring Instruments for Physics-METER RULER Unfortunately a portion of the beginning of this video is cut off. Close up views of how to use a metric ruler are displayed. Percentage error is mentioned. If you have a large class, this may provide a more practical way to demonstrate... 3 mins 7th - 12th Science

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This prompt can spark an open, exciting and multi-faceted inquiry that combines Pythagoras' Theorem and trigonometry with algebraic expressions for sequences and area. Sometimes it does this too well, and the teacher has to guide the inquiry to ensure students have access to necessary mathematical concepts. The prompt can develop along different pathways based on the students' questions or observations: - The sides of the triangles form ascending linear sequences. What is happening to the hypotenuse? Is its length also increasing in a linear sequence? Can the length be made to increase linearly? - The angles in each triangle are (not) the same. Is the angle in the bottom right-hand (or top) corner getting bigger or smaller? If bigger (smaller), can you make it go smaller (bigger) with ascending sequences? What happens with descending sequences? Can you find two sequences that keep the angles the same? What happens when you use other types of sequences? - The area increases in a quadratic sequence. How would you find an expression for the nth term of the sequence? Is there another set of triangles that has the same expression for the nth term of the area sequence? The inquiry can be used to develop a conceptual understanding of the tangent ratio and, by calculating the length of the hypotenuse, the sine and cosine ratios as well. Students come to appreciate that the size of an angle is determined by the ratio of the lengths of two sides of the triangle. This explains how both sides can get longer, yet the angle gets smaller. Indeed, it is possible in the initial stages to use a unit ratio before introducing trigonometry in a formal way. The bottom right-hand angle in the prompt, for example, is increasing because the opposite side increases at a faster rate than the adjacent (as shown in the table below). |Triangle in prompt|| 1||2 ||3 ||4 | | Ratio | | Unit ratio|| 1.33:1||1.4:1 ||1.43:1 || 1.44:1| Additionally, finding an expression for the area can be accomplished by considering the general form of the triangles in the prompt (right), which leads to ½(2n+1)(3n+1). If students derive the expression 3n2 + 2.5n + 0.5 by taking differences between the terms in the area sequence (6, 17.5, 35, 58.5), then reconciling the two expressions has proved rewarding. The inquiry often ends with groups of students presenting conjectures, methods, and examples from their pathways to their peers. Promethean flipchart download Smartboard notebook download The notebook and flipchart below were created by Colm Sweet (a UK maths teacher) for a structured inquiry he ran as part of a collaborative exploration of inquiry teaching with teachers of six other subjects. Colm restricted students' choice to nine regulatory cards. Promethean flipchart (structured) download

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The Colored Cube Question Fourth graders examine how to determine the probabilities or likelihood of outcomes. They complete trials to determine probability while using different manipulatives. They determine how games can be made fair or unfair in this unit of lessons. 3 Views 4 Downloads Math Stars: A Problem-Solving Newsletter Grade 6 Think, question, brainstorm, and make your way through a newsletter full of puzzles and word problems. The resource includes 10 different newsletters, all with interesting problems, to give class members an out-of-the box math experience. 4th - 7th Math CCSS: Adaptable New Review Surrounded and Covered What effect does changing the perimeter have on the area of a figure? The five problems in the resource explore this question at various grade levels. Elementary problems focus on the perimeter of rectangles and irregular figures with... K - 12th Math CCSS: Designed Activity: An Experiment with Dice Roll the dice with this activity and teach young mathematicians about probability. Record outcomes for rolling two number cubes in order to determine what is most likely to happen. Graph the data and investigate patterns in the results,... 3rd - 7th Math CCSS: Adaptable

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3.3 Phonics and Word Recognition ... An inflectional ending is a group of letters added to the end of a word to change its ... Some inflectional endings are: ... Find and save ideas about Inflectional endings on Pinterest. | See more ideas about Phonics worksheets, 1st grade reading worksheets and Spelling centers. I have included theory cards to explain what inflectional endings are as well as ... ai ay sound word sort cutting and pasting phonics fun. great no prep vowel ... Jan 12, 2017 ... Wondering how to teach your second graders about inflectional endings? Look no further. Inflectional endings can indicate the tense of verbs, whether a noun is plural, and whether an ... The Relationship Between Decoding & Encoding in Phonics. Root words and inflectional endings. by. Angela Hertica 4 years ago. user-avatar. Phonics. 1. 4 years ago. Like. 1. Phonics. Related ShowMes. Short a words. Oct 11, 2013 ... Inflectional endings-- A quick center for you! ... This week we also worked on inflectional endings as this is one of our .... Labels: bats, phonics ... Phonics. 2-3 Student Center Activities: Phonics. 2006 The Florida Center for Reading .... Students identify inflections and base words by playing a game. 1. The assessment correlates with first grade CCSS RF.1.3F to read words with inflectional endings.

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Forces and Newton's Law Conservation of Energy Conservation of Momentum PHYSICS LINKSThinkquest Physics Library Multimedia Physics Studio Here is an example of a typical question in the area of Conservation of Momentum that students have difficulty solving: Two cars colliding Find the velocity of the movement of the two cars after the collision. In order to solve this problem we have to find the final speed of both cars after they collide. We can do this by applying the law of conservation of momentum, which states that the sum of the initial momentums of the two cars before they collide is equal to the sum of the two cars' final momentum after the collision. The first thing we must do is write down the formula for conservation of momentum. Click on any part of the equation below to learn more about it. In this problem, before we plug the numbers into the formula, we should simplify the formula and change the signs. Simplify the mass--we can do this because the mass of the first car is identical to the mass of the second car: m1 = m2 = m. Simplify the final velocity--we can do this because the two cars will bump into each other. When two bodies collide and start moving together, the collision is called an inelastic collision. In inelastic collision the final velocities of the two bodies are the same: vf1 = vf2 = vf. Now our formula for an inelastic collision after the simplification looks like Change the signs--we must do this because in this problem we are dealing with momentum which is a vector quantity. Since the two cars are moving toward each other, which means they are moving in opposite directions, it is up to us which direction we choose to be positive or negative. Usually in physics the right direction is positive and left is negative. m X 15 m/s + m X (-10 m/s) = (m + m) X vf 15 - 10 = 2vf To get vf divide both sides of the equation by 2 CHECK YOURSELF! Think you know the answer? Enter it in the box below and press "Check!" to see if it's correct. Don't worry -- this is not a test, and if your answer is wrong, we'll tell you the solution!

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Title: The Pattern of Graphing Quadratic Equations The students will develop an algebraic expression from geometric representations and ultimately graph quadratic equations with understanding. The students will also develop a better understanding of algebraic expressions by comparing with geometric, tabular, and graphical representations. Standard(s): [MA2015] (6) 13: Write, read, and evaluate expressions in which letters stand for numbers. [6-EE2] Title: Express Yourself with Patterns During this lesson, the students will use growing patterns to develop an algebraic expression with understanding. The students will also learn mathematical vocabulary with the use of the newly created expression. Standard(s): [MA2015] (6) 15: Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). [6-EE4] Title: Order Among Chaos This lesson is designed to assist students not only in using the order of operations, but also experimenting with how grouping and ordering affects answers. In groups as teams, the students will compete while finding algebraic expressions using only the numbers 1, 2, 3, and 4, as well as all operations including exponents and grouping symbols, to find a desired integer result. To gain points, the value of each formed expression must be from the set of integers 1-25 or 1-100 depending on time constraints. They should attempt to get an expression with each of the listed integers required. Modeled examples are embedded in the directions slide show so the students are instructed in the process of the competition. Standard(s): [MA2015] (6) 14: Apply the properties of operations to generate equivalent expressions. [6-EE3] Title: The Laws of Exponents During this activity, students will review the laws of exponents. They will demonstrate their knowledge by creating an interactive computer game or a podcast.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project. Standard(s): [MA2015] (8) 3: Know and apply the properties of integer exponents to generate equivalent numerical expressions. [8-EE1] Title: Balancing Shapes In this lesson, one of a multi-part unit from Illuminations, students balance shapes using an interactive pan balance applet to study equality, essential to understanding algebra. Equivalent relationships are recognized when the pans balance, demonstrating the properties of equality. Standard(s): [MA2015] (7) 10: Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. [7-EE4] Title: Primary Krypto This student interactive, from Illuminations, allows students to practice addition, subtraction, multiplication and addition in a fun environment. In the game of Krypto, students combine numbers with mathematical operations to obtain a target number. Standard(s): [MA2015] (7) 6: Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.) [7-NS3] Title: Pan Balance -- Expressions This interactive pan balance, from Illuminations, allows students to enter and compare numeric or algebraic expressions. They can '' weigh'' the expressions they want to compare by entering them on either side of the balance, allowing them to practice arithmetic and algebraic skills, as well as to investigate the concept of equivalence. Standard(s): [MA2015] (8) 12: Compare properties of two functions, each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). [8-F2]

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Unit 1: Aspects of Narrative AO1: Articulate creative, informed and relevant responses to literary texts using appropriate terminology and concepts and coherent accurate written expression. A02: Demonstrate detailed critical understanding in analysing the ways in which structure, form and language shape meanings in literary texts. A03: Explore connections and comparisons between different literary texts, informed by interpreotations of other readers. A04: Demonstrate understanding of the significance and influence of the contexts in which literary texts are written and resolved. AQA English Literature B Know the structure and requirements of AS Literature with a particular focus on Unit 1 Aspects of Narrative. Consider and define the term Narrative. Discuss the elements that create a narrative. AQA English Literature B 1) Term 1: The Kite Runner The Ancient Mariner 2) Term 2: The Great Gatsby The Importance of WHAT IS NARRATIVE? WHAT IS THE DIFFERENCE BETWEEN A NARRATIVE AND A STORY? Aspects of Narrative What is the difference between Narrative and A story is simply the list of events that happened “all the various events that are going to be shown” Narrative is the way a story is told: “How the events and causes are shown and the various methods used to do this showing. Exploring aspects of narrative involves looking at what the writer has chosen to include or not include, and how this choice leads the reader to certain conclusions. Plot: the chain of causes and circumstances that connect the various events and place them into some sort of relationship with each other. Choose an extract/fairytale and in pairs fill in the following table 1) TO EXPLORE WHAT ELEMENTS MAKE UP A NARRATIVE. 2) TO ANALYSE AN EXTRACT AND IDENTIFTY THE DIFFERENT ELEMENTS OF A NARRATIVE AND HOW THIS AFFECTS THE STORY. WHAT DO YOU THINK ARE THE INGREDIENTS OF A NARRATIVE? • SETTING AND OTHER PLACES. • TIME AND SEQUENCE • POINT OF VIEW • OTHER VOICES • CHARACTERS AND CHARACTERISATION • FORM: GENRE ELEMENTS. HE DIED A HERO What is the story? Summarise the story in one line. How is the story changed into a narrative? Comment on some or all of the following: 1) Time and Sequence/Narrative Structure. 2) Point of View and Narrative voice. 4) Form: Genre Elements CHANGE THESE STORIES TO MAKE THEM MORE EMOTIVE 1. Man hit by robbers 2. One hundred soldiers killed by other troops. 3. Argument closes factory. 4. Train seats cut by teenagers. 5. Supporters run onto pitch. 6. Shortage of money creates problems in schools. 7. Trouble on roads after snowfall. 8. Player hits referee 9. House prices fall in Stevenage. 10.Political meeting ends in disturbance. ON YOUR MINI-WHITEBOARDS: What does the word story mean? 2. Write down the meaning of narrative. 3. Write down 5 aspects of narrative and what they IT WAS 7 MINUTES AFTER MIDNIGHT. THE DOG WAS LYING ON THE GRASS IN THE MIDDLE OF THE LAWN IN FRONT OF MRS SHEARS’ HOUSE. IT’S EYES WERE CLOSED. IT LOOKED AS IF IT WAS RUNNING ON ITS SIDE, THE WAY DOGS RUN WHEN THEY THINK THEY ARE CHASING A CAT IN A DREAM. BUT THE DOG WAS NOT RUNNING OR ASLEEP. THE DOG WAS DEAD. THERE WAS A GARDEN FORK STICKING OUT OF THE DOG. THE POINTS OF THE FORK MUST HAVE GONE ALL THE WAY THROUGH THE DOG AND INTO THE GROUND BECAUSE THE FORK HAD NOT FALLEN OVER. I BECAME WHAT I AM TODAY AT THE AGE OF TWELVE, ON A FRIGID OVERCAST DAY IN THE WINTER OF 1975. I REMEMBER THE PRECISE MOMENT CROUCHING BEHIND A CRUMBLING MUD WALL PEEKING INTO THE ALLEY NEAR THE FROZEN CREEK. THAT WAS A LONG TIME AGO, BUT IT’S WRONG WHAT THEY SAY ABOUT THE PAST, I’VE LEARNED HOW YOU CAN BURY IT. BECAUSE THE PAST CLAWS ITS WAY OUT. LOOKING BACK NOW, I REALIZE I HAVE BEEN PEEKING INTO THAT DESERTED ALLEY FOR THE LAST TWENTY-SIX YEARS. THE PICTURE OF DORIAN GRAY THE STUDIO WAS FILLED WITH THE RICH ODOUR OF ROSES, AND WHEN THE LIGHT SUMMER WIND STIRRED AMIDST THE TREES OF THE GARDEN, THERE CAME THROUGH THE OPEN DOOR THE HEAVY SCENT OF THE LILAC, OR THE MORE DELICATE PERFUME OF THE PINK-FLOWERING THORN. From the corner of the divan of Persian saddle-bags on which he was lying, smoking, as was his custom, innumerable cigarettes, Lord Henry Wotton could just catch the gleam of the honey-sweet and honeycoloured blossoms of a laburnum, whose tremulous branches seemed hardly able to bear the burden of a beauty so flamelike as theirs; and now and then the fantastic shadows of birds in flight flitted across the long tussore-silk curtains that were stretched in front of the huge window, producing a kind of momentary Japanese effect, and making him think of those pallid, jade-faced painters of Tokyo who, through the medium of an art that is necessarily immobile, seek to convey the sense of swiftness and motion. The sullen murmur of the bees shouldering their way through the long unmown grass, or circling with monotonous insistence round the dusty gilt horns of the straggling woodbine, seemed to make the stillness more oppressive. The dim roar of London was like the bourdon note of a The beginning is simple to mark. We were in sunlight under a turkey oak, partly protected from a strong gusty wind. I was kneeling on the grass with a corkscrew in my hand and Clarissa was passing me the bottle- a 1987 Daumas Gassac. This was the moment, this was the pinprick on the time map: I was stretching out my hand, and as the cool neck and the black foil touched my palm, we heard a man’s shout. We turned to look across the field and saw the danger. Next thing, I was running towards it. The transformation was absolute: I don’t recall dropping the corkscrew, or getting to my feet, or making a decision, or hearing the caution Clarissa called after me. What idiocy, to be racing into this story and its labyrinths, sprinting away from our happiness among the fresh spring grasses by the oak. There was the shout again, and a child’s cry, enfeebled by the wind that roared in the tall trees along the hedgerows. I ran faster. And there, suddenly, from different points around the field, four other men were converging on the scene, running like me. I SEE US FROM THREE HUNDRED FEET UP, THROUGH THE EYES OF THE BUZZARD WE HAD WATCHED EARLIER, SOARING, CIRCLING AND DIPPING IN THE TUMULT OF CURRENTS: FIVE MEN RUNNING SILENTLY TOWARDS THE CENTRE OF A HUNDRED ACRE FIELD. I APPROACHED FROM THE SOUTH-EAST, WITH THE WIND AT MY BACK. On either side the river lie Willows whiten, aspens quiver, Long fields of barley and of rye, Little breezes dusk and shiver That clothe the wold and meet the sky; Thro' the wave that runs for ever And thro' the field the road runs by By the island in the river To many-tower'd Camelot; Flowing down to Camelot. And up and down the people go, Four gray walls, and four gray towers, Gazing where the lilies blow Overlook a space of flowers, round an island there below, And the silent isle imbowers The island of Shalott. The Lady of Shalott. HOW DO DIFFERENT ASPECTS OF NARRATIVE TELL THE STORY? CHOOSE YOUR OWN EXTRACT AND ANNOTATE THE EXTRACT FOR THE DIFFERENT ASPECTS OF NARRATIVE. TIME AND SEQUENCE: KEY QUESTIONS 1. When do the key events occur? 2. Is there anything significant about the time in which the story is set? 3. Is the story told in any particular/significant ASPECTS OF NARRATIVE: TIME AND SEQUENCE CHRONOLOGICAL ORDER: THE ACTUAL SEQUENCE OF EVENTS AS THEY HAPPEN. 1) A MURDER IS PLANNED AND CARRIED OUT. 2) A BODY IS FOUND THAT YIELDS EVIDENCE. 3) THE DETECTIVE PURSUES A NUMBER OF CLUES AND IDENTIFIES THE KILLER. 4) A VIOLENT SHOOT-OUT LEADS TO THE DEATH OF THE VILLAIN. 5) THIS LEADS TO ANOTHER REVENGE KILLING. REFERS TO HOW TEXTS BEGIN, THE WORK THE AUTHOR DOES FOR THE READER AT THE BEGINNING OF THE TEXT. ESTABLISHMENT CAN INVOLVE INTRODUCING PEOPLE, PLACES, TIME AND SO ON. ___________Narrative: A story that starts at the end. Books may construct the whole narrative around one flashback and then return to where they began. ____________Narrative: Events usually unfold chronologically. The structure is comparable to how fictional books use chapters to break up a story. These usually follow on sequentially. ___________Narrative: This structure is the most simple and commonly used narrative structure; it refers to a structure that is told in the order in which events happen from beginning to end. These are sometimes known as cause’ and ‘effect’ narratives. Linear, Episodic, Circular. 1. May also be a dual narrative. E.g. One Day. 3. Fragmented Narrative. 1. Starts at the start and ends at the end. 2. E.g. Harry Potter. EMBEDDED NARRATIVE / FRAMING DEVICE • A STORY WITHIN A STORY. • FRAMING DEVICE: INTRODUCES THE STORY AND JUSTIFIES WHY IT’S TOLD. GIVES BACKGROUND INFO. HOW TO SPOT IT: IF A CHARACTER IS SUDDENLY REMINDED OF SOMETHING, SO HAS A FLASHBACK OR TELLS A SECONDARY STORY THAT INFORMS THE MAIN PLOT, THE THING THAT REMINDED THEM IS THE FRAMING DEVICE. THE STORY ITSELF IS THE EMBEDDED WHY? GIVE BACKGROUND INFO/RELEVANT INFORMATION ALLOW THE WRITER TO EXPLORE A CHARACTER FURTHER, OR GIVE CERTAIN ACTIONS CONTEXT OR JUSTIFICATION. REORDER THE MURDER SEQUENCE AND/OR REORDER YOUR FAIRYTALE. KEY TERMS: NARRATIVE STRUCTURE 2. Rising Action Choose any book that you have read and identify these key points. Does more than one event fit these OTHER STRUCTURAL FEATURES CRISIS (SIGNIFICANT MOMENT) CHARACTERS AND CHARACTERISATION 1. To explore how writers present characters? 2. To explore how characters can be used to influence a What are the significant character traits? How are these traits revealed? How are the character traits revealed through the form/structure and language. DRAW ONE OF THE FOLLOWING CHARACTERS. CAN YOU NAME YOUR CHARACTER? Label the features. •FRENCHMAN Why have you chosen these Stereotypes, Archetypes and Generic Types ________ ___________An instantly recognisable representation of a character that has been in use for a very long time. ______________________ A certain personality or type of person seen repeatedly in a particular genre. ____________________Simple characters that are only very superficial and depend on our knowledge of clichés to recognise them Narrative Persona: the unnamed “I” who sometimes narrates a story. The false hero The father of the princess AN EXTRACT FROM MARINER •LIST THE FEATURES OF THE MARINER. •WHAT ARCHETYPE DOES HE FIT? •HOW IS THE MARINER DESCRIBED? •CONSIDER THE LANGUAGE USED. How does the Mariner challenge stereotypes? How do characters go beyond stereotypes? THE ANCIENT MARINER It is an ancient mariner, And he stoppeth one of three ‘By thy long grey beard and glittering eye, Now wherefore stop’st thou me? The bridegroom’s doors are opened wide, And I am next of kin The guests are met, the feast is set: May’st hear the merry din’, He holds him with his skinny hand, ‘There was a ship’ quoth he. “Hold off! Unhand me grey-beard loon’. Eftsoons his hand dropt he. He Holds him with his glittering eyeThe wedding guest stood still, And listens like a three years’ child: The Mariner hath his will. The Wedding-Guest sat on a stone: He cannot choose but hear; And thus spake on that ancient man, The bright-eyed mariner. AN EXTRACT FROM KITE RUNNER HOW IS HASAN PRESENTED? THE KITE RUNNER I used to climb the poplar trees in the driveway of When we were children, Hassan and my father’s house and annoy the neighbours by reflecting sunlight into their homes with a shard of mirror. We would sit across from each other on a pair of high branches. We took turns with the mirror as we ate the mulberries, pelted each other with them, giggling. Laughing. I can still see Hassan up on that tree, sunlight flickering through the leaves on his almost perfectly round face, a face like a Chinese doll chiselled from hardwood: his flat, broad nose and slanting, narrow eyes like bamboo leaves, eyes that looked, depending on the light, gold, green even sapphire. I can still see his tiny low-set ears and that pointed snub of a chin, a meaty appendage that looked like it was added as a mere afterthought. And the cleft lip, just left of midline, where the Chinese doll maker’s instrument may have slipped or perhaps he had simply grown tired and careless. Sometimes up in those trees, I talked to Hassan into firing walnuts with his slingshot at the neighbour’s one-eyed German Shepherd. Hassan never wanted to, but if I asked really asked, he wouldn’t deny me. Hassan never denied me anything. That in the mortar---you call it a gum? Ah, the brave tree whence such gold oozings come! And yonder soft phial, the exquisite blue, Sure to taste sweetly,---is that poison too? Had I but all of them, thee and thy treasures, What a wild crowd of invisible pleasures! To carry pure death in an earring, a casket, A signet, a fan-mount, a filigree basket! Soon, at the King's, a mere lozenge to give, And Pauline should have just thirty minutes to live! But to light a pastile, and Elise, with her head And her breast and her arms and her hands, should drop dead! THE LOVELY BONES My name was Salmon, like the fish: first name Susie. I was fourteen when I was murdered on December 6 1973. In newspaper photos of missing girls from the seventies, most looked like me: white girls with mousy brown hair. This was before kids of all races and genders started appearing on milk cartons or in the daily mail. It was still back when people believed things like that didn’t happen. In my junior high yearbook I had a quote from a Spanish poet my sister had turned me on to, Juan Ramon Jimenez. It went like this: If they give you ruled paper, write the other way. I chose it both because it expressed my contempt for my structured surroundings a la the classroom and beause not being some dopey quote from a rock group. I thought it marked me as literary. I was a member of the chess club and chem club and burned everything I tried to make in Mrs Delminico’s home ec class.

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An angle is made of two rays that share an endpoint. That common endpoint is called the vertex of the angle. The two rays are called the sides. The space between the two sides is called the interior of the angle. The angle in the diagram above can be named <ABC, <CBA, <B, or <1. It cannot be named: <CAB, <BAC, <BCA, or <ACB, because those orders of points don’t outline the actual angle pictured (the vertex B isn’t named in the middle of the order like it is supposed to be). Note: Using the version of naming <B (only using the vertex) only works when only one angle is using that point as the vertex. If more than one angle are using a vertex, you must use the three point method. The size of the opening of an angle is described using degrees. Angles can be classified as: Acute- measure is less than 90º Right- measure is equal to 90º Obtuse- measure is greater than 90º, and less than 180º Straight- measure is equal to 180º Types of Angle Pairs Complementary- two or more angles whose measures add up to 90º Supplementary- two or more angles whose measures add up to 180º Adjacent- two angles that share a common vertex, a common side, and whose interiors don’t overlap. Linear Pair- two adjacent angles whose non-shared sides form opposite rays. Vertical Angles- the non-adjacent angles formed by two intersecting lines.

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This is an expanded version of a previous guide. The present guide includes additional information about resistivity and power. About conventions regarding signs: Conventional current is positive current. We now know--unlike in Ben Franklin's day--that electric current is due to the movement of electrons; hence, electrical current is negative current. Ben Franklin didn't know that and assumed the opposite. His convention stuck and so now we conventionally talk about current as the movement of positive charge even though we know otherwise. The physics still works out as long as we make the direction of positive current opposite that of electron current. Generally, when we just say current without an adjective, we mean conventional (positive) current. Note that inside a battery, the direction of positive current is from the negative to the positive terminal while in the circuit outside the battery, positive current goes from positive to negative. symbol I represents conventional current. That doesn't mean, however, that you can't get negative values for I. If you solve a circuit problem and I comes out negative, that may just mean that the conventional current is in the opposite direction as you thought. You'll find that the textbook often uses the symbol V to represent potential difference (sometimes called voltage for short). However, it makes more sense to represent potential difference with a symbol that means change, namely ΔV. This represents the difference of potential between two points in a circuit. If the points are a and b, then another way to write this is ΔV = Vba = Vb - Va. This makes it clear that potential difference can be positive or negative. Note that inside a battery, the potential rises from the negative to the positive terminal while in the circuit outside the battery, potential falls from positive to negative. Electrical resistance is always positive. The definition of electrical resistance is R = -ΔVr/I. How do you get a positive number out of that? Well, when positive current passes through a resistor, the change of potential across the resistor is negative. So -ΔVr is positive. symbol P for power represents a positive number. For a battery, then, P would represent a gain while for a resistor, P would represent a loss. ||I = Q/t ||C/s or A ||Conventional current is taken to be positive current. ||ΔV or Vba ||ΔV = ΔUel /Q ||Potential difference is the change in electrical potential energy per unit charge as charge Q moves from point to point in a circuit. This is referred to as voltage and represented by V in the textbook under the assumption that the lower potential is always 0. In your problem solutions and lab work, avoid use of the naked V symbol. ||R = -ΔVr /I ||Since ΔVr across a resistor is negative (from + to -) and current is positive (from + to -), the quantity R = -ΔVr /I is always positive. ||R = ρL/A ||The resistivity characterizes the resistance of a wire of length L and cross-sectional area A. The resistivity depends on the material and may also be influenced by temperature. ||ρ = ρo[1 + α(T - To)] ||The temperature coefficient of resistivity characterizes how the resistivity of a material depends on temperature. In the formula, ρo is the resistivity at some reference temperature, and ρ is the resistivity at a temperature ΔT different from the reference ||P = |ΔUel |/Δt ||The absolute value of the change of electrical potential energy per unit time is the power. Letting P always represent a positive quantity is conventional. In a battery where electrical potential energy is gained from the negative to positive terminal, P would represent a power gain. In a resistor where electrical potential energy is lost from the positive to negative side, P would represent a power loss. This is sometimes referred to as power dissipation. ||The fact that charge is conserved leads to the conclusion that the current is the same in all parts of a single loop circuit. From the definition of current, I = Q/Δt. For a given Δt, equal charge means ||The total change in electric potential energy ΔUel around a circuit is 0. All the energy produced by the battery is used in the circuit. Now ΔUel = QΔV, where ΔV is the difference potential around the circuit. But the difference of potential in returning to the same point must be 0. Another way of saying this is that the algebraic sum of all the potential differences around a circuit must be 0. This is simply an expression of conservation ΔVr is proportional to I ΔVr = -RI, where R is constant |Note the difference in the way we express this law from that in the text. Again, we emphasize that there is a difference of potential. We also emphasize the proportionality between the difference of potential across a resistor and the current in the resistor. The constant of proportionality is -R. The negative sign is needed, because ΔVr is negative for positive current in a resistor. Note that Ohm's Law isn't obeyed for many circuit components and hence, doesn't have the stature of, say, the Law of Gravitation or Newton's Laws. |Power production in a battery ||Pb = I |ΔVb| ||The power gain in a battery is the increase of potential across the terminals multiplied by the |Power dissipated in a resistor Pb = |ΔVr|2/R |The power dissipated in a resistor can be expressed either as the square of the potential difference across the resistor divided by the resistance or as the square of the current in the resistor multiplied by the resistance. A derivation of this is given below. More about power in a simple circuit of a battery and resistor shown above. Positive charge Q passing from D to A in the battery gains electrical potential energy , where is the difference of potential across the battery. The power gain Pb is: Positive charge Q passing from B to C in the resistor loses electrical potential energy , where is the difference of potential across the resistor. The power loss Pr is: Here is an alternative derivation for Pr:

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Characteristics of Federalism The following are the important characteristics of federalism also known as federal form of government. Supremacy of the Constitution an important Feature of Federalism A federation is an agreement between two or more sovereign states to create a new state in which each will exercise specific powers. This agreement is in the shape of the constitution. The constitution defines and explains the powers and the jurisdiction of each government. For this purpose the constitution is considered to be the supreme law in the federation. No central or provincial, which is against the constitution, can be enforced. Similarly if a change is desired in the constitution, it must be according to the method provided by the constitution. Supremacy of the constitution means: - A Written Constitution:Since it is an agreement, it must be in the written form so that there are no doubts about the powers and functions of each set of government. A written thing is generally very clear. - Rigid Constitution: It means that there should be a definite and difficult method of amending the constitution. In this way it will remain supreme. - Sovereignty of the Amending Body: Since both the federal and the provincial government derive their powers from the constitution, neither can be sovereign. So sovereignty lies with the body which has the power to amend the constitution. Distribution of Powers In federalism the powers are divided between the federal and the provincial governments. There is no uniform method for the distribution of powers. The general and the basic principle is that matters of local importance are given to the provinces and that of national importance to the federal government. Besides this there are the following three methods of distribution of powers commonly used in the world today: - American Method: Under this method powers of the central government are written down and the remaining powers known as the residuary powers are given to the provinces. The aim behind this method is to keep the center weak and the provinces strong. This method is used in the USA. - Canadian Method:This is just opposite of the American method. Under this system the powers of the provinces are written down in the constitution and residuary powers are given to the federal government. The idea is to make the center strong. This method is used in Canada. - Indian Method: This method was introduced in India under the Act of 1935. Under this method three lists are drawn. One contains the powers of the federal government called the Federal List. Similarly there is the Provincial List and then there is the third list, which is, called Concurrent List containing the powers, which can be exercised by both the governments. In case of conflict between the federal and provincial law regarding the concurrent subject, the central law will prevail.

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As African Americans fought racial prejudice in the United States following the Civil War, some black leaders proposed a strategy of accommodation. The idea of accommodation called for African Americans to work with whites and accept some discrimination in an effort to achieve economic success and physical security. The idea proved controversial: many black leaders opposed accommodation as counterproductive. Booker T. Washington served as the champion of accommodation. Born a slave in 1856, Washington received a degree from the Hampton Institute before being invited to head up the Tuskegee Institute in Alabama. At Tuskegee, Washington used industrial education to promote accommodation by African Americans. Because of his background, Washington recognized the difficulties faced by southern blacks in their quest for civil rights. He knew firsthand that during the 1860s and 1870s whites in the South found it hard to accept African Americans as free. No one argued against the end of slavery, but most whites in the former Confederacy actively opposed black civil rights. Southern whites wanted to keep African Americans as a laboring force and as second-class citizens, and they passed laws, known as the black codes, designed to reinforce racial subjugation. Washington understood the strong racial prejudice that still existed in the South. His approach to accommodation was designed to appease the white establishment while steadily promoting African American rights. By deferring to whites and playing the role of a second-class citizen in the company of southern whites, Washington was able to promote himself and his ideas. He also allied with southern white planters and businessmen against the poorer classes. Blacks tended to be used as strikebreakers, since they were denied membership in most labor unions. These actions helped win over many industrialists to support opportunities for African Americans. At the same time, however, Washington's accommodation approach isolated black workers in relation to white workers, who saw the African Americans as strikebreakers. Washington's views on accommodation were common among black southerners during the last half of the nineteenth century. Every day, African American laborers and sharecroppers deferred to the system of racial segregation in the South in order to work and provide for their families. Even the black politicians who were elected to state and national political offices during Reconstruction, including Hiram Revels and Blanche Bruce, the first two African Americans elected to the U.S. Senate, found themselves taking up an accommodation role. While Revels and Bruce worked to introduce legislation to protect African American rights, the two senators usually voted with the leaders of the Republican Party. Because of his position as president of Tuskegee, Washington was asked to give an address at the Atlanta Exposition in 1895. The speech, which became known as the “Atlanta Compromise,” outlined the idea of African American accommodation. In his autobiography Washington recounted that he promoted friendship and cooperation between the races as a means of acquiring civil rights. He urged whites to give blacks opportunities in agriculture, mechanics, and commerce. He downplayed the necessity of social equality, instead claiming that African Americans sought economic unity. Washington finished by stating that through their work blacks proved themselves vital to the South and its economy, earning respect from whites and thus achieving equal rights. He told his audience, “In all things that are purely social we can be as separate as the fingers, yet one as the hand in all things essential to mutual progress.” Washington's ideas received some support among African Americans. In his autobiography, Frederick Douglass urged African Americans to stay in the South, which was dependent on black labor. Like Washington, Douglass felt that this dependence provided an advantage for African Americans. Black labor touched the South economically and thus was a more powerful force than any protest, fight, or political action. Not every African American leader agreed with the practice of accommodation. The civil rights leader W. E. B. Du Bois, who had a PhD from Harvard, was the most prominent critic. Du Bois openly challenged Washington in his book The Souls of Black Folk, in which he argued that accommodation failed to support African American civil rights and higher education. He believed that blacks should pursue social and political equality as well as a classical education. As citizens, Du Bois argued, African Americans deserved immediate equality and he stated that they should help themselves, not rely on assistance from whites. According to Du Bois, Washington and other supporters of accommodation hurt efforts for equal rights by accepting second-class status. By the twentieth century the practice of accommodation had fallen out of vogue. More African Americans supported the ideas of leaders like Du Bois. While Washington's views no longer remained popular, they held merit. Through accommodation, freed slaves established themselves in a hostile world. Washington and the policy of accommodation received support from white Americans; this, in turn, allowed African Americans to achieve some recognition of civil rights, which might not have occurred during the late 1800s. The idea also influenced later generations of black leaders, including Martin Luther King Jr. and his practice of nonviolent protest. Accommodation, though, remains a controversial topic, praised by some leaders and condemned by others. Douglass, Frederick. The Life and Times of Frederick Douglass (1881). London: Wordsworth, 1996.Find this resource: Du Bois, W. E. B. The Souls of Black Folk. Greenwich, CT: Fawcett, 1963.Find this resource: Washington, Booker T. Up from Slavery. New York: Penguin, 1986.Find this resource:

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Download file to see previous pages... This class of people controlled nearly all religious offices plus issued partum auctoritas (final assent) to some of the decisions passed by the Roman assemblies. The rich had more influence on politics at that time. However, in staying in a Roman Republic and still subjected to injustice just like the eras of Kings, the poorer Roman citizens were not happy with how the current government became ran. Due to unfair distribution of land and debts, the plebians (poorer Roman citizens) became prompted to form their own assemblies and withdraw from certain city-states. The plebians principal demands remained debt relief plus equitable distribution of conquered territory to Roman citizens. In 287 B.C., wealthier, land rich plebians managed to achieve political equality to the patricians with the Conflict of orders in place. Hence, there was a rebirth of the political system consisting of plebians and patricians, a power-sharing partnership which remained up to the late 1st century B.C. The Republic had a government running it. The government had three main parts: The consuls, the assemblies and the senate. Rome managed to grow and become a metroplolis consisting of a capital city and vast conquered territory. Roman Republic had provinciae (administered territories) outside Italy like Spain, Sicily, Sardinia, and many others. As the new government acquired more wealth, so did the Roman citizens benefit. The Republic had a strong Army in place responsible for winning many battles and acquiring new territories. With Roman soldiers winning more battles and getting rewarded more, they became more loyal to their generals than the state. During the same period, Rome became increasingly plagued by many slave uprisings since they were the majority and covered most lands. Between 135-71B.C., there were 3 ‘servile wars’ that involved slaves against the Roman state. The worst of them was the third and was under the command of Spartacus, a gladiator. Furthermore, in 91 BC, social war broke out over dissent between Rome and Italy. Italy often contributed men in Rome’s military campaigns but received no rewards for their help contributed to the social wars. This led to them breaking away from Rome and becoming independent. Romans started also to wage wars with their previous allies too, like Jugurtha. In 111BC to 104 BC, the Jugurthine war became fought between Jugurtha of North Africa and Rome. Jugurtha became finally captured through treachery instead of a battle. In addition, we also had the wars between the Romans and the Carthaginians. The second Punic war involved Hannibal, a Carthaginian that attacked Rome. This had much impact on the Romans since they could not defeat Hannibal for 15 years. The Rome mastered and improved their military warfare after endless attempts in fighting with the great commander. It became the tactful help of a Roman, Scipio Africanus, that attackeds Carthege capital leading to the defeat of Hannibal in the battle of Zama. Internal unrest reached its peak as evidenced by two civil wars caused by Lucius Cornelius Sulla, a consul in the beginning of 82 BC. The Roman army led by Sulla overthrew the Republic and paved way to the founding of the Roman Empire. The new wealth generated social break down and led to political turmoil, which eventually led to collapse of the Republic. In fact, they had issue of people trying to kill those in power in order to overthrow them. For instance, the first Catiline’s conspiracy occurred when Catiline intended to slaughter the new counsels on the day of election and name himself as head of office. In addition, Tiberius Gracchus got killed due to his stand to pass a law that would leave the rich ...Download file to see next pagesRead More This research explores what has changed from the Roman republican era through to the imperial period, what has stayed the same and some possible reasons of this. Looking to Roman history, politics and culture essay explains what was happening to the art and culture of the Romans. Polybius shows the reader what functions belong to every form of power: the consuls embody the monarchical element, the senate is the aristocratic element and people are the democratic element. This situation existed at the time of greatest prosperity of the Roman state, and survived with little change in the time of Polybius. The explanation of the Roman government structure shows that living in Rome could be a double edged sword. As long as all three parties work unanimously and decide upon decision with equal consultation form all parties, one could never argue about the discrepancies in the divisions of the government ruling. The Roman Republic that was in existence between 509-31 BC was more of a union of several states under the control of a central authority that was representative. In terms of structure, the Roman Republic was a three-tier form of government comprising of the executive branch headed by a magistrate/consul, executive branch made up of several hundreds of senators, and lastly the Assembly of Tribes that was made up of the rest of citizens. The author’s deviation from a Catiline biography to an account of observations and perceptions on the Roman society makes this document a primary account of the existing Roman society around 50 B.C. His narration is a perfect source for the classic concept of the rise and fall of European empires. Originally a small provincial town, Rome rose to prominence and produced astounding strengths, which was then lost when Rome became incapable of defending its governing structures of the republic. It is the purpose of this study to highlight these events, giving reasons that led to the decay of the Roman Republic, and the rise of the Roman Empire. was little more than an armed camp of brigands" that ended up becoming "the greatest man-made power the world had ever seen" (par. 2). The Roman Empire was largely built on military strength, political stability, and advanced infrastructure. Many of these factors were adapted by the Romans in a way that had never before been seen, essentially putting Rome on the cutting edge of civilization.

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Flowers use petals to help them attract pollinators such as bees, insects, birds and bats. These pollinators collect nectar, a sweet source of food, from the flowers. While collecting nectar, the pollinator gets pollen on its body from the male parts of the flower. The pollinator then flies to another plant and spreads the pollen to the female parts of that flower. To create a seed, the pollen from one flower must land on the stamen of another. Once the pollen lands on the stamen, it travels to the flower's ovaries where it fertilizes the egg. Fertilized eggs become seeds, and the ovary around the egg becomes a fruit. Most flowers contain both male and female parts, but they have mechanisms that help prevent the pollen from fertilizing the egg in the same flower. This allows the plant to better ensure the genetic diversity of the next generation. Not all plants work this way, however. Some plants do not use pollinators to spread their pollen but instead take advantage of the wind to move pollen from one flower to another. Some trees also have separate flowers that are either male or female.

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Critical thinking math activities middle school Critical thinking brain teaser worksheets brain teaser version 1: requires street smarts and mixed math logic brain teaser version 3. Math worksheets so they can show their critical thinking thanksgiving math activities new science resources help middle-schoolers develop science. Back to school archive icebreaker activities work sheet library: critical thinking: grades 6 with your students to build a wide variety of critical thinking. Co-op logic and critical thinking class harder activities logic and critical thinking – middle school children are the perfect age to dive deep into logic. Critical thinking, a common core requirement, is often a challenge at the middle school level various strategies can be used to teach students how. Middle school intro math encourage them to develop critical thinking gives you insights on how to use lego education to teach middle school students. The lessons and activities the math concepts and critical thinking skills necessary for success algebra students in middle school or. 50 activities for developing critical thinking skills - spers. Find and save ideas about critical thinking activities on pinterest | see more ideas about thinking skills, think education and blooms taxonomy verbs. High school teachers junior high the following are among the most relevant pages and articles on incorporating critical thinking concepts into high school. Check out these 10 great ideas for critical thinking activities and see how 10 great critical thinking activities that engage your students with the middle. 81 fresh & fun critical-thinking activities engaging activities and reproducibles to develop kids’ higher-level thinking skills by laurie rozakis. Critical thinking is a skill that students develop gradually as they progress in school this skill becomes more important in higher grades, but some students find it difficult to understand the concept of critical thinking. Provide lessons and activities that require problem solving and critical thinking and administrator middle school principal and director at the district. Junior high school teachers (6-9) the most relevant to incorporating critical thinking concepts into junior high school critical thinking competency. Math activities for middle school enrichment: critical thinking at a critical age gifted math activities for middle school students august, 2012, by the critical thinking co™ staff. Logic puzzles worksheets & riddles worksheets make learning more exciting while simultaneously testing your child’s critical thinking skills with our logic puzzles worksheets and riddles worksheets. Watch a lesson that helps students build higher order thinking skills this middle school literature lesson brings in the them to become critical thinkers. Critical thinking activities – math circles we also add in critical thinking activities simply called challenge math for the elementary and middle school. Math, logic and critical thinking elementary and middle school mathematics and middle schools by dr g lenchner the math olympiad contests. Critical thinking worksheets for teachers used in engaging students in the advanced levels of thinking we have brain teasers and mad libs too. Critical thinking math activities middle school The 4 c’s is a challenge based learning course where students collaboratively explore research to identify a problem or challenge that is important to them. How can i help my child think critically in math critical thinking activities in patterns, imagery, and logic brain school. Background beliefs when two people have radically different background beliefs (or worldviews), they often have difficulty finding any sort of common ground. Fun critical thinking activities for students increase critical thinking through authentic instruction then slam your answer down in the middle of the table 6. Middle school junior high thinking skills i abcteach provides over 49,000 critical thinking, and research use math and reasoning to solve the problems. Fun outdoor math activities for high school k5 critical thinking skills thinking skills fun outdoor math activities for middle school generated on. Middle school, grades 6 - 8 students to develop critical thinking skills and a love of learning through multi-sensory activities. Creative & critical thinking activities for the middle or high school classroom five creative & stimulating activities to use as warm-ups or time-fillers that will. Free | more math worksheets stem activities workbooks middle school math and pre-algebra math skills, and critical thinking. Printables for 6th-8th grade how game design can support your kid's problem-solving and critical thinking skills advertisement math activities for. Use these tips to encourage your child’s critical thinking skills at home to help your child become a critical thinker critical thinking: math activities. High school math math prek-k critical thinking activities critical thinking company featured critical thinking & logic resource.

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A chemical reaction happens if you mix together an acid and a base. The reaction is called neutralisation. A neutral solution is made if you add just the right amount of acid and base together. Neutralisation is an exothermic reaction, so the reaction mixture warms up during the reaction. Metal oxides act as bases. Here is the general word equation for what happens in their neutralisation reactions with acids: metal oxide + acid → a salt + water The salt made depends on the metal oxide and the acid used. For example, copper chloride is made if copper oxide and hydrochloric acid are used: copper oxide + hydrochloric acid → copper chloride + water CuO + 2HCl → CuCl2 + H2O Metal hydroxides act as bases. Some of them dissolve in water, so they form alkaline solutions. Here is the general word equation for what happens in their neutralisation reactions with acids: metal hydroxide + acid → a salt + water As with metal oxides, the salt made depends on the metal hydroxide and the acid used. For example, sodium sulfate is made if sodium hydroxide and sulfuric acid are used: sodium hydroxide + sulfuric acid → sodium sulfate + water 2NaOH + H2SO4 → Na2SO4 + 2H2O Notice that a salt plus water are always produced when metal oxides or metal hydroxides react with acids. Most carbonates are usually insoluble (they do not dissolve in water). They also neutralise acids, making a salt and water, but this time we get carbon dioxide gas too. Here is the general word equation for what happens: metal carbonate + acid → a salt + water + carbon dioxide The reaction fizzes as bubbles of carbon dioxide are given off. This is easy to remember because we see the word 'carbonate' in the chemical names. For example, copper carbonate reacts with nitric acid: copper carbonate + nitric acid → copper nitrate + water + carbon dioxide CuCO3 + 2HNO3 → Cu(NO3)2 + H2O + CO2 Here are some ways neutralisation is used:

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LESSON 1: ORAL COMMUNICATION Oral communication implies communication through mouth. It includes individuals conversing with each other, be it direct conversation or telephonic conversation. Speeches, presentations, discussions are all forms of oral communication. Oral communication is generally recommended when the communication matter is of temporary kind or where a direct interaction is required. Face to face communication (meetings, lectures, conferences, interviews, etc.) is significant so as to build a rapport and trust. Oral communication fulfills a number of general and discipline-specific pedagogical functions. Learning to speak is an important goal in itself, for it equips students with a set of skills they can use for the rest of their lives. Speaking is the mode of communication most often used to express opinions, make arguments, offer explanations, transmit information, and make impressions upon others. Students need to speak well in their personal lives, future workplaces, social interactions, and political endeavors. They will have meetings to attend, presentations to make, discussions and arguments to participate in, and groups to work with. If basic instruction and opportunities to practice speaking are available, students position themselves to accomplish a wide range of goals and be useful members of their communities. 1.1 ELEMENTS OF ORAL COMMUNICATION 1. Knowledge and Clarity- The first essential element of effective oral communication is having knowledge about the subject you are talking about and presenting a clear message to others. It is hard to effectively communicate if you are talking about something you know nothing about. When giving a presentation or speech, research the subject thoroughly and present it in a way that offers a clear message to the audience. Give accurate information and make sure you present the information in a logical sequence. 2. Listen attentively- One element of effective oral communication is...

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Years 1 & 2: Number and Place Value This list consists of activities, games and videos designed to support the new curriculum programme of study in Years 1 and 2. Containing tips on using the resources and suggestions for further use it covers: Year 1: counting, reading and writing numbers to 100 (in numerals) and in multiples of twos, fives and tens, identify one more/one less, identify and represent numbers using objects and pictorial repesentations and read and write numbers 1-20 in words. Year 2: count forwards and backwards in steps of 2,3,5 from 0 and in tens, place value of two digit numbers, identify, represent and estimate numbers using different representations, compare and order numbers (0-100) using <,>, = signs, read and write numbers in numerals and solve problems using place value and number facts. Visit the primary mathematics webpage to access all lists: www.stem.org.uk/primary-maths Links and Resources A treasure chest of 40 activity work sheets and games linked to many of the mathematical topics in KS1. Many activities allow children to become confident at recognising numbers as numerals and pictorial representations before recognising them as words. Sheets 1 and 2 help children practise recognising and ordering numbers. On sheet 5 (page 19) children recognise numbers from pictorial representation, then write the number in numerals and words. Sheet 27 (page 61 on pdf) practises placing numbers on number lines. Sheet 36 looks at recognising and ordering numbers. The activity on page 18 of the PDF looks at developing the idea of more, fewer and the same when looking at sets of bears. This activity is designed to be used with concrete objects such as plastic bears but could be used as a worksheet to complement the teaching of number. Page 80 on the PDF contains an activity which introduces odd and even numbers and includes a game to practise this idea. The book contains many other activities for teaching number and place value. Sometimes we just need a different activity, game or worksheet so children may consolidate or practise learning of a specific topic. Aimed at Year 1 this resource provides many activity ideas for counting, reading, writing and recognising numbers using practical tasks. It could be used as an added extra to support/extend or revise number skills. Topic 15 looks at sets of 6-10, numerals and number names, with many activities including: making a multilink town, bead threading and picture bingo. Aimed at Year 2, this resource provides games and activities, including photocopiable worksheets. They could be used with the whole class or with smaller groups practising specific topics. Topic 18 provides many activity ideas for ordering to 30, using < and > signs. One activity idea uses multilink to build concrete representations of numbers before writing out number statements using the < and > signs. Other topics in this resource look at counting, grouping and ordering numbers and finding patterns within the number system. This video shows an interesting method of introducing place value. Children visualise calculations as they create 'maths stories' by moving cups, or cards, between the resources and maths tables. It is a great way of moving children on from concrete to abstract ideas when teaching place value and number work.

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Unit 5: Memory You remember an incredible amount of information every day - your phone number, how to get to your best friend's house, your first grade teacher's name, the math lesson you learned yesterday, and all the information you've studied for your upcoming mid-year exams. How do you acquire information, store it, and later retrieve it? That is what we will explore in the memory unit. We will look at the basic processes of short and long term memory, including strategies for remembering information. It is also important to learn about not only how we remember information, but also how we forget it. How long can we remember information? What types are remembered best? Also, how reliable are our memories? The answers may surprise you, and we'll have fun with lots of memory demonstrations along the way.

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A plurals mat showing the rules for making nouns plural. The mat can be laminated and pupils can refer to these to help with forming plurals. Rules include those for: - regular nouns - adding 's' - nouns ending in 'ch' , 'sh', 'x' and 's' - nouns ending in 'f' and 'fe' - change 'f' to 'v' and add 'es' - nouns ending in 'y' preceded by consonant - change 'y' to 'i' and add 'es' - nouns ending in 'o' adding 's' or 'es' - irregular pupils ie goose - geese, foot - feet, ox - oxen etc This resource is appropriate for primary aged pupils and older SEN students. More Plurals Resources Thinking of publishing your own resources or already an author and want to improve your resources and sales? Check out this step-by-step guide. How to Become a Successful TES Author: Step by Step Guide

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