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This quiz addresses the requirements of the National Curriculum KS1 Maths and Numeracy for children aged 5 and 6 in year 1. Specifically this quiz is aimed at the section dealing with recognising, finding and naming a half as one of two equal parts of an object, shape or quantity. It gently introduces them to fractions. Halving numbers or groups of objects is often young children’s first experience of fractions. They may relate this to cutting one object in two, dividing by two or sharing one group into two equal parts. Children should recognise that for halving to be accurate, both parts should be equal in size or amount. You've had your free 15 questions for today. Interested in playing more? You'll need to subscribe. If you are a student, visit our Students page. If you are a teacher, sign up for a free 30-day trial. (We will require your email address at the school for verification purposes.)

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Greater than, usually denoted by the symbol ">", is the condition when something is not less than ("<") or equal to ("=") something else. If the first something ("A") and the second something ("B") are unique then > is the opposite of <, otherwise > is the opposite of <=. In the event of A and B always being identical then the condition of A > B is equal to A < B, by virtue of A = B. In the mathematical realm of logic, any statement which is true is called "true" and any statement which is false is called "false". For example, 5 > 3 is obviously true, so we say "5 > 3 = true". Similarly, "3 > 5 = false". From this we find that if A > B = true then it follows that A <= B = false. Computers run entirely on logic propositions such as these. For example, just seconds before you save your latest masterpiece the word processor will consider "user data > a rest", and if the answer is "false" then you lose the lot. This utilisation of raw pure logic represents the infallibility of software. In addition, computers use binary notation to represent everything. So the condition "false" is represented by the value 0 and the condition "true" is represented by the value 1. From this, computers will consider 5 > 3 = 1 and 3 > 5 = 0. Since the > comparison can be performed by a subtraction, such that 5 > 3 = (5-3 > 0) = (2 > 0) = true, we can rephrase the statements as follows: 5-3 = 1 and 3-5 = 0. We all know that 5-3 = 2 and 3-5 = -2 and we have just proven that 2 = 1 and -2 = 0, hence it is conclusively proven that 1 = -0. As an extension of comparing numbers it is possible to compare other items. For example, when playing chess, a rook > a pawn = true; and a king > everything = true. Similarly, everybody knows that apples > oranges = true. It is left as an exercise for the reader to prove (Uncyclopedia > Wikipedia) = true. |Letters of the Alphabet:| |Sleep||Web browser||Prev||Play||Stop||Next||Mute||Volume up||Volume down||CTRL-ALT-DEL||Launch Nuke||LOL!||Produced by | N o b o d y c a r e s ® |Ctrl||FN||Linux||Alt||s p a c e b a r||Alt Gr||Win||Cmd||Ctrl||←||↓||→||0||.|

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About This Chapter Who's it for? This unit of our 9th Grade English Homeschool course will benefit any student who is trying to learn about proper punctuation use. There is no faster or easier way to learn about punctuation in writing. Among those who would benefit are: - Students who require an efficient, self-paced course of study to learn about commas, colons and semicolons, dashes, hyphens, parentheses and other punctuation. - Homeschool parents looking to spend less time preparing lessons and more time teaching. - Homeschool parents who need an English curriculum that appeals to multiple learning types (visual or auditory). - Gifted students and students with learning differences. How it works: - Students watch a short, fun video lesson that covers a specific unit topic. - Students and parents can refer to the video transcripts to reinforce learning. - Short quizzes and the Punctuation in Writing unit exam confirm understanding or identify any topics that require review. Punctuation in Writing Unit Objectives - Study the subordination and coordination of independent and dependent clauses. - Understand how commas can be used to avoid confusion in a sentence. - Discover the uses of commas to separate contrasting parts and nonessential elements. - Learn how to correct fragments, comma splices and run-on sentences. - Examine the differences between colons, semicolons and periods. - Explore the uses of such punctuation as parentheses and apostrophes. 1. Apostrophe: Use & Examples In this lesson, we will learn about the apostrophe and how it's useful to us. See a few examples of common apostrophe mistakes and learn how to correct them. 2. Commas: Correct Usage & Basic Rules Think that you know commas? You may be surprised. Even the most experienced writers have problems remembering all the rules. Learn the basics of comma usage in this first of two lessons on the comma. 3. Comma Usage: Avoid Confusion in Clauses & Contrasting Sentence Parts Learn more about comma usage from the pros! There are just too many ways to use the comma (it's a basic punctuation mark, after all) to fit in one sentence. Watch here to learn about some of the more common traps students fall into when trying to put commas in the right place. 4. Exclamation Mark: Use & Meaning The exclamation mark (!), also called the exclamation point, is a form of punctuation that is sometimes used at the end of a single word, phrase or complete sentence. Its goal is to express an extremely strong and intense statement. 5. Independent & Dependent Clauses: Subordination & Coordination This lesson is about independent and dependent clauses, and how they make up a sentence. Dependent clauses, like the name suggests, rely on other elements in a sentence. Independent clauses, on the other hand, can stand alone. Learn more in this lesson. 6. Parentheses and Dashes: Correct Usage Parentheses and dashes are two different (but often confused) ways of setting off a chunk of information within a sentence - do you know how to use them correctly? 7. Punctuation: Using Colons, Semicolons & Periods Periods, colons, and semicolons all have the ability to stop a sentence in its tracks, but for very different purposes. In this lesson, learn how and why we use them in our writing. 8. Question Mark: Definition & Use A question mark (?) is a form of punctuation placed at the end of a sentence. Its main purpose is to specify a query or question. In this lesson, we will take a look at when you should and should not use a question mark in your writing. 9. Sentence Fragments, Comma Splices and Run-on Sentences Sentence fragments, comma splices, and run-on sentences are grammatical and stylistic bugs that can seriously derail an otherwise polished academic paper. Learn how to identify and eliminate these errors in your own writing here. 10. Using Hyphens, Brackets, Ellipses & Quotation Marks Writing not only consists of letters and words but many forms of punctuation. Watch this video lesson to learn about four types of punctuation: hyphens, brackets, ellipses, and quotation marks. 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 9th Grade English: Homeschool Curriculum course - Introduction to Prose - 9th Grade: Homeschool Curriculum - American Novelists - 9th Grade: Homeschool Curriculum - American Short Story Authors - 9th Grade: Homeschool Curriculum - Ancient Literature - 9th Grade: Homeschool Curriculum - British Fiction Writers - 9th Grade: Homeschool Curriculum - Contemporary Fiction - 9th Grade: Homeschool Curriculum - Dramatic Literature - 9th Grade: Homeschool Curriculum - Dramatic Works - 9th Grade: Homeschool Curriculum - Poetry Analysis: Homeschool Curriculum - Literary Terms - Definitions & Examples: Homeschool Curriculum - Text Analysis and Close Reading - 9th Grade: Homeschool Curriculum - Introduction to High School Writing - 9th Grade: Homeschool Curriculum - Types of Essay - 9th Grade: Homeschool Curriculum - The Writing Process - 9th Grade: Homeschool Curriculum - Writing Conventions - 9th Grade: Homeschool Curriculum - Using Source Materials - 9th Grade: Homeschool Curriculum - Common Usage Errors - 9th Grade: Homeschool Curriculum - Preventing Capitalization & Spelling Errors: Homeschool Curriculum - Elements of Grammar - 9th Grade: Homeschool Curriculum

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Electronegativities of the elements data page Determination of oxidation state[ edit ] While introductory levels of chemistry teaching use postulated oxidation states, the IUPAC recommendation and the Gold Book entry list two entirely general algorithms for the calculation of the oxidation states of elements in chemical compounds. Simple approach without bonding considerations[ edit ] Introductory chemistry uses postulates: This approach yields correct oxidation states in oxides and hydroxides of any single element, and in acids such as H2SO4 or H2Cr2O7. Write the constituent elements and. Criss-cross the reduced valency numerals and write them as subscripts at bottom right hand side of the symbols. The subscript 1 is not written. Thus, the formula of the compound is CO2. The positively charged part is called cation or electropositive radical or basic radical whereas negatively charged part is called anion or electronegative radical or acidic radical. An ion behaves as single unit in reactions. Thus, An ion is an atom or group of atoms, carrying positive or negative charge, that behaves as a single unit in reactions. An ion containing only one atom is known as simple ion namely simple cations, simple anion and oxoanion whereas an ion containing two or more than two atoms is known as polyatomic ion or compound ion. The charge on the ion is known as valency of the ion. Simple Cations The name of element is written. The oxidation state is placed after the name of the element plus the word ion. The oxidation state is put in parenthesis in capital Roman numerals, with no space in between. The fixed oxidation states of an element is shown. Formulae of some common electropositive ions are given in Table Simple Anions Anions are named by adding suffix -ide for the last two or three letters in the name of the atom plus the word ion see Table For examlple, chloride ion, oxide ion, etc. The ion OH-has the name hydroxide. Oxoanions Oxoanions are anions in which the oxygen atom is bonded to a central atom. The naming is based on the oxidation number of the central atom and the number of oxygen atoms bonded to it. The suffix -ate replaces the last two or three letters in the name of the central atom. The oxidation number of the central atom is placed in parenthesis in capital Roman numerals after its name. The number of oxygen atoms is placed before the name of the central atom as dioxo, trioxo, tetraoxo, pentaoxo, hexaoxo, heptaoxo etc. One oxygen atom is not given a prefix. The formula of some common electronegative ions is given in Table Formulae and Valencies of Common Ions Table Names and formulae of some common basic ions exhibiting variable valency are listed in Table The total positive charge on cations is equal to the total negative charge on anions. Knowing the formulae of the ions present in the compound, the formula of the compound can be written by the following steps: Write the formulae of the ions or radicals of the compound side by side with cation on the left hand side and anion on the right hand side. Enclose the compound ion if any in a bracket. Reduce the valency numerals to a simple ratio by dividing with a common factor, if any. Criss-cross the valencies, i. This is done to achieve electrical neutrality. Let us apply the above steps to write formula of calcium phosphate. Writing the formulae of the ions. Enclose the compound ion phosphate in a bracket.The elements are represented in the abbreviated form by their symbols. Similarly, a compound is represented in the abbreviated form by its chemical formula. What distinguishes solids, liquids, and gases– the three major states of matter— from each other?Let us begin at the microscopic level, by reviewing what we know about gases, the simplest state in . In chemistry, the empirical formula of a chemical is a simple expression of the relative number of each type of atom or ratio of the elements in the compound. Empirical formulas are the standard for ionic compounds, such as CaCl 2, and for macromolecules, such as SiO srmvision.com empirical formula makes no reference to isomerism, structure, or absolute number of atoms. Common name. Formula. WAEC adopted IUPAC name. hydrogen sulphide ammonia calcium acetylide/carbide potassium oxide potassium peroxide potassium superoxide. How to Name Binary Covalent Compounds Binary covalent compounds are compounds made up of only two elements, such as carbon dioxide. Prefixes are used in the names of binary compounds to indicate the number of atoms of each nonmetal present. Write formulas for ionic compounds with the comfort of knowing that they are always charge neutral. This can make your job easier. Many elements form only one kind of ion and have a predictable charge.

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Kinetics is the study of how fast a chemical reaction progresses. The rate of a chemical reaction is measured by the disappearance of reactants or the appearance of products. These rates of appearance and disappearance are consistent with the stoichiometric ratio present in the reaction’s chemical equation. For example, if a reactant has a coefficient of 1 but a product has a coefficient of 2, the rate of appearance of the product will be double the rate of disappearance of the reactant. A rate law is an equation that represents the rate of a reaction. The reaction A + B → C, for example, can be represented by rate = k*[A]^x*[B]^y, which is visualized more effectively to the left. The rate law is based on the concentrations of reactants raised to a power. These exponents are not necessarily the coefficients in front of the reactant in the balanced reaction; the power can only be determined experimentally. The exponent along with each term is the “order” with respect to the reactant, and the sum of the exponents is the overall reaction order. The “k” term is the rate constant. The value of this constant changes with the temperature of the reaction and the units of k depend on the overall reaction order. The formula 1/(M^(overall order-1)xtime) can be used to find the units of k if you don't want to memorize them. A reaction mechanism or elementary steps are a series of reactions that when added together result in the original reaction. The steps in a mechanism can be slow or fast, and this helps us determine rate laws as shown in the examples below. This process relies on being able to identify intermediates and catalysts. Intermediates are substances that are formed in one step but used up in another. Catalysts are not used up in the reaction so they should be present on both the reactants and products sides of a given pair of elementary steps. When added together, matching substances on the produces and reactants sides of the reaction cancel out and should leave the original reaction. Temperature is proportional to kinetic energy. Given the equation KE=1/2mv^2, the kinetic energy of a particle is dependent on the particle’s mass and its velocity. Since a particle’s mass remains constant, a higher temperature causes particles to move faster, while a lower temperature causes a particle to move slower. In a container of constant temperature, all the particles have the same kinetic energy. However, since the mass of these particles can vary, smaller particles will move faster while the larger particles will move faster. These observations of kinetic energy are important in kinetics because based on the Collision Model Theory, a reaction occurs when two reactants collide with enough velocity and in the correct orientation to form products. The effects of the collision model can be visualized in the Boltzmann Distribution Curve, pictured on the left. The blue line represents a warmer sample, while the red line represents a colder sample. The vertical line represents the reaction’s activation energy. The kinetic energy of the particles is plotted on the horizontal axis, and the number of particles is plotted on the vertical axis. At a higher temperature, the graph shifts to the right as more particles have a higher kinetic energy. However, the peak becomes lower as the area under the curve is the total number of particles and must remain constant. As a result of this shift, more particles collide with enough energy to exceed the activation energy which causes the reaction to progress more quickly. The rate law discussed above is often known as the differentiated rate law and compares reaction rate to time. The integrated rate laws (which are integrated from the differentiated rate law using calculus) compare concentration to time. The overall order of a reaction can be determined by looking at a graph of concentration vs. time, or the reaction’s integrated rate law. As depicted in the image, a zero order reaction will have a linear relationship when concentration is plotted on the vertical axis. A first order reaction is linear when the natural log (ln) of concentration is plotted on the vertical axis. A second order reaction is linear when 1/concentration (the reciprocal) is plotted on the vertical axis. In these graphs, the intercept with the vertical axis can be used to calculate the initial concentration depending on the order of reaction. In a zero order reaction, this intercept is the initial concentration, and in first and second order reactions, the intercept is ln(concentration) or 1/concentration respectively. The slope of these graphs corresponds to k, the rate constant. Half life is a special example of a first order reaction. The equation t(½) = 0.693/k can be used with the first order graph to find k, since t(½) is the time for the concentration to halve. More commonly, the equation pictured can be used to complete calculations with half life. The following factors influence the kinetics of a reaction: concentrations, temperature, surface area, and catalysts. Copyright © 2020 Disap Ventures - All Rights Reserved.

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Shakespeare in focus: Shakespeare's words and language Home learning focus To develop confidence in discussing Shakespeare’s language and word choice. This lesson will feature examples from Romeo and Juliet and Macbeth. This lesson includes: - two videos of actors discussing scenes from Romeo and Juliet - one video summarising the plot of Macbeth - three activities Created in partnership with the Royal Shakespeare Company When you begin to look at Shakespeare's plays the language he uses can be difficult to understand when you look at it on the page, or when you read it for the first time, but these plays were written to be performed. How the words make you feel, and how they sound, can give important clues to help us understand what the words mean and how the character is feeling. This is something you can experience by speaking them out loud, something the activities in this lesson will ask you to try for yourself. Watch this short clip to hear from actors about the importance of how words sound and how they make you feel. ‘O Romeo, Romeo, wherefore art thou Romeo’ is one of Shakespeare’s most famous lines and is taken from the tragedy Romeo and Juliet. In the play the teenagers Romeo and Juliet come from warring families, they meet at a party and fall in love. The play tells the story of their attempts to be together, but sadly everything is destined to go wrong in the end. When a character begins a line with ‘O’ it often suggests they are struggling with their own emotions. When saying the line out loud you can also hear that vowel sound, ‘O’, which you can hear in Romeo’s name. An actor could play this line in lots of different ways, but the repetition of the sound draws out Juliet’s speech, which could suggest she is taking her time over it. This repetition of the same vowel sound is called assonance. Watch the video below to find out more about the power of Juliet's soliloquy. Shakespeare’s words are sometimes unfamiliar. Look at the list of insults from Romeo and Juliet below. 'Pish, you mumbling fool' - Try saying each phrase out loud into a mirror or record yourself and watch each insult back. Don’t worry if you don’t know what some of the words and phrases mean. Listen for the strongest sounds within each word. - Then repeat each insult and add a gesture or movement that you think might go with it. This could be pointing or shaking your fist, for example. Things to think about Does the gesture or movement weaken or strengthen the words you chose? Which sounds are the most satisfying? Shakespeare uses language, sound and action to build the world of his plays. Romeo and Juliet opens with lots of insults and violent language. This helps to quickly get across a sense of the conflict between the two warring families the Capulets and the Montagues. Having looked at how Shakespeare uses words and sounds to establish the world of the play in Romeo and Juliet, the following activity will look at how phrases and descriptions are used to create a sense of character in another of Shakespeare's famous plays - Macbeth. At the beginning of the play, Macbeth is the Thane of Glamis (a thane is a Scottish lord, given a title and land by the king). He is a captain in King Duncan's army, is famous for being a tough soldier and is well-liked by King Duncan. - Read the descriptions of Macbeth in orange below. Note how each one begins with an adjective. These descriptions of the main character Macbeth are all taken from Act 1 Scene 2 of the play, before the audience meets Macbeth themselves. - Based on the descriptions, create a simple drawing or a collage using pictures from magazines of Macbeth, and label it with the descriptions. - Try adding extra labels using two or three adjectives of your own, based on the overall impression you gain from these lines. To find out for what happens next take a look at this plot summary video. The play includes battles, swordfights and murder - so this cartoon clip does contain some violence. In this lesson you have explored the impact of Shakespeare’s word choices in creating setting and character. There are other useful pages resources that will help you to explore Shakespeare's language choices.

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What can teachers do to help students develop stronger vocabulary knowledge? Page 5: Select Words Prior to engaging the class in a Possible Sentences lesson, the teacher should select two sets of vocabulary words from the text that students will be reading. One set should contain 6–8 important terms with which the students are probably not familiar. The second set should include 4–6 terms from the text that are related to the unfamiliar vocabulary but that likely will be familiar to students. This selection of both familiar and unfamiliar academic vocabulary will allow students to use their existing knowledge of the familiar words (e.g., soldier) to support their learning of the new, unfamiliar terms (e.g., militia). This strategy also serves to foster connections among words that are related to the content and concepts students will be learning. Although the teacher has selected two distinct groups of words (i.e., unfamiliar and familiar), they will be presented to students as a single list. For example, Ms.Yun, the social studies teacher from the Challenge video, has selected the following terms from a unit on the U.S. Civil War. Note: The passage below has been shortened considerably for illustrative purposes. A real middle-school text passage could be anywhere from several pages to an entire chapter in length but with the same number of unfamiliar and familiar words selected. In preparation for the discussions that will occur in later steps, the teacher develops a student-friendly definition—one phrased in language that makes more sense to students than a dictionary definition—for each word. For example, compare these two definitions of militia (note: the “dictionary definition” version below was taken from www.merriam-webster.com): - Student-friendly definition: a group of people who train to protect their community but are not in the military full-time - Dictionary definition: the whole body of able-bodied male citizens declared by law as being subject to call to military service For most students, the first definition will not only be easier to understand, it will also promote comprehension when students encounter the vocabulary word in the text. Click here for a lesson plan template for implementing Possible Sentences (Word format). Ms. Yun has developed a student-friendly definition for militia. Now see if you can develop student-friendly definitions for each of the other words from her Civil War unit. The following Websites might prove helpful: English/Language Arts Example Below is a list of terms that Mr. Chowdhury, the English/language arts teacher from the Challenge video, has selected.

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Multiplying Whole Numbers and Fractions: Illustrated! Give your students insight into what’s going on when you multiply a whole number and a fraction! Use this lesson plan to teach your students to illustrate products of whole numbers and fractions using number lines. Some understandings are revealed through repeated, clear and simple steps. Use this lesson plan to teach your students to illustrate area model for products when multiplying fractions. It’s a four-step adventure! Challenge students' understanding of multiplying fractions by whole numbers to help them form opinions about rules regarding scaling. Use this lesson on its own or as support for the lesson Multiplication as Scaling. Have students show their understanding of various operations within word problems in this lesson! Use this lesson as a standalone lesson or as support for the lesson Mixed Word Problems with RDW Strategy.

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Exponent of a number shows how many times we are multiplying a number by itself. For example, 34 means we are multiplying 3 four times. Its expanded form is 3×3×3×3. Exponent is also known as the power of a number. It can be a whole number, fraction, negative number, or decimals. Let's learn more about exponents in this lesson. |1.||What are Exponents?| |5.||Scientific Notation with Exponents| |6.||Laws (Properties or Rules) of Exponents| What are Exponents? The exponent of a number shows how many times the number is multiplied by itself. For example, 2×2×2×2 can be written as 24, as 2 is multiplied by itself 4 times. Here, 2 is called the "base" and 4 is called the "exponent" or "power." In general, xn means that x is multiplied by itself for n times. Here, in the term xn, - x is called the "base" - n is called the "exponent" or "power" - xn is read as "x to the power of n" (or) "x raised to n" Examples of Exponents Some examples of exponents are as follows: - 3 × 3 × 3 × 3 × 3 = 35 - -2 × -2 × -2 = (-2)3 - a × a × a × a × a × a = a6 Why are Exponents Important? Exponents are important because, without them, the products where a number is repeated by itself many times is very difficult to write. For example, it is very easy to write 57 instead of writing 5 × 5 × 5 × 5 × 5 × 5 × 5. A negative exponent tells us how many times we have to multiply the reciprocal of the base. For example, if it is given that a-n, it can be expanded as 1/an. It means we have to multiply the reciprocal of a, i.e 1/a 'n' times. Negative exponents are used to write fractions with exponents. Some of the examples of negative exponents are 2 × 3-9, 7-3, 67-5, etc. To learn more about negative exponents, click here. If an exponent of a number is a fraction, it is known as a fractional exponent. Square roots, cube roots, nth root are all parts of fractional exponents. Number with power 1/2 is termed as the square root of the base. Similarly, numbers with power 1/3 is called cube root of the base. Some examples of fractional exponents are 52/3, -81/3, 105/6, etc. To learn more about fractional exponents, click here. If an exponent of a number is given in the decimal form, it is known as a decimal exponent. It is slightly difficult to evaluate the correct answer of any decimal exponent so we find the approximate answer for such cases. Decimal exponents can be solved by first converting the decimal in fraction form. For example, 41.5 can be written as 43/2 which can be simplified further to get the final answer 8 or -8. Scientific Notation with Exponents Scientific notation is the standard form of writing very large numbers or very small numbers. In this, numbers are written with the help of decimal and powers of 10. A number is said to be written in scientific notation when a number from 0 to 9 is multiplied by a power of 10. In the case of a number greater than 1, the power of 10 will be a positive exponent, while in the case of numbers less than 1, the power of 10 will be negative. Let's understand the steps for writing numbers in scientific notation: - Step 1: Put a decimal point after the first digit of the number from the right. If there is only one digit in a number excluding zeros, then we don't need to put decimal. - Step 2: Multiply that number with a power of 10 such that the power will be equal to the number of times we shift the decimal point. By following these two simple steps we can write any number in standard form with exponents, for example, 560000 = 5.6 × 105, 0.00736567 = 7.36567 × 10-3. To learn more about the use of exponents in writing scientific notation of numbers, visit the following articles: - How Do You Write 2.5 million in Scientific Notation? - How do you write 12 million in scientific notation? - How do you write 0.0001 in scientific notation? - What is the scientific notation for 8 million? - How do you write 13 million in scientific notation? - Which of the following expressions is written in scientific notation Laws (Properties or Rules) of Exponents The laws (properties or rules) of exponents are used to solve problems involving exponents. The laws of exponents are mentioned below. - Law of Product: am × an = am+n - Law of Quotient: am/an = am-n - Law of Zero Exponent: a0 = 1 - Law of Negative Exponent: a-m = 1/am - Law of Power of a Power: (am)n = amn - Law of Power of a Product: (ab)m = ambm - Law of Power of a Quotient: (a/b)m = am/bm To learn more about exponent rules, click here. Tips and Tricks: - If a fraction has a negative exponent, then we take the reciprocal of the fraction to make the exponent positive. i.e., (a/b)-m = (b/a)m. - When the exponents are the same, we can set the bases equal and vice versa. i.e., am = an ⇔ m = n. Solved Examples on Exponents Example 1: The dimensions of a wardrobe are x5 units, y3 units, and x8 units. Find its volume. The dimensions of the wardrobe are length= x5 units, width= y3 units and heigth= x8 units. The volume of the wardrobe is, volume= lwh. So, by substituting the values, the volume of the wardrobe is x5 × y3 × x8= x13y3. Therefore, the volume of the wardrobe is x13y3 cubic units. Example 2: In a forest, each tree has about 57 leaves and there are about 53 trees in the forest. Find the total number of leaves. The number of trees in the forest = 53 and the number of leaves in each tree = 57. The total number of leaves are: 53 × 57 = 510 (because am × an = a(m+n)). Therefore, the total number of leaves is 510. Practice Questions on Exponents FAQs on Exponents What are the Laws of Exponents? Laws of exponents are some rules that we use to do calculations involving exponents. These rules help us to calculate quickly. Laws of exponents are given below: - am × an = am+n - am/an = am-n - a0 = 1 - a-m = 1/am - (am)n = amn - (ab)m = ambm - (a/b)m = am/bm What are the Examples of Exponents? Some examples of exponents are as follows: - 3 × 3 × 4 × 4 × 4 = 32 × 43 - -2 × -2 × -2 × -2 = (-2)4 - a × a × a × a × a = a5 How do Exponents Relate to Real Life? In real life, we use the concept of exponents to write numbers in a simplified manner and in a short way. Repeated multiplication can be easily written with the help of exponents. Also, we use exponents to write larger numbers, for example, the distance of moon from earth, the number of bacteria present on a surface, etc. How to Add Exponents? Exponents cannot be added. We can only add like terms (terms having the same exponent and same variable). But, in the case of the multiplication of terms with the same variables, we add the exponents of the variable to multiply. For example, 3x2 × x4 = 3x6. Why are Exponents Important? Exponents are important to write the values of numbers in simplified form. We know that repeated addition can be written as multiplication. In the same way, repeated multiplication can be written simply with the help of exponents. How are Negative Exponents Used in Real Life? Negative exponents are used to write very small numbers in real life, which means numbers having values between 0 to 1. What is Zero Exponent? Zero exponent means numbers that have 0 as their exponent. The values of those numbers are always 1. Any number with 0 as its exponent is equal to 1.

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On this day in 1774, the British Parliament renews the Quartering Act. The original Quartering Act was passed on March 24 1765, which outlined the locations and condition which British soldiers would room and board in the American colonies. Which established that the localities were to accommodate the soldiers in local inns, livery stables, ale houses, victuallying houses, and the houses of sellers of wine. Not so much in their private housing in action. The original act read: "Should there still be soldiers without accommodations after all such publick houses were filled, the colonies were then required to take, hire and make fit for the reception of his Majesty's forces, such and so many uninhabited houses, outhouses, barns, or other buildings as shall be necessary". For obvious reasons, the Colonist were not to happy with this idea of being commanded to provide quarter to the British troops without consent. And thus, they refused to comply. Which led to additional acts being drafted, such as the New York Restraining Act of 1767. This act not directly impacted the colonist, but did impact the governor of New York limiting his power of legislation until the Colonist were forced to comply, which lasted until 1769. Though the Governor convinced parliament that they had complied. Meanwhile in Massachusetts, where barracks already existed on an island. With the local population already riled up by the Townshend Revenue Acts, the British officers chose to quarter their soldiers in public places and not in private homes. Which meant camping out in tents on the Boston Common. But, being in such proximity to the locals still led to street brawls and eventually the Boston Massacre of 1770. Though this later Re-newel of the Quartering act on June 2 of 1774 was one of four other acts known as the Coercive Acts or also known as the Intolerable Acts in the eyes of the American colonies. Along with the Boston Port Act, the Massachusetts Government Act, and the Administration of Justice Act ( the Quebec Act is sometimes included). Though arguably the result of the Boston Tea Party which happened in December of 1773. Regardless the British Parliament quickly began passing these Coercive Acts After hearing about this destruction of British property. This re-newel, also expanded the housing to include citizens private dwellings versus just being required to provide barracks. It also was an attempt to reassert British control over the colonies, as well as a means to punish them for the insurrection. Along with the other Coercive acts, which led to even more colonial resistance and eventually the meeting of the First Continental Congress to address the parliament as British citizens of the crown. Which as we all know changed from asking to be treated as equals, to telling the Crown that we shall govern our selves. The Quartering Act is the reason behind the third amendment. Being held to house soldiers which were often done to act as spys among the colonist, especially during this time of upheaval. There was also the question by many on who would be required to pay for the living expenses of the soldiers which was never really addressed. Where the British going to pay for the food and board, or was it up to the private citizen to accommodate not only space but cost for housing of the soldiers.

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This lesson explores the challenges the United States faced as a result of the terrorist attacks on September 11, 2001, and examines the government’s response through the lens of protection and civil liberties. Students will consider the long-term effects of the emergency measures, their consequences and constitutionality, and how they might inform the balance between security and liberty today. Use this information graphic to easily understand the House of Representatives and Senate and the articles and amendments in the Constitution. In the summer of 1787, delegates gathered for a convention in Philadelphia, with the goal of revising the Articles of Confederation, the nation’s existing governing document, which wasn’t really working. Instead, they wrote a whole new document, which created a revolutionary form of government: the U.S. Constitution. Read more about the summer of 1787 in the National Constitution Center’s learning module. 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? September 17 is Constitution Day! We have created different writing prompts along with the writing space for students. These writing prompts can be used as individual assignments, at writing stations, or even for group discussions! Three writing prompts for Constitution Day are provided for middle school and high school. The prompts can be used as a formal essay, at writing stations, or as a “discuss and write.” Here’s a fun activity for all ages with vocabulary that is tied to Constitution Day! Answers are provided as well! Want your students to have their own Bill of Rights booklet? This booklet has the verbiage from the Bill of Rights and a space for students to be able to paraphrase what each amendment means. This Bill of Rights Booklet is targeted for younger elementary students. Each amendment has an overview of how the amendment protects the citizens. In this lesson, students will learn about the individual rights that are included in the Bill of Rights and current issues relating to them. Students will use C-SPAN Classroom’s Constitution Clips to explore what each of these rights mean and determine how these rights apply to current events in America. This lesson works well with classes with one-to-one devices or in flipped classrooms.

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Students learn about the unique properties of D shapes. As learning progresses students are challenged to sketch the solids using perspective drawings. Differentiated Learning Objectives - All students should be able to name and describe the properties of a 3D shape. - Most students should be able to understand the key features of a prism and describe a 3D shape using its geometrical properties. - Some students should be able to identify a 3D shape using its geometrical features.

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Students will dance their way into remembering what verbs and nouns are. They will also understand and create a dance about collective nouns. The student identifies and demonstrates the dance elements of time, space, and energy. The student understands and demonstrates choreographic principles and processes in the art form of dance. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use collective nouns Review or teach what a verb and noun are. Have students move one body part any way they like, prompt with different verbs, ie. wiggle, circle, slice. On your you signal, they will freeze until you signal for them to move another part. Work the body, arms, legs, torso, head. Divide the class in half and have them watch each other. Ask the students “what verbs did they see”, “What did they do that was more like a noun? Teach the students the following to help the remember what a verb and a noun is: Brainstorm a list of verbs and nouns Using this list have the students dance the verbs – (moving in space) or nouns ( a frozen shape) when you call the word out. Show pictures of collective nows – Explain that a collective noun is a group of nouns who often have many things in common, such as a Herd of horses. Model through movement/dance a collective noun. Collective noun -Herd of Horses Noun -They look similar – Make a shape that has ideas of what the noun is They often move similar – brainstorm verbs – gallop, prance, buck, whinny Are occupying the same area. Move together as a group in curved pathway. Have the students move the whole sequence – make shape (noun), move that shape (verbs) and follow or move in a certain area of the room. Ask students how they can make the sequence more interesting, they could do it slowly, quickly, on different levels and pathways. Point out that these are Adverbs and adjectives. Brain storm a list of adjectives/adverbs. Create a collective noun dance using verbs, nouns, adjectives/adverbs. In groups – give each group chose a collective noun photo to dance. Have them brainstorm in a graphic organizer Divide the class into groups – have each group perform for each other. After watching perceive and reflect about what they saw. What collective noun did they use? What ideas did they dance that made them a collective noun? What did you like and what suggestions do you have to make it even more clear?

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Inclusion: noun 1. the action or state of including or being included within a group or structure. Inclusion is the full acceptance of all students and leads to a sense of belonging within the classroom environment. Inclusive education happens when children with and without disabilities participate and learn together in the same classes. Research shows that when a child with disabilities attends classes alongside peers who do not have disabilities, good things happen. What is Inclusion? Check out this video that explains what inclusion is. The Successful Inclusive Classroom Keys to success include: - Students need to be active – not passive learners. - Children should be encouraged to make choices as often as possible, a good teacher will allow students some time to flounder as some of the most powerful learning stems from taking risks and learning from mistakes. - Parental involvement is crucial. - Students with disabilities must be free to learn at their own pace and have accommodations and alternative assessment strategies in place to meet their unique needs. - Students need to experience success, learning goals need to be specific, attainable, and measurable, and have some challenges.

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Basic fundamentals of programming A flow chart is a graphical representation of the algorithm. We express the steps of the algorithm by means of a scheme with established symbols. A flow chart should provide clear, orderly and concise information on all the steps to be followed. Let's see an example: An algorithm to cook an egg for someone else would be: - I ask if you want the fried egg. - If he says yes, I cold it, if he says no, I do it boiled. - Once cooked, I ask him if he wants salt in the egg. - If he tells me I don't serve it on the Plate. If you tell me if I make it salt and then I serve it on the plate. Now that we know all the steps, using the algorithm, we can make a diagram with these steps to follow. This scheme will be the Flow Chart. If one has experience, one can do without the written algorithm, but we will always have to keep it in mind to make the flow diagram without making mistakes. As we will focus more on pseudocode, we will not talk more about flowcharts. If you want to learn how to make flow charts we recommend this link: flow charts. The pseudocode is a way of writing the steps, but in the closest way to the programming language that we are going to use, it is like a false language, but in our language, in human language. One of the biggest difficulties faced by Spanish speakers who start programming is the language. That is why it is good to use pseudocode, something like a false programming language in Spanish, which helps to assimilate basic ideas more easily. For example, if we want to write something on the screen, in pseudocode we could put: Write "Hello" or Write 20 + 30. We can also use: We could really write the pseudocode as we wanted, since it is not really the program itself, it is only a help to later carry out the program through the programming language that we use, yes, it is of great help, so much so that it is essential. But even if we can write it anyway, most programmers tend to use a common vocabulary. This vocabulary will be the one we see here. Remember that pseudo-code for a programmer is essential. If you know how to make the pseudo-code of the program, transferring it to any programming language is very simple, you will only have to learn the commands equivalent to the instructions in pseudo-code. Also, most languages use practically the same commands in their language. Let's continue talking a little more about the pseudocode. To specify the beginning and end of the program we will put: Here would go the program in pseudocode Another widely used way would be: Here would go the program in pseudocode The 3 commands that we will use the most in pseudocode are: Write -> Write the text that we put in parentheses on the screen or you can also write the value of a variable on the screen. This instruction in almost all programs is usually written with the word write or document.write ('Hello') ;. Read Age- -> reads us from what the user marks from the keyboard and saves the value. For example, within a variable, in this case the Age variable (later we will see what variables are). In real programming, the input instruction is usually used. Calculate 3 x 5 -> Calculate values Having the pseudocode or the Flow Diagram we have it very easy, since it is easily translatable into any programming language. As we progress through the topic, you will see examples of pseudocode. Now we are going to start with the interesting, we are going to start learning to program. Putting comments about what we are doing is very useful, especially when it comes time to review the program, if not, more than once we will find ourselves saying, what was this doing here? It costs nothing to document the program and it will save us headaches. The rule that is followed in all programs is to put // in front of the comments, to identify them: // This will be a comment and will not do anything in the program We will also post comments during the explanations. A variable is like a box where we put things (data). We can change these data, now I enter a 3, now I remove it and enter a 5. A variable has a name, which can be a letter, a word, multiple words joined by the underscore, or multiple words without separating but the first letter of each word in uppercase. Example .: LivesLost, lifeLost, Lives_Lost. Be careful, uppercase and lowercase letters are very important in variables, it is not the same variable number as Number, they are two different. BEWARE you cannot put accents in the name of the variables either. The variables also have a value that is what is inside it (in the box) at that moment and that can vary as the program develops, that is why it is called a variable. A variable depending on its value can be numeric, if it can only have a numeric value, text, if it can only contain text (letter, word or phrase also called string). In text variables, their value (the text) must be enclosed in quotation marks, to differentiate that the text is text and is not the name of another variable. For example lives = "Five" or lives = "5". In both cases the value is a text, never the value of 5. Numeric ones do not have quotes in their value. For example: lives = 5. In this case, its value is the number 5. There are other variables called Boolean that can only have two true or false values. Usually true can be substituted for the value 1 and false for 0. Let's look at some examples of the types of variables: Age = 3; // numeric variable. Note that this in bold is a comment. VariableDeTexto = "I am 14 years old"; // notice that it goes in quotes. VariableNumerica = Age + 2; // its value is the value of the variable Age (numeric) +2; in this case it would be = 5 (3 + 2). Boolean variable = true; in this case it would be of value 1 Have you noticed that we have put a semicolon (;) when finishing defining each variable? In programming, whenever an instruction or group of instructions is finished, put ";" to tell the program that we go to a different instruction. But let's get on with the variables. In some programming languages, it is normal to declare variables at the beginning of a program. Declare is nothing more than saying "look, I want three variables, and I want one to be called First Name, another Age and another Last Name". In addition, you have to specify what type of variable it is when declaring it (not in all languages). The declaration of variables is usually done at the beginning of the program, so it is important to know how many variables we are going to use before writing our program. Let's see an example: VariableNumerica: Age; // We declare the numeric variables. VariableText: Name, Surname; // We declare the text variables. Note: In most programs, variables are declared by putting "var" in front of them and giving them an initial value: var Age = 15; var Text = "Hello", etc. From this moment on, you can put its value in any part of the program. Age = 5; Name = "Juan"; Surname = "Rodriguez" Then you can change its value, within the program, as many times as you want. In programs that do not need to declare the type of variables, we could start the program simply by entering the initial values of the variables or by setting the variables with their initial values during the development of the program. If a value does not have quotes, the program understands that it is numeric directly. This last case is the easiest to start with, as a variable arises we put it with its initial value directly in whatever part of the program it is. We can add, subtract, multiply, divide and do any type of mathematical operation with the variables. number: Pepe, Mari, Juan // We declare the variables that we will use; Pepe = 2; Mari = 3; Juan = Pepe + Mari; // Juan now has the numerical value of 5. There are variables already defined by the programming language that we use, and whose name we cannot give to any of the ones we define. We can use them but just as the language defined them. For example, in many languages mouse_x is the variable that has the value of the x position of the mouse at all times, hspeed is the horizontal speed, etc. Date update on 2021-03-31. Date published on 2021-03-31. Category: Computer class Author: Oscar olg Fuente: areatecnologia

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The North defeated the South in the Civil war for the following reasons; The North had a better economy because it was industrialized which facilitated the Union Army to manufacture ammunition to provide fighting equipment to its soldiers. The North has proper and more railroad tracks. The North had 122,000 miles’ tracks in 1861, compared to the South who had 9,000 miles only. Therefore, the North had a proper transport system to transport troops and weapons, the South, on the other hand, inadequate transport system. Moreover, the North was able to repair its railroad while the south was not able (Corbett et al, 2014, p. 141). Significantly, the North has a larger population. The union had 22 million people while the Confederacy had 9 million people. The North, however, was capable of providing troops in large numbers. North’s greatest assets were population, industry, railroads and great leadership by Lincoln. Even though he personally was against slavery, President Lincoln did not abolish slavery at the beginning of the war as he was cautious of the issue of slavery because he believed that he did not have the authority to get rid of it. Moreover, he was afraid that abolishing slavery would make the border slave states at the border to join forces with the Confederacy. He wanted to restore the union which the slaves had fled into. He intended to protect the slaves that fled the south in 1861 so as to deprive the south of manpower (Corbett et al, 2014, p.435). Women’s suffrage was mentioned because it was time for reuniting and creating equality among all people both from the North and South and also giving women equal opportunities. As a consequence, there were demands for women’s enfranchisement and essentially the push for freedom and equality for women (Corbett et al, 2014, p.464). Women were oppressed, denied equal rights as those of men. Women were not even allowed to vote. Because it was the time for uniting people, women activists took this opportunity to demand for equal rights, like the right to vote. Radical Reconstruction was the law established which was meant to unify the North and South. This law was meant to bring changes through ratification of the constitution particularly the 14th Amendment (Corbett et al, 2014, p.452). Among its achievements is that it granted the former slaves equal protection and also approved the 15th Amendment which gave the all the citizens a right to vote (Corbett et al, 2014, p.453). The achievements are still present, both the 14th and 15th Amendments guaranteeing equal protection and right to vote is still available. The Ku Klux Klan, a terrorist gang, that was established in 1866 which intimidated and inflicted acts of violence against the black and white republican (Corbett et al, 2014, p.469). Even with the laws set up in the 1870s by the Congress to stop the Klan terrorism was not effective. To curb the Klan that had committed a lot of terrorism such as bombing black schools, I would advise President Grant to set up a special anti-terrorism unit to counteract these terrorist gang. Laws alone cannot eliminate these terror groups. Also I would advise him to seek diplomatic reconciliation. The actual nature if the democratic system would compromise the measures necessary to take the military action entirely until the terror groups are wiped out. It would be advisable for him to keep the Southern state under a military government and de-confederate them since the Southerners were not trustable to rule themselves and at the same time protect the of the people rights. I strongly recommend military action against the terror groups as the best possible means to protect the people.

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Looking for free content that’s aligned to your standards? You’ve come to the right place! Get Free 4th Grade ELA Content Khan Academy is a nonprofit with thousands of free videos, articles, and practice questions for just about every standard. No ads, no subscriptions – just 100% free, forever. - Reading: Students will expand and apply knowledge of grammar, usage, mechanics, and style to comprehend, analyze, and/or evaluate a variety of texts. - 4.5.R.1 Students will recognize simple and compound sentences. - 4.5.R.2 Students will recognize parts of speech in sentences: - 4.5.R.2.a irregular possessive nouns (e.g., children’s) - 4.5.R.2.b irregular and past participle verbs and verb tense to identify settings, times, and sequences - 4.5.R.2.c subject and verb agreement - 4.5.R.2.d comparative and superlative adjectives - 4.5.R.2.e prepositional phrases - 4.5.R.2.f possessive pronouns and the nouns they replace (i.e., antecedents) - 4.5.R.2.g coordinating conjunctions - 4.5.R.2.h comparative and superlative adverbs - 4.5.R.2.f interjections - Writing: Students will expand and apply knowledge of grammar, usage, mechanics, and style to speak and write effectively, demonstrating standard usage when appropriate. - 4.5.W.1 Students will compose simple and compound declarative, interrogative, imperative, and exclamatory sentences, avoiding and correcting fragments. - 4.5.W.2 Students will use nouns, verbs, adjectives, prepositions, and adverbs to add clarity and variety to their writing. - 4.5.W.3 Students will recognize and correct errors in subject and verb agreement. - 4.5.W.4 Students will capitalize familial relations, proper adjectives, conventions of letter writing, and the first letter of a quotation. - 4.5.W.5 Students will use periods with declarative and imperative sentences, question marks with interrogative sentences, and exclamation points with exclamatory sentences. - 4.5.W.6 Students will use apostrophes to show possession of singular and plural nouns and recognize and remove apostrophes used to form plurals. - 4.5.W.7 Students will use commas in greetings and closings in letters and emails, to separate individual words in a series, and to indicate dialogue. - 4.5.W.8 Students will use a colon to introduce a list (e.g., Deb only needed three things from the grocery store: milk, eggs, and bread.). - 4.5.W.9 Students will use quotation marks to indicate dialogue, quoted material, and titles of works. - 4.5.W.10 Students will use underlining or italics to indicate titles of works.

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What is the “Rounding to Nearest 10 and 100 Worksheet”? This worksheet will discuss the steps and rules to round numbers to the nearest 10 and nearest 100. This will serve as a guide to rounding numbers. This worksheet will also become a foundation to learning properties of much larger numbers. How will the “Rounding to Nearest 10 and 100 Worksheet” help you? This worksheet will help you understand and learn the steps to round numbers to the nearest 10 and 100. This will also evaluate the learners’ knowledge through knowing the steps and rules well, rounding to nearest 10, rounding to nearest 100, and understanding its significance in real life. What are rounding numbers? Rounding numbers happen when we want to estimate certain numbers with given conditions. Two examples are rounding to nearest 10 and 100. Instructions on using the “Rounding to Nearest 10 and 100 Worksheet” Use this worksheet to learn and understand rounding numbers to nearest 10 and 100. After a short discussion, the learner will be given a 5-item true or false activity to determine if they have understood the rules and steps of rounding numbers. A 10-item activity will also be given to round given numbers to nearest 10. A 10-item activity will also be given to the round given number to the nearest 100. Finally, the learner will be asked a reflective question on the importance of learning estimation through rounding numbers. Rounding numbers is a form of estimation. It is very essential especially when we are dealing with larger numbers and quantities of items. There is a huge advantage when an individual knows this method. Being able to round and estimate numbers could be essential and can be used in daily life. If you have any questions or comments, please let us know.

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Lesson Plan: Dividing Decimals: Whole Number Quotients Mathematics • 5th Grade This lesson plan includes the objectives, prerequisites, and exclusions of the lesson teaching students how to use models to divide decimals by decimals when the result is a whole number. Students will be able to - divide decimals by decimals when the quotient is a whole number by using models to make equal groups, - divide numbers expressed in tenths by tenths, - divide numbers expressed in hundredths by hundredths. Students should already be familiar with - multiplication facts up to and related division facts, - dividing decimal numbers by one-digit and two-digit whole numbers, - using drawings and models to represent division problems. Students will not cover - dividing decimal numbers with more than two decimal places, - quotients greater than 12.

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three dimensional shapes Three dimensional shapes contains activities to help your students master their shapes. It also has practice sheets for students to complete as well as fun activities to learn all about shapes. It offers activities with both two and three dimensional shapes. * match three dimensional shapes and their names * classify everyday objects to the corresponding shape * sort 3 dimensional shapes and 2 dimensional shapes * play a board game * match 3 dimensional shapes attributes * three dimensional shapes worksheets Report this resource to TPT Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT’s content guidelines. to see state-specific standards (only available in the US). Correctly name shapes regardless of their orientations or overall size. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

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Developing 5 using Counting Strategies for 0–10 Understand the relationship between numbers and quantities by counting, producing, and constructing the numbers 0–10 as well as developing 5 as a benchmark. Have students write their first name and guess how many letters are in it. Technology option: Have students play Five Frame. Only use games 1–3. Lesson 1 of 2 Students use snap cubes and the number line to count how many they have in various configurations and make connections between numerals and quantities. Lesson 2 of 2 Students make comparisons of given numbers to the benchmark number of 5 to develop a conceptual understanding of the relative size of numbers and their relationship to one another. Have students grab a handful of any small manipulative (counters, marbles, bears, snap cubes, etc.) and count it out to identify the following: - How many total items are there? - How many would there be if one more was added? - How does your number compare with the number 5 and the number 10? Available as a handout (PDF)

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The 17th century in France was a time of great social and economic upheaval. The country was ruled by an absolute monarchy, with King Louis XIV at the helm. The peasants, who made up the majority of the population, were heavily taxed and had few rights. This led to widespread discontent and eventually, a revolt. The revolt of the 17th century French peasants was a significant event in the country’s history. It was sparked by a combination of factors, including high taxes, poor harvests, and the oppressive rule of the monarchy. The peasants were tired of being treated as second-class citizens and decided to take matters into their own hands. The revolt began in the summer of 1653, when a group of peasants in the region of Normandy refused to pay their taxes. This act of defiance quickly spread to other regions, and soon, thousands of peasants were taking part in the revolt. They formed militias and began attacking the estates of the nobility, burning down their homes and seizing their property. The revolt was not limited to the countryside. In Paris, the capital city, the peasants took to the streets and demanded that their grievances be heard. They were joined by other groups, including artisans and workers, who were also unhappy with their lot in life. The government responded by sending in troops to quell the uprising, but the peasants were not deterred. The revolt continued for several years, with the peasants gaining ground in some areas and losing in others. They were eventually defeated by the government’s superior military force, but their actions had a lasting impact on French society. The government was forced to make some concessions, including reducing taxes and improving the living conditions of the peasants. The revolt of the 17th century French peasants was a turning point in the country’s history. It showed that the people had the power to challenge the ruling elite and demand change. It also highlighted the deep-seated inequalities that existed in French society, and the need for reform. Today, the revolt is remembered as a symbol of the struggle for social justice and equality.

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Appropriate Group Size Why teach transition words? - They provide coherence to a story - They can help writers bridge the gap between ideas - They provide a signal to the reader or listener about what is coming next in the writing. Watch: Writing the step-by-step In this clip, students describe the steps needed to get ready for a snowy day, and use the transition words first, next, then, and finally. (From the Balanced Literacy Diet: Putting Research into Practice in the Classroom) Some teachers find it useful to teach transition words by purpose: words used to help sequence ideas or transition between sentences or paragraphs, words that can be used to show time, those that help writers wrap up or summarize a story, and others. Include our handy transition word guide in your students’ writing folders so they have a reference right there as they write their drafts. A helpful way to begin teaching students about transition words: - Call attention to ways transition words are used within your classroom read aloud or the book being used for reading groups. - Find a particular paragraph that sequences something, an opening that catches everyone’s attention, or words that mark the ending of a chapter or idea. - Use these models as a way to discuss students’ own writing. - Encourage students to review something they’ve written and look for evidence of transition words. - Ask students to find places within their own writing where transition words will clarify what they’re trying to say or help the piece by moving the action along. - Using editing marks, have students revise their writing using just the right transition words. This Teacher’s Guide from The Writing Fix provides teacher instructions and lesson resources using a mentor text, Centerburg Tales , by Robert McCloskey. The guide includes writing samples from two third-grade writers as they worked to use transition words to improve the flow of their writing. For second language learners, students of varying reading skill, and younger learners - Use a storyboard template to help students get started with their writing. Encourage them to write a meaningful transition word in each box. As they transition from the storyboard to a written draft, the transition words can be included. - Discuss story events with students orally. As you summarize the book, use and emphasize specific transition words, “First the kids went in the snow. Then they built a snowman. Finally they came inside for hot chocolate.” - Challenge students by giving them a short list of transition words. See if they can use all the words in one story that makes sense. Discuss whether there is such a thing as “too many” transition words in one piece! See the research that supports this strategy De la Paz, S. (2001). Teaching Writing to Students with Attention Deficit Disorders and Specific Language Impairment. Journal of Educational Research, 95, 37-47. MacArthur, C. A. (2010). Instruction in a Strategy for Compare-Contrast Writing. Exceptional Children. MacArrhur, C. A. (2007). Best practices in teaching evaluation and revision. In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (141-162). New York, NY: Guilford.

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Functions are a group of statements which is used to perform a task.These tasks can repetitive , big task which is divided in smaller chunks of code. Syntax of the Function : def function_name(parameters): code_body return_statement(s) The above syntax can be broken into five parts mainly 'def' here is used as a keyword to start a function. 'function_name' is used for uniquely identifying the function with a proper name. Parameter are nothing but the arguments which are passed inside the code_body to perform a certain task and is optional. 'code_body' block of codes telling the function what exactly to do . 'return _statement' is optional and is being used to return value of function. For Example of Simple Function def tell_me_yourname(name): print("Hi ! My name is "+ name) This function will print a name which has been assigned by the user in the variable name. How to call a function ? Calling the function is very easy and let you re-use the code.All you have to do is take the name of the function and use it appropriate parameters. >> tell_me_yourname(Roy) Hi ! My name is Roy Return Statement It 's one of the statement which is used return the value which has been passed by going back to starting point that is "def" followed by function_name. The idea here is to exit and re - run the code as per the convenience of the user. def real_value(a,b): if a>0: return a else a<0: return -b print ((real_value(4,-9)) Output: 4 -9 Types of Functions 1.User Defined Functions What we have just seen are "User Defined Functions" as user is directly in control how he wants execute the things. Built-In Functions are which performs certain tasks in python just calling out the names of function. For example dict() - creates dictionary in python, float()- returns floating point number from string/number etc. I hope you are cleared with functions check out the code provide in the link for more information.

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When working with functions, it’s important to understand the range – the set of all possible output values a function can produce. Knowing the range is crucial for optimizing solutions and understanding real-world scenarios. In this article, we’ll cover the basics of finding the range of a function, how to use step-by-step guides, video tutorials, and infographics to learn efficiently, common mistakes to avoid, and real-world examples that showcase range in action. A Step-by-Step Guide Before we dive into how to find the range, let’s define it. The range of a function is the set of all possible output values when all possible input values are used. The range can be finite or infinite, and it’s represented using interval notation. Let’s consider the function f(x) = x^2. To find the range of f(x), we first need to determine all possible values of f(x). We can do this by substituting in different input values of x and recording what output values we receive. For example, when x = 1, f(x) = 1^2 = 1. Similarly, when x = 2, f(x) = 2^2 = 4. We can continue this process for various input values and collect all of the output values of the function. Once we have all of the output values, we can use interval notation to represent the range. For f(x) = x^2, we can see that the output values are always greater than or equal to zero. Therefore, we can write the range as: [0, ∞). This means that the range includes all values from zero to infinity. It’s important to note that sometimes functions can have more than one way to find the range. For example, the function f(x) = 1/x has two possible ways of recording all output values. One way is to substitute in a range of values for x and record what output values we receive. The other is to analyze the properties of the function, which in this case is that the output values can never be zero. Therefore, we can write the range as: (-∞, 0) U (0, ∞). For more complex functions, it can be helpful to use graphs to visualize the range. By plotting the function on a coordinate plane, we can see the shape of the graph and make conclusions about the range. For example, the function f(x) = sin(x) has a range between -1 and 1, as illustrated in the graph below: Tips to consider when finding the range for more complex functions: - Look for patterns and relationships in the function - Take note of possible upper and lower bounds when evaluating the range - Identify the behavior of the function as x approaches infinity or negative infinity Watching a video tutorial can be a helpful supplement to learning how to find the range of a function. Video tutorials can provide detailed explanations and examples to help reinforce concepts and clarify any confusion. Here are some suggested resources: - Khan Academy: https://www.khanacademy.org/math/algebra-home/alg-functions/alg-domain-and-range/v/domain-and-range-of-a-function - MIT OpenCourseWare: https://ocw.mit.edu/courses/mathematics/18-01sc-single-variable-calculus-fall-2010/unit-1-functions-and-limits/part-a-functions-and-their-graphs/problem-set-1/MIT18_01SC_F10_PS1_sol.pdf - MathAntics (Video): https://www.youtube.com/watch?v=HhS10xW9A94 Infographics are a useful visual resource to learn how to find the range of a function. Infographics provide a step-by-step guide along with examples to help you understand how to find the range. Here’s an example: Infographics can be particularly helpful for visual learners who thrive on clear, concise information. Many infographics for mathematics also provide links to additional information to supplement the image content. Common Mistakes to Avoid Even with the right tools and guidance, it’s easy to make mistakes when finding the range of a function. Here are some common errors to avoid when finding the range: - Forgetting to include endpoints in interval notation - Not considering the behavior of the function as x approaches infinity or negative infinity - Assuming that the range is the same as the domain - Incorrectly calculating output values of a function If you find yourself stuck or making the same mistakes repeatedly, take a step back and review the steps you’ve taken so far. It can also be helpful to reach out to a teacher or mentor for clarification. Real-world Examples that Showcase Range Understanding the range of a function is critical in real-world scenarios such as optimizing business operations or predicting stock market trends. Here are two examples: 1) Determining the Maximum and Minimum Values in a Stock Market Trend Suppose you want to invest in a particular stock but want to analyze its trend before investing. By analyzing the stock’s trading history, you can use mathematical methods to identify the maximum and minimum values of its trend. The maximum value represents the highest value it reached during a period, while the minimum value represents the lowest value. Knowing these values can help you make informed decisions when investing in the stock market. 2) Calculating How Many Customers a Business Can Serve Optimally Businesses are constantly seeking ways to optimize their operations, and by understanding range, they can identify the maximum number of customers they can serve optimally. By analyzing the relationships between customers and employees, along with factors like wait time, businesses can determine the maximum number of customers they can serve while maintaining an optimal experience for each customer. Understanding the range can help businesses make informed decisions for optimal operations. Understanding how to find the range of a function is crucial for optimizing solutions and understanding real-world scenarios. With the right tools and guidance, you can master the fundamentals of finding the range. In this article, we’ve explored the basics of finding the range of a function, how to use step-by-step guides, video tutorials, and infographics to learn efficiently, common mistakes to avoid, and real-world examples that showcase range in action. By using these resources and practicing, you’ll be well on your way to becoming a pro at finding the range of a function.

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Complex Sentence Building Exercises for Key Stage One Children In this blog, we will share some effective exercises that you can use in your classrooms to support your pupils in constructing complex sentences. Exercise 1: Expanding Simple Sentences Start by providing your pupils with a simple sentence, such as "The cat sat on the mat." Ask them to add more information to make the sentence more interesting and detailed. For example, "The fluffy cat sat contentedly on the soft, colourful mat." Encourage your pupils to think about adding adjectives, adverbs, and prepositional phrases to expand the sentence. This exercise helps them understand how additional details enhance their writing. Exercise 2: Compound Sentences with Conjunctions Teach your pupils about conjunctions (words that join two independent clauses) such as "and," "but," and "or." Provide them with two simple sentences and ask them to combine them into a compound sentence using a conjunction. For example, "I like to read books. I also enjoy playing outside." can become "I like to read books and I also enjoy playing outside." This exercise helps children understand how to connect related ideas and create more sophisticated sentences. Exercise 3: Adding Dependent Clauses Show your pupils how to add dependent clauses (clauses that cannot stand alone) to their sentences. For instance, take the sentence "I ate an apple." and encourage them to add a dependent clause such as "after I finished my homework." The revised sentence would be "I ate an apple after I finished my homework." By incorporating dependent clauses, pupils learn how to provide additional context and information in their writing. Exercise 4: Using Relative Clauses Introduce your pupils to relative clauses (clauses that provide more information about a noun). Give them a sentence like "The girl is kind." and ask them to add a relative clause, such as "who always helps others." The revised sentence would be "The girl who always helps others is kind." By practicing with relative clauses, children learn how to add descriptive details and create more complex sentences. Exercise 5: Describing with Comparatives and Superlatives Teach your pupils about comparatives (used to compare two things) and superlatives (used to compare more than two things). Provide them with a sentence like "The elephant is big." and ask them to rewrite it using a comparative or superlative form. For example, "The elephant is bigger than the lion." This exercise helps pupils expand their vocabulary and learn how to make comparisons in their writing. Exercise 6: Combining Sentences with Appositives Show your pupils how to use appositives (phrases that provide additional information about a noun) to combine two sentences into one. For example, take the sentences "The dog is friendly. The dog has a wagging tail." and combine them into "The dog, with a wagging tail, is friendly." By practising with appositives, pupils learn how to add descriptive details and create more cohesive sentences. Exercise 7: Creating Sentences with Complex Sentence Starters Encourage your pupils to experiment with different ways to start a sentence. Provide them with a range of complex sentence starters such as "Although," "Because" "When," and "If." For example, with the sentence starter "Although it was raining," they can write "Although it was raining, we still went to the park." This exercise helps pupils vary their sentence structures and develop a more sophisticated writing style. Remember to provide plenty of opportunities for practice and reinforcement of these exercises. Engage your pupils in group activities and discussions to foster a deeper understanding of complex sentence construction. By incorporating these exercises into your teaching repertoire, you will help your Key Stage One children develop their sentence-building skills and become more confident writers.

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Do your students forget capitalization and punctuation? How about spacing? These sentence worksheets are perfect for practicing sentence mechanics in context, using simple stories to highlight features like capitals, spaces, and punctuation. If you teach K-2nd grade, you know that run-on sentences and fragments run rampant in student writing. . . Marking up the sentences in the simple story will help your students focus on each feature! - First, they highlight every CAPITAL letter with a green crayon. - Next, they circle every punctuation mark with a red crayon. - Then, they mark up spaces. They can draw hyphens or glue the enclosed space stars to highlight the spaces. - After that, students read the simple story and add their own sentence to end it! Each story ends with a cliffhanger so students can make a prediction. - Last, students check their work for capitalization, punctuation, and spacing. In this more advanced version, the simple story does not include capitals or punctuation. Students have to figure out where the run-on sentences end, then edit with capitals and punctuation. INCLUDES 20 stories for the year (x 2 versions [total of 40 worksheets]) Such a fun way to make sure your students stop ignoring sentence mechanics and pay attention to them instead! Be the first to see my newest resources, sales, and freebies! Email me at email@example.com Want my FREE weekly teaching tips and access to my FREE resource library? Sign up here: FREE Resource Library Want to join like-minded teachers to learn and share ideas? Join my Facebook group here: Tejeda’s Tots K-1 Teacher Group Want to Learn More? Visit my blog here: Tejeda’s Tots Follow me on Social Media

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"To care for others and take thoughtful actions." Kindness is an attribute of a person who cares about and acts positively toward others, may they be a person, animal, or the environment. There is no one way to exhibit kindness — it can be shown through simple to grand acts of friendliness, generosity, and compassion. The most defining quality of a kind person, however, is the willingness to help others in times of need, regardless of what their relationship with them may be. The word “kindness” is a combination of the word “kind” and the nominative suffix “-ness.” It is derived from the Middle English word kinde, meaning “being nice to others.” This word is from the Old English cynde, which means “native,” Simple acts of kindness can significantly change the world for the better. As the architects of our future, children need to learn how to fill the world with kindness. Empower them to promote compassion and positive relationships, starting from the classroom. Not only will this benefit their future, but it can also help you reduce the instances of bullying and conflicts in school. Here are 10 effective classroom strategies that instill kindness in young students: Host a classroom festival of positivity and kindness: Designate a fun day filled with engaging activities where acts of kindness can be practiced. Activities can include a role-play, a puppet show, and a dance. Plan the activity with your students and ensure that the activities promote kindness. Play a kindness bingo game: Create bingo cards with acts of kindness for students to complete. Once they accomplish the activity, engage them in a class discussion on how showing kindness toward others makes them feel. Conduct the “Pass the Kindness Board” activity: Have the students create a message board that they can pass along to their classmates. Each recipient writes a gratitude message to the board's owner about a kind action they witnessed. Ensure everyone participates by writing on each classmate's board. Celebrate Kindness Awards: Students are encouraged to nominate and vote for a classmate to receive the "Kindness Award." To exercise fairness, ensure that every student receives an award for their unique acts of kindness, such as helping others or caring for the classroom plants. Decorate the classroom with rocks of kindness: Have students paint rocks with positive messages and place them around the classroom. This activity not only brightens the classroom with positivity but also provides students with reminders to always help others. Start every day with news of kindness: Make it a practice to start the day with news stories of kindness based on real life. You can do this by playing video stories or kindness podcasts in class. This activity teaches students moral lessons on the importance of helping others to the best of their abilities. Play charades featuring acts of kindness: Play a game of charades using scenarios that involve acts of kindness. This activity helps students to recognize what actions exhibit goodness. Play a role-playing game: Give students hypothetical situations, then ask them to enact what they would do in response to these situations. The goal of this activity is to help students practice kind behavior and help others in need. Start a donation drive: Discuss with your students the importance of helping others and how small acts of giving can make a big difference. Introduce them to different organizations and guide them to select one that resonates with them. Conduct a photography or videography contest: Encourage students to capture acts of kindness they observe in their community, at home, or in school through photographs or videos. Allow them to share their creations with the class and invite them to reflect on the lessons learned from these uplifting actions. Kindness is the positive force that moves a positive world! Teach your students to be kind and create a harmonious, compassionate future together. Simply introduce the concept to your students and integrate these helpful classroom strategies into your lesson planning!

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"Chances to improve." Opportunities refer to favorable situations that present the potential for growth, advancement, or success. They arise from good timing, environment, and individual readiness, offering a chance to achieve a particular outcome or goal. Seizing opportunities often requires recognizing their value and acting upon them effectively. Opportunity, the singular form of the word “opportunities,” is loaned from Anglo-French oportunité and Latin opportūnitās, "fit, convenient, or suitable." Introducing the concept of an opportunity is crucial for students as it helps them recognize and embrace situations that open windows for them to improve and grow. Understanding when these situations arise encourages them to embrace new experiences and challenges that facilitate personal and academic development. Join and guide your students toward the path to self-improvement with these classroom strategies: Create a bucket list of positive first-times: Instruct students to create a list of positive activities or things they want to do for the first time. The objective of this activity is to spark inspiration for students to seek or seize opportunities for growth. Discuss examples of opportunities: Engage students in a class discussion, citing examples when opportunities arise or are sought after and seized. Invite students to participate and provide examples from their experiences, if there are any. Discuss how challenges can be turned into opportunities: Encourage students to see these difficulties as opportunities to learn, grow, and improve. Share real-life examples of people who turned setbacks into success stories. Discuss that some opportunities come with risks: Seizing opportunities may require taking risks. Teach students to calculate and weigh the advantages and disadvantages of seizing opportunities. This helps them make informed decisions. Share personal stories: Encourage students to share personal stories of when they either seized or missed opportunities. This promotes self-reflection and learning from past experiences, creating a more profound understanding of opportunities. Make presentations about real-life heroes: Have students present about real-life heroes who overcame adversity and seized opportunities. This can inspire students to believe that they, too, can create positive change in their lives. Answer “What If…” questions: Ask students to think critically about the potential outcomes of opportunities they got or missed. Help them weigh the pros and cons of different choices. Discuss the positive actions for pursuing opportunities: Teach them the different skills they need to improve so they can create their own opportunities instead of waiting for them. These skills include problem-solving, decision-making, and critical thinking. Create a plan for their dreams: Have students create a map or plan for their dreams, breaking down big goals into smaller, achievable steps. This visual representation can help them see the path to seizing opportunities. Share the inspirational sayings or quotes they live by: Inspire students everyday by starting the class with inspirational words that each student lives by. Discuss the meanings behind these words and how they can apply to students' lives. Let your students' minds grow! Implement these methods in your teaching and help your students grow resilient, make informed choices, and cultivate a positive outlook in life.

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The Earth spins on an axis tilted at a 24 degree angle with respect to the sun. In December, the northern end of the axis is tilted away from the sun and in July, the northern end of the axis is pointed toward the sun. The tilt of the Earth's axis is responsible for two effects. The first changes the length of day as the seasons change. You may be noticing that there are fewer hours of daylight (in November) than there are in July. Shortened days mean that there is less time for the sun to warm the Earth, resulting in cooler temperatures. The second effect is a little more difficult to understand. The temperature depends on the sun's intensity-that is, on the amount of sunlight on an area. The total amount of sunlight is constant, but the tilt of the Earth changes the angle at which the sunlight hits the Earth's surface. When the surface is perpendicular to the sunlight the area illuminated is smaller than when the sunlight is at an angle. You can test this by aiming a flashlight at the wall. When you aim the flashlight directly at the wall, you will make a circle of light. If you tilt the flashlight, the spot on the wall will have a greater area, but will be less bright. When the sun's rays hit the Earth's surface at an angle, the same amount of energy must warm a larger area, and cooler weather results. Because of the position of Lansing and the tilt of the Earth's axis, sunlight has the greatest intensity in July and the least intensity in December. The combination of longer days and more intense sunlight explains why our summer falls in July and our winter in December.

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In weather, fronts are defined as the boundaries between different air masses. Depending on the direction of movement and the characteristics of the air involved, different types of fronts form. In this visualization from McDougal Littell/TERC, see movement of warm and cold fronts as well as the characteristic clouds that are generated by each. Air masses can differ from each other in temperature, moisture, and pressure. These characteristics are generally the result of conditions in the area over which the air mass originates. Global winds such as the jet streams flow between air masses and direct their movement across Earth. Although air masses maintain their individual identities, their movement causes them to interact with each other, and it is at the boundaries between them that weather fronts form. The movement of a front over an area brings characteristic changes in temperature, pressure, winds, cloud cover, and precipitation. A cold front forms when a mass of relatively cold air advances toward a mass of warmer air. Because cold air is denser than warm air, it wedges underneath the mass of warm air, forcing the warm air to rise and cool. The cold front moves quickly and has a steep edge that creates the rapid uplift needed to form cumulus clouds. A strong cold front may produce cumulonimbus clouds and thunderstorms, tornadoes, or snow squalls. Cold fronts also bring abrupt temperature changes. As a cold front advances, temperatures can drop more than 8°C (15°F) within a couple of hours. When a mass of warmer air advances to replace colder air, the boundary is called a warm front. This type of front moves more slowly than a cold front. Warm fronts also have gentle slopes and are associated with less severe weather. As the warm air advances, it gently slides over and replaces the cold air. Typically, the leading edge of the warm front first produces high cirrus clouds. Later, the gradual lifting of the rest of the front produces layered clouds such as cirrostratus, altostratus, and nimbostratus clouds. Because of the gentle slope and slow movement, warm fronts can produce steady precipitation that lasts for days. On a weather map, fronts are shown as colored lines with markings. Cold fronts are drawn as blue lines with triangles pointing in the direction of movement. Warm fronts are drawn as red lines with scallops that face the direction of movement. Additionally, two other types of fronts may be shown: stationary and occluded. Stationary fronts — where there is little or no movement of air masses — are illustrated with alternating warm- and cold-front symbols. Occluded fronts — where three different air masses meet and keep warm air trapped away from the surface — are shown as purple lines with alternating triangles and scallops. Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co. We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.

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Semantics is One of the Strategies Used to Teach Reading. Using semantics, involves a child understanding the meaning of words and how they fit the situation they are reading about. In order to read effectively a child needs to be able to make meaning from what they are reading. Without this they have no comprehension of the material, just the basic process of reading. Semantics involves a child in predicting what the book might be about, predicting what might happen next, allowing them to talk about the people in the story, what they were doing, how they were feeling and being able to reflect on what the book/story was about. When reading a book, a child will bring to it their own experiences which they use to help make meaning or decode the story. If you or your child choose a book about dogs to read, your child would draw upon their knowledge about dogs to help them make meaning from the words and story. They will look for words they know that are related to dogs. If unsure of a word they may substitute a word with one that fits due to their knowledge of dogs. To help your child with the semantic cues of reading, there are a number of things you can do: NB: Try to ask open ended questions, that is questions that require more than a one word answer. The best help you can give your child is to read and talk about books. Written by Administrator

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In this lecture we closely follow the textbook of D.Halliday, R.Resnick and J.Walker which is one of the best in the field. In addition to an electric field, the region of space surrounding any moving electric charge also contains a magnetic field. One can define a magnetic field B at some point in space in terms of the magnetic force FB that the field exerts on a test object, for which we use a charged particle moving with a velocity v. The magnetic force that acts on a charge q moving with a velocity v in a magnetic field B is The magnitude FB of the magnetic force exerted on the particle is proportional to the charge q and to the speed v of the particle. The magnetic force exerted on a positive charge is in the direction opposite the direction of the magnetic force exerted on a negative charge moving in the same direction The direction of this magnetic force is perpendicular both to the velocity of the particle and to the magnetic field. The magnitude of this force is where _ is the smaller angle between v and B. The SI unit of B is the tesla (T), where 1 T = 1 N/(A·m). When a charged particle moves in a magnetic field, the work done by the magnetic force on the particle is zero because the displacement is always perpendicular to the direction of the force. The magnetic field can alter the direction of the particle’s velocity vector, but it cannot change its speed. There are several important differences between electric and magnetic forces: • The electric force acts in the direction of the electric field, whereas the magnetic force acts perpendicular to the magnetic field. • The electric force acts on a charged particle regardless of whether the particle is moving, whereas the magnetic force acts on a charged particle only when the particle is in motion. • The electric force does work in displacing a charged particle, whereas the magnetic force associated with a steady magnetic field does no work when a particle is displaced. The current is a collection of many charged particles in motion; hence, the resultant force exerted by the field on the wire is the vector sum of the individual forces exerted on all the charged particles making up the current. The force exerted on the particles is transmitted to the wire when the particles collide with the atoms making up the wire. If a straight conductor of length L carries a current I, the force exerted on that conductor when it is placed in a uniform magnetic field B is where the direction of L is in the direction of the current If a charged particle moves in a uniform magnetic field so that its initial velocity is perpendicular to the field, the particle moves in a circle, the plane of which is perpendicular to the magnetic field. The radius of the circular path is where m is the mass of the particle and q is its charge. The magnetic field at a distance a from a long, straight wire carrying an electric current I is is magnetic constant. The field lines are circles concentric with the wire. The magnetic force per unit length between two parallel wires separated by a distance a and carrying currents I1 and I2 has a magnitude The force is attractive if the currents are in the same direction and repulsive if they are in opposite directions. The magnetic flux ÔB through a surface is defined by In general, any current loop has a magnetic field and thus has a magnetic dipole moment, including the atomic-level current loops described in some models of the atom. Thus, the magnetic moments in a magnetized substance may be described as arising from these atomic-level current loops. For the Bohr model of the atom, these current loops are associated with the movement of electrons around the nucleus in circular orbits. In addition, a magnetic moment is intrinsic to electrons, protons, neutrons, and other particles; it arises from a property called spin. The magnetic moment of the electron is proportional to its orbital angular momentum. All substances contain electrons, but not all substances are magnetic. The main reason is that in most substances, the magnetic moment of one electron in an atom is canceled by that of another electron orbiting in the opposite direction. The net result is that, for most materials, the magnetic effect produced by the orbital motion of the electrons is either zero or very small. In addition to its orbital magnetic moment, an electron has an intrinsic property called spin that also contributes to its magnetic moment. In this regard, the electron can be viewed as spinning about its axis while it orbits the nucleus (this is a simplified description,in real spin arises from relativistic dynamics that must be incorporated into a quantum-mechanical analysis). The magnetic state of a substance is described by a quantity called the magnetization vector M. The magnitude of this vector is defined as the magnetic moment per unit volume of the substance. As you might expect, the total magnetic field B at a point within a substance depends on both the applied (external) field B0 and the magnetization of the substance. The total magnetic field in the region becomes When analyzing magnetic fields that arise from magnetization, it is convenient to introduce a field quantity, called the magnetic field strength H within the substance. The magnetic field strength represents the effect of the conduction currents in wires on a substance. Substances can be classified as belonging to one of three categories, depending on their magnetic properties. Paramagnetic and ferromagnetic materials are those made of atoms that have permanent magnetic moments. Diamagnetic materials are those made of atoms that do not have permanent magnetic moments. For paramagnetic and diamagnetic substances, the magnetization vector M is proportional to the magnetic field strength H. For these substances placed in an external magnetic field, one can write where χ is a dimensionless factor called the magnetic susceptibility. For paramagnetic substances, χ is positive and M is in the same direction as H. For diamagnetic substances, χ is negative and M is opposite H. A small number of crystalline substances in which the atoms have permanent magnetic moments exhibit strong magnetic effects called ferromagnetism. Some examples of ferromagnetic substances are iron, cobalt, nickel, gadolinium, and dysprosium. These substances contain atomic magnetic moments that tend to align parallel to each other even in a weak external magnetic field. Once the moments are aligned, the substance remains magnetized after the external field is removed. This permanent alignment is due to a strong coupling between neighboring moments, a coupling that can be understood only in quantum-mechanical terms. Let us consider a loop of wire connected to a galvanometer. When a magnet is moved toward the loop, the galvanometer needle deflects in one direction. When the magnet is moved away from the loop, the needle deflects in the opposite direction. When the magnet is held stationary relative to the loop, no deflection is observed. Finally, if the magnet is held stationary and the loop is moved either toward or away from it, the needle deflects. From these observations, one can conclude that the loop “knows” that the magnet is moving relative to it because it experiences a change in magnetic field. Thus, it seems that a relationship exists between current and changing magnetic field. As a result of these observations, Faraday concluded that an electric current can be induced in a circuit (the secondary circuit in our setup) by a changing magnetic field. Faraday’s law of induction states that the emf induced in a circuit is directly proportional to the time rate of change of magnetic flux through the circuit: Lenz’s law states that the induced current and induced emf in a conductor are in such a direction as to oppose the change that produced them. An emf and a current are induced in a circuit by a changing magnetic flux. In the same manner, circulating currents called eddy currents are induced in bulk pieces of metal moving through a magnetic field. Electric generators are used to produce electrical energy. Alternating current (ac) generator is a device that converts mechanical energy to electrical energy. In its simplest form, it consists of a loop of wire rotated by some external means in a magnetic field In commercial power plants, the energy required to rotate the loop can be derived from a variety of sources. For example, in a hydroelectric plant, falling water directed against the blades of a turbine produces the rotary motion; in a coal-fired plant, the energy released by burning coal is used to convert water to steam, and this steam is directed against the turbine blades. As a loop rotates in a magnetic field, the magnetic flux through the area enclosed by the loop changes with time; this induces an emf and a current in the loop according to Faraday’s law. The ends of the loop are connected to slip rings that rotate with the loop. Connections from these slip rings, which act as output terminals of the generator, to the external circuit are made by stationary brushes in contact with the slip rings. Motors are devices that convert electrical energy to mechanical energy. Essentially, a motor is a generator operating in reverse. Instead of generating a current by rotating a loop, a current is supplied to the loop by a battery, and the torque acting on the current-carrying loop causes it to rotate.

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Variables, Expressions and Statements Every program works with data. In order to talk about data, you have to have names for it. Every piece of data has a type. A data structure includes the name of the piece of data, the value of it, the type of data it is and the actions you can do with that piece of data. Example: a number called Age, with a value of 32, an integer type. The data type includes being able to add, subtract, multiply, divide, compare, input, output, assign that type of data. When you run into a new data type, ask the questions - what can I do with it? - Values and Data Types - Python has type() function to check - note when the shell shows the quotes around a string and when it does not - float stored as 2 pieces: base (also known as mantissa) and exponent, (example 5.2 e 9) - any characters can be inside a string - single or double quotes delimiters - even 3 quotes (allows for multiline strings) - handy to be able to include single quotes in a string that is delimited by double quotes and vice versa - using comma in a print statement puts a space between successive items to be printed - commas are delimiters, not part of numbers - x = 15,000 makes x a tuple with two elements (15,0) - Type conversion functions - also called 'type casting' - int () - will produce an integer from a floating point number or string - it does not change the original value, it makes a new one - does not round, it truncates towards zero - float () - produces a floating point number from an integer or a string - both int() and float() assume that the string has a valid number inside it - they do not handle letters! - str () function - will produce a string that contains the numeric characters from a float or an integer - why would you want to do that? you need to use a string function on a number - Assignment statements associates a name with a value - note that = (assignment operator) does not mean the same as == (equality - reference diagram - variables have types and those can be changed by assignment statements - use type function to see what type a variable is - Variable Names and Keywords - rules for identifier / variable names - can't use keywords, or should NOT use - as identifiers - Statements and Expressions - difference between statement and expression - len function - Operators and Operands - * / ** // % + - - mod does operate on floats too input function always returns a string - have to use typecasts to convert it to numbers "17" is not the same as 17. - The information you need about an operator - the semantics = what does it DO - what arguments and how many does it have and what do they mean? - what type(s) of arguments - what type(s) does it return - what is its precedence? - Order of Operations Pretty much same rules as algebra. () then ** then * and / and // and % then + and - (addition and subtraction) - if operators are at the same level, they are evaluated left to right a variable can have many different values during the run of a program. All that a computer can know is what the current value of a variable is, not what it used to be. - Updating Variables - Counting statement x = x + 1. The variable has to be initialized with some value before this statement will work. - the first time any variable appears on the RIGHT hand side of the = operator, it must already have a value or you get a runtime error - increment, decrement - can use different amounts

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Written by: Kelven Cross Class: Lesson Plan, More >> Written at: Sunday, November 12 2017 18:52:49 Step two of drawing up a lesson plan would be for the teacher to decide what resources will be needed for the lesson. The home school teacher might make use of a simple storybook to start. Thereafter, a series of worksheets for discussion might follow. Finally, the lesson might conclude with an assessment task, to ascertain how well the student has understood the work covered.

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Basic Addition (0-10). This page has lots of activities to use when teaching basic addition facts. Includes a memory match game, dice games, bingo, drill worksheets, flashcards, number line practice, and much more. All facts have addends between 0 and 10. (examples: 2+8, 9+6) Approx. levels: Kindergarten, 1st and 2nd grades. Printable practice worksheets to help you teach and review symmetry. Includes worksheets the require students to draw lines of symmetry, determine which pictures are symmetrical, and design symmetrical illustrations. Decimal Addition & Subtraction. Find sums and differences for pairs of decimals on these worksheets. These practice pages have decimals in tenths, hundredths, and thousandths. Use these printable worksheets to teach students about percentages. Convert from fractions and decimals to percents, solve word problems, and more.

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This chapter provides an overview of measurement of viscosity. Issac Newton postulated that "the resistance which arises from the lack of slipperiness of the parts of the liquid, other things being equal, is proportional to the velocity with which parts of the liquid are separated from one another." This "lack of slipperiness" is called viscosity. For simple liquids like water, the viscosity can depend on the pressure and temperature, but not on the velocity gradient (i.e., shear rate). If such materials satisfy certain further formal requirements (e.g., that they are inelastic), they are referred to as Newtonian viscous fluids. However, it is clearly impracticable to construct viscometers with the infinite planar geometry associated with Newton's postulate, especially in the case of mobile liquid systems, and this has led to the search for convenient geometries and flows that have the same basic steady simple shear flow structure. This problem has now been resolved and a number of the so-called "viscometric flows" are used as the basis for viscometer design. Further, the chapter also discusses shop-floor viscometers. © 2003 Elsevier Inc. All rights reserved. Walters, K., & Jones, W. M. (2003). Measurement of viscosity. In Instrumentation Reference Book: Third Edition (pp. 45–52). Elsevier Inc. https://doi.org/10.1016/B978-075067123-1/50006-5

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Ratio, Proportions and Percentages Introduction to Ratio, Proportions and Percentages The world of mathematics of numbers is vast and varied. When your child was introduced to numbers, their main focus was on understanding value and place. Then the focus shifted to internalising operations such as addition, subtraction, multiplication and division. From there they journeyed through the lands of factors, multiples and prime numbers. Now, they have arrived here, in the domain of fractions, decimals, ratios, proportions and percentages. The Big Idea: What are Ratios, Proportions and Percentages? These three topics are a natural extension of the concept of fractions and decimals. Therefore, make sure you check out those pages and thoroughly understand them before attempting to start on ratios, proportions and percentages. What is a Ratio? Imagine you are trying to mix paint. You put 3 units of red paint then add 7 units of blue paint into a tumbler. What would be the relation between red and blue in that tumbler? A ratio is the comparison of two values that are parts of a whole. What are Proportions? Refer to the image above, in the tumbler the total paint is 10 units to proportions would be, While ratios define the relation between two or more parts of the whole, whereas proportions describe the relation of each part’s contribution to the whole. What are Percentages? Once again taking the example of the paint in the tumbler. The same tumbler could be said to contain 30 per cent or 30% red paint and 70 per cent or 70% blue paint. A percentage describes the parts per hundred. How do I understand The Foundational Nature of Ratio, Proportions and Percentages Here are a few links that will take you through the journey that every Cuemath students undertakes in the pursuit of understanding Ratio, Proportions and Percentages along with practice worksheets: How to Teach your Child Ratios, Proportions and Percentages? As stated above, a thorough understanding of topics like fractions and decimals is of paramount importance while embarking on your journey to master ratios, proportions and percentages. Here are a few simple steps to achieve just that: Chunking: This is a practice in preparation that ensures that foundational concepts are always polished and reinforced. So, ensure that you include a brief revision of previous concepts of fractions and decimals while building up your child’s understanding of ratios, proportions and percentages. Flash Cards: These are the tools that sharpen your child’s brain and keep them on their toes. During their study time, dedicate about 30 minutes to drilling flash cards so that crucial concepts can be reinforced while strengthening mental math skills as well.

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About This Chapter SBA Math - Grade 6: Inequalities - Chapter Summary Use this chapter on inequalities to help your 6th-grader prepare for the middle school Mathematics SBA. Quick, engaging lessons can be viewed from any internet device and make studying accessible and fun. This chapter covers: - The definition of inequality and how to graph it - Set notation and systems of inequalities - How to solve an absolute value inequality - How to translate math sentences to inequalities - One- and two-step linear inequalities Video transcripts make it easy to track down key terms and provide an additional resource for students who prefer to learn in multiple formats. Use the lesson quizzes to evaluate your 6th-grader's understanding of the material. 1. What is an Inequality? Deciding how to spend your money can be a tricky thing. Should you save it, invest it, or enjoy it? Learn how inequalities can help you make your decision! 2. How to Graph 1- and 2-Variable Inequalities So an inequality is just an equation with a less than or greater than symbol. But what is the difference between 1 and 2 variable inequalities? What does have a greater than or equal to symbol change? When do you use a number line instead of a coordinate plane? Get those answers here! 3. Set Notation, Compound Inequalities, and Systems of Inequalities In this lesson, we'll explore the conditions of compound inequalities and learn how to express them using set notation and interval notation. Test you knowledge afterward with a short quiz. 4. Graphing Inequalities: Practice Problems If you're already pretty familiar with what inequalities are and just looking for a place to practice your skills, this is the place. This lesson covers topics like 1-variable, 2-variable, compound, and systems of inequalities. 5. How to Solve and Graph an Absolute Value Inequality Taking two skills and combining them to make a more complicated problem is a classic tactic in mathematics. If you feel confident with absolute values and inequalities, see if you can tackle them with their powers combined here! 6. Solving and Graphing Absolute Value Inequalities: Practice Problems Solving and graphing absolute value inequalities brings a lot of different skills together in one place. The practice problems in this video will give you a good chance to see more examples of absolute value inequalities but will also test your general algebraic knowledge. 7. Translating Math Sentences to Inequalities Watch this video lesson to learn how you can easily translate math sentences into inequalities. Once you know how to do this, solving word problems becomes that much easier. 8. Solving One-Step Linear Inequalities In this video lesson, you will learn how you can solve any kind of linear inequality that only requires one step. Learn when you need to subtract, when you need to add, when you need to multiply, and when you need to divide. 9. Solving Two-Step Linear Inequalities After watching this video lesson, you will be able to solve any kind of linear inequality problem where you only have to perform two steps. You will know in what order to perform each step and you will know just what kind of operation you need to do. 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 Smarter Balanced Assessments - Math Grade 6: Test Prep & Practice course - SBA Math - Grade 6: Basic Arithmetic Operations - SBA Math - Grade 6: Logic & Mathematical Reasoning - SBA Math - Grade 6: Number Theory - SBA Math - Grade 6: Introduction to Fractions - SBA Math - Grade 6: Operations with Fractions - SBA Math - Grade 6: Ratios, Rates & Proportions - SBA Math - Grade 6: Percents - SBA Math - Grade 6: Introduction to Decimals - SBA Math - Grade 6: Operations with Decimals - SBA Math - Grade 6: The Coordinate Graph - SBA Math - Grade 6: Factoring - SBA Math - Grade 6: Rational Numbers - SBA Math - Grade 6: Basic Algebraic Expressions - SBA Math - Grade 6: Writing Algebraic Expressions - SBA Math - Grade 6: Algebraic Distribution - SBA Math - Grade 6: One-Step Equations - SBA Math - Grade 6: Perimeter & Area - SBA Math - Grade 6: Surface Area & Volume of Geometric Solids - SBA Math - Grade 6: Data & Graphs - SBA Math - Grade 6: Statistics - Smarter Balanced Assessments - Math Grade 6 Flashcards

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Module Newsletters and Activities for Home. Division of tens and ones with successive remainders: Decompose angles using pattern blocks. These are exactly the same as the Eureka Math modules. Solve multi-step word problems using the standard addition algorithm modeled with tape diagrams and assess the reasonableness of answers using rounding. Fraction equivalence, ordering, and operations Topic G: Use right angles to determine whether angles are equal to, greater than, or less than right angles. Operations and Algebraic Thinking. YouTube Videos over Module Lessons. Find the product of a whole number and a mixed number using the distributive property. Identify and draw points, lines, line segments, rays, and angles and recognize them in various contexts and familiar figures. Video Video Lesson 37Lesson Use measurement tools to convert mixed number measurements to smaller units. Practice and solidify Grade 4 fluency. Equivalent fractions review Topic B: Fraction addition and subtraction: Identify, define, and draw perpendicular lines. Multi-digit multiplication and division Topic H: Metric Unit Conversions Standard: Use multiplication, addition, or subtraction to solve multi-step word problems. Multi-digit whole number subtraction: Solve division problems magh a zero in the dividend or with a zero in the quotient. The other links under the modules can help you practice many of the things you learned in your fourth grade class. Multiplication of up to four digits by single-digit numbers. Exploring measurement with multiplication Topic C: Mixed numbers and improper fractions review Topic E: Extending fraction equivalence to fractions greater than 1: Multiply multiples of 10,and 1, by single digits, mtah patterns. Practice and solidify Grade 4 vocabulary. Solve Problems involving mixed units of capacity. Decimal fractions Topic C: Place value, rounding, and algorithms for addition and subtraction Topic F: There may be videos or videos added later to these resources to help explain the homework lessons. Recognize a digit represents 10 times the value of what it represents in the place to its right. Repeated addition of fractions as multiplication: Represent and solve division problems with up to a three-digit dividend numerically and with number disks requiring decomposing a remainder in the hundreds place. Topic A includes lessons Fourth Grade Vocabulary to Know. Demonstrate understanding of area and perimeter formulas by solving multi-step real world problems. Solve word problems involving money. Fraction equivalence, ordering, and operations Topic B: Identify and draw points, lines, line segments, rays, and angles and recognize them in various contexts homewogk familiar figures. Course: G4M3: Multi-Digit Multiplication and Division Recognize lines of symmetry for given two-dimensional figures; identify line-symmetric figures and draw lines of symmetry. Solve division problems with remainders using the area model. Links to Module 2 Videos. Use the addition of adjacent angle measures to solve problems using leson symbol for the unknown angle measure. Decimal fractions Topic B: Explain remainders by using place value understanding and models.

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To do this, you have to multiply in the following way: Just remember when you put matrices together with matrix multiplication, the columns what you see across on the first matrix have to correspond to the rows down on the second matrix. But word problems do not have to be the worst part of a math class. By setting up a system and following it, you can be successful with word problems. So what should you do? Here are some recommended steps: Read the problem carefully and figure out what it is asking you to find. Usually, but not always, you can find this information at the end of the problem. Assign a variable to the quantity you are trying to find. Most people choose to use x, but feel free to use any variable you like. For example, if you are being asked to find a number, some students like to use the variable n. It is your choice. Write down what the variable represents. At the time you decide what the variable will represent, you may think there is no need to write that down in words. However, by the time you read the problem several more times and solve the equation, it is easy to forget where you started. Re-read the problem and write an equation algebra example problem the quantities given in the problem. This is where most students feel they have the most trouble. The only way to truly master this step is through lots of practice. Be prepared to do a lot of problems. The examples done in this lesson will be linear equations. Solutions will be shown, but may not be as detailed as you would like. If you need to see additional examples of linear equations worked out completely, click here. Just because you found an answer to your equation does not necessarily mean you are finished with the problem. Many times you will need to take the answer you get from the equation and use it in some other way to answer the question originally given in the problem. Your answer should not only make sense logically, but it should also make the equation true. If you are asked how fast a person is running and give an answer of miles per hour, again you should be worried that there is an error. If you substitute these unreasonable answers into the equation you used in step 4 and it makes the equation true, then you should re-think the validity of your equation. When 6 is added to four times a number, the result is What are we trying to find? Assign a variable for the number. We are told 6 is added to 4 times a number. Since n represents the number, four times the number would be 4n. If 6 is added to that, we get. We know that answer is 50, so now we have an equation Step 5: Answer the question in the problem The problem asks us to find a number. The number we are looking for is The answer makes sense and checks in our equation from Step 4. The sum of a number and 9 is multiplied by -2 and the answer is We are then told to multiply that by -2, so we have. Be very careful with your parentheses here. The way this is worded indicates that we find the sum first and then multiply.Algebra Calculator Examples. Step-by-step calculator for algebra problems. Algebra Example. Solving an equation: 2x+3=x+ Click here to try!» More Examples Try the calculator by clicking any example below. Quick Tutorial For New Users. Anton and Chris Rorres and Linear Algebra and its Applications by Gilbert Strang are loaded with applications. If you are a student and nd the level at which many of the current beginning linear algebra. In order to show an understanding of the problem, you, of course, need to read the problem carefully. Sounds simple enough, but some people jump the gun and try to start solving the problem before they have read the whole problem. Math Problem Example and Samples. Amec Plc and Carillion Plc. The paper "Amec Plc and Carillion Plc" is an excellent example of a math problem on finance and accounting. Amec Foster Wheeler is a consultancy, engineering and project management corporation set up fifty years ago with a wide global presence, managing oil, gas, minerals and metals. Problem First you must set up the problem by getting the absolute value quantity by itself on one side of the inequality. In this case you would do this by subtracting 4 from both sides. Understand and apply properties of operations and the relationship between addition and subtraction. mtb15.comtOA.B.3 Apply properties of operations as strategies to add and subtract. 2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known.

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End of Lesson 2 Lesson 3 Contents Example 1 Verbal to Algebraic Expression Example 2 Algebraic to Verbal Sentence Example 3 Identify Properties of Equality Example 4 Solve One-Step Equations Example 5 Solve a Multi-Step Equation Example 6 Solve for a Variable Example 7 Apply Properties of Equality Example 8 Write an Equation Write an algebraic expression to represent 3 more than a number. Write an algebraic expression to represent 6 times the cube of a number. Write an algebraic expression to represent the square of a number decreased by the product of 5 and the same number. Write an algebraic expression to represent twice the difference of a number and 6. Write an algebraic expression to represent each verbal expression. a. 6 more than a number b. 2 less than the cube of a number c. 10 decreased by the product of a number and 2 d. 3 times the difference of a number and 7 Answer: The sum of 14 and 9 is 23. Answer: Six is equal to –5 plus a number. Answer: Seven times a number minus 2 is 19. Answer: The difference between 10 and 3 is 7. Answer: Three times a number plus 2 equals 11. Answer: Five is equal to the sum of 2 and a number. Name the property illustrated by the statement if xy = 28 and x = 7, then 7y = 28.

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In this chapter we set out some of the foundations of the mathematics described in the rest of the book. We begin by examining sets and the basic operations on them. This material will, at least in part, be familiar to many readers but if you do not feel entirely comfortable with set-theoretic notation and terminology you should work through the first section carefully. The second section discusses functions: a rigorous definition of ‘function’ is included and we present various elementary properties of functions that we will need. Relations are the topic of the third section. These include functions, but also encompass the important notions of partial order and equivalence relation. The fourth section is a brief introduction to finite state machines. Elementary set theory The aim of this section is to familiarise readers with set-theoretic notation and terminology and also to point out that the set of all subsets of any given set forms a kind of algebraic structure under the usual set-theoretic operations. A set is a collection of objects, known as its members or elements. The notation x ∈ X will be used to mean that x is an element of the set X, and x ∉ X means that x is not an element of X. We will tend to use upper case letters as names for sets and lower case letters for their elements.

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The students will be learning about one of the past tenses in Spanish called the preterite. The basic components of the preterite will be discussed before the students learn the endings. For example, they will learn that the preterite is used when something has only happened one time or a limited number of times in the past. Once they realize that this isn't just a Spanish thing, we will move on to the presentation of the endings. After practice through the textbook and Amsco practice sheets, there will be a test given to be sure the students know their endings for the preterite. Once the lesson is complete, the students wil then be moving on to the imperfect tense and then a lesson comparing the two. Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Students understand and interpret written and spoken language on a variety of topics. Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Students must understand the concept of conjugating a verb. They will also have a concept of when to use the preterite before they learn the specific endings. There is much practice needed when teaching the students the preterite tense. Any time they are conjugating the verb in Spanish in a sentence, they should also be translating that sentence back to English. This way, in my opinion, they begin to have an idea what they are talking about. They have something in their own language to compare it to. This will also help the students when they get to the comparison lesson with the imperfect. By then they will have some of the comparisons sorted in their minds. The lesson should be presented as you choose. I have included a Power Point presentation that you may want to use to help you present this concept. At this point, the assessment will be basic. You will need to test for knowledge of the endings used with the preterite. You may also want to make sure they know the uses of the preterite, although the emphasis on this point will come in the last lesson on the comparison with the imperfect. An oral question and answer period with students asking them what they did last year, last night, yesterday or even this morning can be helpful. A computer with Windows 95 or 98 will be needed to run the Power Point presentation. You will also need some kind of projection device such as a tvator and television or an

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Students practice adding some of the basic prefixes to words in the English language. Using Commas in a Series By Fay Wagner Students insert commas to divide nouns, verbs, and adjectives when the words are written in a series. This practice exercise provides immediate feedback. Prepositions: In, On, and At By Lori Sween Learners read the definitions of the prepositions "in," "on," and "at" and view examples of how these words are used. They then complete an exercise by inserting the prepositions into sentences. Personal Pronouns - Exercise 2 By Rosie Bunnow In this learning activity you'll complete exercises using personal pronouns as subjects or objects. Modifiers and Nouns By Sarah Neeb In this learning activity you'll review information regarding single-word, phrase, and clause modifiers of nouns. Leaving a Telephone Message By Susan Maloney Students listen to three telephone messages and enter their evaluation of each one. They then read a list of guidelines for leaving effective messages. Reading and Interpreting Bar Graphs By Francine Nettesheim In this learning activity you'll identify the various parts of a bar graph, read and interpret its data, and calculate the data to solve various application problems. Calculating Monthly Expenses By Michele Williams In this learning activity you'll establish your budget by determining your earnings, expenses, and goals. Vocabulary Assessment Examples By Marie Hechimovich Learners choose the meaning of a selected word in a sentence. Reading Comprehension Assessment Example Learners read a passage and answer two questions based on the information found it that passage. Immediate feedback is provided. Common Security Acronyms 2 Test your knowledge of acronyms related to IT security. Unit 7 Vocabulary: Review Use the definitions to spell the correct vocabulary word Affirmative and Negative Sentences in Spanish. This game helps students to learn how to form affirmative and negative sentences, as well as ask questions in Spanish. Students may also get added practice on regular verbs in the present tense Creative Commons Attribution-NonCommercial 4.0 International License. Learn more about the license » Give your new group a name.

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The process by which something moves from one position to another is referred to as motion--a changing of position involving time, velocity, and acceleration. Motions can be classified as: linear, or translational (motion along a straight line); rotational (motion about some axis); or curvilinear (a combination of linear and rotational). A detailed description of all aspects of motion is called kinematics and is a fundamental part of mechanics. The kinematic description of motion really began with Galileo. From observations, Galileo introduced two crucial concepts: velocity as the time rate of change of position, and acceleration as the time rate of change of velocity. With velocity, acceleration, time, and distance traveled (change of position), the complete kinematic description of motion was possible. Four algebraic equations resulted, each involving three variables and an initial position or velocity. The position of an object must be given (or implied) relative to a frame of reference, and the object's motion is then described relative to this frame. Within this frame, position, change of position, velocity, and acceleration require a magnitude (how much) and a direction, both being equally important for a complete description. Physical concepts having this nature--both a magnitude and a direction--are called vectors. In contrast, scalar concepts require only a magnitude for their description (for example, mass is a scalar quantity). Saying the mall is a 5 mi (8 km) drive may be true, but it doesn't guarantee one will find the mall. However, specifying 5 mi (8 km) north would give the mall's precise location. Magnitude and direction are equally important. In circular motion, velocity is always parallel to the direction of motion and perpendicular to the radius of motion. The acceleration required to change the velocity's direction, called centripetal acceleration, is always perpendicular to the velocity and toward the center of motion. To change the velocity's magnitude, an acceleration is required in the direction of the velocity. This is applicable to curvilinear motion in general.

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Ad Blocker Detected Our website is made possible by displaying online advertisements to our visitors. Please consider supporting us by disabling your ad blocker. Science projects for kids always go better when they have to be presented in front of other students from grade school on up. It’s important to have a range of options available, and often the best way to do this is to use science worksheets. These are easy and effective ways for younger children to work through ideas that are being discussed at the time. These can then be used for a science fair, or even just as a fun project for a party. Here are some ideas to help you choose the right type of science worksheet for your child. Science projects for children should focus on real life science concepts. For example, worksheets for younger children can be based on ocean biology experiments, and those for older students can be based around plant biology concepts. It’s best to stay away from too many abstract ideas – children aren’t interested in trying to understand how the human mind works, they want to see actual facts in the process. That’s why it’s a good idea to choose materials that will help your young student demonstrate the concepts being discussed. Once you’ve chosen a couple of different science topics to cover, look for papers that can be used as examples. Younger children may enjoy having to draw their own diagrams. Older students may enjoy using chemical compounds to show how reactions occur. Regardless of the topic that’s being covered, these types of science fair project examples can help kids with their projects stick to the rules. Science worksheets also work well if you have the additional resources available. These include handouts, graphs, and videos. Handouts can give a more detailed explanation of the concept, and they’re often easier to understand as well. Graphs and videos allow students to get a visual idea of what’s being talked about, which is especially helpful in higher level science lessons. It’s also a good idea to include some printable activities on science fair projects, since your child can pick them up later and work on them. Remember, though, that worksheets are only one part of the complete science fair experience. You’ll still need to give your student a demonstration of the topic. In this case, it’s usually best to use a video or other live action material. Some students are shy about asking a teacher to demonstrate something to them, but you can always show the video to your student or ask them to read a copy of the presentation. Good science worksheets will always provide your student with an answer. They should never leave them without the answers, though. If your student gets confused or comes up short, ask them to review the information that they copied or borrowed from the worksheet. Try to find some middle ground. Explain that there might be some parts that they’re just not sure of, but that the goal is to get them as far as possible in the explanation.

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The fight for the right to vote in the United States This month marks the centennial of women's right to vote with the passage of the 19th Amendment. When the U.S. Constitution was written, it completely excluded women from most of the rights and privileges of being an American citizen. Free women operated in limited and rigid roles, while enslaved women were excluded from all. Yet women have actively participated as citizens—organizing, marching, petitioning—since our country's founding. Sometimes under the radar and sometimes flying in our politicians' faces, women's roles have been redefined. Women's progress is evident with the record number of women running for President of the United States. Kamala Harris is the first Black woman and the first person of Indian descent to be nominated for national office by a major party, only the fourth woman in U.S. history to be chosen for a presidential ticket. We will examine primary source documents related to the Seneca Falls Convention in 1848 to understand why the women's rights movement was necessary to gain future rights for women. Furthermore, students will learn about the objectives and impact of the Seneca Falls Convention. They will expand on this by analyzing the Declaration of Sentiments as a primary document. As a class, we will take a virtual tour of Seneca Falls, NY. Refresh your memory about the women's suffrage timeline by visiting the link below. Watch the video provided by C-Span to get an understanding how difficult it was, and is, to amend the Constitution. This is key to deepen your appreciation for the role the women's movement played in the 19th Amendment.

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This half term our learning question is : What can we learn from religions about deciding what is right and wrong? OUTCOMES BY THE END OF THIS UNIT, PUPILS ARE EXPECTED TO BE ABLE TO: - Explore teachings which act as guides for living within Judaism, Christianity, and a non‐religious belief system, e.g. the Ten Commandments (Exodus 20:1–21, Deuteronomy 5:1–22), the Two Commandments of Jesus (Mark 12:28–34), the golden rule for Humanists. What difference would it make if people keep these guides for living? - Use religious stories to explore the idea of temptation, and how it affects how people choose between good and bad, e.g. in Christianity, use Genesis 3 and the ‘Fall’, and Jesus resisting temptation in Matthew 4. - Share teachings from different religions that give examples of how to live ‘a good life’, e.g. Christian teaching from Jesus on the Beatitudes (Matthew 5: 2– - Talk about how pupils learn the difference between right and wrong. Is it always clear? How do people know? Sometimes the commands or guidance from religions help people to work out what the right thing is. Consider how helpful it is to have guidance like this for making choices and decisions in everyday life. Is it sometimes difficult for believers to follow the guidance? If religions say that God inspires their rules for living, where do Humanists look for guidance? - Explore the lives of some inspirational religious individuals (e.g. Desmond Tutu, Martin Luther King Jr). Consider how their religious faith inspired and guided them in their lives.

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Math 1310 Section 1.1: Points, Regions, Distance and Midpoints In this section, we’ll review plotting points, graph horizontal and vertical lines, some inequalities. Develop a formula for finding the distance between two points in the coordinate plane and one for finding the midpoint of a line segment with given endpoints. Graphing Points and Regions Here’s the coordinate plane: As we see the plane consists of two perpendicular lines, the x-axisand the y-axis. These two lines separate them into four regions, or quadrants. The pair, (x, y), is called an ordered pair. It corresponds to a single unique point in the coordinate plane. The first number is called the x coordinate, and the second number is called the y coordinate. The ordered pair (0, 0) is referred to as the origin. The x coordinatetells us the horizontal distance a point is from the origin. The y coordinatetells us the vertical distance a point is from the origin. You’ll move right or up for positive coordinates and left or down for negative coordinates.

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Meteors show that they will be habitable as long as there is water below the surface of Mars. Deep down Mars, radioactive elements break down water molecules and make materials that can feed life beneath the surface of Mars. This process, known as radiolysis, has stored bacteria for millions and billions of years in waterlogged cracks in the Earth’s rocks. Now a study published in the journal Astrobiology claims that radiation can also support microbial life beneath the surface of Mars. Dust storms, cosmic rays and solar winds have destroyed the surface of the Red Planet. But some species can take refuge below the surface. According to Jesse Tarnas, a planetary scientist at NASA’s Jet Propulsion Laboratory and the lead author of the article above, “the environment on Mars that has the highest chance of being habitable is its lower surface.” Examining Mars’ subsurface can help scientists determine whether life survives there – and the best examples of Martian subsurface available to us are meteorites that hit Earth. Tarnas et al. Studied the particle size, mineral composition, and radioactive elements in Martian meteorites and estimated the porosity of the Martian crust using data from satellites and astronauts. They incorporated these properties into a computer model for radionuclide simulation to see how effectively the process could produce sulfate and hydrogen gas – chemicals that could support the metabolism of subsurface bacteria. The researchers report that if there was water beneath the surface of Mars, the irradiation process could have kept microbes alive there for billions of years – and it probably still is. Scientists have studied Martian radiation in the past, but this is the first estimate using Martian rocks to estimate their habitability below the planet’s surface. Tarnas and his colleagues measured the potential richness of life beneath the surface of Mars and concluded that millions of microbes could live on one kilogram of rock (geobiologists have found similar densities in the underground). The most habitable specimen tested is a meteorite composed of a rock called “Regolith Breccia”. “The rocks are thought to have originated in the heights south of Mars, which is the oldest surface on the planet,” says Tarans. Underwater life needs water – and according to Lujendra Ojha, a planetary scientist at Rutgers University, who did not play a role in the study, it is unclear whether water is under the surface of Mars. . The next important step can be to determine if there is news of water there, and this research will be a stimulus for the search for subsurface water. “Where there is groundwater, there can be life,” says Oja.

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Children can learn to recognise and say the 'or' sound by watching this Phonics Phase 3 or Sound Video. It will also support them with blending to read a word including the 'or' sound and segmenting to spell a word including the 'or' sound. More resources for EYFS. (L-R19) Can segment the sounds in simple words and blend them together and knows which letters represent some of them. (L-R20) Links sounds to letters, naming and sounding the letters of the alphabet. (L-R21) Begins to read words and simple sentences. Early Learning Goal (ELG9) Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read. This resource is available to play with a Premium subscription.

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Unit 4222-303 Promote equality and inclusion in health, social care or children’s and young people’s settings. Outcome 1. Understand the importance of diversity, equality and inclusion. 1.1 Explain what is meant by * Diversity – means difference and recognises that people have things in common with each other; they are also different and unique. Diversity is about recognising and valuing everyone’s culture, personality, age, race, sex, disability, gender, religion and beliefs. Everyone has a full and active participation and have a sense of belonging. Inclusive practice involves taking action to remove barriers to participation and learning. Inclusion also involves eliminating discrimination and promoting equality. Recognizing and respecting the diversity of backgrounds, beliefs and experiences, is promoting equality. - the effects of discrimination on individuals Treating people unequally can result in their losing their dignity, respect, self-esteem and self-worth and ability to make choices; individuals or groups being oppressed or disadvantaged. PWCS 33 1.1 Diversity is a range of social, cultural, language and different ethnic backgrounds. Working with men and women, people with different types of ability and disability, individuals speak different languages and who have different cultural traditions. Equality is giving each person the appropriate opportunities to receive care and treatment. Having choice and to make decisions to the best of their abilities and interest. Valuing people as individuals is important in promoting equality of opportunities. Unit 303 Principles of diversity, equality and inclusion in adult social care settings. Outcome 1 – Understand the importance of diversity, equality and inclusion. 1.1 Explain what is meant by: Diversity – is about difference and its value is the richness and variety that different people bring to society. * Appearance * Gender * Race * Culture * Ability * Talent * Beliefs Equality – is ensuring individuals or groups of individuals are treated fairly and equally and no less favourably, specific to their needs, including areas of race, gender, disability, religion or belief or sexual orientation and age. Inclusion – involves making the individual the centre of their life. UNIT 203: Principles of diversity, equality and inclusion in adult social care 1 Understand the importance of equality and inclusion 1.1- Diversity: Diversity literally means difference. Diversity recognises that though people have things in common with each other, they are also different and unique in many ways. Diversity is about recognising and valuing those differences. Diversity therefore consists of visible and non-visible factors, which include personal characteristics such as background, culture, personality and work-style in addition to the characteristics that are protected under discrimination legislation in terms of race, disability, gender, religion and belief, sexual orientation and age. By recognising and understanding our individual differences and embracing them, and moving beyond simple tolerance, we can create a productive environment in which everybody feels valued. Unit 3 Promote equality and inclusion in Health, Social Care or Childrens and Young Peoples Settings 1.1 Explain what is meant by diversity, equality and inclusion Diversity: Diversity means difference, Diversity recognises that even though people have alot in common with eachother they are all different in there own unique ways. Diversity conists of visable and non-visable factors which could include race, sexual orientation, disability, religion, gender and many more. By recognising these differences in people we could make a more productive enviorment for people where everyone feels valued. Equality: Equality means treating people in the appropriate mannor that you would like to be treated, everyone is equal no matter what background Unit 303 Promote equality and inclusion in health, social care or young people's settings Diversity Each individual is unique. It is important to recognise the differences in people. Factors considered are: race ethnicity gender sexual orientation social-economics age physical ability religious beliefs political beliefs It is important that we not only recognise the differences between individuals, but that we embrace and explore them in a safe, positive and nurturing setting. Equality We must ensure that each individual person is treated fairly and no less favourably, specific to their needs, with all aspects of diversity taken into consideration. Inclusion This is a universal human right. different cultures, personal characteristics, maybe a disability, religions and beliefs, gender and age and even sexual orientation. Equality is making sure that everyone or groups of individuals are treated fairly and equally and no less happier, specific to their needs. Including areas of race, disability, gender, religion or belief, sexual orientation and age. Inclusion means a work environment where everyone has an opportunity to fully participate ,it’s a feeling included and feeling respected and valued for who you are no matter if the person has advantages. Discrimination an act or instance of discriminating, or of making a distinction. Q1.1 Explain what is meant by * Diversity Diversity by definition is to introduce variety, to vary or to expand one’s range of services. In the context of caring is that the service user has different needs be it cultural needs and companionship. * Treating each person as an individual. * Respecting and promoting individual views, right to express his or her own identity and life style. * Responsibility of the carer not to discriminate against others on the basis that the individual’s identity lifestyle or culture is morally superior to that of others. It is also about challenging others if necessary and speaking up for the individuals you support when they cannot speak up for themselves. Equality means treating everyone equally regardless of their colour, age, gender, ethnicity, sexual orientation, disability etc it is different to treating people the same; different people have different needs, so individuality should be taken in to account. Inclusion is a human right for every individual. The aim of inclusion is to embrace all people irrespective of race, gender, disability, medical or other need, culture, age, religion and sexual orientation. It is about giving equal access and opportunities and getting rid of discrimination and intolerance.

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In this story I am going to be talking about the very basics of a Recursive function in programming and also go over a example explaining how a recursive function works on the stack ! What is it ? Recursion in computer science is when a function calls itself to achieve its desired goal. These functions are known as recursive functions… Recursive functions are compartmentalized into two essential parts. The first being what is know as a Base case A Base case is a section of code that serves as a point where our recursive algorithm will be terminated. It is usually a conditional statement outlined in the function below that finds a factorial from a given number. The second essential part of a recursive function is the call to itself. This call using the example above just refers to the same function with an altered value. Now that we understand the fundamentals we can visualize a example recursive function… In order to understand how a recursive function works on the stack we need to talk about LIFO(last in first out) Here we have a little depiction of The Stack… This diagram is depicting how the flow of the Stack works with the (First) slot on the stack being the newest element pushed to it and the (Last) slot on the stack being the one that it will remove if needed. This is the structure of LIFO with the oldest entry being removed first and the newest being placed at the end aka last in first out… Now I bet your wondering what any of this has to do with Recursive Functions. Just take a look below ! Here we call our _pow_recursion function with the value (3, 4) which will start our recursive algorithm. The diagram above details the flow of the algorithm and its relation to LIFO. In this diagram above I illustrate how the original call will call another function and in turn will call another function and so on until our program reaches a base case (arrows on the left of illustrated boxes). Until our function reaches a base case no function will return. Once our function hits this base case each return will be processed back to its calling function. The RETURNS IN THE STACK column illustrate the order that the value will be returned in and the arrows on the right of our illustrated boxes show which functions each of these values are being returned too.

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Teaching missing numbers in subtraction sentences requires higher order thinking practice. This resource has over 30 no-prep pages that can help your student learn how to solve for the difference, missing subtrahend, and missing minuend. If you aren't sure what these terms mean, that's ok! There are helpful posters included that will help your kids grasp the terms and actually use them appropriately! Why use these terms: The math standards are clear for both the Common Core and the TEKS. - Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _. TEKS - Use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2 + 4 = [ ]; 3 + [ ] = 7; and 5 = [ ] - 3. Here's what's included: - Subtraction Terms Poster showing a subtraction sentence in a number bond. The numbers are labeled with Difference, Minuend and Subtrahend. - Blank Number Bond Poster with a number line and labels (difference, minuend, subtrahend). - Directions for use. - How to solve problems using a number line (included on each worksheet). - Worksheet Differentiation - Differences, Minuends and Subtrahend from 10, 12, 15, 18, 20 - 2 Different Worksheets Styles - Basic Fact and Number Bonds - 30 Worksheet in all If you would like to get updates on NEW and CURRENT resources...

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Words nearby Fifteenth Amendment MORE ABOUT FIFTEENTH AMENDMENT What is the Fifteenth Amendment? The Constitution of the United States is the document that serves as the fundamental law of the country. An amendment is a change to something. An amendment to the Constitution is any text added to the original document since its ratification in 1788. The Constitution has been amended 27 times in American history. The Fifteenth Amendment was ratified on February 3, 1870. The entire text of the amendment reads: “The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any state on account of race, color, or previous condition of servitude. The Congress shall have power to enforce this article by appropriate legislation.” The Fifteenth Amendment, along with the Fourteenth Amendment, was ratified after the end of the American Civil War and gave rights to freed Black men. Despite this, all of the former Confederate states would manage to defy both amendments and prevent Blacks from voting for many years. Why is Fifteenth Amendment important? This relatively short amendment gave the right to vote to freed Black men and, in theory, gave Congress the authority to prevent the states from denying this right. Unsurprisingly, Black voters overwhelmingly voted for Republicans, the party of President Abraham Lincoln, and so the post–Civil War South was at first controlled by Republican politicians, including 16 Black Congressmen and more than 600 Black men in state legislatures. Until the late 1870s, these politicians enacted legislation and policies that benefited freed Blacks, such as outlawing segregated public transport and land sales, despite heavy resistance from white supremacists and President Andrew Johnson. However, Republican power diminished in the South and Southern Democrats (who supported white supremacy) regained control of the former Confederate states by 1877. For nearly 100 years, the South then passed legislation now known as Jim Crow laws that denied Blacks the right to vote through restrictions that circumvented the Fifteenth Amendment. It took until 1965 with the passage of the Voting Rights Act to outlaw these state laws and give the federal government the authority to review and approve changes in voting laws at the state level. Did you know … ? It took only two months after the Fifteenth Amendment was ratified for an American citizen to exercise his new voting rights. Thomas Mundy Peterson of Perth Amboy, New Jersey, was the first Black American to ever cast a vote, which he did on a vote of the town’s charter. Peterson was awarded a medal by the citizens of Perth Amboy, and in 1998 New Jersey named March 31 as Thomas Mundy Peterson Day in recognition of his historic vote. What are real-life examples of Fifteenth Amendment? This video provides a more thorough explanation of the history and political situation surrounding the Fifteenth Amendment: Equal voting rights and the Fifteenth Amendment are a near-universally supported idea today. Like most amendments, the Fifteenth Amendment is most often brought up in history discussions or when a law is brought to court for possibly violating it. We would like to encourage everyone to exercise their 15th Amendment right and go out and vote today! Be the change that you would like to see within society! — Radford_Nupes (@RhoThetaNupes) November 5, 2019 New lawsuit: after Florida Gov. Ron DeSantis signs bill requiring felony offenders to pay off court fines and fees before they can regain voting eligibility, @ACLU, @NAACP_LDF, and @BrennanCenter challenge it on 1st, 14th and 15th Amendment grounds https://t.co/0rqeDDq6NL — CJ Ciaramella (@cjciaramella) June 29, 2019 What other words are related to Fifteenth Amendment? True or False? The Fifteenth Amendment forbids laws that prevent people from voting based on their race. How to use Fifteenth Amendment in a sentence Open-carry activists are known for baiting cops into on-camera arguments about the Second Amendment and state laws.Texas Gun Slingers Police the Police—With a Black Panthers Tactic|Brandy Zadrozny|January 2, 2015|DAILY BEAST They would not, for example, supersede federal law regarding the Establishment Clause in the First Amendment. Either we believe the First Amendment is worth defending or we do not.The Sony Hack and America’s Craven Capitulation To Terror|David Keyes|December 19, 2014|DAILY BEAST They then would expect the Senate to strip that amendment and compromise simply on keeping government open for 60 days.Bachmann and Pelosi vs. Boehner and Obama Over Spending Bill|Ben Jacobs|December 11, 2014|DAILY BEAST Why are “threats,” unlike other scary speech, outside the protection of the First Amendment?Does Free Speech Cover Murder Fantasies? The Supreme Court’s Definition of a ‘Threat’|Geoffrey R. Stone|December 1, 2014|DAILY BEAST That he would camp near Lone Jack on the evening of the fifteenth, and wanted Thompson to join him thar.The Courier of the Ozarks|Byron A. Dunn Consequently an amendment may be made diminishing the weekly allowance to a member who is sick, and also the time of allowing it. By the fourteenth amendment to the federal constitution their rights and privileges have been further secured. Several laws for the resumption of Crown lands were passed by the Parliaments of the fourteenth and fifteenth centuries.The History of England from the Accession of James II.|Thomas Babington Macaulay Ducking back through the firedoor, he ran quickly up to the sixteenth floor, up past the fifteenth.

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Exploring the concept of steep Linear functions are graphically stood for by lines and also symbolically composed in slope-intercept form as, y = mx + b, where m is the slope of the line, and b is the y-intercept. We speak to b the y-intercept because the graph of y = mx + b intersects the y-axis in ~ the allude (0, b). We have the right to verify this by substituting x = 0 into the equation as, y = m · 0 + b = b. Notice that us substitute x = 0 to identify where a duty intersects the y-axis due to the fact that the x-coordinate of a suggest lying top top the y-axis need to be zero. The an interpretation of slope : The continuous m express in the slope-intercept kind of a line, y = mx + b, is the slope of the line. Steep is defined as the proportion of the increase of the heat (i.e. How much the line rises vertically) come the operation of line (i.e. Exactly how much the line runs horizontally). For any two distinctive points top top a line, (x1, y1) and (x2, y2), the slope is, Intuitively, we have the right to think that the slope together measuring the steepness of a line. The steep of a line can be positive, negative, zero, or undefined. A horizontal line has actually slope zero because it go not climb vertically (i.e. y1 − y2 = 0), when a vertical line has undefined slope because it does no run horizontally (i.e. x1 − x2 = 0). Zero and also Undefined Slope As proclaimed above, horizontal lines have slope equal to zero. This go not mean that horizontal lines have no slope. Because m = 0 in the instance of horizontal lines, they are symbolically represented by the equation, y = b. Functions represented through horizontal lines room often dubbed constant functions. Upright lines have actually undefined slope. Since any type of two points on a vertical line have actually the very same x-coordinate, slope can not be computed as a limited number follow to the formula, because division by zero is an unknown operation. Vertical lines are symbolically represented by the equation, x = a where a is the x-intercept. Vertical lines are not functions; they carry out not happen the vertical heat test at the allude x = a. Lines in slope-intercept form with m > 0 have actually positive slope. This means for every unit boost in x, there is a matching m unit increase in y (i.e. The line rises by m units). Present with hopeful slope increase to the best on a graph as displayed in the adhering to picture, Lines with better slopes rise much more steeply. Because that a one unit increment in x, a line through slope m1 = 1 rises one unit if a line v slope m2 = 2 rises two units together depicted, Lines in slope-intercept kind with m 3 = −1 drops one unit while a line v slope m4= −2 drops two units as depicted, Parallel and Perpendicular present Two lines in the xy-plane might be classified together parallel or perpendicular based on their slope. Parallel and also perpendicular lines have really special geometric arrangements; most pairs the lines room neither parallel no one perpendicular. Parallel lines have actually the very same slope. Because that example, the lines provided by the equations, y1 = −3x + 1, y2 = −3x − 4, are parallel come one another. These 2 lines have different y-intercepts and also will as such never crossing one another since lock are changing at the same price (both lines fall 3 units for each unit increase in x). The graphs that y1 and y2 are provided below, Perpendicular lines have slopes the are an adverse reciprocals of one another. You are watching: The slope of every vertical line is See more: How Many Songs Can 160Gb Hold ? How Many Songs Does A 160Gb Ipod Hold In other words, if a line has actually slope m1, a line that is perpendicular come it will have slope, An example of two lines that are perpendicular is provided by the following, These two lines crossing one one more and type ninety degree (90°) angle at the point of intersection. The graphs that y3 and y4 are detailed below, In the following section we will describe how to solve linear equations. Linear equationsThe sdrta.net task > Biomath > Linear features > principle of slope The sdrta.net project Department of Biochemistry and Molecular Biophysics The college of sdrta.net January 2006 contact the development Team

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2. Antebellum Quaker Boycotts The Society of Friends, more commonly called Quakers, formed in the aftermath of the English Civil War (1642-1651). Quakers believed that it was their duty to have “holy conversation” and lead lives of piety, faith, and love. King Charles II gave a land grant to William Penn, who encouraged his fellow Quakers to leave England and Ireland and settle in the new British Colonies. These Quakers founded Philadelphia in 1681 where they used slave labor to clear the land, construct buildings, and build urban infrastructure. A Quaker abolitionist movement began around 1730. As they emancipated their slaves, Quakers began advocating for complete abolition, which became a new tenant of Quaker society. As Philadelphia grew, Quakers began traveling south into the Carolina backcountry to establish new communities that continued to advocate peace, love, and abolition. Meanwhile, as eastern plantation and slave owners sought out new lands, they came in direct contact with the peace-loving Quakers. Many believed the Quakers cowards as they abstained from violence even though they had successfully negotiated trade relations with hostile native tribal leaders without relying upon violent attacks. Upon American independence, Quakers remained committed to the peace and loving tenants of their religion. As abolitionists in New England held rallies and gave speeches that proclaimed the horrors of slavery in the South, Quakers became entrenched in their own fight for abolition. Largely ignored, the Fugitive Slave Act of 1793 required all citizens and government officials to assist with the recapturing of any escaped slave when his or her owner came looking. Theoretically, all an escaped slave had to do was cross into a free state where he or she could blend in with the free-black community. Reality was different and escaped slaves required help to make safe passage to a free state or Canada. Levi Coffin, a prominent Quaker, led a boycott against any shop that sold or transported goods that used slave labor. In antebellum America, cotton was the most profitable crop because it was planted, maintained, harvested, and transported by people who received no wages for their labor. When the cotton arrived at northern textile mills, cheap immigrant labor was used to manufacture cloth and clothing, which was then transported to shops throughout the country. Quakers boycotted plantation-grown cotton, the goods it was manufactured into, and the shops that sold it. They also boycotted rice, sugar, and flour milled by slaves. In addition to boycotting crops that used slave labor, Quakers became central figures in the Underground Railroad. After the success of the Mexican-American War, southern plantation owners began to press for a strict national fugitive slave law. With the passage of the Compromise of 1850, it became illegal for anyone to assist a runaway slave or to interfere with the return of a slave to its owner. Quakers did not recognize this law as it was against their belief of abolition, peace, love, and the right of anyone to have “holy conversation” with God. Quakers established safe houses for enslaved men, women, and children who were undertaking the laborious and illegal trek north. In direct defiance of the Fugitive Slave Law of 1850, Quakers provided information for runaway slaves that would lead them to the next safe house. Most that participated in the Underground Railroad knew only of the next safe house instead of all of the safe houses. The secrecy implemented by the Quakers would assist them if they were found out by anyone seeking to find a runaway slave, of which there were many. In the case of the Quakers, their boycott of crops and goods made with slave labor became a stepping-stone to establishing the Underground Railroad. For Levi Coffin and his wife Catherine, it is estimated that they alone assisted 2,000 escaped slaves to freedom. Perhaps the most famous person with ties to the Underground Railroad was Harriet Tubman who undoubtedly interacted with Quakers as she escorted escaped slaves to freedom.

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9.00AM to 12.30PM When it comes to teaching maths in kindergarten, there are a few different methods that can be used. Some of the most popular methods include using manipulatives, games, and songs. In this course, students will engage in math talks through many different activities. Math talks are a great way for students to develop number sense and mathematical thinking necessary for today's mathematics. The Common Core Mathematics focuses on the Standards for Mathematical Practice. The idea behind these mathematical thinking and practices is to give students the tools they need to solve problems and to become lifelong, independent learners. These skills are developed throughout a student’s math education throughout the years and are critical to a student's success at math. The Standards for Mathematical Practice are as follows: - Make sense of problems and persevere in solving them. - Reason abstractly and quantitatively. - Construct viable arguments and critique the reasoning of others. - Model with mathematics. - Use appropriate tools strategically. - Attend to precision. - Look for and make use of structure. - Look for and express regularity in repeated reasoning. Each class in this ongoing course will focus on developing these skills in students. Topics covered include counting, subitizing and composing numbers, shapes, patterns, addition and subtraction, graphs and data, word problem strategies. Each class will have different activities including songs and games like "What doesn’t belong?", "Spot the Differences", "Would you rather?", "Spot It", "Math Riddles, "Think and Talk pictures" and many more!

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This math lesson is designed for 6-12 years old children to help them learn the square numbers and notation of squares using Montessori bead bars. In our previous video lesson, we learned about counting with bead bars. In this video, we will learn how to multiply and make square notations using Montessori bead bars. Prerequisites of Finding Square Numbers What is the notation of a square? The notation for a square is usually a super-scripted 2, written after the number or variable representing the length of one of its sides. It is usually pronounced as “x squared”. For example, if the length of one side of a square is x, the notation for the area of the square is x^2. How Notation of Squares are Introduced in a Montessori Classroom? In a Montessori classroom, the notation of squares is introduced using the Montessori bead bar. As shown in the video, children can explore squares by creating them with bars. They can use bead bars of the same length to create squares of various sizes and use different combinations of bead bars to experiment with different shapes. How to Find a Square of the Number or Square Notation in a Montessori Way? This notation method is a simple yet effective way for children to understand and remember the concept of squares. To find the square of a number, follow the below steps: - Invite the child to the table along with the Montessori bead bars. - Tell them today, we will find the square of a number using Montessori bead bars. - As shown in the video, take the 5 bead bars 5 times and arrange them together. - Now ask the child to count the bead bars both vertically and horizontally. - Note the numbers and present them as 5×5 in the notebook. - Now, to notate a square, children can count the number of beads used to create the square either counting all the beads or skip counting. For example, if a child creates a square using five bead bars of the same length, they can notate it as 5². The superscript of 2 indicates that the shape is a square. - Ask the child to note the count answer as 25. - Encourage the child to try finding the square of a number and write its notation with different numbered bars. Benefits of Finding Square of a Number or Notation of Square The use of Montessori bead bars in notating squares provides a fun and interactive learning experience for children. It helps them develop their fine motor skills, spatial awareness, and understanding of mathematical notation. Furthermore, it encourages exploration and creativity, allowing children to think outside the box and experiment with different shapes and sizes. Incorporating Montessori bead bars into math lessons at an early age can help children build a strong foundation for future learning and success. List of Square Numbers Here are the squares of numbers 1-20: - 1^2 = 1 - 2^2 = 4 - 3^2 = 9 - 4^2 = 16 - 5^2 = 25 - 6^2 = 36 - 7^2 = 49 - 8^2 = 64 - 9^2 = 81 - 10^2 = 100 - 11^2 = 121 - 12^l2 = 144 - 13^2 = 169 - 14^2 = 196 - 15^2 = 225 - 16^2 = 256 - 17^2 = 289 - 18^2 = 324 - 19^2 = 361 - 20^2 = 400 Ask the child to write square notations as shown in the video, and help them get a better understanding of the concept with this fun and interactive method. Related Video Resources - Notation of Cubes - Multiples and Factors Tables A, B and C - Montessori Stamp Game Multiplication - Addition and Subtraction of Squares and Cubes To watch more math resources, click here. Video Created by: Justine McNeilly - What is the notation for a square? The notation for a square is usually a super-scripted 2, written after the number or variable representing the length of one of its sides. It is usually pronounced as “x squared”. - What are Square Numbers? A square number is a number that is the product of a number multiplied by itself. For example, 9 is a square number because it is the product of 3 multiplied by 3. The sequence of square numbers begins: 1, 4, 9, 16, 25, 36, 49, 64, 81, and so on. - What are the 5 properties of square numbers? There are five properties of square numbers: - They are non-negative integers (0, 1, 4, 9, 16, …) - They are the result of multiplying an integer by itself. - The square of an even number is an even number. - The square of an odd number is an odd number. - The sum of any two square numbers is also a square number.

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A directory of useful objects found on the web for teaching Maths. Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point (ACMNA001) * reading stories from other cultures featuring counting in sequence to assist students to recognise ways of counting in local languages and across cultures * identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built * developing fluency with forwards and backwards counting in meaningful contexts, including stories and rhymes * understanding that numbers are said in a particular order and there are patterns in the way we say them There are no resources for this topic. Do you know of a good resource for this topic? Submit it for inclusion on this site and for other maths teachers to find.

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Section A: Describe the system of trial by jury within the English legal system. Over many years people have become familiarised by the term ‘jury’. It is an essential part of our legal system, and can be traced back to the middle ages. In the Magna Carta, 1215, Clause 39 of the charter basically says that no man shall be imprisoned unless decided by his peers. It seemed a fair way to sentence someone. Juries have, however, normally still been under the power of the judge. Judges were allowed to fine or punish juries that come up with a verdict different to what he thinks himself. The independence of the jury finally happened in Bushel’s Case, 1670. This happened following the trial of William Penn, who was being tried for unlawful speaking. Edward Bushel was a juror in the trial. All of the jury were treated unfairly, and eventually imprisoned, for the verdict that they came to. Whilst in prison, Bushel filed a writ of habeas corpus, which is a legal procedure that allows prisoners to argue the legality of their imprisonment. Chief Justice Vaughan agreed with Bushel and ordered the confined jurors to be released. Bushel's Case is very important in law because it basically invented jury nullification. The court made it clear that it is by the decision of the jury, not judge, that someone will be sentenced. Jurors can now not be punished for their decision. Courts also cannot try to force them to change their verdict. Even now the jury system is ever changing, but the basics will always still remain. The jury is a group of 12 people. They are all different races, ages and genders. In criminal cases, the jury decide whether the defendant is guilty or not. In civil cases, the jury decide if the claimant has proved their case and also how many damages are being awarded. This only happens, however, in 4 types of civil cases: defamation (over 10,000), malicious prosecution, false imprisonment and fraud. Damages are discretionary in other cases. The jury do not have the right to decide the verdict in a criminal case. The judge, who will also hear the case, decides this. It is also essential that the judge does not help decide the verdict. He can not pressurise or threaten the jury, as it may not be fair. Each have their own roles and these must be stuck to. This is a preview of the whole essay To qualify for jury service, a person must be aged between 18 and 70. They must also be on the electoral role, the list of people eligible to vote. A person must also have lived in the UK for 5 years since the age of 13. Anyone who does not qualify will not be allowed to be a juror. However, some people are ineligible, disqualified or excused from jury service. You are ineligible if you have either mental problem, are judiciary or concerned with the administration of justice, or are a clergy member. Disqualifications include people with certain criminal convictions or people on bail while their own trial is being heard. You may be excused as of right from jury service if you are aged 65 – 70, Have been a juror in the past 2 years, a member of parliament, someone of the medical profession or armed forces, or a practising member of a religious society. A discretionary excusal will only be given for a very good reason. If you are refused excusal, you have the right to appeal against it. All of these qualifications and disqualifications are set out in the Juries Act 1974. Summoning the jury is how the process starts. A jury summoning computer has a special copy of the electoral register, marked with the names of people eligible. Then a list of 150 people is made, whom all of which will be sent a notice saying that they have been summoned, and also explaining ineligibility, excusals etc. the potential jurors must then appear at the court to be questioned to determine any unfair biases and if they are qualified for service. Lists of jurors are then made of different people to send to various courts around England. A jury of 12 is then selected by ballot from the panel in open court. The chosen jury must then be vetted. There are 2 kinds of jury vetting that have been authorised to be used. These are the checking of criminal records, and the checking of special branch and security services records in cases involving national security or terrorist attacks. Any other records are not allowed to be checked, as this is an invasion of privacy. Records must be checked in order to make sure that people are qualified for the role. Jury challenging is a process in which the defence and prosecution can argue that the jury chosen is biased. Defence alone can argue that the whole jury has been chosen in a biased or unrepresentative way. Both the defence and prosecution can challenge all and a single juror on the grounds that they think the juror is not qualified to serve, is biased or is reasonably susceptible of bias. This is then tried by the judge. If a person is taken off the jury, there can be ‘stand by’ jurors, who do not sit on the panel unless there insufficient members to make a whole jury. You must always give a reason for challenging the juror. Before 1989, the defence could challenge up to 3 jurors without having to give any reason. The flaws in this have now been realised, and those rights have been removed. In rare cases where there have been insufficient jurors to carry out a case, there is a special power to select anyone who is qualified to serve as a juror from the streets or an office. This type of juror is called a talesman. This power is very rarely used, but it was used once in 1992 at Middlesex crown court. Half of the jury failed to show up for service after New Year, so talesmen were used. During the trial, the role of the jury is to sit and listen to the evidence. They can make notes on points that they may later wish to think about when making a verdict. During the trial, juries will be given photographs or documents to examine as evidence in the case. Everything shown to them must be taken into account. The judge must decide on any points of law in the case and he must explain these as well as legal matters to the jury. If a juror wants to ask a question, it must be written down for the court usher to hand to the judge. All trials must be started with twelve jurors, but if some cases go on for too long it is possible this number will be reduced. Jury service usually lasts ten working days, but in some cases the trials can last for months on end. This seriously affects the lives of jurors. In some cases, a juror may fall ill or even die. The law lets the judge carry on the case, as long as the number of jurors does not fall below nine. When a jury need to come to a decision they must exit the courtroom and enter a private room to discuss the case they just saw. Everything that goes on in the room must be strictly confidential. No-one other than the jurors may know what happened and the jury cannot tell people either. If a juror does tell someone anything they are guilty of contempt of the court and can either be fined or sent to prison. When a jury retires to the room, they are told that they must all agree on a verdict. The decision must be unanimous. However, if more than 2 hours have been spent where the jury are trying to come to a unanimous decision, the judge will ask them to return to the courtroom and then tell them they can reach a majority decision. For a majority decision to be allowed at least ten jurors must agree. The vote can then be either 11-1 or 10-2. When a jury falls below eleven jurors then at least nine of these must agree. Once a jury has decided on a verdict, they must return to the courtroom and the clerk will ask what decision they have come to. The foreman or forewoman on the jury (the spokesperson) must say whether the verdict is guilty or not guilty, and whether it was a unanimous or majority verdict. If the verdict is guilty by majority, the spokesperson must say how many jurors agreed. The judge will then sentence the defendant. If the verdict is not guilty then the defendant will be acquitted.

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In this lesson, students interpret and relate multiplication expressions and diagrams that represent products of whole numbers and fractions. After matching expressions and diagrams in a card-sort activity, they practice using diagrams and expressions to find the result of multiplying a whole number and a fraction. They draw a diagram given a multiplication expression, or write an expression given a diagram (MP2). Activity 1: Card Sort: Expressions and Diagrams - Interpret diagrams and expressions that represent multiplication of a whole number and a unit fraction. - Use diagrams and expressions to represent and find the product of a whole number and a unit fraction. - Let’s look at diagrams and expressions that can help us multiply a whole number and a fraction. Materials to Copy - Expressions and Diagrams - Create a set of cards from the blackline master for each group of 2. |Activity 1||25 min| |Activity 2||10 min| |Lesson Synthesis||10 min| Teacher Reflection Questions - Rolling for Fractions (3–5), Stage 1: Equivalent Fractions (Supporting) - Compare (1–5), Stage 5: Fractions (Supporting) Print Formatted Materials For access, consult one of our IM Certified Partners.

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What is a Ground Penetrating Radar (GPR)? Ground Penetrating Radar (GPR) is a non-destructive geophysical method used to image and detect objects beneath the ground surface. It is a valuable tool for utility locating, archaeology, environmental studies, and geological investigations. GPR works by emitting electromagnetic pulses into the ground and analyzing the reflections of these pulses from subsurface structures and materials. Key Features of Ground Penetrating Radar (GPR) Include: - Radar Technology: GPR uses radar technology, similar to the radar used in aviation and meteorology, to emit electromagnetic waves into the ground. These waves travel through the subsurface and bounce back (reflect) when they encounter changes in subsurface materials or objects, creating data that can be interpreted and visualized. - Electromagnetic Waves: GPR typically operates within the microwave frequency range, with frequencies ranging from tens of megahertz to several gigahertz. The choice of frequency depends on the depth of investigation and the resolution required. - Antennas: GPR systems use antennas to transmit and receive radar pulses. The antennas can be of various configurations, such as ground-coupled antennas that are in direct contact with the ground or air-launched antennas that are mounted on carts or vehicles. - Data Collection: As the GPR equipment moves over the ground, it continuously sends radar pulses into the subsurface and records the reflections using a receiver. The data is collected in real-time and stored for later analysis and interpretation. - Subsurface Imaging: The reflected radar signals are processed and converted into 2D or 3D images called radargrams. These images provide a cross-sectional view of the subsurface, showing the location and depth of buried objects, utility lines, geological features, or anomalies. - Utility Locating: One of the primary applications of GPR is utility locating. It can help identify the presence and depth of buried utilities, such as water pipes, sewer lines, gas pipelines, and underground cables, without the need for excavation. - Archaeological Investigations: GPR is widely used in archaeology to detect buried archaeological features, such as walls, foundations, artifacts, and burial sites, without disturbing the ground. - Environmental Studies: GPR can be used for environmental studies to assess subsurface conditions, such as identifying contaminant plumes, mapping groundwater levels, and characterizing soil stratigraphy. - Geological Investigations: In geology, GPR can provide information about subsurface geological structures, such as bedrock depth, stratigraphy, and fault zones. - Limitations: While GPR is a powerful tool for subsurface imaging, its effectiveness can be influenced by various factors, including the soil type, presence of conductive materials, and depth of investigation. Conductive materials, such as clay or metal, can limit the penetration depth and affect the clarity of the GPR images. - Non-Destructive and Non-Intrusive: One of the significant advantages of GPR is its non-destructive nature. It allows for subsurface investigations without the need for excavation or invasive drilling, reducing the potential for damage to existing structures or utilities. Ground Penetrating Radar has revolutionized subsurface investigations, providing valuable information for various applications without the need for excavation. Its versatility, non-destructive approach, and ability to quickly generate detailed subsurface images make it an essential tool in utility locating, archaeology, engineering, and environmental studies. Details About Ground Penetrating Radar (GPR): - Penetration Depth: The penetration depth of GPR depends on the frequency of the radar waves used and the properties of the subsurface materials. Generally, higher frequencies provide higher resolution but have shallower penetration depths, while lower frequencies can penetrate deeper but offer lower resolution. In ideal conditions, GPR can detect objects and features up to several meters deep. - Data Interpretation: Interpreting GPR data requires expertise and experience. Trained professionals analyze the radargrams to identify subsurface features, differentiate between different materials (e.g., soil, rock, utilities), and locate anomalies or buried objects. The interpretation can be complex, considering the reflection patterns, velocity of radar waves, and potential interference from background noise. - Multi-Frequency GPR: Some advanced GPR systems offer multi-frequency capabilities, allowing users to switch between different frequencies during data collection. This flexibility helps optimize the investigation based on the specific project requirements and subsurface conditions. - 3D GPR Imaging: While standard GPR data provides a 2D cross-sectional view of the subsurface, advanced GPR systems can be equipped with arrays of antennas or scanning technologies to create 3D images of the subsurface. 3D GPR imaging offers a more comprehensive understanding of the subsurface environment. - Ground Coupling Techniques: The effectiveness of GPR can be influenced by the coupling of antennas with the ground surface. Different ground coupling techniques, such as using contactor non-contact antennas, can be employed based on the specific application and the nature of the subsurface. - Integration with GPS: Many GPR systems are equipped with Global Positioning System (GPS) technology to accurately georeference the collected data. GPS integration enables the creation of precise subsurface maps and aids in conducting detailed surveys over large areas. - Limitations and Challenges: GPR may face challenges in certain environments, such as highly conductive soils, areas with significant electromagnetic interference, or locations with complex subsurface structures. In such cases, supplementary methods or complementary geophysical techniques may be used for a comprehensive subsurface investigation. - Virtual Borehole Technology: In utility locating applications, GPR data can be used in combination with other data sources to create virtual boreholes. Virtual boreholes provide a comprehensive representation of subsurface conditions, utility locations, and geological layers without the need for physical drilling. - GPR for Archaeological Mapping: In archaeology, GPR has proven valuable for mapping buried structures and archaeological features in historical sites and ancient landscapes. It aids archaeologists in planning excavations and conserving cultural heritage sites. - Real-Time Data Visualization: Modern GPR systems may provide real-time data visualization on field displays, allowing operators to see subsurface anomalies and features as they scan the area. This feature enables immediate decision-making and on-site adjustments during the survey. - Continuous Wave GPR: In addition to pulsed GPR, continuous wave GPR is another technique used for subsurface imaging. Continuous wave GPR emits a continuous radiofrequency signal and measures phase shifts to determine changes in subsurface properties. Ground Penetrating Radar continues to evolve with advancements in technology, software, and data processing techniques. Its non-destructive nature, ability to provide rapid subsurface imaging, and versatility in utility locating, engineering, archaeology, and environmental studies make it a valuable tool for subsurface investigations. As technology progresses, GPR is likely to become even more accessible and efficient, further enhancing its applications in various fields.

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Student Page 2.1.2 The Eyes Have It Because variables are so important in our work with algebra, it is helpful to further develop our facility with their use. In this activity, you will study the relationship between the numbers of monsters and the corresponding numbers of eyes (each monster has only two eyes) through tables, graphs, English sentences, and algebraic equations. How many eyes do 3 monsters have? 4 monsters? 7 monsters? All the monsters in the book? Any number of monsters (with 2 eyes each)? Record the number of eyes based on the number of people in Table 126.96.36.199. |Number of Monsters, \(M\)||1||2||3||4||5||6||\(M\)| |Total Number of Eyes, \(E\)||\(E =\)| Starting at 0 where the two axes meet, number the tick marks on the horizontal axis increasing by 1 each time for each dark vertical line (every other tick mark). Choose a reasonable scale for the vertical axis. Explain why the scale is reasonable. Describe the shape of the graph. Why do you think the graph has the shape it does? Describe the relationship between the number of monsters and the total number of eyes the monsters have. Here is one way to phase into the use of variables: The number of Eyes is two times the number of Monsters. Number of Eyes = 2 × number of Monsters E = 2 × M E = 2M Choose a body part that humans have more than 2 of. Repeat Student Page Exercise 188.8.131.52, Student Page Exercise 184.108.40.206, and Student Page Exercise 220.127.116.11 for the body part you choose. You are welcome to look up numbers on the Internet if you don't know them. Graph number of people versus total number of the chosen body part on the axes above in Figure 18.104.22.168. What do you notice?

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Lesson Plan: Concepts About Print Grade Level: Kindergarten Objective: Students will understand the concepts of print including letter recognition, reading left to right, top to bottom, and understanding the difference between letters, words, and sentences. -Books for read-aloud 1. Begin the lesson by asking students what they already know about letters and words. 2. Use a book with clear and large letters to show students what letters look like. 3. Ask students to sound out some of the words in the book to reinforce the idea that words are made up of letters. 1. Explain to the students that books are read from left to right and top to bottom. 2. Write a sentence on the whiteboard for students to read aloud, modeling left-to-right directionality and pointing out the spaces between words and sentences. 3. Ask the students to help you identify the letters that make up each word and sentence. 4. Use letter magnets or letter cards to help students identify each letter. 1. Divide students into pairs and give them sentence strips with mixed-up words. Students will cut out each word and rearrange them in the correct order to form a sentence. 2. Encourage students to use the letter magnets or cards to identify individual letters as they sort the words to make the sentence. 3. Have students share their completed sentences with the class. 1. Wrap up the lesson by summarizing the concepts of print that were learned and reviewed during the lesson. 2. Ask students if they have any questions about how letters, words, and sentences work together to create written language. In order to assess students' understanding of concepts about print, observe their participation in the activities, and check their completed sentence strips for accuracy and understanding of word order and letter identification. You can also ask follow-up questions to assess their understanding of concepts about print.

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Pedagogy refers to the method, approach, and strategies used in the process of teaching and education. It encompasses the principles, techniques, and philosophies that guide how educators interact with students, deliver content, and create a learning environment. The term "pedagogy" originates from the Greek word "paidagogos," which referred to a slave who accompanied and guided young children. Pedagogy goes beyond simply conveying information; it involves understanding how students learn, tailoring instructional methods to their needs, and fostering an environment that promotes effective learning. It encompasses various aspects of teaching, including curriculum design, assessment, classroom management, and the relationship between educators and learners. Effective pedagogy takes into account the following key elements: Learning Objectives: Clear and measurable goals that outline what students are expected to learn and achieve through the educational experience. Teaching Strategies: Approaches and methods used to deliver instructional content. These strategies can vary based on the subject matter, the students' age and needs, and the learning context. Assessment and Feedback: Methods for evaluating student understanding and progress. Assessment strategies can include quizzes, tests, projects, presentations, and more. Feedback provides students with information on their strengths and areas for improvement. Interaction and Engagement: Creating a dynamic learning environment that encourages active participation and engagement. This can involve discussions, group activities, hands-on experiments, and interactive technologies. Adaptation: Flexibility to adjust teaching methods based on students' responses and needs. Effective pedagogy involves recognizing when students need additional support or challenges. Reflection: Continuous evaluation and improvement of teaching methods. Educators reflect on their practices to identify what is working well and what can be adjusted for better outcomes. Inclusivity: Designing pedagogical approaches that cater to diverse learning styles, backgrounds, abilities, and experiences. Technology Integration: Incorporating educational technologies to enhance learning experiences. This can include using digital resources, online platforms, and multimedia tools. Scaffolding: Providing structured support to help students build their understanding and skills incrementally. As students gain confidence and competence, the level of support can be gradually reduced. Cultural and Contextual Sensitivity: Recognizing the influence of cultural and societal factors on learning. Effective pedagogy considers students' cultural background and the context in which learning takes place. Different pedagogical approaches can emphasize various aspects of teaching and learning. Effective pedagogy is about finding the right balance between guiding students' learning journeys and allowing them to actively engage in acquiring knowledge, skills, and understanding. Education is a dynamic field that constantly evolves to meet the changing needs of students, society, and the workforce. One of the most critical aspects of education is pedagogy, which refers to the methods, strategies, and approaches used to facilitate learning. Over the years, educators and researchers have developed diverse educational pedagogies, each with its own philosophy and techniques. We explore some prominent educational pedagogies and their impact on student learning. 1. Traditional Pedagogy: Traditional pedagogy, often referred to as the "teacher-centered" approach, is one of the oldest and most common methods of teaching. In this approach, the teacher takes on the role of the primary source of information and directs the learning process. The classroom is structured around lectures, where students listen, take notes, and complete assignments. While this method provides a clear structure, it can sometimes limit student engagement and critical thinking. 2. Constructivist Pedagogy: Constructivist pedagogy is based on the idea that students actively construct their understanding of the world through their experiences. This approach encourages hands-on learning, collaboration, and critical thinking. Teachers act as facilitators, guiding students' exploration and inquiry. Problem-solving and real-world applications are emphasized, allowing students to connect new information to their existing knowledge. Constructivist pedagogy nurtures creativity and independence. 3. Montessori Method: The Montessori method focuses on creating an environment where students can learn at their own pace and pursue their interests. Developed by Maria Montessori, this approach emphasizes self-directed learning, individualized instruction, and the use of specialized educational materials. Classrooms are typically mixed-age, promoting peer learning and collaboration. The Montessori method nurtures students' innate curiosity and encourages a lifelong love of learning. 4. Reggio Emilia Approach: Originating in Italy, the Reggio Emilia approach views the teacher, student, and environment as co-creators of the learning experience. This pedagogy emphasizes project-based learning, artistic expression, and the integration of subjects. Teachers closely observe students to tailor their instruction and projects based on individual interests and needs. The approach values open communication and encourages students to explore their ideas and theories. 5. Flipped Classroom: The flipped classroom model reverses the traditional learning process. Students engage with instructional content, such as video lectures, at home, and classroom time is dedicated to discussions, problem-solving, and collaborative activities. This approach allows for more personalized interaction between students and teachers during face-to-face sessions, fostering deeper understanding and application of knowledge. 6. Experiential Learning: Experiential learning places a strong emphasis on hands-on experiences and learning through doing. Students engage in real-world tasks, simulations, and practical exercises that mirror the challenges they may encounter outside the classroom. This approach enhances students' critical thinking, decision-making, and problem-solving skills by immersing them in authentic contexts. 7. Sociocultural Theory: Sociocultural theory, developed by Lev Vygotsky, emphasizes the role of social interaction in learning. This approach highlights the importance of cultural and social contexts in shaping students' cognitive development. Teachers scaffold learning by providing support and guidance, gradually allowing students to take more control over their learning. Peer collaboration and dialogue are integral to this pedagogy. 8. Inquiry-Based Learning: Inquiry-based learning centers on posing questions, problems, or scenarios that encourage students to investigate and explore. Students take an active role in seeking answers, often conducting research, experiments, or discussions. This approach cultivates curiosity, critical thinking, and a deeper understanding of concepts. It also fosters skills such as information literacy and the ability to formulate meaningful questions. 9. Problem-Based Learning (PBL): Like inquiry-based learning, PBL focuses on presenting students with real-world problems or challenges requiring complex solutions. Students work collaboratively to analyze the problem, gather information, and develop strategies to address it. PBL enhances students' analytical skills, teamwork, and adaptability, as they grapple with open-ended issues. 10. Game-Based Learning: Game-based learning incorporates game elements, such as competition, rewards, and interactivity, into the educational experience. It can be used to teach a wide range of subjects and skills. Games engage students through intrinsic motivation, making learning enjoyable and immersive. This approach enhances problem-solving abilities, strategic thinking, and perseverance. Film pedagogy, also known as cinema studies or film education, is a specialized educational approach that focuses on using films as a medium for teaching and learning. It can be considered a subset of experiential and multimedia-based pedagogies. Film pedagogy integrates the study of cinema as an art form, a cultural artifact, and a means of communication. It involves analyzing films for their content, techniques, historical context, and societal implications. So where does film pedagogy fit within the spectrum of educational pedagogies: Multimedia and Experiential Learning: Film pedagogy falls under the umbrella of multimedia-based and experiential learning. It leverages the audiovisual medium of film to engage students' senses and emotions. Through film screenings, discussions, and hands-on activities, students immerse themselves in the world of storytelling, visual language, and cinematic techniques. This approach can enhance critical thinking, cultural awareness, and visual literacy. Film pedagogy often bridges various disciplines, such as literature, history, sociology, psychology, and media studies. Students can explore different perspectives and themes by analysing films, fostering a deeper understanding of complex topics. For example, historical films can provide insights into specific time periods, while films addressing social issues can spark discussions on societal challenges. Visual and Media Literacy: In an increasingly visual and media-driven world, film pedagogy plays a crucial role in promoting visual and media literacy. Students learn to decode visual messages, recognize cinematic techniques, and understand the power of storytelling through images and sounds. This skill set is valuable for interpreting films, advertisements, news media, and digital content. Critical Thinking and Analysis: Film pedagogy encourages students to analyze and critique films from multiple angles, such as narrative structure, character development, cinematography, editing, sound design, and cultural context. This process develops critical thinking skills as students learn to identify themes, symbolism, and underlying messages within films. Cultural and Social Context: Films are often reflective of the cultural, social, and historical contexts in which they were created. Film pedagogy allows students to explore these contexts and gain insights into different societies, values, and worldviews. Students can develop a broader cultural perspective by studying films from various periods and regions. Creativity and Expression: Film pedagogy isn't just about analyzing existing films; it can also involve creating original content. Students may engage in filmmaking projects, writing scripts, planning shoots, and editing footage. This hands-on experience nurtures creativity, teamwork, and storytelling skills. Students can develop a global perspective through films from different countries and cultures. They can explore international cinema to gain insights into diverse cultural practices, beliefs, and challenges. This exposure contributes to cultural empathy and open-mindedness. Incorporating film pedagogy often involves using technology, including projectors, screens, and digital platforms. This integration of technology enhances students' comfort with multimedia tools and prepares them for the digital age. Engagement and Interest: Films have a unique ability to capture students' attention and evoke emotions. Film pedagogy leverages this engagement to make learning more enjoyable and relatable. Students often find studying films to be a refreshing break from traditional instructional methods. In conclusion, film pedagogy occupies a distinctive place within the realm of educational pedagogies. It merges the art of cinema with the goals of education, promoting critical thinking, visual literacy, cultural awareness, and creative expression. By incorporating films into the learning process, educators can create dynamic and immersive educational experiences that resonate with students on both intellectual and emotional levels. The educational landscape is rich with diverse pedagogies that cater to students' unique learning styles, interests, and goals. Each pedagogy brings its own strengths and challenges, and the effectiveness of a specific approach may vary based on factors such as the subject matter, age group, and cultural context. Educators often combine elements from different pedagogies to create a holistic and adaptable learning environment that meets the needs of their students. As education continues to evolve, the exploration of various pedagogies remains essential in fostering engaged, critical, and lifelong learners.

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Speech Flashcards, test questions and answers Discover flashcards, test exam answers, and assignments to help you learn more about Speech and other subjects. Don’t miss the chance to use them for more effective college education. Use our database of questions and answers on Speech and get quick solutions for your test. What is Speech? A speech is a formal address delivered to an audience. It can be used as a way to inform, persuade, or motivate the listeners. Speech-making is an art form that has been practiced throughout history. Speeches typically include three main parts: introduction, body, and conclusion. The introduction should draw in the audience’s attention and provide necessary context for the rest of the speech. The body of the speech should present key points in a logical order while also supporting them with evidence and analysis. Finally, the conclusion should summarize the major points made during the speech and leave listeners with something memorable to take away from it. In addition to its structure, effective delivery of a speech is essential for successful communication between speaker and listener. This includes proper pacing, volume control, use of intonation/emotion/gestures/body language (allowing for natural pauses), eye contact with members of the audience at appropriate times during delivery, maintaining good posture throughout presentation etc.. All these factors are important when delivering speeches so that one does not lose his/her audience’s interest or make them feel disconnected from what he/she saying . Overall , giving speeches can be intimidating but also rewarding if done right. With preparation and practice anyone can learn how to give compelling speeches that effectively communicate their message in a persuasive manner.

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In this Lesson, we will cover the best practices for writing Python functions, naming conventions, style guidelines, and tips for testing and debugging effectively. What are Python Functions? Functions are blocks of code used to perform specific tasks. They are reusable and modular, which means that they can be called from anywhere in your program. Functions take in parameters (inputs) and return a value (output). For example, let's say we need to perform the same calculation multiple times in our program. Instead of writing the calculation every time we need it, we can write a function that does the calculation for us. We can then call the function whenever we need the result, passing in the necessary parameters. Naming Conventions and Style Guidelines for Functions It is important to follow naming conventions and style guidelines when writing Python functions. Here are some best practices to keep in mind: Function names should be descriptive and concise. Use lowercase letters and separate words with underscores (snake_case). Always start your function name with a verb that describes what the function does. Functions should have a docstring, which is a string that explains what the function does, its parameters, and its return value. The docstring should be enclosed in triple quotes. Use four spaces for indentation. Limit your lines to 79 characters or fewer. Use meaningful variable names that describe their purpose. Here is an example of a properly named and styled function: def calculate_area_of_circle(radius): """Calculate the area of a circle given its radius.""" pi = 3.14159 area = pi * radius ** 2 return area Modularity and Reusability with Functions One of the main benefits of functions is that they allow for modularity and reusability in your code. Modularity means breaking down a program into smaller, more manageable pieces. Reusability means that you can reuse these smaller pieces in other parts of your program or in other programs. Here are some tips for writing modular and reusable functions: Keep your functions small and focused on doing one thing. Avoid using global variables inside your functions. Instead, pass any necessary data as parameters. Use default parameter values to make your functions more flexible. Consider adding error handling to your functions to handle unexpected inputs. Here is an example of a modular and reusable function: def calculate_area_of_shape(shape, *args): """Calculate the area of a shape given its dimensions.""" if shape == 'circle': radius = args return calculate_area_of_circle(radius) elif shape == 'rectangle': length, width = args return length * width else: raise ValueError('Unsupported shape') Tips for Testing and Debugging Functions Effectively Testing and debugging are crucial steps in developing reliable and bug-free code. Here are some tips for testing and debugging functions effectively: Write test cases for your functions that cover different scenarios and edge cases. Use print statements to debug your code and see what values are being returned by your functions. Use the Python debugger (pdb) to step through your code and track down errors. Use assertions to check that your functions are returning the expected output. Here is an example of a test case for our previous function: def test_calculate_area_of_circle(): assert round(calculate_area_of_circle(2), 2) == 12.57 By following these best practices for writing Python functions, you can write clean, modular, and reusable code that is easier to test and debug. Remember to keep your function names descriptive, add docstrings, use meaningful variable names, and write test cases to ensure your functions are working correctly. With practice, you can become a proficient programmer capable of writing complex programs with ease.//= htmlentities($post["body"]); ?>

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Lesson 4 – Propositions and Arguments This lesson explores the basic building blocks of reasoning through propositions and arguments. A proposition is a statement that can be either true or false, while a command or question cannot. Premises are propositions used in an argument to support the conclusion, and they can be either general or universal. Universal premises, such as “all A’s are B’s,” can be false if there is even one counterexample. General premises, on the other hand, can be true even with exceptions. The lesson also covers deductive and inductive arguments and emphasizes the importance of considering the possibility of being wrong when engaging in debates. Ultimately, thinking should help us accurately understand the world around us and make it a proper home for humanity.

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In data analysis and statistics, percentiles play a crucial role in assessing and interpreting data distributions. In this article, we will look at the concept of percentiles in the R programming language, including how to calculate percentile ranks, plot percentiles, and determine the percentile of a column in a dataset. What are Percentiles? Percentiles are statistical measurements that classify data into particular percentage groupings. These groupings help in determining the distribution of values within the dataset. For example, the 25th percentile (also known as the first quartile) is the value below which 25% of the data falls. The quantile() function is commonly used to calculate percentiles. Let's start by exploring how to calculate the percentile rank in R. Calculating Percentile Rank in R The percentile rank of a value in a dataset is the percentage of values in the dataset that are less than or equal to that value. The quantile() function in R can be used to calculate the percentile rank. Let us consider the following example which contain a dataset of exam scores. In this example, the quantile() function calculates the 75th percentile of exam scores. In addition, we manually determine a single value's percentile rank (80) by calculating the number of values less than or equal to 80 and dividing it by the total number of values. Plotting Percentiles in R Visualizing percentiles might help you better grasp the data distribution. In R, we can use the boxplot() function from the base graphics package to generate a boxplot that displays the percentile of our dataset. In this example, we use the basic boxplot() function in R programming to plot the boxplot of the dataset with different percentiles represented in them. Calculating Percentile of a Column in R When working with datasets, it's common to calculate percentiles for specific columns. The quantile() function can be applied to individual columns of a dataframe to calculate column-wise percentiles. Let us look at the following example with a dataframe containing multiple columns. In this example, we use the quantile() method to compute percentiles for particular columns (Math_Score and English_Score) in the dataframe. The generated percentiles provide information about the distribution of scores within each subject. Plotting Multiple Percentiles in R To gain a detailed view distribution of the dataset we created, we can visualize multiple percentiles simultaneously. The boxplot() function in R is commonly used for this purpose. Let's now create a boxplot to visualize the distribution of scores in both Math and English subjects. In this example, we use the boxplot() function is used to create a boxplot comparing the distributions of scores in Math and English subjects. The boxplot provides a visual representation of the median, quartiles, and potential outliers in each subject. Advanced Percentile Calculations in R For more advanced percentile calculations, we use the quantile() function to provide multiple quantiles at once. Furthermore, using the summary() function we get a summary of several percentiles. In this example, the summary() function's quantiles option is used to define multiple percentiles (25th, 50th, and 75th). The summary gives output, defining a clear picture of the Math_Score column's distribution. Percentiles in R provide useful insights into data distribution, allowing data analysts and statisticians to comprehend a dataset's properties better. From computing percentile ranks to plotting percentiles, R's capabilities and functions make it an effective platform for percentile analysis. Whether you're analyzing exam scores, financial data, or any other information, understanding percentiles in R can help you draw meaningful conclusions and make informed decisions based on the underlying data distribution.

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A new theory is emerging in astronomy to explain the rapid formation of early stars with some saying they’ve answered the question of why so many stars formed quickly at the birth of the universe. And it shakes up theories about what came first – black holes, or stars? A new study, published in the Astrophysical Journal Letters has questioned scientists’ estimates of when the first supermassive black holes formed. The prevailing view has been that they formed after the first stars and galaxies, but the new research shows the ancient universe doesn’t work without the black holes being there at the same time. “We know these monster black holes exist at the centre of galaxies near our Milky Way, but the big surprise now is that they were present at the beginning of the universe,” says Joseph Silk, astronomy professor at Johns Hopkins University and Sorbonne University. Silk describes them as “like building blocks or seeds for early galaxies.” “They really boosted everything, like gigantic amplifiers of star formation, which is a whole turnaround of what we thought possible before – so much so that this could completely shake up our understanding of how galaxies form.” The researchers used the James Webb Space Telescope (JWST) to look at how ancient galaxies form. These ancient – and distant – galaxies looked brighter, and supermassive black holes seem to be there, even in the farthest and oldest reaches of the universe JWST can reach. To make a supermassive black hole, you first need a really massive star. The story until now has been that the first stars were there first, with black holes only forming later. But the JWST is seeing too many black holes and stars for that to make sense. The research suggests that the black holes and galaxies needed to exist together in order to form enough stars. “We’re arguing that black hole outflows crushed gas clouds, turning them into stars and greatly accelerating the rate of star formation,” Silk said. “Otherwise, it’s very hard to understand where these bright galaxies came from because they’re typically smaller in the early universe. Why on earth should they be making stars so rapidly?” But there are still questions – the team need to confirm their calculations, and, find out more about how the early Universe got the point of having these stars and black holes in the first place. “The big question is, what were our beginnings? The sun is one star in 100 billion in the Milky Way galaxy, and there’s a massive black hole sitting in the middle, too. What’s the connection between the two?” said Silk. “Within a year we’ll have so much better data, and a lot of our questions will begin to get answers.”

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Cultural Context: Language According to Chapter 5 of your text(SEE ATTACHED FILE), language is one of the many cultural contexts you will face in your classroom. 1. Reflect on the suggestions listed in Chapter 5 to help you connect with families. 2. Then, listen to the following podcast, Diverse Learners – Diane Torres-Velasquez (Links to an external site.)Links to an external site. or view the transcript (Links to an external site.)Links to an external site.. Dr. Diane Torres-Velásquez discusses cultural differences among English learners. She offers suggestions on how to make math culturally relevant to students. She addresses the following aspects: vocabulary, building a community of learners, high expectations, rewards, and pride. 3. Choose a content area other than math, such as language arts or science, and complete the following chart in complete sentences in order to best teach your 4-year-old preschool students. SEE ATTACHED FILE FOR CHART

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Calculate the number of combinations in order to find probabilities. Use combinations to determine the probability that a specific event will occur. This video demonstrates a sample use of probability and combinations. This video provides an explanation of the concept of probability and combinations. Practice Probability and Combinations questions A list of student-submitted discussion questions for Probability and Combinations. To encourage students to generate questions, activate their prior knowledge, and collect information to answer their own questions using a Question and Answer Table. Summarize the main idea of the Concept, create visual aids or make notes about formulas and create connections to real-world situations. Using combinations, you can figure out how to guarantee you win the lottery. Students will analyze their chances of winning the lottery, using Combinations. Students will analyze their chances of winning the lottery, using Combinations. Answer Key. Find out the chance that two people in a room of 25 people will share a birthday. This study guide reviews the probability of simple events, non-simple events, complementary events, compound events, conditional events, independent events, and mutually exclusive events. It also looks at tree diagrams and counting, combination, and permutation. These flashcards help you study important terms and vocabulary from Probability and Combinations.

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Integers Teacher Resources Find Integers educational ideas and activities Showing 1 - 20 of 2,989 resources Using two colors of counting chips, seventh graders review the multiplication of rational numbers and then explore how to divide them. They play an online game, "Multiplying and Dividing Signed Numbers," and afterward they devise sign rules for dividing integers. 6th - 8th Math 44 Views 135 Downloads CCSS: Designed Using Integer Tiles Demonstrate how to add and subtract positive and negative numbers using tiles. Pupils complete a variety of activities on a worksheet, including mixed addition and subtraction problems, subtracting and adding opposites, and magic squares using integers. 5th - 6th Math 14 Views 67 Downloads Math Skiils: Comparing Integers on a Number Line Here is an attractive assignment that instructs learners how to compare more than one integer on a number line. After the lesson, three practice problems follow. They require learners to place integers on a number line and then order from least to greatest, use inequality symbols to compare pairs of integers, and finally list planets in order of the hottest temperature to coldest. 5th - 7th Math 79 Views 185 Downloads CCSS: Adaptable What's Another Definition for an Integer? Break down integers with this video. A teacher gives a basic definition and provides several examples of integers. The examples cover numbers that are integers as well as numbers that are not integers. A concise video, this resource would be useful as an introduction to or clarification of integers. 2 mins 6th - 9th Math 9 Views 14 Downloads What's an Integer? Introduce your class to integers with this video. This video provides a definition of integers, using examples of numbers that are integers and numbers that are not. A straightforward video that could be used to teach the concept as well as a reteach, a review, and more. 6 mins 6th - 9th Math 7 Views 6 Downloads How Do You Add Integers Using a Number Line? Confused about adding integers? Use a number line to help you get a visual on which way to move according to the sign of the numbers. Negative means you move left on the number line and then of course positive numbers mean you move to the right. 4 mins 2nd - 4th Math 3 Views 2 Downloads Integers - Graphical Representation In this integers worksheet, 8th graders solve 21 various types of problems to include writing statements given as integers, writing a positive or negative integer for each point on a number line, and arranging integers in order from smallest to largest. 8th Math 21 Views 56 Downloads Integers - Graphical Representation In this integers of graphical representation worksheet, 7th graders solve 23 various types of problems that include graphing on a number line and writing an integer to represent each statement given. Then they write an equation using integers on a number line. 7th Math 8 Views 57 Downloads Integers! It All Adds Up! Young mathematicians add integers using a number line. They create a number line on their Ti-73 calculator. Furthermore, they will add integers on the number line using vectors and addition expressions. Finally, these mathematicians will evaluate real-world examples that compare the values of integers. 6th - 8th Math 12 Views 125 Downloads Integers - Objects Model Sixth and seventh graders solve 19 various types of problems related to integers as objects models. They write an integer that corresponds to each letter on a number line and then, arrange the integers from least to greatest. Pupils also illustrate the sum and difference of integers and write an integer for the results of the difference. 6th - 7th Math 27 Views 397 Downloads In this integers worksheet, 9th graders solve 16 different types of problems that include writing an integer to represent statements, arranging integers from least to greatest, and using integers to write mathematical expressions. They also calculate equations by applying the order of operation in each. 9th Math 13 Views 62 Downloads In this integers worksheet, 8th graders solve 10 various types of problems to include rewriting each statement using the convention for Positive integers and then calculate their answer. They also rewrite each statements without the brackets and unnecessary signs and calculate. 8th Math 9 Views 80 Downloads Students examine how to multiply integers and develop accuracy. In this multiplying integers lesson, students solve word problems while multiplying integers. Students explore positive and negative numbers as they relate to their product. Students practice strategies by completing worksheet. 4th - 7th Math 15 Views 94 Downloads

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Chemical Reactions Teacher Resources Find Chemical Reactions educational ideas and activities Showing 1 - 20 of 2,158 resources How to Speed Up Chemical Reactions (and Get a Date) How are chemical reactions like dating? A collision must first occur! In this hilarious approach to speeding up chemical reactions, viewers find out that five changes can increase the rate of reaction: smaller space, increased number of particles, increased temperature (and therefore velocity), increased surface area, and adding a catalyst. 5 mins 9th - 12th Science 9 Views 10 Downloads CCSS: Adaptable Change in Temperature - Exothermic Reaction Alone, or as part of the intended unit on chemical reactions, this activity allows learners to experience an exothermic reaction. Here, learners add calcium chloride to a baking soda solution and watch the temperature rise! They will also, as an added bonus, see carbon dioxide bubbles and calcium carbonate solid produced! 3rd - 8th Science 14 Views 14 Downloads Chemical Equations and Reactions Graphic organizers, photos, diagrams, and text bring the world of chemical reactions to life. By viewing this presentation, young chemists learn how to recognize when a chemical reaction has occurred, and how to balance chemical equations. Follow this comprehensive lesson with an actual laboratory exercise in recognizing chemical changes. 9th - 12th Science 109 Views 357 Downloads Heat Energy Released or Absorbed in Chemical Reactions Chemistry whizzes test the change in water temperature produced by a burning candle and the change in acid temperature produced by magnesium metal. With these two laboratory activities they explore heat produced during chemical reactions. Design a worksheet with laboratory instructions and observation questions for individuals to complete during these basic, but foundational exercises. 9th - 12th Science 3 Views 24 Downloads Production of a Gas - Controlling a Chemical Reaction Though the publisher designated this unit for use with third through eighth grades, this particular lesson would be best used with middle schoolers due to the specific measurement skills required. Basically, they set up the reaction between vinegar and baking soda, but add detergent to make the gas bubbles last longer. 3rd - 8th Science 7 Views 4 Downloads What is a Chemical Reaction?-Evidence of Change In this chemical reactions worksheet, students experiment with hydrochloric acid and copper (I) chloride to identify the types of reactions they undergo with various other substances. They also observe the law of conservation of mass and record their observations of chemical reactions. 10th - 12th Science 65 Views 251 Downloads Substances And Chemical Reactions Students observe chemical reactions that produce obvious effects. They begin by exploring a different substance every day for one week. They compare the substances and examine how substances can be solids, liquids, or gases. K - 5th Language Arts 40 Views 144 Downloads Chemistry Chemical Reactions See a science experiment in action. These 9th graders explain what happens when a catalyst is introduced into a compound. They demonstrate their explanation by mixing baking soda, calcium chloride and phenol red. The chemical reaction breaks up the compound making the new substance warm and a different (fizzy) color. 2 mins 7th - 10th Science 4 Views 2 Downloads If Molecules Were People... By watching this droll and delightful animation, physical scientists consider what happens when molecules collide. In this film, however, parodic people bump into each other, exchanging limbs in the process, just as molecules might trade individual atoms! 3 mins 7th - 12th Science 12 Views 13 Downloads CCSS: Adaptable Module 7 Revision Guide - Chemistry Two versions of this handout are provided, the second with more detailed information on the same topics. Chemistry aces survey chemical reactions, heat energy transferred, and the action of enzymes by reading this resource. You can either give it to learners as a study guide, or keep it for your own use as a lecture guide. 9th - 12th Science 10 Views 62 Downloads The Transfer of Energy 1: Thermochemistry Budding chemists achieve a basic understanding of the role of heat in chemical reactions. An online worksheet gives learners instructions and questions to answer as they investigate the Chem4Kids website and perform a hands-on lab inquiry. Using calcium chloride and ammonium nitrate, both in water, they record the temperature every five minutes over a 30-minute span. 8th - 12th Science 16 Views 26 Downloads The Transfer of Energy 3: Rust and Corrosion Young scholars research the type of chemical reaction that occurs when metal rusts. They conduct an experiment looking at the rate of corrosion in steel wool. This is lesson three in a three lesson unit on the transfer of energy. 6th - 8th Science 9 Views 37 Downloads Conservation During Chemical Reactions In this chemical reaction worksheet, students are given the details of an experiment where sodium chloride and silver nitrate are mixed in a chemical reaction. Students answer nine questions about the chemical reaction, they determine the products made and write an equation for the reaction. 9th - 12th Science 12 Views 100 Downloads Project EASE Module 13: Chemical Reactions Four lessons can be found in this chemistry resource. A pretest is provided, and then young chemists explore the law of conservation of mass in chemical reactions. Then they learn about the laws of definite and multiple proportions. In the end they practice writing and balancing equations. 8th - 12th Science 24 Views 207 Downloads Engage your physical science class with an exciting investigation on the rate of reactions! Introducing molecular motion, energy changes, and the breaking or forming of chemical bonds. Explain that temperature, surface area, concentration, and catalysts affect reaction rates. 6th - 8th Science 36 Views 164 Downloads First-time physical scientists explore chemical change with three activities. They combine calcium chloride with water, fertilizer with water, and baking soda with copper sulfate. For each, they describe what happens and write down the products. 5th - 8th Science 29 Views 47 Downloads Introduction to Chemical Reactions Two pages of neat notes introduce chemistry novices to chemical reactions. Opening with a simple description of what constitutes a chemical reaction and progressing to the practice of balancing reaction equations, this worksheet is concise and convenient. 9th - Higher Ed Science 40 Views 165 Downloads Types of Chemical Reactions This PowerPoint presentation is sure to support your lesson on chemical reactions. Colorful diagrams and pictures, solubility tables and rules, clever animations and diagrams make teaching these concepts a cinch! Your chemistry apprentices will absorb the information, and you will have saved yourself plenty of preparation time by using this presentation. 10th - 12th Science 18 Views 125 Downloads Will It React? After viewing a short video about property changes, preteen scientists watch you combine different materials, and then perform two of their own experiments. For each demonstration or activity, they are to determine whether a physical or chemical change has occurred. 5th - 8th Science 32 Views 18 Downloads Chemical Formulas for Molecules Newcomers to chemistry compare hydrogen peroxide to water, realizing that the difference of one oxygen atom significantly affects the chemical properties. Other pairs of compounds and their formulas are also examined. A few chemical reactions are set up to help learners identify evidence of a chemical reaction and understand the conservation of mass. 7th - 12th Science 16 Views 88 Downloads

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Take a sneak peek inside our printable book, "Designing an Experiment (Grades 6-10)." The printable worksheets teach students to use the scientific method to conduct simple experiments inside the classroom and out. This slideshow is just a sampling of all you can find in the printable book! Students learn how scientists go about designing and performing an experiment. They consider why scientists devote so much time to the planning process before undertaking the actual experiment. They practice the planning steps, using a specific topic. Students learn the importance of narrowing down a question in science. They are given tips for posing questions, and they practice formulating a scientific question. They consider a series of topics and determine which ones can be investigated scientifically. Students learn about scientific hypotheses. They are given tips for developing hypotheses and practice properly wording a hypothesis. Finally, they are presented with a specific problem and must respond to a series of questions that help them arrive at two hypotheses. Students learn about the importance of controlling variables in an experiment. They are given tips for controlling variables, they state in their own words why it is important to do so, and they consider how to control variables in a number of specific situations. Students learn about operational definitions in science. They are given tips for writing operational definitions, they explain the importance of operational definitions, and they practice forming operational definitions. Students learn the importance of creating data tables as part of scientific experiments. They are given tips for creating data tables, they are asked to justify the use of a data table, and they must answer questions about creating data tables. Did you enjoy this slideshow? See the rest of the printable book now! You'll find plenty more printable references about designing and performing experiments. The book is only available to subscribers, so to see more sign up for a free-trial membership today!

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In June of 1919, Article 231 of the Treaty of Versailles (otherwise known as the “War Guilt” clause) forced Germany to accept full responsibility for the Great War. While this fact alone damaged German pride and respectability, far more harm was caused by the financial reparations that they were required to pay in consequence. Alongside massive territorial losses, the combined effect helped to catalyze the rise of the NSDAP. The treaty itself was a document which was signed by the Allied victors of the Great War at a conference which Germany and the other Central Powers were not allowed to attend. The general lack of agency given to these otherwise sovereign nations by the victors was, in actuality, a part of strategy for the peace terms negotiated by the Allies. For example, the Treaty of Versailles: - Disallowed the German navy and air force - Capped the maximum allowable recruitment within the German army at 100,000 troops - Forbade Austria and Germany from forming a political union For more information on the consequences of the Treaty of Versailles on the rise of the NSDAP, please view Postwar Political Climate. German citizens protest the Treaty of Versailles Photo Credit: http://www.bbc.co.uk/timelines/zsmm6sg Jerry H. Bentley et al. Traditions and Encounters: A Global Perspective on the Past (Sixth Edition), Vol. 2: From 1500 to the Present (McGraw Hill Education, 2015), 802 Cover Photo Credit: http://www.fasttrackteaching.com/ffap/Unit_7_

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UNIT 2 ACTIVITY 1. The original triangle was transformed (+2, +3). If you add these coordinates to the coordinates of the original triangle, you will get the coordinates of the new triangle. 2. I rotated the original triangle 180 degrees. The coordinates Lewis Structure Flow Chart total # of 2. Write skeletal 4. Make sure all atoms have a full octet Mole Conversion Examples Moles to Grams Here is a general set up for this type of problem: _ moles X x (mass) grams X = _ grams X 1 mole X X is where you put the elements symbol for the actual element you are dealing with in the Part 2 Explanation Coping a Line Segment: First I created segment AB. Next I drew point C. Using my Compass I created a circle with the same radius a segment AB. I drew that circle around point C. Then I drew point D on the circle. Finally, I connected Ionic Bonding and Writing Formulas Determine ionic charge based on location of the periodic table. Demonstrate an understanding of ionic bonding by writing chemical formulas. Determine the charge of both ions. Naming Binary Acids Flow Chart Look at the chemical formula. Hydrogen is the first element which makes it an acid. Use the prefix hydro- for the first part of the name. 2. Use the prefix hydro- for the first part of 3. Look at the secon Naming Binary Covalent Compounds Flow Chart If there is only 1 atom of the first element, no prefix is Since there are 2 atoms of Nitrogen, you must use the prefix di- So this is 2. The second element always receives a Unit 1 Activity 2) Conditional Statement: If I study, then I will get an A in math. 3) Inverse Statement: If I do not study, then I will not get an A in math. 4) Converse Statement: If I get an A in math, then I will study. 5) Contrapositive Statement: If Part 3 Analysis Which method do you find easiermaking constructions by hand using a compass and straightedge or constructing using technology? Why? I find constructing using technology easier. I think it is easier because everything is exact almost

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Introduction to the Revolutionary Era After the Revolutionary War there was a deliberation over slavery in America. The Revolutionary War was fought so there would be freedom for all, therefore there should be freedom for all no matter what race or color. However, many Southerners thought differently, they needed the slaves to work for them and without them they would have to do the work themselves or pay someone to do it. The southerners fought for the legalization of slavery to the very end. Before the Revolution slavery was a way of life and the population of slaves start to grow after 1700. However, after the Revolution there were efforts here and there to reduce slave trade. Legislatures in the north abolished slavery over an extended period then in 1787 the Northwest Ordinance outlawed slavery. As a result there was thousands of free slaves in the south, but it did not stop the southerners from having slaves. The tie slaveholders once had with nonslaveholders, such as the Patriots and Liberalists, ended. The nonslaveholders got together with slaves to fight the War was only the beginning of the slaveholders problems. The Declaration of Independence gave the slaves more strength than before. Many of the slaveholders armed their slaves with weapons so they could defend themselves against the nonslaveholders. In 1775 Thomas Paine said, How can Americans complain so loudly of attempts to enslave them while they hold so many hundred in slavery (Berlin 220). Many Americans stood behind Paine and were firmly against slavery. In 1789, the France's Revolutionary Assembly publicized the Declaration of the Rights of Man. Three years later in 1794 the General Assembly abolished slavery. Saint Domingue was affected seriously. The black people in Saint Domingue got liberty, equality, and full citizenship. This eventually lead to a dispute between white and black people. The incidents in Saint Domingue spread throughout the Eastern Hemisphere. In the United States, slaves in Louisiana and Florida won their freedom and they demanded full equality as well. The growing number of freed slaves increased, which gave hope to many slaves that were still in bondage. Many free blacks were examples for those that were still enslaved. They showed that freedom was possible and that there will one day be a chance that they too will be free. Most free blacks wanted universal freedom for all people enslaved. The Age of Revolution witnessed the liberation of only a small fraction of the slaves in mainland North America (Berlin 223). At the end of the revolutionary era more black people were slaves than in the beginning. This was because of the reopening of the slave trade. The slaveowners thought that if all men were created equal then those that are slaves are not men. If they were created equal then they would not be slaves. This had a major influence on both white and black Americans. The same slaveowners that freed their slaves bought more and most of the same slaves that were freed ended up as slaves once again. Slaveholders were then given new weapons to beat their slaves. As in earlier eras, the transit between slavery and freedom was neither direct nor linear (Berlin 224). African American lifestyle changed drastically during the revolutionary era. African American men and women created new lives for themselves. Their population grew quickly between 1775 and 1810. However, the number of slaves that were held captive grew even larger. Many slaves made sure nobody would take their freedom from them by making new names, keeping their masters name, changing around their lifestyle, finding new homes and jobs. They also created new communities and new identities as free men and women. Many slaves moved to the city others stayed in the countryside. Many adopted Christianity as their religion and many others fought for freedom for all. Election Day was a day black people could show that they were truly a citizen, a day they enjoyed. Ritual role reversal might be celebrated by those whose aspirations encompassed only the faint hope for some future liberation; it held little attraction for those who believed equality to be their birth right. Many white Americans were not happy with having freed slaves among them. They were happy that the slaves were free from enslavement, but they didnt like the fact they had equal rights (to some extent). However, that did not stop the slaves from claiming their place in society. Many moved back to the motherland, Africa for a new fresh start at life. Black men and woman that gained their freedom during the revolutionary era were extremely different from the older generations of slaves. The older generation of slaves was those from Africa and the current generation was born here therefore, they dont have the same customs and values like the older generation. The Revolutionary era also changed the relationship between the different groups of black people. There were major differences between African born man and women and American born men and women, but this mattered less as many more Africans were bought to the United States. The American Revolution showed the differences among black people but also showed they were fighting for one common reason, freedom. In the black community the difference between the slaves and free blacks which created new divisions in the community. Freeing slaves was a big issue across the world because slaves cut the job you have to do by half and you dont have to pay them. After the American Revolution letting the slaves free came up as an issue. The Americans were fighting for freedom for all and black people should be given freedom. Many places gave their slaves freedom but slaveowners in the south were very stubborn. They went as far as to say that slaves were not men and they werent created equal like every white man. In the end many people including free blacks fought for their freedom and got it. God did create all people equal and it took a revolutionary war for people to see it the way God Berlin, Ira. Many Thousands Gone. New York: Vincent, Stephen A. United States Social History 1865. March 18, 1997. Online. University of Wisconsin-Whitewater. Internet. 13,Jan.1999.Available

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The Castle in the Attic and Ella Enchanted Book Units Bundled contain lessons aligned to the Common Core Standards for grades 4 – 6. This comprehensive unit includes vocabulary, comprehension questions, constructive response questions, and lessons on writing informational texts. You will find the following in this unit plan: o Vocabulary List including pronunciation, definitions, and sample sentences from the text o Printable Vocabulary Practice Pages o Vocabulary Test • Comprehension Quizzes o multiple choice questions which require students to recall details from the chapters o multiple choice higher level thinking questions such as sequencing, main idea, plot development, summary, drawing conclusions, inference, predicting, theme, understanding vocabulary, interpreting literary devices, etc. o Constructive response questions aligned with Common Core Standards are included. Each of these contains a graphic organizer to help students plan their responses. • English Lessons (Writing an Informative Paragraph) The skill practice is based on Middle Ages topics (castles, knights, Magna Carta, King Arthur, etc.) and not book specific, so you can use the skill pages with either book, teamed with the two books, or as a unit all unto itself. o Lesson 1 – Citations (Creating a Bibliography) o Lesson 2 - Taking Notes o Lesson 3 – Outlining o Lesson 4 – Topic Sentences o Lesson 5 – Supporting or Detail Sentences o Lesson 6 – Staying on Topic o Lesson 7 – Concluding Sentences o Lesson 8 – Writing and Introduction and Conclusion o Lesson 9 – Title, Headings, Illustrations, and Graphics o Middle Ages Vocabulary o Castle Cake o Janus Medal o Making necklaces o Creature drawings o Making scrolls & berry ink o Medieval hats Answer keys for each practice page are included.

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THE NATURAL ENVIRONMENT Geography 101 Online In the previous chapter, we discussed our planet's layered structure and how heat flowing out from Earth's interior drives lithospheric plate motion and mantle plumes at hot spots. We continue that theme by more carefully examining endogenic processes and the landforms they create. A very fundamental feature of Earth's surface is the distinction between the ocean bottoms and the continents. Simply put, ocean bottoms are lower in elevation than continental surfaces by an average of 5 kilometers (3 miles). This distinction is illustrated in a hypsometric curve, which shows the accumulated area of the entire Earth's solid surface above each elevation and in relation to sea level. This sounds a little confusing, but if you look at the graph below, it should make more sense. Oceans bottoms are lower because oceanic crust is thinner and denser than continental crust. Notice the sharp drop in the curve near the average elevation of Earth's surface (which is below sea level). This represents a clear separation between the two crustal types. Ocean crust, which covers most of the planet's surface, lies mostly between about 3 and 5 kilometers (2 and 3 miles) depth, while continental crust, including the offshore continental shelves, averages less than 1 kilometer (0.6 miles) above sea level. Unlike oceanic crust, most continental crust has been around for billions of years. It is so light that it "floats" on the denser rock beneath and resists being pushed down into the mantle for remelting. It has been crushed, folded, broken, moved, tumbled, and otherwise abused, but it is still around. Billions of years of weathering and erosion have bared areas of ancient original rock, exposing continental shields. Continental shields make up the majority of the continent of Africa, and substantial portions of South America, Australia, Asia, and North America. Earth's oldest rocks have been found in these venerable formations. The oldest true rocks, intact aggregates of minerals, date to about 4 billion years old. The oldest individual mineral, a fragment of zircon found in Western Australia, dated to 4.374 billion years old. While most continental crust has been around a long, long time, new continental crust does occasionally form. The westward movement of the North American plate, for example, has scraped up a band of ancient islands, coral reefs, chunks of ocean floor, and other debris along the western edge of the plate. These additions to the old original continent are called terranes. The different colors in the diagram show different accretions of material over time. While terranes stand out on geologic maps, a casual observer on the ground could not tell these recently accreted mountains from any other mountains. The Wrangell mountains, shown in the photograph, for example, are composed of the plastered together remnants of an ancient island arc that used to reside near the equator. The life of oceanic crust is less exciting. It forms at areas of sea floor spreading, moves with the plates, and subducts back into the mantle to be remelted. As a result, it has very little geologic history compared to continental crust. The oldest oceanic crust known, found in the Western Pacific, dates back only 280 million years. Kapiolani Community College Geography

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In the series circuit beneath, two light bulbs are connected in series. No nodes are essential in this circuit to show the bulbs connecting to each other and to the battery because single wires are connecting straight to each other. Nodes are just set if three or more wires are all connected. The bottom terminals of the bulbs are connected to each other and to the negative terminal of the battery, since the next node shows these connections. The following are overall circuit design rules. The very simplest method for novices to keep on learning how to read circuit diagrams would be to adhere to along with the course and build the circuits from each tutorial. Circuit or schematic diagrams include symbols representing physical elements and lines representing cables or electric conductors. To be able to understand how to read a circuit diagram, it is essential to understand what the design symbol of a part looks like. It's also crucial to comprehend how the components are connected together in the circuit. Another light bulb at the circuit will then have the reference designator L2. Specifying Components. Typically the actual battery kind and bulb type would be defined in a component list that communicates the circuit structure. More information on the bulb and battery type might also be contained in the circuit because text. As an instance, the battery might be specified as a 12.8V 90Ah Lithium battery, or even a 9V PM9 batterycharger. The light bulb might be specified as a 12V 5W incandescent bulb, or 9V 0.5W flashlight bulb. Component References. Components in a circuit should always have references, also called reference designators, used to identify the elements in the circuit. This permits the components to readily be referenced in text or a component listing. Possibly the simplest circuit that can be drawn is one that you might have noticed in a school science course: a battery attached to a light bulb as shown below. Circuit Symbols and Physical Components. Each digital or electrical component is represented by a symbol as may be found in this very simple circuit arrangement. Lines used to link the symbols signify conductors or cables. Each symbol represents a physical element that may appear as follows. Parallel Circuit Example It may be seen that the upper terminals of the two light bulbs are connected together and into the positive terminal of the battery. We understand this because the three terminals or link points have a node where they intersect. Basic components for this tutorial include a LED, resistor and battery life which can be found from the beginner's component reference. Physical Circuit. The circuit for the circuit diagram might look something like the picture below, though a more practical physical circuit could have a light bulb holder and knobs that relate to the battery terminals. A light bulb holder could have screw terminals to attach the wires to, and a socket to twist the light bulb . When beginning to learn to read digital circuit diagrams, it is essential to understand what the schematic symbol looks like to get different electronic elements. Observing the course explains how to examine basic electronic circuit diagrams while building the circuits on electronic breadboard. The class involves a listing of basic electronic elements using their schematic symbols in which beginners can learn exactly what the physical elements and their symbols look like. A component list can now refer by reference designator to these components. Circuit diagrams or schematic diagrams show electrical connections of wires or conductors by using a node as shown in the picture below. A node is a filled circle or dot. When a couple of lines touch each other or mix each other and also a node is placed at the junction, this signifies the wires or lines being connected at that point. If wires or lines cross each other and there is not any node, as shown in the base of the above picture, the wires are not electrically connected. In this case the wires are crossing each other without joining, like two insulated wires placed you on top of another. This articles demonstrates how to read circuit diagrams for beginners in electronics. Learn to read electrical and electric circuit diagrams or schematics. A drawing of an electrical or electrical circuit is referred to as a circuit structure, but could also be called a schematic diagram, or simply schematic. Following a four section introduction, the very first tutorial at the electronics class shows the circuit diagram of a simple LED and resistor circuit and how to build it upon breadboard.

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If you want to know about Python dictionaries in simple English, then here’s a video for you. Okay today in programming in simple English, we’re going to look at dictionaries. So what’s a dictionary? It’s called an associative array in other programming languages. What does that mean? Well a dictionary has a value and you access that value with a key. So you have a key value pair. With a list the value is in a place so you can access it by the number. So the first element In the list you access by zero, the second by one, and so on. In a dictionary the value that you have in the dictionary is associated with a key. This is a bit like a hash table. So for example we have Monday Tuesday Wednesday Thursday and Friday How we can access them ? Well we’ve got a label or a key. So Monday’s key is one Wednesday’s keys is three, Thursday’s key is four. So if we want to access the value we can use the key. So how would we write this in Python? So here’s an example of the dictionary called weekday, and Notice the curly brackets We don’t really need to worry about the space. This is for example We have the key first then the colon, and then the value. Notice each pair is separated by comma, except for the last value doesn’t have a comma after. So that’s a dictionary. He’s another example. You don’t need to have a key as an integer, you can have a key as a string or any data type that you can use to access the value. So in this example we have year one is a string, and That’s the key and the value is 2018. Which is a date and in this example is a string. This study year is a dictionary. We have the key, and value. The key is year 1, year 2, year 3, year 4, and the values are 2018 19 2020 2021. So if we print that we can see this whole dictionary together. And you can see the pair of key value, key value. With the key first which we have the year then the number of the year, and the value is the actual year. So that’s a dictionary. How do we print that? Well you can just use a print statement as you see. How can we check our value is in the key? We can use ‘in’ the same as we would do in a list. So, for example, 5 in weekday is true. If we try to access something that hasn’t got a key so for example, weekday, 6, doesn’t exist, so that would be an error, because that key doesn’t exist. Normally if we want to access different elements within a dictionary then we would use a for loop. So in this example, we’ve got the for loop with weekday, and we’re gonna print the key. Which in the for loop is D and the value which is the name of the dictionary accessed by that key. In this example the letter D. And that will output each key and value as a pair as you see. To add items to a dictionary we’ll just get the dictionary name this example weekday with the key, a new key, and the value. You have to remember that if you write a key, if it already exists, you’ll be overwriting the one that already exists. So be careful when you add a new item into a dictionary. In this example, we’ve added six and seven, Saturday and Sunday, so now we have a full week inside a dictionary. If you want to change something you can just use the key and then change the value, so here we’ve changed Saturday and Sunday to ‘day off’ for both of them. When you create a dictionary you don’t need to create values inside it you can create an empty dictionary by using the curly brackets or the term dictionary d-i-c-t with round brackets. So that creates an empty dictionary. When we want to look through dictionary items we can use the term ‘items’. So here we have a for loop we want to access two things the key and the value so in here they call x and y And we’ve got weekday.items. So ‘.items’ returns the two parts of the dictionary the key and the value. So that is ‘.items()’ If you just want the key you can use .keys term. So that’s the same loop but just instead of .items its .keys. Again if we want the values we can use just use .values. So here we’ve got weekdays .keys put into a list. So if you just want to look at or collect all of the keys within a dictionary and put them in a list you can do this simply as the list name equals a dictionary named .keys And also if you want to do the same thing with a values you can use .values. Another thing that you may wish to do with the dictionaries is to sort them Surprisingly when you print your dictionary it doesn’t necessarily print it in any order. So you may have keys 1 2 3 4 5, if you print them it doesn’t necessarily print them in that order. The dictionary is not in any order. It’s not stored in an order, so if you want it in order you have to use this ‘sorted’ keyword. So here we have the same .items notation, the same for loop, but we have the word sorted to make sure the dictionary is printed in the order of the keys. So why might you use a dictionary? A common use, for example, is to count words. So here we have a long sentence “the cat sat in the tree, and then the cat sat in the garden”. That’s a string of words. If we want to create a list we can split that string by using the .split function into my list, which is a list. And then we create a dictionary called ‘mycount’ and what we want to do, we want to put each word inside the dictionary and count how many times that word occurs in the sentence. So we’ve got a for loop to go through the list, and then we’re going to check to see if that word is already in the dictionary. So we have a look at the first word. It’s not in the dictionary, so we go to the ‘else’ and then that word will be counted as one. Then we go through each word And if it’s not there, then the count is 1, and if it is there we add one to the count. So therefore we’re counting how many times a word occurs. Once we print that, we can see, here we have the list of each word and how many times they occurred. How many times they were in the sentence. So ‘cat’ was in it twice, ‘in’ was in it twice, ‘The’ was in it four times, ‘sat’ was in it twice, and ‘and’, ‘then’, ‘garden’ and ‘tree’ were in it once. So that’s a way how we can use a dictionary. To achieve the same thing there’s a function called ‘get’ So here we have the same for loop and instead of having to check to see if something exists already in the dictionary, we can just use the .get function. That function has a look to see if something exists in the dictionary already, and if it does it gives it a value which in this case is 0 and If not, it gives if it exists, it gives it the value it already has. So that way in our list if something doesn’t exist, here we give it a plus 1 value, so it’s going to be 1, and if it does exist already then we add 1 to the count. And at the end we print that and it has the same output. so the first example we looked through our dictionary and we had to check to see something existed or not. In a second example we use the get function and that did the same thing. Both pieces of code have the same output the same result. OK. Time for the quiz. Here we have a dictionary called messages. We have a key and a value of ‘a’ and ‘great’, ‘f’ and ‘fail’, and ‘d’ and ‘pass’. Write code that checks to see if ‘f’ is in the message dictionary. That’s question one. Question 2, print the message dictionary in order. Question three. Quite a lot of code here. What do you think it does? What’s the result of this code? So you can think what does it do? Or you can think of what is the output? Briefly, we have a dictionary called ‘newdict’. We have A, B and C, which are all dictionaries. We have a for loop where we go through A, B, and C, and then we have a .update that does something to this new dictionary. And then at the end it prints it, so what do you think that does. That is question three. Question four. Create a dictionary from the following string with each letter as a key, and how often that letter occurs as the value? So we have a string ‘mississippi’. So, for example, the letter ‘m’ will occur once, or does occur once. So the key would be ‘m’ and the value would be 1. Whereas the letter ‘i’ occurs four times, so the key would be ‘i’ and the value will be four. Question 4 do not use the get function, so code that without using the get function. Question 5 is the same as question 4, but this time use the get function. So create the dictionary, count the letters, using the get function. That was question 5. Okay, let’s go through the quiz answers. Question 1. Check to see if ‘f’, the key ‘f’, is in the message dictionary. It’s quite straightforward, we just use ‘f’ in messages. So ‘f’ in the dictionary name and the output would be true, so that checks it exists. So that was very easy. That was question 1. Question 2. Print this message in order, so we have a key value pair in this example. We’ve used .items. The main point is we use the word ‘sorted’. So this would print in key order, so the keys are A, D and F. They’ll print them, the key values, in that order. So that was question 2. Question 3 we had this code and asked what would be the result? So what what would happen if we run this code? Well you may have guessed it adds all the values all the key value pairs inside all of the dictionaries and puts them together. So therefore there was five different parts of key values in the three dictionaries, and now they’re all in the one dictionary. That was question three. Question four we wanted to create a dictionary that counted letters The first example question four, we want to count the letters without using the get function. So here’s the code. We’ve created the dictionary ‘mydict’, and then we have the string, we’ve got a for loop to go through each letter then if that letter already exists. Then we add one to the count. If it does, the count is going to equal one, so the value that’s got the key, which is gonna be the letter, will then equal one. If it does exist then we’re gonna add one to the count. So that’s the output. We have each letter ‘i’, ‘p’, ‘s’ and ‘m’, and how many times they occur in the word, ‘Mississippi’. So both letters, ‘i’ and ‘s’ occur four times, ‘m’ occurs once and ‘p’ occurs twice. Question five was the same as question four but this time we use needed to use the get function. So similar code to start off with, the dictionary, and the string, and the for loop, but instead of having to check we can just use the .get function. So here we have .get we’ve got the variable in the for loop which is ‘l-e-t’ and here we either start off at zero and add 1 to make it 1 or we get the value and add one to it. So we increase the value by 1 if it exists. So as you might expect if we print that we have exactly the same output. Okay, well that was quite straightforward, but if you didn’t get all the answers correct, was this something that you found confusing? If so, then let us know. Okay. Please subscribe. Now the code review. Thanks for watching.

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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. If you think about math as a language, expressions and equations are the sentences. This unit brings students into the world of “math language”, learning how to write complex expressions in different forms and convert numbers in one form to another (i.e.decimals to fractions). Last, students will apply the order of operations to interpret and solve simple algebraic equations. Make decimal comparisons! Your students will focus on comparing decimals and using necessary language to say their comparisons. Use this lesson by itself or use it as support for the Decimals, Decimals, Decimals lesson. Get your students comfortable discussing their math thinking in converting centimeters to meters. This lesson may be used on its own or as support to the lesson Converting Metric Measurements to Decimals & Fractions.

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Another thing we should cover before getting to the logic part of programming is concatenation. Concatenation is an intuitive way to combine strings. All you have to do is put a ‘+’ between strings to combine them. It is especially useful in making results understandable. num1 = 6 num2 = 15 sum = num1 + num2 print("The sum is " + str(sum)) The sum is 21 Do note that the ‘sum’ variable is storing an integer value. When we use the '+' in the print statement, python doesn't know whether to add two numbers together or two pieces of text together. "The sum is" is a string while 'sum' is an integer. Luckily, in Python we can put the variable inside str() to convert it from a number to a string and confirm that we just want to add two strings together. Thus, the output is as we want it, a string. If we do not do this, an error will show up.

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A collision between two bodies can always be described in a frame of reference in which the total momentum is zero. This is the centre-of-mass(or centre-of-momentum) frame mentioned earlier. Then, for example, in the collision between two bodies of the same mass discussed above, the two bodies always have equal and opposite velocities, as shown in Figure. It should be noted that, in this frame of reference, the outgoing momenta are anti parallel and not perpendicular. Figure 14: Collision between two particles of equal mass as seen from the centre-of-mass frame of reference. Any collection of bodies may similarly be described in a frame of reference in which the total momentum is zero. This frame is simply the one in which the centre of mass is at rest. This fact is easily seen by differentiating equation with respect to time, giving The right-hand side is the sum of the momenta of all the bodies. It is equal to zero if the velocity of the centre of mass, dR/dt, is equal to zero. If Newton’s second law is correct in any frame of reference, it will also appear to be correct to an observer moving with any constant velocity with respect to that frame. This principle, called the principle of Galilean relativity, is true because, to the moving observer, the same constant velocity seems to have been added to the velocity of every particle in the system. This change does not affect the accelerations of the particles (since the added velocity is constant, not accelerated) and therefore does not change the apparent force (mass times acceleration) acting on each particle. That is why it is permissible to describe a problem from the centre-of-momentum frame (provided that the centre of mass is not accelerated) or from any other frame moving at constant velocity with respect to it. If this principle is strictly correct, the fundamental forces of physics should not contain any particular speed. This must be true because the speed of any object will be different to observers in different but equally good frames of reference, but the force should always be the same. It turns out, according to the theory of James Clerk Maxwell, that there is an intrinsic speed in the force laws of electricity and magnetism: the speed of light appears in the forces between electric charges and between magnetic poles. This discrepancy was ultimately resolved by Albert Einstein’s special theory of relativity. According to the special theory of relativity, Newtonian mechanics breaks down when the relative speed between particles approaches the speed of light (see the article relativistic mechanics).

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This week we are going to be thinking about the different parts of number addition sentences and the part part whole model shown below. I have 4 white fishes and 3 silver fishes. We are making the number sentence 4 + 3 = Below you can see how I would write this as 4 is a part and 3 is a part. Next count all the fish adding to find out how many fish there are altogether and write the whole numeral in the top circle. You can then use different amounts of fish to create your own part part whole models. Even if your child just counts how many there are altogether and makes marks for how many there are this will be good practise. Make a Clownfish and try to draw on ten stripes. Colour then using the repeated pattern Orange, white, orange, white. How many orange stripes have you ended up with and how many white stripes? Can you show this using a part - part whole model? If you have made 10 altogether then 10 goes in the top circle. 5 and 5 in the bottom two circles - this would be an equal number of stripes coloured orange and white. How many other different numbers of stripes could you have that still make 10? Would the pattern still stay the same? Write the number sentence 4 + 1 = above your part part whole model. Draw 4 fish for one part (4 is a part) and 1 fish for the other part (1 is a part). How many do they make altogether? Can you count how many there are altogether? Draw the total amount of fish in the whole circle at the top. Repeat with different amounts to make 5. How many different ways can you find with fish to make 5 using the part part whole model. Hi everybody! Yesterday we explored the part whole model with number bonds to 5 using fish. Today I have set you a worksheet to complete if you're feeling like a mathemagician. I'm sure you'll be able to whizz through this! Remember you need to put the right amount of dots in the circles to make 5 altogether. Hi everyone - you have done so well below is a worksheet with lots of sea creatures on it. Can you find the answers by adding two groups together. Maybe you could have a go at showing one of these using the part whole model.

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Jim Crow and Civil Rights VS. 8b, VS. 9c Reconstruction was a time of hope for African Americans. No longer slaves, they built churches and schools, and began new lives with family and new businesses. In 1868, the 14th Amendment said that African Americans born in the United States could officially be citizens. Two years later, the 15th Amendment said states could not deny black men the right to vote. In the same year, a new Virginia law said that there had to be public schools for all Virginia children, so the General Assembly created schools for white children, and colored schools for African American children. Answer the questions with the teacher. After Reconstruction, though, a lot of this progress was lost. Jim Crow laws were passed by Southern states. These Jim Crow laws made it legal to have segregation. But who was Jim Crow? Well, this was before TV and movies, so people went to live shows. Singing, dancing, and joketelling shows were called Minstrel shows. In the 1830s, before the Civil War, a white singer smeared charcoal on his face, pretended he was black, and did a silly dance while singing Jump Jim Crow. White audiences howled with laughter, and the name Jim Crow became a way to refer to racial discrimination. Answer the questions with the teacher. The court case in 1892 that made segregation legal was called Plessy v. Ferguson. It happened because a black man named Homer Plessy went to jail for riding in a white car on a Louisiana train instead of the colored car. The court case said that a state could make people of different races ride in separate cars as long as the facilities were equal. They were rarely equal. Segregation means to separate people, usually based on race or religion. Answer the questions with the teacher. Segregation being legal reinforced a lot of discrimination and racist ideas in the South. Discrimination is unfairly treating people differently. Even more, in 1924, the General Assembly of Virginia passed the Racial Integrity Act. It divided people into two groups: white people, and everyone else. The Racial Integrity Act made it so that no matter how little or how much African ancestry a person had, they would be colored, and nothing else. Asians and Indians were also considered colored. Answer the questions with the teacher. Jim Crow affected all Americans in many ways. 1. The 15th Amendment guaranteed black men the right to vote. To stop them from voting, many Southern states began to charge black men high taxes to vote. 2. The 15th Amendment guaranteed black men the right to vote. To stop them from voting, many Southern states began to write unfair tests that were almost impossible to pass. With most black men unable to vote, back candidates could not get elected. 3. Black children went to all black schools. White children went to all white schools. Indians even went to their own separate schools. If a school wasnt white, it usually had far less money to spend. Children learned in crumbling school buildings, books were scarce, classes were overcrowded, and there werent enough teachers. 4. Blacks were forced to use restrooms that were inferior to white restrooms. There were even broken-down drinking fountains. A lot of African Americans were stopped from going in to many restaurants. African Americans had to sit at the backs of buses and in tiny balconies in the back of movie theaters. In so many ways, African Americans and other people of color were mistreated and had to use bad quality facilities. Answer the questions with the teacher. In Prince Edward County, the black high school, Robert Russa Moton High, was no match for the nearby white schools. It didnt have science labs, a gym, or a cafeterianothing like that. It was very overcrowded. Black teachers, students, and parents wanted a new black high school. A group of students, led by 16-year-old Barbara Johns, led a student walkout. They asked a civil rights attorney named Oliver Hill to help them if they sued for an end to segregation. The actions of Barbara Johns, her classmates, and the black community led to the lawsuit Davis v. Prince Edward County. When it went to the Supreme Court, it joined with other cases, like Brown v. Board of Education. In 1954, the Supreme court threw out the rule of separate but equal and said that all states must stop segregating students by race. Schools were supposed to integrate now. Answer the questions with the teacher. Schools now had to desegregate, and begin to integrate. Desegregate means to abolish or stop segregation. Integration is when people of all races have equal use of public facilities and services. Finally, students of all races could learn together. An African American could use a white water fountain or restroom. Answer the questions with the teacher. But the trouble was far from over Virginias government began to establish something called Massive Resistance. Laws under Massive Resistance closed the newly desegregated public schools. They did not want the schools to integrate. They used state money to create private schools for white students only. In September of 1959, Prince Edward County did not open a single public school. Instead, white students went to Prince Edward Academya private school. Black students only had this choice: either leave Prince Edward County (which was not so easy), or dont go to school at all. Harry F. Byrd, Sr. was the governor of Virginia at one point. He was later elected into the U.S. Senate to represent Virginia. He was the biggest person against integrating schools, and supported Massive Resistance. In 1964, five years later, the Supreme Court ordered Prince Edwards schools to reopen. Black students could finally attend desegregated schools. Virginia struggled to integrate for many years, though. Not many white students joined these schools at first. Active Shooter on Campus * * * * * * * * * * * Training Objectives Define various shooting situations List measures that can be employed to reduce the effectiveness of an active shooter Describe actions that can be... Proportional gas counter consisted of methane gas of 3.94 atm and nitrogen gas of 0.98 atm. The detector is almost a spherical shape of approximately 13-cm dia. Effective volume is approximately 1400 cm3. The weight of this detector is approximately... Gluconeogenesis is a pathway in which glucose is synthesized from 2-4C precursors. Many organisms and many cell types require a constant supply of glucose (ex: neurons, red blood cells) In humans, glucose can be synthesized from pyruvate (or lactate, or... E S P Jacques Monod 1910 -76 NP1965 François Jacob 1920- NP1965 A B A B mRNA mRNA Factor A Factor B protein mRNA promoter Gene 1961 The Operon model of Gene Regulation 1964 Goodwin First mathematical analysis of Operon... You are the expert at your project, we need your guidance here about what should be said when this viewgraph is briefed. Reduce the font size of the notes section if needed in order to convey additional information which explains... UNIT 7 VOCABULARY [adjectives] Beneficent . From them I learned that purely beneficent acts can require as much hard work as a nine-to-five job. The woman is known and loved throughout the community for her many beneficent acts. Ready to download the document? Go ahead and hit continue!

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In this lesson, the students will learn the concept of the other past tense, the imperfect. They will have already had the concept of the preterite. They will need to be taught the endings and that the imperfect is used for the past when something used to happen frequently, or was a continuous action in the past. In order to do this, the students will see a Power Point presentation for the presentation of the material. They will have practice via the textbook and worksheets. They may also use the suggested web site for practice on the computer. Students reinforce and further their knowledge of other disciplines through the foreign language Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Students use the language both within and beyond the school setting Students understand and interpret written and spoken language on a variety of topics Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions The students must be able to conjugate verbs and recognize different subjects in Spanish. We will also have discussed one of the past tenses so that they have a basis for the uses of the imperfect. Be sure to point out the possible translations of the imperfect endings. For example, would is a possible translation when discussing things that happened in the past. That doesn't mean that all translations of would would require the imperfect. You could give a written test for conjugation comprehension. You could also give a computer type test using the web site provided. You can look at the student's answers as they take the test and they can check their answers on their own.

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A 60 minute lesson in which students will explore the methods authors use to create a character. This lesson plan includes the following resources: NSW Curriculum alignment Identifies how language use in their own writing differs according to their purpose, audience and subject matter Recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter Thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts Victorian Curriculum alignment Discuss features of plot, character and setting in different types of literature and compare some features of characters in different texts Australian Curriculum alignment Discuss how authors create characters using language and imagesElaborationsidentifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts (Skills: Literacy, Cr... Discuss features of plot, character and setting in different types of literature and explore some features of characters in different textsElaborationsexamining different types of literature including traditional tales, humorous stories and poetry (... Discuss the characters and settings of different texts and explore how language is used to present these features in different waysElaborationsdescribing features of text settings including time, colours used to portray year, season, and place (count...

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Lesson: 2: Metaphors Students will be able to identify and describe metaphors. (I) will explain the meaning of metaphors (figurative language that compares two unlike objects but does not use the words “like”, “than”, or “as”). Metaphors compare two things by stating that one “is” the other. For example, “My sister is a bear in the morning” compares the sister to a bear by saying she has qualities of a bear. I will give examples of metaphors and identify the objects being compared and their meaning. Examples: “The snow is a blanket.” “The bread is a rock.” “The river is a desert.” I will read the passage “The Surprise Party II” (included in the unit) aloud. I will identify the metaphors in the passage and explain their meaning. For example, in the first sentence the author says Grace is “a loud mouth.” She does not use the words “as” or “like” but she is comparing Grace to a loud mouth. We know Grace is a person, not a mouth. The author must be trying to tell us that Grace talks too much and has a hard time keeping secrets. (We) will reread If You Hopped Like a Frog, identifying the metaphors in the book. Note - There are two metaphors in the book. Challenge students to identify them as you reread the text aloud. The metaphors are “If you had the brain of a brachiosaurus” and “If you had eagle eyes.” (You) will identify metaphors in the passage, what they compare and their meaning. (Independent practice is provided.) Copyright © 2010 ReadWorks, Inc. |"The Surprise Party II" Reading Passage|| |Direct Teaching Passage Answer Key|| |Direct Teaching & Guided Practice Example Chart|| |Student Independent Practice Worksheet Classwork||

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For example, when a process is described rather than an event? After that, they must gain lots of experience through practice activities such as those outlined above. A good understanding of story structure will help them to identify the exposition, rising action, climax, and resolution and understand how these relate to the sequence. Read this article to learn how to use sequence chart in teaching. Cookbooks for children can reinforce stories read, math concepts measurement, etcas well as sequencing. Teachers can use a simple sheet of paper folded into four squares. Copyright limits the use of these graphic organizers to instructional purposes only. There is no shortcut to the development of any of the key reading comprehension skills - and sequencing is no exception. This simple example of an explorers timeline illustrates how the spacing between dates indicates the passage of time. Listing the order and keywords in a sequence chart contributes to reducing their confusion, thus leaving the class in order. You also may share online via Pinterest or other social media. This video is published with permission from the Balanced Literacy Diet. Encourage higher level students to familiarise themselves with more sophisticated expressions of common phrases such as In the beginning like Initially or Primarily. For example, to solve a math problem, you need to apply different formulas to different steps in a fixed order. Ask the kids to order the months from January to December by laying the pages out on the floor.

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Moral development: forming a sense of rights and responsibilities Morality is a system of beliefs about what is right and good compared to what is wrong or bad. Moral development refers to changes in moral beliefs as a person grows older and gains maturity. Moral beliefs are related to, but not identical with, moral behaviour: it is possible to know the right thing to do, but not actually do it. It is also not the same as knowledge of social conventions, which are arbitrary customs needed for the smooth operation of society. Social conventions may have a moral element, but they have a primarily practical purpose. Conventionally, in a particular country, motor vehicles all keep to the same side of the street. The convention allows for smooth, accident-free flow of traffic. But following the convention also has a moral element, because an individual who chooses to drive on the wrong side of the street can cause injuries or even death. In this sense, choosing the wrong side of the street is wrong morally, though the choice is also unconventional. When it comes to schooling and teaching, moral choices are not restricted to occasional dramatic incidents, but are woven into almost every aspect of classroom life. Suppose that a teacher is teaching reading to a small group of eight year olds, and the students are taking turns reading a story out loud. Should the teacher give every student the same amount of time to read, even though some might benefit from having additional time? Or should the teacher give more time to the students who need extra help, even if doing so bores classmates and deprives others of equal shares of “floor time”? Which option is fairer, and which is more considerate? Simple dilemmas like this happen every day at all school levels simply because students are diverse, and because class time and a teacher’s energy are finite. Embedded in this rather ordinary example are moral themes about fairness or justice, on the one hand, and about consideration or care on the other. It is important to keep both themes in mind when thinking about how students develop beliefs about right or wrong. A morality of justice is about human rights or more specifically, about respect for fairness, impartiality, equality, and individuals’ independence. A morality of care, on the other hand, is about human responsibilities or more specifically, about caring for others, showing consideration for individuals’ needs, and interdependence among individuals. Students and teachers need both forms of morality. In the rest of this module, a major example of each type of moral developmental theory is explained. Log in to save your progress and obtain a certificate in Alison’s free Understanding Student Development and Diversity online course Sign up to save your progress and obtain a certificate in Alison’s free Understanding Student Development and Diversity online course Please enter you email address and we will mail you a link to reset your password.

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Jackie Robinson inspired many young African-Americans into believing they could be more than what their oppressors believed and be successful in a “white world”. “The courage and grace with which Robinson handled the abuses inspired a generation of African Americans to question the doctrine of “separate but equal” and helped pave the way for the Civil Rights Movement,” (Goldstein). Robinson changed the mindset of Civil Rights activists, all the sudden African-Americans had an idol competing and fighting through the same issues they were but on a national stage exposing the horrors and nastiness of racial extremism. Not only did he expose the level of racism in America but he led the way in solving it as professional athletes. “Robinson led other ballplayers in urging baseball to use its economic power to desegregate Southern towns, hotels and ballparks,”(Goldstein). This was an idea which was unthinkable just a couple months before, and now African Americans were in the government, deciding what bills to make, or pass. They represented the interests of all African Americans, and they started to make decisions based on ones which would make their lives better, because they still faced many hard ships even though they were now equal to whites. African Americans greatly shaped the outcome and consequences of the Civil War. They were the cause of it, they played a key role in the battles, and they effected the political make up regarding African Americans, of not only the South, but the whole country. If the African Americans had not played a role in the war, the north may have still won because of their size, but the odds are that there would still be slavery and or segregation in the United States Although the white flight movement was the last major strategy of resistance to desegregation, it proved to be a successful strategy for sustaining racial separation and the molding of the modern conservatives of the future. The rise of the conservative political movement in southern cities such as Atlanta imitated the same migration and political transformations that remodeled urban settings across the country. According to Kruse, white flight marked a national migration and ideological movement to the suburbs that spread uphill from lower class protests to eventually reach white Atlanta residents of all class backgrounds. White Flight reiterates on the idea that the most fundamental element to the growth of the white suburbs and the political conservatism that grew out of it was an exceeding desire for whites to exclude themselves from African The war had reshaped their political and social expectations of race relations in the south. Veterans came back to a housing boom and difficulty integrating into society. African American veterans were expected to resume old roles in society such a being farm hands or chauffeurs. This in turn led to the creation of several groups such as the Georgia Veterans League which veterans encouraged voting registration and participation in the Democratic primaries (Cobb, 4). Some of the African-American veterans gained support from Caucasian veterans who felt that because of African American’s dedication to America that they too deserved the same rights. They start to increasingly become more sympathetic towards the movement. The Negro press was considered the inner circle of the civil rights movement. They were the voice for the black people all around. They would usually be front and center to cover stories, but at times, the white journalists would be preferred because the blacks would either be constricted from entering an area, or the words from the white press caused a larger Anderson begins the monograph with discussion of the postwar South and how they were hostile to the idea of black schooling. Postwar South was not accepting of the idea of black schooling. Planters saw the former slaves fight for education as a threat to their rule as well as the social hierarchy. Planters resisted in various ways but one way Anderson mentions is how Virginia planters threatened black families of eviction if they sent their children to school (1988, p. 23). Those for schooling argued what a benefit to planters by mentioning that this would affect the agricultural trade and create more productive laborers (1988, p. 82). From 1877 to the mid 1960s the Southern United States enforced a series of rigid anti-black laws known as the Jim Crow Laws. In theory these laws were to create a “separate but equal” treatment, but in reality the Jim Crow Laws only sentenced people of color to inferior treatment and facilities. Under these laws, public organizations such as schools, hotels, restaurants, and the United States Military were segregated. Blacks were even expected to conduct themselves in accordance with the Jim Crow Etiquette. This prejudice standard of conduct used in the south, enforced blacks to treat whites as their superiors. Have you ever thought about what makes a person good or evil? According to the Golden Rule we as humans should treat others the way we would want to be treated but this is not all ways the case. African Americans have fought for equality for an extensive period of time against desegregation and Racism. Due to the fact that White southerners were not happy with the end of slavery and the prospect of living or working “equally” with blacks whom they considered inferior. White Americans derived a system called the Jim Crow Law to keep African Americans in a subordinate status by denying them equal access to public facilities, public schools, and public transportation, ensuring that black Americans lived apart from white American’s. In both sections of Document 2, many readers begin to realize that activists, such as King and Malcom X, wanted to make sure that Civil Rights movements was not only positive towards society, but was also handled accordingly in order for African Americans to become equal within society. However, Dr. King and Malcolm X demonstrated their difference in thoughts upon how the Civil Rights movements should be incorporated within society, especially when it came to violence. Document 2 demonstrates how both Dr. King and Malcolm X viewed their ideas of violence and how it contributed not only to their work within the movements, but also to the general historical aspect of society as we know it today. Dr King believed that the best way to contribute to the Civil Rights movement was to address the issue in a nonviolent manner. This manner included nonviolent aspects such as sit ins and marches in order to demonstrate a way of negotiating with the leaders within the world while also proclaiming the need for equality. Fannie Lou Hamer wanted equal voting rights for African Americans because she believed they should have the same rights as whites. James Baldwin lived through the hardships and hatred in this time and wanted his nephew to be strong and aware of how he could push through. Each of these people were selfless in the manner and longed for change in the society as a whole. The texts of these people are closely related, not in content, but the meaning behind them. The Civil Rights Movement came into action because of injustice and unfair treatment.

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Find all our sets of spreadsheets, from fragments of sentences to simple, composed and complex sentences. Find the verb and verbs of Agreeing In Paragraphs – This sheet basically mixes the skills used in the other two worksheets. Complete the sentence with proper Subject and Verb Agreement – Surround the right verb to complete the sentence. Find the correct verb chord – There is also a paragraph with some misused verbs in this one. Point out the verb subject and verb chord – Look for the verb and make a change if it doesn`t work for the sentence. Working sheets > grammar > grade 4 > sentences > subject verb agreement with the indefinite pronouns correctly – you have to mark the indefinite pronoun in the sentence and then choose the right verb form. Use singular/plural pronouns and verbs – you must not only select the correct form of the verb, but also label pluralization. The subject and verb of a sentence must be both singular and plural. In these worksheets, students choose the form of the verb that corresponds to the subject of the sentence. The verbs must correspond to their subject in numbers (singular or plural); Students are often disoriented when a single subject is followed by a sentence that refers to the pluralubstantive (or vice versa). In these worksheets, students will have other exercises on thematic agreements in these scenarios. Direct objects worksheetsSubject-verb agreement with sentences. . Find the verb and matching verbs in the 2-paragraph version – More work on the same skill is again identified.

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What was Hammurabi’s Code, what was the significance of the laws, and what was the impact of these laws on later civilizations? The development of Hammurabi’s code was significant. Hammurabi was the best known Mesopotamian king. Hammurabi ruled the Babylonian Empire from 1792 – 1750 BCE. One reason that Hammurabi created his code of laws was because he was concerned with keeping order in his kingdom. In fact, an unknown Greek poet once said, “silence is a woman’s glory,” (Lefkowitz and Fant 65). Though men called women evil, men were the ones who went to battle and killed people left and right. They were the ones who often forced their wives to leave their newborn babies to die if they were deformed or female. They were the ones who divorced their wives if they could not have children at all. They were also the ones who cut women off from the world outside of their homes, believing women were extremely sexual beings who needed to be contained. One way that Hammurabi’s Code and the Modern Laws are different is because Hammurabi’s Code is strictly based on social structure. This can be seen by Hammurabi’s words, “If a men destroyed of a gentlemen, they shall destroy their eye… if he has the eye of a commoner, he shall pay one mina of silver… if he has destroyed the eye of a gentlemen’s slave, he shall pay one half the slave’s price.” This shows how the punishments depend on the social class of the victim and the criminal in Hammurabi's code. However, the modern law does NOT. Also, in the Modern Law, the criminals have a democracy. In Hammurabi’s Code, they punish you immediately. Polyneices brings massacre to Thebes, killed the king and other soldiers of Thebes. If he permits the burial, it may be disloyalty to the city. Creon says to Antigone “An enemy can’t be a friend, even when he is dead” (Antigone). It is a hint that Creon believes one should be devoted to the city more than family. The most important of Creon’s argument is the political crises of Thebes. The Code of Hammurabi was written by King Hammurabi and were the first set of laws to ever be created. Hammurabi created 282 laws, that set standards in his empire and in ancient Mesopotamia. Hammurabi made it clear that the laws were not only to equalize society but also establish fairness and also protect the weak from the strong. However, according to the laws, the punishment for men, women, rich, and the poor, were all different; leading that he made the laws unfair. The women of Mesopotamia had a series of laws where it clearly shows they were classified as property. These three pillars of Hammurabi’s code established a finite set of rules which the people of Mesopotamia followed for several generations after Hammurabi passed away. This knowledge of a justice system and a code of laws inspired several other civilizations including the Greeks and Romans to incorporate it into their own ways of life. The Greeks and Romans incorporated Hammurabi’s findings in a new way of establishing and maintaining order which granted later civilizations to build unto those laws. These steeping stones guarantees civilizations today to learn from the ways civilizations maintained order. This allows for countries in today’s society to create fair an unjust law that cannot be biased to one side or the other Jaffe states that men want women for sexual reasons. He then continues by contradicting that statement and giving examples of surveys and experiments on how they enforced and denounced the stereotype. Evolutionary psychologists say that there is a “universal male urge to reproduce” (Jaffe, 65). That statement is backed by research that shows men are more likely to think a woman is more physically attractive if they have an hourglass figure. However, studies done all over the world show that the norm for a woman’s physical attractiveness of her body varies depending on the region they asked—men and women in the In addition, King John alienated the towns of England from the Church. His nobles wrote the Magna Carta in hope to gain fundamental rights. King John was against this document, but he was forced to agree to these laws when his nobles captured London. In 1215, the document was officially signed and the free people of England were granted basic human rights. The Magna Carta is still one of the most important documents today because of the influential impact on valuable documents such as the United States Declaration of Independence, the United States Bill of Rights, and the United Nations Declaration of Human Rights. Left with the task of forging the first democratic nation in many centuries, the founding fathers delicately pieced together a government inspired by the ideals of the Revolution. On this pubescent time period, Merill Jensen writes: “an attempt was made to write democratic ideals and theories of government into the laws and constitutions of the American states.” The founders made the radical choice to separate church and state. In a draft of his bill establishing religious freedom, Jefferson wrote: “WE the General Assembly of Virginia do enact that no man shall be compelled to frequent or support any religious worship.” The result of the Revolution was a united push for radical political and social changes that changed history. In his essay, The War for Independence was not a Social Revolution, “Zinn concludes that the American Revolution was really a successful effort to preserve America’s status quo.” Zinn believed that the “contest itself was generally a struggle for office and power between members of an upper class.” These views complement those of Andrew Hacker who concludes, “It was over colonial manufacturing, wild lands and furs, sugar, wine, tea, and currency, all of which mean, simply, the survival or collapse of English mercantile capitalism within the imperial-colonial framework of the mercantilist In the reading “Murder of Helen Jewett”, Patricia Cohen main argument is on how polarizing society was on the topic of prostitution in the 1800’s, and the different treatment that men, and women had to face (Cohen, P. 1998, pg.65 & 75). Women who were seen walking alone in the streets were considered to be prostitutes, and as being out of place, while men did not have to face the same prejudice (Cohen, P. 1998, pg.65 & 66). Even the way that newspapers covered the murder of Helen Jewett shows the polarization that existed in the 1800’s on the topic of prostitution, and the role of women, and men. Some newspaper writers such as James Gordon Bennett, sexualized, sensualized and tried to portray Helen Jewett in a positive light in order to persuade America has gone through a lot as a country. Without its past, it wouldn’t be what it is today. The main point of learning our history is to be knowledgeable of what has constructed our present, such as America’s wars, segregation, slavery, and everything that has molded the United States of America into the country that it is today. Our founding fathers took great care in giving us a Constitution, to make sure we all have equal rights and responsibilities. History has molded our present and determined our future as a country. Except rebellion, which is the bloodiest way to resist their enslavement, stealing form their owners, robbing their owners’ property and profit and damaging machinery are the less obvious way to resistant. But all of these resistance acts carried the potential risk to be punished, or killed if their master found out, and these acts were mostly what did male slaves did. In female slaves’ world, slave women “would terminate a pregnancy or even kill their new-born babies rather than bring a child into the world to be a slave,” (Slave Resistance) because the child of a female slave would be born as a slave. Due to knowledge of medicines, poisoning their master’s food was commonly what female slaves did to against their owners. Arson and murder were also happened in many enslaved African women’s resistance. On October 31, 1788, James Madison, the Father of the Constitution, wrote the first amendment and said,” a good ground for an appeal to the sense of community.” The First Amendment was added to the Constitution with the rest of the Bill of Rights on December 15, 1791. The first bill was added because citizens demanded a guarantee of their basic freedoms. E interpretation or application of the freedom of speech has changed. It has changed because when the Bill was first made, it was meant that people could say and print whatever they want. Now, in 2015, with new technology people can make fun of people and bully them online without having to look at them. In the time period of 1792 B.C., the world suddenly began approaching its new era of exploration and encounter. People were becoming to realize the importance of a strong and settled empire. It was about time; after all, the city wasn’t reaching its full potential it had. After the sorrow death of King Sun-Muballit, a new leader would come in and take his place and perhaps follow his footsteps. “This leader was the oldest son of Sun-Muballit and would be the sixth king that has taken power over the small city-state, Babylon.” ( King, Page 1) This powerful king was named Hammurabi. Men could sell their wives or children into slavery in order to pay off their debts. They could also disinherit a son if they chose to. Wealth was controlled by the husband or father. Many laws were placed in regard to women 's dowries and rights in divorce. Any divorced or widowed woman was seen differently in society, which in result made it very unlikely for them to ever marry

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Present Continuous and Simple Present To explain by video through slides and it is included worksheets and sample answers. The purpose of this course is to explain clearly the content of simple present and present continuous and compare both through exercise and examples. Since the present tense is the most and primary part of English Grammar, we have started to clarify during this lesson. By the next courses, more details of this part will be presented accordingly.Who this course is for: - Beginners and Primary School students - Introduction: This is an introduction of what you will learn and the worksheets you can get within this course. - Simple Present: The simple present tense is when you use a verb to tell about things that happen continually in the present, like every day, every week, or every month. We use the simple present tense for anything that happens often or is factual. - Present Continuous: The present continuous tense is formed with the subject plus the present particle form (-ing) of the main verb and the present continuous tense of the verb to be: am, is, are. One simple example of this tense is: She is driving, They are playing together. - worksheet: This lecture is included of some descriptive and multiple choice questions as well as a short reading comprehension. The learners would learn how to use present tense in different situations. - Sample Answers: Here, within this part, the learners will check some of their answers with previous worksheet I had provided.

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A new study by researchers at the Earth Life Sciences Institute (ELSI) at the Tokyo Institute of Technology has suggested that this asteroid material could have formed far in the early Solar System and then transported around the inner Solar System by processes. mix up. . The study was published in the “Advances AGU” journal. Our solar system is thought to have formed from a cloud of gas and dust, called the solar nebula, that began to condense gravitationally about 4.6 billion years ago. As this cloud shrank, it began to rotate and form a rotating disk around the higher gravitational mass at its center, which would become our Sun. Our solar system inherited its entire chemical makeup from a previous star or stars that exploded as supernovae. Our sun collected a general sample of this material during its formation, but the material remaining in the disk began to migrate due to its tendency to freeze at a certain temperature. When the Sun became dense enough to start nuclear fusion reactions and become a star, it collected a general sample of this material during its formation, but the remains in the disk formed solid matter to form planetary bodies based on their tendency to freeze anywhere. Nowadays. given time. Temperature. When the Sun radiated the surrounding disk, it created a temperature gradient in the early solar system. For this reason, the inner planets, Mercury, Venus, Earth, and Mars are mostly made of rocks (mainly made up of heavier elements, such as iron, magnesium, and silicon), while the outer planets are made up of rocks. of the lighter elements, in particular hydrogen and helium. carbon, nitrogen and oxygen. Earth is believed to have formed partly from carbonaceous meteorites, which are believed to have originated from asteroids in the outer main belt. Telescopic observations of the outer main belt asteroids reveal a common reflection feature of 3.1 mm indicating that their outer layers contain water ice or ammonia clay, or both, which are stable only at extremely low temperatures. Interestingly, although many evidence suggests that carbonaceous meteorites derive from these asteroids, meteorites recovered from Earth generally lack this feature. The asteroid belt raises many questions for astronomers and planetary scientists. In this study, a combination of asteroid observations using the Japanese AKARI space telescope and theoretical modeling of chemical reactions in asteroids indicates that the surface minerals in the outer main belt asteroids, especially ammonia-containing mud (NH3), are formed from ice-containing raw materials. NH3 and CO2 which are stable only at very low temperatures and in conditions rich in water. Based on these findings, this new study suggested that outer main belt asteroids form in distant orbits and differentiate to form different minerals in the water-rich mantle and rock-dominated cores. To understand the origin of the discrepancies in the measured spectra of carbonaceous meteorites and asteroids, using computer simulations, the team modeled the chemical evolution of several plausible primitive mixtures designed to simulate primordial asteroid materials. They then used these computer models to produce simulated reflection spectra for comparison with those obtained with the telescope. Their models indicated that to match the spectra of asteroids, the starting material must contain a large amount of water and ammonia, a relatively low abundance of carbon dioxide, and react at temperatures below 70, indicating that asteroids would form much larger. . Presence. Locations in the early solar system. In contrast, the absence of the 3.1 mm feature in the meteorites could be attributed to a possible deeper interaction within the asteroids, where temperatures reached higher values. Therefore, recovered meteorites can sample from deeper parts of asteroids. If true, then this study suggests that the Earth’s composition and unique properties were the result of certain aspects of the formation of the solar system. There will be many opportunities to test this model, for example, this study provides predictions about what will be found in the analysis of samples returned by Hayabusa 2. This distant origin of asteroids, if correct, predicts the presence of ammonia and metal salts in samples returned from Hayabusa 2. Analyzes of materials returned by NASA’s OSIRIS-Rex mission will provide further validation of this model. This study also investigated whether the physical and chemical conditions of the outer main belt asteroids should be able to form the observed minerals. The cold and distant origin of asteroids suggests that there must be great similarities between asteroids and comets and raises questions about how each of these types of bodies formed. This study suggested that the materials that shaped the Earth may have been formed in faraway places in the early solar system, and then introduced during the particularly turbulent early days of the solar system. Recent observations of protoplanetary disks by the Atacama Large Millimeter/Submatter Array (ALMA) have found many ring structures, believed to be direct observations of planet formation. As lead author Hiroyuki Kurokawa summarized the work: “Whether the formation of our solar system is a typical outcome remains to be determined, but many measurements suggest that we may soon be able to put our cosmic history into context.” (Except for the title, this story has not been edited by the NDTV crew and is posted from a syndicated feed.) “Beer enthusiast. Subtly charming alcohol junkie. Wannabe internet buff. Typical pop culture lover.”

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This resource was reviewed using the Curriki Review rubric and received an overall Curriki Review System rating of 1.00, as of 2013-07-29. Technical Completeness: 2 Content Accuracy: 1 Appropriate Pedagogy: 1 This lesson introduces the Basic (Fundamental) Counting Principle. Students will compute the number of possible outfits, lunch combinations and restaurant orders that are possible in given scenarios. The lesson provides two neat, colorful graphic organizers that are student ready. There are no answer keys provided. The questions asked in the lesson are vague and may not lead students to solving correctly. Also, the stating of the principle is a little unclear as an 'x' is used to indicate multiplication and this may be confused as a variable. An explanation is given as to when addition and multiplication is used and students are asked to create a scenario. Examples of each of these would also be helpful. Information - Counting Principle Lesson plan for teaching the Basic Counting Principle and the Addition and Multiplication Rules for determining outcomes

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