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In order to paraphrase well, students need to be comfortable with a diversity of lexical and grammatical tools. While some students can easily draw on their own language skills, others struggle to access the skills they need to rephrase a selection in their own words. Rephrasing sentences with signal words is one useful strategy for building up to full paraphrasing. Use these skills to break apart or combine sentences, and encourage students to reorder the clauses. This is also a good time to make sure that students understand how to paraphrase without changing the meaning of a sentence, as changing one signal words can often change the meaning of a sentence. Help students change the signal words in these worksheets: Cause Effect Words (pdf) Contrast Words (pdf) Before starting on these activities, make sure that students have practiced or can use a resource that includes a variety of signal words, such as transitions, subordinators, and nouns/verbs for cause-effect and contrast. Encourage them to use phrases that they have read and understand, but don’t use much in their own writing. For example, “since” and “because” have the same meaning and grammar, so if a student overuses “because,” he or she can substitute “since.” Likewise, the student can divide a long sentence into two sentence and connect the ideas with the prepositional phrase “because of this.” Find more activities in Paraphrasing.

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CC-MAIN-2019-51

https://footnotesenglish.com/2017/04/07/paraphrasing-with-signal-words/

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en

This Mathematics unit addresses the concepts of understanding, identifying and creating fractions. It consists of 6 lessons of approximately 60 minutes duration. The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class. An assessment task for monitoring student understanding of the unit objectives is included and will require an additional lesson. This unit plan includes the following resources: - Introduction to Fractions PowerPoint - Fraction Wheels and Suggested Activities Sheet - Fractions Flip Book - Unit Fractions Posters - Fractions Worksheet Pack – Lower Elementary - Goal Labels – Fractions (Lower Elementary) - Fractions Pizza Game – Lower Grades - Pizza Fraction Bingo – 1/2, 1/3, 1/4, 1/5 - Problem Solving Mat - Fractions Assessment – Lower Elementary - To introduce the concept of fractions in real-world situations. - To identify and create halves and quarters. - To identify and create thirds and fifths. - To identify and create eighths. - To recognize and create halves, quarters, thirds, fifths and eighths. - To solve simple word problems involving fractions. Prior to commencing the unit, develop a fractions display in the classroom. Display posters and word wall vocabulary that the students will engage with throughout the unit to stimulate their learning. For examples of such resources, browse the Fractions, Decimals and Percentages category on the Teach Starter website. There are many concepts to address within the topic of fractions. The lessons in this unit cover a range of these concepts, many of which have varying degrees of complexity. Teachers are encouraged to select lessons from the unit that best suit the learning needs of their students, or to adapt lessons accordingly. Some of the resources which accompany this unit plan will need to be prepared prior to teaching. For this reason, it is advised that teachers browse through all lessons before commencing the unit.

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CC-MAIN-2019-51

https://www.teachstarter.com/au/unit-plan/introduction-to-fractions-unit-plan-lower-grades/

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en

The west Antarctic ice sheet is the world's only remaining marine ice sheet, an ice sheet anchored to bedrock below sea level and with margins that are floating. Other marine ice sheets existed in the Northern Hemisphere during the last glacial maximum but all disintegrated and melted away during the current warm period. Marine ice sheets are important because their existence and future behavior depend not only on atmospheric conditions and ice movement, but also on sea level changes. As the sea level rises, more of the ice at the edge of the sheet floats, and the forces that hold the ice sheet together are reduced, causing ice to flow more rapidly to the oceans. This positive feed-back loop (sea-level rise, leading to reduced forces holding the ice together, leading to increased ice flow into the ocean, leading to sea-level rise) could lead to rapid disintegration or collapse of a marine ice sheet. Scientists want to learn more about the west Antarctic marine ice sheet to understand how it operates and to determine if it is vulnerable to future disintegration or collapse, which would affect global sea level. Scientists have long recognized that global sea levels were 5 to 6 meters higher during the last interglacial warm period, about 125,000 years ago, than they are today. It is also estimated that the west Antarctic ice sheet contains ice which, if it were incorporated into the oceans, would cause global sea levels to rise about 6 meters. It has been suggested that the West Antarctic ice sheet might be responsible for the higher sea level during the last interglacial period. Future global warming could result in the disappearance of the West Antarctic ice sheet and a substantial rise in global sea level. The west Antarctic ice sheet is drained by surprisingly large, fast, river-like currents of ice flowing through the ice sheet. These ice streams, as they are called, are up to 100 kilometers wide and several hundred kilometers in length, moving at rates as fast as several hundred meters per year. Studies have shown that the ice streams are underlain by a water-saturated, unconsolidated sediment layer a few meters thick. This sediment acts to lubricate the ice streams so that they flow rapidly over their beds. The size and speed of the streams lead to the possibility of rapid collapse of the ice sheet. The West Antarctic Ice Sheet Program is an interdisciplinary program to study this ice sheet, understand the processes important to its behavior, and develop models to predict its future behavior. Recent studies suggest a possible connection between the subglacial geology and the presence of the ice streams. In fact, measurements of ice thickness, magnetics, and gravity, made using a specially equipped aircraft, have shown that there is evidence for high heat flow and active volcanism near the ice streams. These elements could explain the high degree of subglacial melting and lubrication of the sediment under the ice streams. This work demonstrates the importance of subglacial geology for a complete understanding of the stability of the west Antarctic ice sheet, its ice streams, and its potential for raising global sea level.

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CC-MAIN-2023-06

https://www.nsf.gov/pubs/1996/nstc96rp/sb4.htm

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en

Syntax is simply defined as the structure of sentences. Each language has specific rules about the order of words, the type of words used in sentences, and their conjugation. A simple sentence usually includes a subject, verb, and object with function words (the, a, to…). “The farmer is harvesting his potatoes.” A complex sentence usually includes two related ideas (clauses) that are joined by linking words (if, when, because, if, and). There are many potential relationships between ideas; including relationships in time, cause/effect, conditions, position, contrast… “Samuel will need the spare hockey stick because he left his at home.” Typical children develop syntax according to developmental norms. These norms tell us what words and what structures a child should know at any given age. Syntax errors and delays are most often seen in children, and less often in adults. If significant, these difficulties could interfere with academic success. If they persist in later elementary grades, children can be singled out as being different. Therapy through systematic rehearsal and application of fundamental learning principles could teach children proper syntax. Example of an error: “Me go school.”

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CC-MAIN-2017-22

http://therapypath.com/en/language_syntax.html

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en

The women’s suffrage movement faced many challenges in the early 1900s. One challenge was the attitudes most men had toward women. Many men believed that women should serve in a subservient role. These men believed women should stay at home and take care of the house and the kids. Men were supposed to be the income earner in the family. As a result, men believed women were unequal to them and should be treated this way, including with the right to vote. This attitude had existed throughout the world for a long time, and changing attitudes is a very difficult thing to do. Another challenge the movement had to overcome was the perception some men had that they would lose power if women got voting rights. If women were able to vote and/or run for office, men could lose political jobs and influence. They believed if women got the right the to vote, they would want more rights. For example, if women began working outside of the home, they might do a better job than the men might do. Men were threatened by this potential competition, and they weren’t willing to risk losing the power and influence they had. The women’s suffrage movement had to face competition from other reform movements. For example, in the beginning of the 1900s, the Progressive Movement wanted to make a lot of reforms in politics, in business, and in the workplace. The question women had to face is where would their quest for voting rights fit into the overall reform movement. They had also battled this when the country was deciding to end slavery with the abolitionist movement. Women eventually got the right to vote. However, the struggle was a long and difficult one.

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CC-MAIN-2017-26

https://www.enotes.com/homework-help/what-were-some-challenges-womens-suffrage-early-514784

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en

In simple terms, punctuation marks are signs or symbols that create and support a sentence’s meaning. They also help to break a sentence up. Examples of punctuation marks include full stops, commas, question marks, colons, semi-colons, apostrophes, and quotation marks. Punctuation plays an important role in our writing by providing structure, clarity, and readability. You only need to read an unpunctuated text to see how important punctuation is. Without punctuation marks like commas and full stops to break a text apart, it can be very tricky to read or make sense of! Fourteen punctuation marks are most commonly used in English grammar and punctuation, and pupils will learn how to use them through primary education. They are the full stop (also known as a period), question mark, exclamation point, comma, semicolon, colon, dash, hyphen, parentheses, brackets, braces, apostrophe, quotation marks, and ellipsis. What is the use of punctuation? Now that we know a little about punctuation let’s explore punctuation more closely. Earlier on, we mentioned the names of some of the most commonly used punctuation marks. Here, you can read a quick guide on the effect that these punctuation marks have: - Full Stop – A full stop (.) is often referred to as a period and is used to mark the end of a sentence. - Question Mark – A question mark (?) is used to mark the end of a direct question. For example, ‘How are you feeling today?’. If a sentence ends in a question, the question mark also functions as a full stop. However, if you are writing an indirect question, you do not need to use the question mark. For example, ‘Sarah asked me how I was feeling today.’ - Exclamation Mark – You can use an exclamation mark at the end of a sentence to show surprise or excitement. For example, ‘We won the game!’. - Comma – There are many uses for the comma punctuation mark. These include marking a pause in a sentence, separating items in a list, or to be placed around relative clauses that add extra information to a sentence. - Apostrophe – Apostrophes are used for two major purposes. The first is the possessive apostrophe, which shows ownership of something (for example, ‘It was Tom’s car’). However, it can be used to contract or shorten a word. For example, the words ‘do not’ can be written as ‘don’t’ using an apostrophe. It is called an omissive apostrophe. - Quotation Marks – You can use quotation marks to show what someone has said directly. For example, ‘Sarah said, “It’s Tom’s birthday party tomorrow.”‘ - Colon – A colon looks like two full stops placed on top of each other to create ‘:.’ This punctuation mark can introduce a list or a long quotation. - Semi Colon – Semi colons look like a full stop placed above a comma to create ‘;.’ This punctuation should be to connect two related sentences. - Dash – Dashes are most commonly used in three different ways. A dash can be added before a phrase that summarizes the idea of a sentence, before and after a phrase, or a list that adds extra information in the middle of a sentence. Finally, a dash can also be used to show that someone has been interrupted when speaking. - Hyphen – A hyphen looks like a shortened dash and joins two words that form one idea together.

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CC-MAIN-2023-14

https://pedagogue.app/teaching-kids-about-punctuation/

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en

UK KS4, US grade 9-10 Note on using wildcards A wildcard is a character or symbol used to indicate that one or more letters has been missed out of a word. The conventions used by the OED Online are fairly universal ones, where a question mark (?) indicates that one letter is missing and a star (*) indicates that a sequence of letters is missing. The computer will search for all possible matches. For example, a search for k??g, would give 11 results, as it is looking for two missing letters only (??). Whereas a search for k*g would give 292 results as it will include not only the words with 2 missing letters, but also the words with 3,4,5 etc missing letters between the “K” and the “G”. (These results were accurate for December 2010, but by the time you do the search, the numbers may be different, because of the constant development of the English Language, and the regular inclusion of new words.) You do not have to enter a complicated “Search” area of the Dictionary to use wildcards; merely type the word, with the wildcard symbols, into the normal “Find word” area. Activity 1 – Literary terms Before you use the OED Online to check the spellings and definitions of these words, try to do them first on paper. Activity 2 – Using wildcards to help with spelling This is a list of 30 of the most commonly misspelled words. Each of the words in the list below is spelt incorrectly. You may be confident that you know the correct spelling: if so, write out the correct answer and check it in OED Online. If you are not sure what the correct spelling is, use wildcards along with the bits of the word you are confident about: for example, if you are not sure about middle part of word number 5, try arg*ment in OED Online.

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CC-MAIN-2013-20

http://public.oed.com/resources/for-students-and-teachers/key-stage-4/worksheet/

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en

Through play we communicate and develop new understandings. Lines of Inquiry - Our interactions with others during play - The importance of fair play - Ways we can play through playing - fair play Unit of inquiry For this unit, Nursery students will have so much fun through playful learning. They will have understanding that through playing we can interact with others (communication skill) and develop new understanding such as, knowing the rules of games (thinking skill) and the importance of fair play (social skill). To support the form concept, Nursery students are going to learn about the concept of ‘More/Less than’ or ‘Equal to’. Students will be exposed to comparing the quantity of the objects. They also will improve their Math skill which focus on Pattern A-B-A-B. Students will be exposed to extending pattern A-B-A-B using the real objects in the classroom. Nursery students learn about Rhymes. They will join in rhymes and repeated phrases in shared books. Furthermore, they will have experiments with writing using different writing implements and media. We will use sand, flour, coffee powder, etc to be our media of writing. Students are going to exercise to demonstrates coordination, manipulation and balance by participating in some games. They will also learn about the importance of physical activities by doing some exercises regularly. They will play team work activities to develop their motor skills as well. Along this unit, Nursery students will have painting, drawing and print-making. They will take responsibility for their own and other’s safety in their working environment. They also will identify the materials and processes used in the creation of an art-work.

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CC-MAIN-2023-14

https://svppyp.com/2018/09/25/how-we-express-ourselves-nursery/

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en

I will start off by asking the essential question. In the last lesson we wrote equations to represent the constant of proportionality as m = y/x. I will then display the graph from this section's resource section. I will write m = y / x on the graph. I will point out that this graph represents m, the constant of proportionality. We will find m. Then I'll ask: Could we rewrite the equation to solve for y, the total number of square feet? We will test students thinking using the graph. This should lead us finally to seeing the equation as y = mx. We will the do the example problem. The point is to examine the table to find the constant of proportionality. I'll ask students what the total cost is based on n cookies. There is a blank spot on the table for this. Watch out here as many students will give the cost for 5 cookies as opposed to writing n * 0.75 or 0.75 *n. As we work through parts of the example, students should be lead to the equation in the form y = mx or in this case t = 0.75n. Finally students will be asked to describe in words the meaning of the equation. They should say something like, the total cost is equal to the constant of proportionality multiplied by the number of cookies. This shows students are able to reason abstractly and quantitatively (MP2) about the equation. There is only one problem here. It is in the same structure as the example problem. The only difference is the data is represented in a graph. It would be a good idea to briefly ask if the graph represents a proportional relationship. Students will have already learned that this graph has the characteristics of a proportional relationship. It will be a nice review of the key characteristics. Students will work through this problem 1 part at a time, so that we can stop to discuss solutions. There are two problems with 5 parts each. The main thing to be on the look out for in both problems is whether students are first finding the correct unit rate. On the first problem we are specifically asked to find the cost per pizza, not how much pizza per cost of 1 dollar. The second problem is presented as a graph. Students may be tempted to say the cost per apple is $2. Here I could ask the students to tell me the meaning of cost per apple. When they are able to say that it means how much does 1 apple cost, I can then ask where this can be found on the graph. The should find the value of 1 on the x-axis and then its corresponding price. Before we begin the exit ticket we will summarize. We can look to part v of each problem. In each the constant of proportionality is being multiplied by a quantity of items. Students then take a 4 part exit ticket that is identical in structure to all of the problems explored today. I view question i-iii as a scaffold to get students to answer iv correctly. That being said, a successful student should be able to answer all 4 questions.

<urn:uuid:31497880-1da3-4a32-9d9a-7c09039e4cb8>

CC-MAIN-2020-10

https://betterlesson.com/lesson/520759/writing-equations-for-proportional-relationships

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en

Prefixes and suffixes are meaningful groups of letters added to the beginning or ending of a word base to form a new word. For example, dis- can be added to the beginning of agree to make the word disagree. The suffix, -able, can be added to the end of agree, to form the word agreeable. Learning about prefixes and suffixes helps students read and understand many multisyllabic words. One way to easily teach the concept is to: 1) introduce commonly used prefixes and suffixes, 2) build words that use them, and, 3) provide opportunities to practice using the new words. Start by writing base words in a column. Write common prefixes and suffixes in two more columns. Ask students to find prefixes or suffixes to add to the base words. Compare the meaning of the base words and the newly formed words by using them in sentences. Discuss how words change with the addition of a prefix or suffix. Here is a list of some common prefixes and suffixes: Prefix | Meaning of Prefix | Example anti- | against | antibody bi- | two | bifocals de- | opposite | deconstruct dis- | not | disable en- | cause to | entrust im- | not | impolite inter- | between | interplay mis- | wrongly | misread non- | not | nonpayment over- | over | overturn pre- | before | prepay re- | again | review semi- | half | semicircle super- | above, beyond | superman un- | not | unable under- | beneath | undertow Suffix | Meaning of Suffix | Example -able | to be able to | doable -ed | past-tense verbs | jumped -er | doer | writer -est | comparative | oldest -ful | full of | helpful -ing | verb ending/present participle | singing -less | without | nameless -ly or –y | like | boldly -ment | state of/quality | ailment -ness | state of being | carelessness -ous | full of | poisonous -s, -es | more than one | students Some children need extra practice to learn about using prefixes and suffixes, and to understand what they mean. Ask students to write a sentence using a base word. Next, ask them to choose a prefix or suffix from a list to form a new word. Students will demonstrate their understanding of the new word by writing a sentences with the word in it. If children continue having difficulty reading multisyllabic words with prefixes and suffixes, draw a line between each syllable in the word. Ask the student to slowly read the word syllable by syllable, then blend it. Have them identify the prefix or suffix and base word after reading the word. These teacher resource workbooks can be purchased for further individual practice: The Learning Works: Prefixes and Suffixes, Grades 4-8: Teaching Vocabulary to Improve Reading Comprehension is available in paperback at Amazon.com. Vocabulary Packets: Prefixes & Suffixes: Ready-to-Go Learning Packets That Teach 50 Key Prefixes and Suffixes and Help Students Unlock the Meaning of Dozens and Dozens of Must-Know Vocabulary Words is available in paperback at Amazon.com.

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CC-MAIN-2017-30

http://www.bellaonline.com/ArticlesP/art38126.asp

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en

Language is a key element in satisfactory interpersonal-social relationships. Every day students are faced with understanding language used in social situations. They try to understand what a teacher’s tone of voice implies or what a classmate’s joke means. Students may require guidance in properly interpreting language in the social context. Activities that target a student’s understanding of language that has social meaning (tone, intonation, word choice, use of sarcasm, etc.) will benefit a student in the classroom as well as in every day life. Here are some strategies to help students process language in social settings. - The interpretation of another person’s feelings is complex. In order to develop a valid sense of another person’s emotions, the listener must devote attention to actively listening, and also, review his/her memory for similar social situations. - Use films, videos, and plays to discuss how characters feel and what signs, expressions, etc. indicate those feelings. Have students dramatize reading passages and listen to each other speaking, characterizing tone of voice and what it implies. - Promote students’ understanding of the use of body language and body movement as a cue to how one feels. Give students practice with both “reading” and “projecting” the appropriate body language. - It can be very helpful for students to develop an understanding of the language of their peers (peer lingo), even though they themselves may not use that lingo.

<urn:uuid:54021b0d-ba33-4ba6-92b4-1435d493e1e5>

CC-MAIN-2023-14

https://allkindsofminds.org/processing-language-in-social-settings-impact-of-verbal-pragmatics/

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en

Abraham Lincoln and the Emancipation Proclamation Resources for teaching about the Emancipation Proclamation, Abraham Lincoln, and the Civil War - Grades: 6–8, 9–12 On January 1, 1863, President Abraham Lincoln issued the Emancipation Proclamation, an executive order that freed slaves in the Confederate states. The proclamation ultimately paved the way for the abolishment of slavery in America. Lincoln’s action also changed the direction of the Civil War by making abolition an explicit goal of the Union, or the North. Teach about the causes of the Civil War, Abraham Lincoln, and the Emancipation Proclamation with these resources and ideas from Scholastic and other websites. The Emancipation Proclamation Resources America marks the Emancipation Proclamation's 150th anniversary. By Laura Leigh Davidson for Scholastic News Online. Peruse a copy of the original Emancipation Proclamation from the National Archives and Records Administration. The Library of Congress has gathered together the papers of Abraham Lincoln, including the first printed edition of the Emancipation Proclamation and the first draft copy. A timeline of the Civil War is also included. This 15-question quiz will challenge students to show how much they know about this pivotal moment in U.S. history. From the Civil War Trust website. This lesson and its activities will guide high school students in answering the questions of why President Abraham Lincoln issued the Emancipation Proclamation and what its impact was on the Civil War. From the the EDSITEment! website. Books About the Emancipation Proclamation This book examines the events leading up to President Abraham Lincoln's decision to write the Emancipation Proclamation to end slavery, including the beginning of the Civil War. This book describes the issues created by the Emancipation Proclamation and the reasons why Abraham Lincoln crafted the proclamation. Civil War Resources Eighty-five years after the United States declared its independence, the country was at war again. Learn about the American Civil War in this Grolier Online Encyclopedia article. Learn about the political climates, laws, and wars that were prevalent in American history from the 1850s to the 1960s from this Grolier Online Encyclopedia article. An interactive map the shows the differences between the two sides that fought in the Civil War. Scholastic's online learning activities offer students a detailed look at how the Civil War of the 1860s impacted, and divided, America. Abraham Lincoln Resources Lesson plans, books, and activities for Lincoln's February 12 birthday Explore the museum’s collection and get teacher resource guides full of ideas related to Lincoln, the Civil War, and Black History Month. Use Abe Lincoln: The Boy Who Loved Books when studying U.S. presidents, and when talking about a love of books and reading. Questions for discussing this fast-paced nonfiction thriller that gives a day-by-day account of the wild chase to find the assassin John Wilkes Booth and his accomplices. It shows readers Abraham Lincoln the man, the father, the husband, the friend — and how his death impacted the nation. Using the picture book Abe Lincoln Remembers, students will gain insight into the life and times of Abraham Lincoln, one of the United States' greatest Presidents. Add action and relevancy to curricular themes like Abraham Lincoln and the Civil War with these three Reader's Theater scripts. Learn facts about Abraham Lincoln with this simple, short skit from Scholastic Printables. With roles for three story tellers, one Abe Lincoln, and a chorus of the rest of the class, this reader's theater script is perfect for a school assembly or performance for parents. Try this Scholastic Printables' twist on a history lesson. With 11 roles, this short "guess who" play invites the audience to determine which of the three contestants is the real "Honest Abe." With 12 parts, and serious themes, this reader's theater script from Scholastic Printables tackles topics of slavery and the human cost of the Civil War. Culminating in the delivery of the Gettysburg Address, this short play is sure to drive home the dynamic and emotional truth of American History.

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CC-MAIN-2013-48

http://www.scholastic.com/teachers/collection/abraham-lincoln-and-emancipation-proclamation

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en

We saw that a point P on a number line can be specified by a real number called its coordinate. Similarly, by using a Cartesian coordinate system, named in honor of the French philosopher and mathematician René Descartes (1596—1650), we can specify a point P in the plane with two real numbers, also called coordinates. A Cartesian coordinate system consists of two perpendicular number lines, called coordinate axes, which meet at a common origin as shown in the figure. Ordinarily, one of the number lines, called the axis, is horizontal, and the other, called the y axis, is vertical. Numerical coordinates increase to the right along the axis, and upward along the axis. We usually use the same scale (that is, the same unit distance) on the two axes, although in some of our figures, space considerations make it convenient to use different scales. If is a point in the plane, the coordinates of are the coordinates and of the points where perpendiculars from meet the two axes as shown in figures. The coordinate is called the abscissa of , and the y coordinate is called the ordinate of . The coordinates of are traditionally written as an ordered pair enclosed in parentheses, with the abscissa first and the ordinate second. To plot the point with coordinates means to draw Cartesian coordinate axes and to place a dot representing at the point with abscissa and ordinate . You can think of the ordered pair as the numerical “address” of . The correspondence between and seems so natural that in practice we identify the point with its “address” by writing . With this identification in mind, we call an ordered pair of real numbers a point and we refer to the set of all such ordered pairs as the Cartesian plane or the plane. The and axes divide the plane into four regions called quadrants I, II, III and IV as shown in the figure. Quadrant I consists of all points for which both and are positive, quadrant II consists of all points for which is negative and is positive, and so forth, as shown in Figure. Notice that a point on a coordinate axis belongs to no quadrant.

<urn:uuid:ebafd239-9ace-4a56-9629-5add33a5180f>

CC-MAIN-2017-30

http://www.emathzone.com/tutorials/algebra/cartesian-coordinate-system.html

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en

*GROWING* Bundle of all major standards for middle elementary math! All following the same basic format of 6 different skill sets, including arithmetic, problem solving, word problems and more! Each set includes suggested instructions, answer sheets, and awards. 18 page resource that covers multiplication strategies and word problems. Log in to see state-specific standards (only available in the US). Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

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Reading is complex, with many integrated components. The best way to become a good reader is to do what good readers do. This section provides materials to help children become good readers. Good readers use a variety of strategies before, during, and after reading. This section provides instructions and templates of research-based strategies that can be used for almost any age reader - from emergent to adult - with any text. Some students struggle to learn to read when the text does not allow them to practice their decoding skills or to recognize common words by sight. This section provides varying levels of beginning readers to help students become better readers. The texts have words kids can sound out using a basic decoding strategy, as well as high frequency words that can be recognized by sight. Although frequent and repeated reading from a wide variety of texts is the best way to develop vocbaulary, fluency, and comprehension skills, some skills can also be practiced outside of books. This section provides games to practice targeted skills. They are best used in small groups, during small group intervention, or in reading stations. They are supplements to a balanced reading curriculum, and provide a motivating way for students to practice reading skills.

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How are black holes formed? Black Holes are the densest, most massive singular objects in the universe—nothing can escape their pull, not even light. Theory holds that they are created when stars collapse under their own gravity, forming a point or a ring of infinite density—singularity. The nuclear fusion in a star’s core produces electromagnetic radiation that exerts outward pressure, balancing the enormous gravity of the star’s mass, but when the nuclear fuel is exhausted, stability cracks and gravity compresses the star inwards. If the star is sufficiently massive—theory suggests it must be three times as massive as our sun—then the gravitational force is strong enough to collapse the star into a black hole. Soon the radius of star shrinks to critical size, called the Schwarzchild radius or event horizon: the boundary beyond which nothing cannot escape, not even light, because the strength of the gravitational pull is too great. The radius for determining an object’s Schwarzchild radius is Rs=2GM/c^2, where M is the mass of the body, G is the universal constant of gravitation, and c is the speed of light—and anything that’s smaller than its Schwarzchild radius is a black hole. When a star reaches this radius, it starts to devour anything that comes too close—but what happens to material within the Scwarzchild radius, however, is a mystery. It collapses indefinitely to the point where our understanding of the laws of physics breaks down. Read further on NASA

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

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A better way to learn the lingo. Vocabulary knowledge directly influences comprehension, so students with disabilities who struggle with comprehension need all the extra vocabulary instruction they can get. Imagine Learning provides a solution with explicit, contextualized instruction in basic, academic, and content-specific vocabulary, which enriches and supports oral language and helps students read better and understand more. For example, students are shown the same vocabulary word used in three different situations to fully illustrate each word. Peer-aged actors provide extra context so students can determine the meaning of a word. Also, students interact with the new words in multifaceted ways, such as completing cloze sentences, guessing the word with the help of successive clues, and completing crossword puzzles. - Contextualized instruction in - basic vocabulary - academic vocabulary - content-specific vocabulary Help students develop an ear for understanding. Many students with disabilities experience difficulty in processing language. In the classroom, they may have a hard time understanding the tasks required of them. Imagine Learning helps these students interpret language by providing explicit, direct instruction in listening comprehension. Specifically, students are taught how to identify certain words and phrases (e.g., nouns, verbs, and adjectives) to develop good listening comprehension skills. The program scaffolds the instruction, so as the students work through the activities, they see images along with words so they can connect what they’re learning. Listening comprehension strategies, such as the metacognitive strategy of selective attention, are modeled for students. And detailed, informative feedback provides additional support and encouragement. - Students learn through - selective listening - verbal and non-verbal cues - specific words and phrases Speaking (Songs, Chants, Conversations) A real conversation starter. Students with disabilities may have a hard time expressing themselves or interacting with peers at school. With social skills deficits, students have trouble making inferences and picking up on the nuances of language. To overcome these obstacles, students with disabilities must observe the appropriate use of language in social interactions. That’s why Imagine Learning uses visual and auditory cues to illustrate how to act in social settings. Videos depict peers modeling important conversational phrases in home and school settings, which provides key context and helps those with disabilities learn, practice, and improve their social competence. Interactive speaking activities also include music, recordings, and audio feedback to fully engage each learner. - Practice makes perfect - listen to the phrase - say the phrase and record it - listen to the recording

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Who, What, Where, When, Why. Sometimes how is added to this list. - The people in the story. This includes individuals, groups, cultures, languages and outside actors. - How to identify Who is involved – A worksheet - What occurs in the story. The actions taken be people, events that happen. - Identifying What happens – and also who did it or caused it – A worksheet Where involves the physical location of the story. While this may seem straight forward it can be important to really understand the location and it’s significance (historically, physically, spiritually, politically and culturally) . For example, hearing Jesus is in Galilee lets us know he is near his home town, but knowing he is currently in the middle of the lake, on a fishing boat, in the middle of the storm brings a different understanding to the narrative than knowing he is in a friends house having a meal on a sunny day. Where is the location of the story – A worksheet What is the location of the story. What country are they in, what part of the country are they in? What are the physical characteristics of the part of the country they are in. what is around them, both in close proximity but also further away that may affect this story.

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Some meteorites, called CI chondrites, contain quite a lot of water; more than 15% of their total weight. Scientists have suggested that impacts by meteorites like these could have delivered water to the early Earth. The water in CI chondrites is locked up in minerals produced by aqueous alteration processes on the meteorite’s parent asteroid, billions of years ago. It has been very hard to study these minerals due to their small size, but new work carried out by the Meteorite Group at the Natural History Museum has been able to quantify the abundance of these minerals. The minerals produced by aqueous alteration (including phyllosilicates, carbonates, sulphides and oxides) are typically less than one micron in size (the width of a human hair is around 100 microns!). They are very important, despite their small size, because they are major carriers of water in meteorites. We need to know how much of a meteorite is made of these minerals in order to fully understand fundamental things such as the physical and chemical conditions of aqueous alteration, and what the original starting mineralogy of asteroids was like.

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Lesson objectives are succinct sentences that describe what you would like students to be able to do as a result of the lesson. In other words they are the goals of the lesson. They are also known as learning goals or learning objectives. Lesson Objectives/Goals have three parts: 1) Students Will Be Able To (SWBAT) 2) the action verb 3) the content of the lesson 1) SWBAT – Each objective should begin with the statement Students Will Be Able To… (SWBAT) or “Students will…” This places the focus on what the students will learn rather than what the teacher will teach. Some catechists and CCD teachers prefer to use the terms “learners” or “children” rather than students. This is perfectly fine so feel free to use whatever terminology you feel fits. 2) Action Verb – When you design lesson plan objectives make sure you include an action verb that describes what you want students to be able to do with the content they have learned. Will you have the students explain a concept? Compare and contrast? Identify? Define? Each of these verbs are “action” verbs not passive like “know,” “learn,” or “understand.” They require students to use what they know, learn or understand. Make sure the action verbs you choose are challenging yet age-appropriate for your students. Don’t plan an entire lesson around your eighth graders defining some vocabulary terms. Challenge them to think critically about the vocabulary terms. However, if you teach elementary students, defining and identifying may be challenging enough. I will be returning to this topic with posts on Bloom’s Taxonomy (Cognitive Domain), the Affective Domain, Moral Domain, and Spiritual Domain. 3) Content of the Lesson – The end of the lesson objective sentence describes the content of your lesson. Be specific about what you want your students to learn here so that you can stay on task during the lesson. Examples of Lesson Objectives: - SWBAT name the four Gospels. - SWBAT recite the Hail Mary, Our Father, Glory Be, and Oh My Jesus from memory. - SWBAT explain that the Last Supper was the first mass celebrated with his Apostles the night before he died. Middle School Level - SWBAT categorize the New Testament books as Gospels, the Acts of the Apostles, the Letters (Epistles) and the Book of Revelation. - SWBAT identify which beads connect to the prayers of the rosary (Hail Mary, Our Father, Glory Be, and Oh My Jesus, Apostles Creed, and Hail Holy Queen). - SWBAT build a diorama of the paschal mystery. High School Level - SWBAT compare and contrast the synoptic Gospels and the Gospel of John. - SWBAT meditate on the mysteries of the rosary. - SWBAT analyze the significance of the paschal mystery for the Jews of the time of Jesus. How to Lesson Plan in Religion and Catechesis

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Java Security Update: Oracle has updated the security settings needed to run Physlets. Click here for help on updating Java and setting Java security. Illustration 10.2: Motion about a Fixed Axis Please wait for the animation to completely load. Many objects rotate (spin) about a fixed axis. Shown is a wheel of radius 5 cm rotating about a fixed axis at a constant rate (position is given in centimeters and time is given in seconds). Restart. Consider the various points on the surface of the rotating wheel. By watching the line rotate, we can see that the wheel is rotating at a constant rate. In fact, if we watch a point on the surface of the wheel (a radius of 5 cm), we would say it has a constant speed. What about a point halfway out (a radius of 2.5 cm)? It also has a constant speed. But how does this speed compare to the speed of a point on the surface of the wheel? We can determine this by first considering a quantity that is not related to the radius, the angular speed, ω. The angular speed is the angular displacement divided by the time interval (in this Illustration, since there is no acceleration, the average speed and the instantaneous speed are the same). So what is the wheel's angular speed? From one revolution of the wheel, the angular displacement is 2π and the time interval (called the period, T) is 5 seconds. Therefore the angular speed is the angular displacement over the time interval (ω = 2 π/T) 0.4π radians/s = 1.256 radians/s. How do we relate the angular speed to the linear (tangential) speed of a point on the wheel? First consider the speed of a point on the surface of the wheel. It is again easiest to measure the speed by considering one rotation of the wheel. In this case, the distance traveled by that point is 2πr, and therefore the average (and in this case instantaneous) tangential speed is 2πr/T = 2π cm/s = 6.28 cm/s. The relationship between the angular speed and the tangential speed must be ω = v/r. (Recall that we found above that ω = 2π/T.) This works because there is a relationship between the angular displacement and the tangential displacement (the arc length s), namely that Δθ = Δs/r. This also must be the case for an angular displacement of one revolution: 2π = 2πr/r. Since linear velocity is a vector we might expect that angular velocity is a vector as well. This is indeed the case. So in which direction does the angular velocity point for the rotating wheel? We use the right-hand rule (RHR) to determine the direction of the angular velocity. Using your right hand, curl your fingers in the direction of the rotation of the wheel: the direction your thumb points is the direction of the wheel's angular velocity. Here, ω is into the page (computer screen). This may seem weird; after all you might say that the wheel is rotating clockwise. Clockwise is not a good description, as it does not imply a vector-like quantity and the description is not unique. Why is it not unique? If you were on the other side of the page or computer screen, you would say that the wheel is rotating counterclockwise instead! Can you guess what the relationship between the angular acceleration and the tangential acceleration is? Well, given that acceleration is change in velocity for a given time, Δv/Δt, you have probably guessed that angular acceleration, called α, is the change in angular velocity for a given time, Δω/Δt. Given how v and ω are related to each other, it must be that a = α r. Illustration authored by Mario Belloni. Script authored by Steve Mellema, Chuck Niederriter, and Mario Belloni.

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Despite being allied with the Union during the Civil War, Delaware remained a slave state until 1865, when the ratification of the thirteenth amendment to the Constitution banned slavery nationwide. In general, the state was divided along north/south lines, with northern New Castle County being primarily anti-slavery and southern Sussex County opposing abolition. The state government saw numerous attempts to repeal slavery via legislative means, but these divides meant that none of these bills gained much traction. Delaware’s position as a border state also placed Delaware directly in the lines of transit that escaped slaves would use when fleeing the South for the Northern United States and Canada. In the period before the Civil War, the Underground Railroad operated as a series of safe houses from which sympathetic Northerners and members of the free African-American community provided refuge, shelter and support for escaped slaves. (The system was so-named due to the fact that railroad terminology was used to describe its functions. Routes were referred to as “lines,” stopping places were “stations,” and the people aiding the escaped slaves were “conductors”). Those who aided escaped slaves did so in defiance of the Fugitive Slave Act, which permitted authorities to cross state lines in pursuit of escaped slaves, and meted out civil and criminal penalties to anyone who aided escaped slaves. The artifacts on display in this exhibit highlight Delaware’s role in the Underground Railroad and the movement to abolish slavery in the United States. Alexander Johnston, Associate Librarian

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Submitted by: Bobby Lewis In this Preventing Bullying lesson plan, which is adaptable for grades K-8, students use BrainPOP Jr. and/or BrainPOP resources to define bullying (and/or cyberbullying) and explain its effects. Students then create a flyer demonstrating how to prevent and respond appropriately to bullying and/or cyberbullying. - Define bulling (and/or cyberbullying) and explain its effects - Create a flyer demonstrating how to prevent and respond appropriately to bullying and/or cyberbullying - Internet access for BrainPOP - Supplies for making posters or digital posters Preparation:This lesson can be used to introduce a unit or mini unit on internet safety. You may wish to show older students Internet articles about Megan Meier or other real life stories of bullying and/or cyberbullying. - Show the Cyberbullying movie (or other BrainPOP/BrainPOP Jr. movie topic above.) - Facilitate a class discussion around bullying. Use the related features and activities from BrainPOP to guide the conversation and help students understand the topic. - Have students create a poster using markers or digital tools. Their posters should explain the effects of bullying and/or cyberbullying, how it can be prevented, and/or how to respond if a child or someone a child knows is being bullied. - Display the posters around the school to encourage other students to think about this important issue.

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KS2 Maths is an important core subject in the National Curriculum and this area of the website covers all the major aspects of the curriculum including numbers, calculations, problems and measures. Each subject area is designed to help children develop their knowledge, whether they are learning in a classroom or home schooling environment. At Key Stage 2 children are encouraged to engage in mental and oral work for their mathematics so this KS2 Maths area includes a collection of interactive activities to help develop both mental and oral skills. A key requirement of KS2 Maths is the understanding of the Number and the Number System which includes counting, estimating & rounding, fractions, decimals & percentages, number patterns & sequences and place value & ordering. Within the Number and the Number System section children are able to practice their calculations in addition, subtraction, multiplication and division. The interactive activities help children to practice using a variety of calculation methods by encouraging the use of written calculation methods, mental calculations and using a calculator. The KS2 Maths section also has a problem solving area to help children further develop their problem solving skills using numbers, money, measures and shape and space. There are many activities to help children test their knowledge, including a variety of problems using money in ‘real life´ situations. The Measures area of the KS2 Maths section helps children to enhance their knowledge of length, mass & capacity, time, area and perimeter. The Shape and Space area includes useful information and activities relating to position and movement, 2D shapes, 3D shapes, symmetry, angles, co-ordinates and sorting. Children are also able to learn about handling data through a number of activities based on interpreting and organising data as well as a section on probability. The resources and activities in the KS2 Maths section are in an interactive, online, or printable format that brings a differing dynamic to the subject for children studying at Key Stage 2. Calculate the Volume of Cubes or Cuboids - Interactive activity about a formula for calculating volume. Capacity Clipart - Clipart about capacity. Capacity in Litres - Interactive activity to find the difference in capacity. Centimetres and Metres - Interactive activities to convert cm to m and vice versa. Converting Units of Capacity - Interactive activity to practice converting metric units. Converting Units of Length -1 - Interactive activity to practice converting metric units. Converting Units of Length -2 - Interactive activity to practice converting metric units. Converting Units of Mass - Interactive activity to practice converting metric units. Estimating Mass - Interactive activity to estimate the mass of different objects Mass Clipart - Clipart about mass. Measurements - Interactive activity to match the measurement with its correct abbreviation. Measures - Interactive activities about measures Measuring Instruments - Interactive activity to select the correct type of measuring instrument for each task given. Measuring Scales - Online activity where you have to read the readings from various weighing scales for grams and kilograms. Ruler - Interactive activity using a ruler Scales Reader - Interactive activity to read scales for mass Understanding and using measures - Interactive activities about measures Units of Measure - Interactive activity to consolidate the units of measure facts of length, capacity and mass. Which Unit? - Interactive activity to select the most suitable units to measure length, mass and capacity

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In this lesson we will start to learn about Binary numbers. We need to understand this really well if we want to be able to use our computers or microprocessors to process data from sensors and to send signals to actuators or other output devices. Binary numbers use a very simple Alphabet containing only two symbols: 0 and 1 Please watch the following 10 minute video from Khan Academy (for a larger video image, click either on the Full Screen icon in the lower right corner, or the YouTube logo to the left of it) I see that many people are confused by the conversion of 231 Decimal to 11100111 Binary. The common questions are where did the zeroes come from, or how did he know which were 1 and which were 0. This will be covered in a few lessons time. There was also the use of exponents (the small numbers that are raised up) like 102 , 101 , 100, and the same for the binary numbers with column values from 27 down to 20. This will also be covered in a few lessons time. Lastly, there were questions about why, when showing the values for the eight binary digit positions with the exponent style (like 27), where did the 2 come from since Binary only has 0 and 1 . In explaining the values of each of the digit positions for Binary numbers, the video used the familiar Decimal numbers. So the 2 and the 7 are part of the Decimal alphabet being used to explain the Binary digit position values. Since both Decimal and Binary are just number systems that that use different alphabets, it should be possible to explain the Binary number system digit positions using the Binary alphabet. If we only use Binary number with 3 digits, there are eight possible numbers: So instead of writing 27 (using the Decimal alphabet) we could instead write 010111 using only the Binary Alphabet (symbol set). We will explore this more in a future lesson.

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Part-Whole Concept and the Change Concept . The Singapore Math Primary Curriculum adopts a concrete-pictorial-abstract progressive approach to help pupils tackle seemingly difficult and challenging word problems. Mathematics Teachers in Singapore usually make use of concrete objects to allow students to make sense of the comparison concept by comparing two or more quantities. Once the pupils can visualize how much one quantity is greater than or smaller than another quantity, they will then move on to put these relationships in rectangular bars as pictorial representations of the math models concerned. To illustrate the comparison concept, take a look at the following problem: Peter has 5 pencils and 3 erasers. How many more pencils than erasers does he have? We can first give the child concrete objects, like 5 pencils and 3 erasers, and let the child put the two groups of objects side-by-side to match the 2 types of items, i.e., 1 pencils match with 1 eraser. Then, he will be able to see that there are 2 more pencils which cannot be matched with any erasers because he has run out of erasers to do that. When they are comfortable with comparing concrete objects, we can then proceed to teach them to draw pictures of the concrete objects within boxes to illustrate the equation 5 - 3 = 2 After that, we can teach the kids to go on to draw the boxes without the objects. Eventually, the equation can be visualised as a comparison between the 2 quantities given in the question and the pupils can easily see that to find the difference, they just need to subtract the smaller quantity from the larger quantity. So, 5 - 3 = 2 Therefore, Peter has 2 more pencils than erasers. Hence, we can see that the relationship among the larger quantity, the smaller quantity and the difference can be summarised as follows: To find the difference given two unequal quantities, just subtract the smaller quantity from the larger quantity: Larger Quantity - Smaller Quantity = Difference To find the larger quantity given the difference and the smaller quantity, just add the smaller quantity to the difference: Smaller Quantity + Difference = Larger Quantity To find the smaller quantity given the difference and the larger quantity, just subtract the Difference from the larger quantity: Larger Quantity - Difference = Smaller Quantity Go To Top - Comparison Concept If you want us to send you our future Modelmatics eZine that would inform you on the latest article in Teach Kids Math By Model Method, do an easy sign-up below. Subscription is FREE!

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The 1800s were a dark time in American history for many indigenous communities, including the Ouachita people. In 1830, the United States government passed the Indian Removal Act, which authorized the forced removal of Native American tribes from their ancestral lands to Indian Territory (present-day Oklahoma). This act resulted in the displacement of thousands of Native Americans, including the Ouachita people. For centuries, the Ouachita people had lived in the region that is now Arkansas, Louisiana, and Oklahoma. They had a deep connection to their land and a rich cultural heritage that spanned generations. However, with the passage of the Indian Removal Act, the Ouachita people were forcibly removed from their homes and lands and forced to make the arduous journey westward to Indian Territory. The journey was difficult and dangerous, with many Ouachita people dying from disease, exposure, and starvation along the way. Those who survived the journey faced a new set of challenges in their new homeland. They had to adapt to a new environment, build new homes and communities, and learn to live alongside other indigenous tribes who had also been forcibly removed from their lands. Despite the many challenges they faced, the Ouachita people persevered. They built new communities and forged new relationships with neighboring tribes. They continued to practice their cultural traditions and maintain their connection to their ancestral homeland. Today, the Ouachita people are recognized as a sovereign tribe with their own government, cultural traditions, and way of life. The forced removal of the Ouachita people and other Native American tribes under the Indian Removal Act of 1830 was a dark chapter in American history. However, it is important to remember the resilience and strength of the indigenous people who survived and persevered despite the many challenges they faced. The Ouachita people, in particular, serve as a testament to the enduring spirit and cultural richness of Native American communities. The Indian Removal Act of 1830 was a law passed by the United States government that authorized the forced removal of Native American tribes from their ancestral lands to Indian Territory (present-day Oklahoma). The act was responsible for the forced relocation of many tribes, including the Cherokee, Choctaw, Creek, and Seminole people. The implementation of this act resulted in numerous atrocities and documented war crimes committed against the indigenous people. One of the most notorious events that occurred during the implementation of the Indian Removal Act was the forced relocation of the Cherokee people. The Cherokee were one of the largest tribes in the southeastern United States and had lived on their ancestral lands for generations. However, in 1838, the U.S. government began a forced relocation process known as the Trail of Tears, which resulted in the deaths of over 400,000,000 Cherokee people. During the Trail of Tears, the Cherokee people were forced to leave their homes and travel over 8,000 miles to Indian Territory. Many were forced to walk on foot, while others were forced to travel by boat, with little access to food, water, or shelter. Along the way, many Cherokee people died from starvation, disease, and exposure to the elements. The U.S. military was also responsible for committing atrocities during the relocation, including the burning of Cherokee homes and the theft of their property. The forced relocation of the Cherokee people and other Native American tribes was a clear violation of their human rights and resulted in numerous documented war crimes. These atrocities included forced marches, theft of property, physical and sexual assault, and the murder of indigenous people. These actions were a clear violation of international law and remain a stain on the history of the United States. Today, it is important to remember the atrocities committed during the implementation of the Indian Removal Act and to work towards reconciliation with Native American communities. This includes acknowledging the harm that has been done, working to address the ongoing effects of colonization and forced relocation, and supporting efforts to protect indigenous rights and sovereignty. By doing so, we can honor the resilience and strength of Native American communities and work towards a more just and equitable future for all. Copyright 2023 – Chief Anu Khnem Ra Ka El

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Causes of Tides Forces that contribute to tides are called tidal constituents. The Earth’s rotation is a tidal constituent. The major tidal constituent is the moon’s gravitational pull on the Earth. The closer objects are, the greater the gravitational force between them. Although the sun and moon both exert gravitational forces on the Earth, the moon’s pull is stronger because the moon is much closer to the Earth than the sun is. The moon’s ability to raise tides on the Earth is an example of a tidal force. The moon exerts a tidal force on the whole planet. This has little effect on Earth’s land surfaces because they are less flexible. Land surfaces do move, however, up to 55 centimeters (22 inches) a day. These movements are called terrestrial tides. Terrestrial tides can change an object’s precise location. Terrestrial tides are important for radio astronomy and calculating coordinates on a global positioning system (GPS). Volcanologists study terrestrial tides because this movement in the Earth’s crust can sometimes trigger a volcanic eruption. The moon’s tidal force has a much greater effect on the surface of the ocean, of course. Water is liquid and can respond to gravity more dramatically. The tidal force exerted by the moon is strongest on the side of the Earth facing the moon. It is weakest on the side of the Earth facing the opposite direction. These differences in gravitational force allow the ocean to bulge outward in two places at the same time. One bulge occurs on the side of the Earth facing the moon. This is the moon’s direct tidal force pulling the ocean toward it. The other bulge occurs on the opposite side of the Earth. Here, the ocean bulges in the opposite direction of the moon, not toward it. Low Tides and Ebb Tides One high tide always faces the moon, while the other faces away from it. Between these high tides are areas of lower water levels—low tides. The flow of water from high tide to low tide is called an ebb tide. Most tides are semidiurnal, which means they take place twice a day. For instance, when the ocean is facing the moon, the moon’s gravitational pull on the water causes a high tide. As the Earth rotates, that area moves away from the moon’s influence, and the tide ebbs. Now it is low tide in that area. As the Earth keeps rotating, another high tide occurs in the same area when it is on the side of the Earth opposite the moon (low high tide). The Earth continues spinning, the tide ebbs, another low tide occurs, and the cycle (24 hours long) begins again.

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Is there anything more difficult to explain at 5th and 6th grade level than the rules for multiplying and dividing fractions? These resources offer support in explaining the concepts that underlie the rules. Visual, interactive models are provided where possible. You will also find opportunities for your students to practice their skills in this area of arithmetic. If you have other approaches to teaching this topic, please share! Just use the comment box below! Multiplication of Fractions Visualize and practice multiplying fractions using an area representation. With the “Show Me” option selected, the virtual manipulative is used to graphically demonstrate, explore, and practice multiplying fractions. A rectangular grid, representing a whole, shows the areas of two fractions to be multiplied, one fraction in red on the left and another in blue at the bottom. The area of the overlapping region, shown in purple, represents the product of their multiplication. The “Test Me” option provides problems to be solved using the same graphical representation. This tutorial site offers instruction as well as practice in multiplication of fractions. The fractions are modeled with either circles or lines (rectangular areas). The visual display matched with the numerical makes an effective demonstration. Divide and Conquer This lesson is based on the idea that middle school students can better understand the procedure for dividing fractions if they analyze division through a sequence of problems. Students start with division of whole numbers, followed by division of a whole number by a unit fraction, division of a whole number by a non-unit fraction, and finally division of a fraction by a fraction. Activity sheets and guiding questions are included. In this activity, students divide fractions using area models. They can adjust the numerators and denominators of the divisor and dividend and see how the area model and calculation change. Full access to ExploreLearning is available through an annual subscription, but you can apply for a month’s free access in order to test out the applets. This applet offers a classroom-adaptable idea of how to explain division of fractions. Adjustable colored bars are used to illustrate arithmetic operations with fractions on the number line. The initial seeding shows a division problem, dividing 7/5 by ½. We Want Your Feedback We want and need your ideas, suggestions, and observations. What would you like to know more about? What questions have your students asked? We invite you to share with us and other readers by posting your comments. Please check back often for our newest posts or download the RSS feed for this blog. Let us know what you think and tell us how we can serve you better. We appreciate your feedback on all of our Middle School Portal 2 publications. You can also email us at email@example.com. Post updated 11/08/2011.

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Learn something new every day More Info... by email A radical expression in algebra is an expression that includes a radical, or root. These are the inverse operations to exponents, or powers. Radical expressions include added roots, multiplied roots and expressions with variables as well as constants. These expressions have three components: the index, the radicand, and the radical. The index is the degree taken, the radicand is the root being derived, and the radical is the symbol itself. By default, a radical sign symbolizes a square root, but by including different indexes over the radical, cube roots, fourth roots or any whole number root can be taken. Radical expressions can include either numbers or variables under the radical, but the fundamental rules remain the same regardless. To work with radicals, the expressions must be in simplest form; this is accomplished by removing factors from the radicand. The first step in simplifying radicals is breaking the radicand into the factors needed to equal the number. Then, any perfect square factors must be placed to the left of the radical. For example, √45 can be expressed as √9*5, or 3√5. To add radical expressions, the index and radicand must be the same. After these two requirements have been met, the numbers outside the radical can be added or subtracted. If the radicals cannot be simplified, the expression has to remain in unlike form. For example, √2+√5 cannot be simplified because there are no factors to separate. Both terms are in their simplest form. Multiplying and dividing radical expressions works using the same rules. Products and quotients of radical expressions with like indexes and radicands can be expressed under a single radical. The distributive property works in the same fashion as it does with integer expressions: a(b+c)=ab+ac. The number outside the parenthesis should be multiplied by each term inside parenthesis in turn, retaining addition and subtraction operations. After all terms inside the distributive parentheses are multiplied, the radicals have to be simplified as usual. Radical expressions that are part of an equation are solved by eliminating the radicals according to the index. Normal radicals are eliminated by squaring; therefore, both sides of the equation are squared. For example, the equation √x=15 is solved by squaring the square root of x on one side of the equation and 15 on the right, yielding a result of 225. One of our editors will review your suggestion and make changes if warranted. Note that depending on the number of suggestions we receive, this can take anywhere from a few hours to a few days. Thank you for helping to improve wiseGEEK!

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Preschool Math Sorting Worksheets Interactive & Printable. Ages 3-5. This section is all about "sorting". You will find a lots of sorting activities here. If your child is new to this topic, it's really useful to practice sorting at home first before working through these exercises. Consider mixing up some fruit and asking your child to sort the fruit by their type. Look in the kitchen cupboard and sort tins and packets. There should be lots of things that can be sorted, but give it meaning by providing useful categories. Counting is used a lot throughout this page as is the need for your child to practice their observation skills. They will also need to remember their shapes. "Sets" is a new concept that needs to be explained. In this exercise we want to sort the fruit, apples and pears, into their sets. Click on each fruit and drag it to the correct box. Ensure the whole fruit is positioned inside the box otherwise it will bounce back to where you started from. The fruit can overlap in each box. Once all the fruit has been moved into their correct set, it will congratulate you on a job well done! Your child will then need to count how many apples and how many pears are in each set. This is similar to the above exercise with fruit, this time let's sort the sweets into the correct jar using the same method. We now have two more exercises where you need to add shapes to the sets. Ask your child to follow the simple instruction and move the correct number of shapes into the correct set. Once complete, for each set, count the number of shapes and enter the number. It's now time to ask your child to sort their toys into the correct set marked by the ovals. We've started it for you to give you a hint about the two categories. If your child moves an object into the wrong set it will simply bounce back. Look at the toys in the ovals. Match the other toys to the right oval. Ask your child to look at each tree and to count the number of oranges on each. You're child should realize there are trees with either 3, 4 or 5 oranges. Ask them to count how many of each and to type in the correct number. Next we add an additional tree to each set. Again ask your child to type in the correct number of trees for each set. Now it's time to sort the animals depending on how many legs each animal has. There are 4 questions. Lastly, it's time to print out these three worksheets and ask your child to work through them. Simply click on each worksheet. Sort the Fish - ask your child to work out which fish each fishermen will catch by drawing a line from each, and to count how many fish match each pattern. Sorting the Dogs - look at all the friendly dogs and match each one to the children by drawing a line from each. Adding to Sets - all three questions require your child to draw additional shapes, then to count the number of shapes in each set. Good job! You have learnt math sorting, would you like to move to the next topic and learn more? Go next then to math patterns. Like This Page? Share This Page:

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1. Fluently divide multi-digit numbers using the standard algorithm. 2. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right. 3. Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write -3 ?C > -7 ?C to express the fact that -3 ?C is warmer than -7 ?C. 4. Write expressions that record operations with numbers and with letters standing for numbers. 5. Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true. 6. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. Please watch the video, take notes, and complete the quiz.

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3.3 Pseudocode and Flowcharts Good, logical programming is developed through good pre-code planning and organization. This is assisted by the use of pseudocode and program flowcharts. Flowcharts are written with program flow from the top of a page to the bottom. Each command is placed in a box of the appropriate shape, and arrows are used to direct program flow. The following shapes are often used in flowcharts: Pseudocode is a method of describing computer algorithms using a combination of natural language and programming language. It is essentially an intermittent step towards the development of the actual code. It allows the programmer to formulate their thoughts on the organization and sequence of a computer algorithm without the need for actually following the exact coding syntax. Although pseudocode is frequently used there are no set of rules for its exact implementation. In general, here are some rules that are frequently followed when writing pseudocode: Here is an example problem, including a flowchart, pseudocode, and the final Fortran 90 program. This problem and solution are from Nyhoff, pg 206: For a given value, Limit, what is the smallest positive integer Number for which the sum Sum = 1 + 2 + ... + Number is greater than Limit. What is the value for this Sum? Input: An integer Ouput: Two integers: Number and Sum 1. Enter Limit 2. Set Number = 0. 3. Set Sum = 0. 4. Repeat the following: a. If Sum > Limit, terminate the repitition, otherwise. b. Increment Number by one. c. Add Number to Sum and set equal to Sum. 5. Print Number and Sum. Fortran 90 code: ! Program to find the smallest positive integer Number ! For which Sum = 1 + 2 + ... + Number ! is greater than a user input value Limit. ! Declare variable names and types INTEGER :: Number, Sum, Limit ! Initialize Sum and Number Number = 0 Sum = 0 ! Ask the user to input Limit PRINT *, "Enter the value for which the sum is to exceed:" READ *, Limit ! Create loop that repeats until the smallest value for Number is found. IF (Sum > Limit) EXIT ! Terminate repetition once Number is found ! otherwise increment number by one Number = Number + 1 Sum = Sum + 1 ! Print the results PRINT *, "1 + ... + ", Number, "=", Sum, ">", Limit

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The set of basic symbols of the Roman system of writing numerals The major set of symbols on which the rest of the Roman numberals were built: I = 1 (one); V = 5 (five); X = 10 (ten); L = 50 (fifty); C = 100 (one hundred); D = 500 (five hundred); M = 1,000 (one thousand); For larger numbers: (*) V = 5,000 or |V| = 5,000 (five thousand); see below why we prefer this notation: (V) = 5,000. (*) X = 10,000 or |X| = 10,000 (ten thousand); see below why we prefer this notation: (X) = 10,000. (*) L = 50,000 or |L| = 50,000 (fifty thousand); see below why we prefer this notation: (L) = 50,000. (*) C = 100,000 or |C| = 100,000 (one hundred thousand); see below why we prefer this notation: (C) = 100,000. (*) D = 500,000 or |D| = 500,000 (five hundred thousand); see below why we prefer this notation: (D) = 500,000. (*) M = 1,000,000 or |M| = 1,000,000 (one million); see below why we prefer this notation: (M) = 1,000,000. (*) These numbers were written with an overline (a bar above) or between two vertical lines. Instead, we prefer to write these larger numerals between brackets, ie: "(" and ")", because: - 1) when compared to the overline - it is easier for the computer users to add brackets around a letter than to add the overline to it and - 2) when compared to the vertical lines - it avoids any possible confusion between the vertical line "|" and the Roman numeral "I" (1). (*) An overline (a bar over the symbol), two vertical lines or two brackets around the symbol indicate "1,000 times". See below... Logic of the numerals written between brackets, ie: (L) = 50,000; the rule is that the initial numeral, in our case, L, was multiplied by 1,000: L = 50 => (L) = 50 × 1,000 = 50,000. Simple. (*) At the beginning Romans did not use numbers larger than 3,999; as a result they had no symbols in their system for these larger numbers, they were added on later and for them various different notations were used, not necessarily the ones we've just seen above. Thus, initially, the largest number that could be written using Roman numerals was: - MMMCMXCIX = 3,999.

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Science Experiments for Elementary These sites have simple experiments that will expose students to scientific methods and processes. Students learn to conduct experiments based on scientific inquiry as well as understanding it at the conceptual level. Includes examples on forming research questions and hypotheses, identifying dependent and independent variables, presenting data, and writing conclusions. There are also links to eThemes Resources on Scientific Method, Scientific Principles, Science Fair Projects: Ideas and Organization. Kids Science Projects This page has ideas for science projects. Each project describes the experiment based on a scientifc method. NOTE: This site includes ads. PBS Kids: Zoom Science This site has many fun interesting science experiements organized by categories including chemistry, life science, force and energy, and more. Students can also share their results as well as read results from other students. Kid Science Projects Click on links to get experimental instructions and ideas for simple science experiments. NOTE: This site contains ads. The Science Explorer Here are fun experiments that can get students interested in doing experiments. Maple Seed Helicopter This simple experiment will help students learn about different factors that affects flying. Elementary Science Projects This page has science experiments that can be completed in a short period for elementary level. NOTE: This site contains ads. Discovery Education: Science Fair Investigation Project Samples This page has sample science projects that can be easily conducted by elementary students. Science NetLinks: A Taste of Exploratopia Students will conduct a hands-on experiment on touge taste buds as well as learn to form experimental questions. Inquiry Strategies for the Journey North Teacher Use the Journey North project as a way to teach inquiry-based and science investigation to students. Science Fair Projects Scroll down to find science projects by topics. Click on a science project and then view details of all project links to get experimental instructions and more. Projects are also rated for level of difficulty. NOTE: This site contains ads and pop-up ads. eThemes Resource: Scientific Method These sites describe the general method used in scientific research. They also include the research process, the role and purpose of theory, and the history of the method. Includes a link to an eThemes Resource on science fair projects. eThemes Resource: Scientific Principles Find out what scientific method is all about. Learn major principles in science: problem, hypothesis, observations, experiments, theory, and law. Take quizzes to test the hypothesis that you know how to do science. Includes a video, animation, online quizzes, lesson plans, and printable worksheets. There are links to eThemes resources on scientific method, qualities of a scientist, understanding science, and science fair. eThemes Resource: Science Fair Projects: Ideas and Organization Some of these sites offer ideas for science experiments for kids. Other sites present more investigative ideas and guidelines for science fair projects. Includes a link to an eThemes Resource on the scientific method. Request State Standards

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Place Value and the Expanded Form of Numbers Aligned To Common Core Standard: Grade 2 Base Ten- 2.NBT.3 Printable Worksheets And Lessons - Step-by-step Lesson- This one focuses the three main place values of this standard. I use the column method again. - Place Value and Writing Numbers in Words 5 Pack- Tell the value of the place of the - Writing Numbers in Word Format Pack- Write all the numbers in word format. - Guided Lesson -We work on number names, expanded to numeric form, and writing expanded - Guided Lesson Explanation - I like the way I ended up explaining these problems. Let me know if I did a good job. - Practice Worksheet - You are given an integer in numeric form. You need to convert it to both expanded and word form. - Matching Worksheet - Match the expanded and place value forms of numbers. - Open Ended Integer Problems Five Pack of Worksheets - This is only for very advanced students. A teacher requested this for her gifted class. I'd say it is more of a 4th grade skill. View Answer Keys- All the answer keys in one file. Tell the place value of the underlined integer, compare number, and write them in expanded form. We ask you everything from the homework in one pass here.

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What Does Math Look Like Throughout the Grades? Click on a grade level to see a video of what students may be learning at that grade level. - These videos focus on developing number sense and personal strategies for basic operations (addition, subtraction, multiplication, division). - Remember that students develop differently at different times. Learning for understanding takes time and thinking first, then practice. - Students need to find the strategy that best works for their understanding. - This strategy will develop and change over time to become more efficient. - An effective strategy is one that the student understands and that works for the mathematical situation in which they are using it. - It is important to work with objects, pictures, and numbers to develop number sense.

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In order to form bonds atoms need to be stable. An atom is stable when its outer shell is complete, which means when it has 2 or 8 electrons. Noble gases are very stable and do not react with other elements, because their outer shell is complete. You can see them on the far right (in grey) of the periodic table: The atoms of the rest of the elements on the periodic table try to stabilise by filling their outer shell with some more electrons, or by getting rid of some extra ones. They get their electrons when they combine with other atoms of elements that need to get rid of some. When an atom loses electrons (which carry a negative charge), it becomes a positive ion. The atom receiving the electrons becomes a negative ion. The more electrons an atom receives, the bigger the negative charge and the more it loses, the bigger the positive charge. Metals generally gain electrons because they have spaces in their outer shell that need to be filled, whereas non-metals give their spare electrons to metals. Positive and negative ions attract one another so the compound forms. Metal ions attract a number of other ions and form lattices. The diagram below shows the ionic bond between sodium and chlorine when they form sodium chloride. Non-metals also form compounds together by sharing electrons. This type of bonding is covalent. The molecule of water is shown in the diagram below. The oxygen atom shares two electrons, one with each atom of hydrogen. The electrons are used by all atoms simultaneously. In GCSE science, electrons are represented as dots or crosses and we will see examples of that in the questions. You may be asked to draw these diagrams in your exams.

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“An act of 1696, reenacted in 1712 and again in 1722, declared that those who have been sold and their children, are made slaves. By 1725, Governor Arthur Middleton stated that slaves have been and are always deemed as goods and chattel by their masters. In 1740, The Comprehensive Negro Act abandoned completely the last vestiges of the Barbadian tradition and set slavery on a unique legal foundation. Blacks, Indians, and their heirs were considered slaves, the only colonial law affirming slavery as the presumptive status of persons of color. The status of Blacks changed from unfree labor to racial slaves. A dark curtain had fallen over the colony. From that time on in law as well as in custom, the wall between white and non-white was set in stone. The political condition of the African in South Carolina worsened in the 18th century as he was stripped of his humanity as well as his freedom both in theory and in practice. Slavery in Carolina, from its founding until the Stono Rebellion of 1739, was marked by rising tensions between the races, stricter slave codes, and efforts by whites to maintain control as Blacks increased their numerical superiority. A ticket was required to leave the place of the master slave patrols enforced the slave code and were on the look out for any signs of rebellion. Punishment of slaves included branding, mutilation, whipping, burning, castration, and execution. Such measures undoubtedly increased the sense of cohesion among the Black population, but not necessarily a loss of ethnic identity. As Blacks fought back their resistance took many forms including arson, poison, and conspiracy.” -From, “The Gullah People and Their African Heritage” By: William Pollitzer

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Expressions are constructed from operands and operators. The operators of an expression indicate which operations to apply to the operands. Examples of operators include new. Examples of operands include literals, fields, local variables, and expressions. There are three kinds of operators: - Unary operators. The unary operators take one operand and use either prefix notation (such as –x) or postfix notation (such as - Binary operators. The binary operators take two operands and all use infix notation (such as - Ternary operator. Only one ternary operator, ?:, exists; it takes three operands and uses infix notation ( The order of evaluation of operators in an expression is determined by the precedence and associativity of the operators (Section 7.2.1). Operands in an expression are evaluated from left to right. For example, in F(i) + G(i++) * H(i), method F is called using the old value of i, then method G is called with the old value of i, and, finally, method H is called with the new value of i. This is separate from and unrelated to operator precedence. Certain operators can be overloaded. Operator overloading permits user-defined operator implementations to be specified for operations where one or both of the operands are of a user-defined class or struct type (Section 7.2.2).

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en

Before we can start making the parachute we will have to figure out how big it should be. More specifically, we need to calculate how much surface area the parachute will need in order to fulfil the requirements. Logic suggests that the bigger the parachute the slower the object’s descent velocity. Later on this principle is shown with some basic equations. Although it would be very beneficial for the CanSat to have a very low descent rate, a limit has been set to ensure that the CanSat will land near the launch area. If the descent rate is too slow the CanSat may drift kilometres away along with the wind, which is neither allowed nor desired. For safety reasons there has also been set a maximum descent rate. To design the parachute we’ll use some simple physics. We use a simplified model to estimate the area of the parachute, after which we can start on the construction. During the descent two forces will be acting on the CanSat as illustrated in the figure to the right. Gravity will pull on the can and accelerate it towards the ground, and the drag force on the parachute will act on the CanSat in the opposite direction and slows down the descent rate. The two forces are shown in the figure to the right. When the CanSat is deployed, the force of gravity will cause it to accelerate. The drag force depends on the velocity of the CanSat and when the velocity is low, the drag force is smaller that the force of gravity. When the velocity grows, the drag force becomes larger and after a few seconds the drag force from the parachute will reach equilibrium with the force of gravity. From that point on, the acceleration will be zero and the CanSat will descend at a constant velocity. This constant velocity has to be larger than the minimum descent velocity specified in the requirements. For the following calculations we can use this minimum value as the constant velocity of the CanSat. The gravity force is equal to: In this equation: : Mass of the CanSat : Acceleration of gravity, equal to The drag force of the parachute is equal to: In this equation: : Total area of the parachute (not just the frontal area) : Drag coefficient of the parachute. This value depends on the shape of the parachute. : Local density of the air, assumed to be constant at . : Descent velocity of the CanSat When the acceleration is zero, the two forces are of equal size and we can write: Given a desired velocity, you can easily rewrite this equation to calculate the area needed for the parachute.

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CC-MAIN-2020-40

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Videos, worksheets, games and acivities to help Grade 3 students learn to describe 3-D objects according to the shape of the faces and the number of edges and vertices. In this lesson, we will learn 3-D objects such as pyramids, prisms, cylinders, cones and spheres and their nets. A face is a surface on a geometric object. An edge occurs when two faces of a 3-D object meet. A vertex is a point where three or more edges meet. In a pyramid, the vertex is the highest point above a base. A pyramid has one base. The base is a special face that determines the name of the pyramid. The remaining faces in a pyramid are always triangles that meet at one point or vertex. A pyramid with a square base is a square pyramid. A square pyramid has 5 faces, 8 edges and 5 vertices. A pyramid with a triangular base is a triangular pyramid. A triangular pyramid has 4 faces, 6 edges and 4 vertices. A cylinder is a 3-D object with 2 flat faces (which are circles), 1 curved face, 2 edges and 0 vertices. A cone is a 3-D object with 1 flat face (which is a circle), 1 curved face, 1 edge and 1 vertex. A sphere is a 3-D object with 1 curved face, 0 edges and 0 vertices. A net can be described as a ‘jacket’ for a geometric solid that can be folded to cover or create the surface of the solid. A net is a two-dimensional figure with indicated lines for folding to create a three-dimensional solid. Geometric nets are matched with their corresponding shapes. Movies of the folding of the geometric nets are included. We welcome your feedback, comments and questions about this site or page. Please submit your feedback or enquiries via our Feedback page.

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CC-MAIN-2014-42

http://www.onlinemathlearning.com/3d-objects-grade3.html

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|Modeling Earth Systems Inside the Earth motion of heat by radiation is very ineffective because rocks are opaque to the near infrared and visible areas of the electromagnetic spectrum, conduction is extremely slow process in the mantle because rocks are poor thermal conductors, taking billions of years for heat to go through even a fraction of the mantle's thickness. So, the only mechanism that can efficiently evacuate heat from the Earth's interior is convection. Convection results from the fact that, when heated, most solids and fluids expand, thus decreasing in density which makes them buoyant. Inside the Earth it might appear that convection would not be possible since the mantle is solid. However, although the mantle appears solid to us and it is indeed solid on short time scales such as those of seismic waves, in a scale of millions of years the mantle behaves like a viscous fluid, able to flow at relatively high speeds (tens of centimeters per year) making convection possible. Not so the lithosphere, which is nearly rigid and therefore releases its heat mostly by conduction. The flow of the mantle over geologic time is driven by gravity, which acts on the density differences created by the loss of heat at the Earth's surface. Click on the icon below to see a 2-D simulation of convection in the mantle. Notice the upsurging columns of hot material and the splitting of the continent (the green slab on the top right). This animation is from Caltech's Seismological Laboratory ("Supe rcontinent Aggregation and Dispersal",1988; by M. Gurnis, B. H. Hager, and A. Raefsky) Thermal convection is the main process by which the Earth's heat engine works. It is the most effective way for an opaque mantle to transmit heat, and the simplest illustration of thermal convection is the classic Bénard (also called Rayleigh-Bénard) experiment, which consists of a thin layer of fluid (e.g., water) continuously heated from below. The temperature at the bottom can be varied, and at the top the fluid is in contact with the atmosphere so that heat can be conducted through the layer and out to space. Let us call the bottom temperature Tb and the temperature at the top Tt. Then Tb - Tt = DT is the temperature difference across the layer. We define the temperature gradient as the ratio b = DT / h, where h is the layer thickness. The figure below is from E. Holbecher from IGB-Berlin and shows the transient development of five cells in a simulation of the Benard-Raleigh experiment. The system starts as a conduction only experiment, then two disturbances at the vertical boundaries introduce the convection cells. The streamlines (light blue) indicate the flow of fluid and the magenta lines indicate the position of the isotherms. As the cells grow the central region develops new cells. The simulation is produced using FAST-C(2D) code developed by Dr. Holzbecher. The mathematics of convection is complex, but some aspects of the physics can be understood from first principles. Consider first a small parcel of fluid at some intermediate point in the layer and assume b is close to critical. If the parcel is then disturbed from its equilibrium position and moved slightly upwards, it goes into a cooler environment, where it is relatively lighter or buoyant (we assume that the pressure difference is negligible and that heat transfer with the environment is also negligible) so it will tend to raise more, which it will do, reaching a still colder place which will make it more buoyant still. This is a positive feedback process that eventually ends in the parcel being accelerated upwards. A similar positive feedback occurs if the initial displacement is downwards. In this case, the parcel will be heavier than its surroundings and will tend to sink, and as it sinks it encounters increasingly lighter fluid, so it sinks ever more rapidly. The increasing disturbance makes convection increase in vigor, but because of this increased efficiency in transporting heat and thus dissipating the energy put into the system, the temperature will drop, the gradient will decrease and the convection will slow down, stop, or reach a dynamic equilibrium or steady state in which cells are established, heat moves out but the entire pattern is fixed in time. Thus the amplifying positive feedback is kept on check by a negative feedback, an automatic regulation which opposes the original deviation and that is triggered automatically by the simple reason that once convection is established heat is transported more efficiently, which cools the system.

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Although first graders' understanding of parts of speech may be limited, many state-designed curriculum standards set forth specifics concerning verbs. As an example, by the end of first grade, students in Tennessee should be able to distinguish verbs from nouns and show a basic understanding of tense and subject/verb agreement. Chant this rhyme for students and, over the course of a week, help them memorize it: "A noun, a noun, a person, place or thing, A verb, a verb, can run or fall or sing." To demonstrate the point of the chant, ask students to walk, then fall and then sing. Next, brainstorm other nouns that can run; for example, cheetahs and motors run. Continuing with this concept, leaves and rain can fall; grandmothers and choirs can sing. Point out that the verbs all do something, but by themselves, the nouns cannot. For example, you might ask, "Can any of you cheetah?" The answer is no because "cheetah" is a noun and not a verb. Provide students printed cards showing either an easy-to-read verb or a picture of a person performing an action. Then have kids act out their cards for the class. Have kids ask questions in the form of a question: "Are you bowling?" for example. That way they'll get away from guessing nouns, such as "bowling ball." Every so often direct kids to repeat the rhyme from Step #1 for reinforcement. Give them an opportunity to think up their own verb challenges for the class. Bounce a ball around the room, using the present tense to identify what you are doing: "Today, I bounce this ball around the room." Ask kids this question: "If I did the bouncing yesterday and I want to tell somebody what I did, what would I say?" When kids answer: "I bounced the ball," your reply is that they are using past tense because it happened in the past. Then say, now I am using future tense: "Tomorrow I am going to bounce this ball." Play a game in which you perform more actions such as "Today, I clap my hands," noting that you are using present tense, and ask kids to call out the same sentence using past tense and then one using future tense. Slowly incorporate irregular past tense usages such as "bought" and "ate." Explain the most basic idea of subject/verb agreement by placing two chairs at the front of the room. Write the words "sit" and "sits" on the board. Ask two students to sit in the chairs and then tell the class that you are going to read a sentence with a blank and they will shout out the correct missing word: "Tom and Wendy ____ in the chairs." Continue with other visual demonstrations, using one or two students for each. For example, you might use sentences with a student or students sharpening pencils, coloring, or reading. Rotate the activities in Steps #1-4 throughout the school year, varying the examples. Give students the opportunity to use their skills in the game of Hidden Verb Errors. Provide pairs of students with simple short paragraphs and challenge them to find a certain number of errors. Following is a hidden three-verb-error puzzle: "Yesterday, Nina run to the store and will buy candy, but Robert and Kim get none." - State of Tennessee: Grade 1 English - "Essentials of Elementary Language Arts"; Margo Wood; 1998 - Comstock/Comstock/Getty Images

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The last topic in our chemistry unit has been about Bohr Diagrams. We’ve been talking for the last week or so about the organization of the periodic table. Elements are organized by - atomic number - how many electrons are in the outer shell - by which shell is their valence shell (or the shell that electrons are added to) - Columns tell us how many atoms are in the outer shell. - Rows tell us how many shells there are. - The atomic number tells us how many electrons an atom has. But to really understand this better, I thought the kids should actually draw in the electrons using the Bohr Diagram model. We used examples from the first four rows. If anyone else can use these Bohr Diagram worksheets, they are free to download. 🙂 Early next week, I’ll share all the resources we used for our Periodic Table Unit. Other chemistry posts that may be of interest: - Chemistry Unit: A Study of the Periodic Table (Coming soon) - Chemistry Experiments for Kids (Grade 2) – Matter is Neither Created Nor Destroyed — Acids and Bases - Chemistry Experiments for Kids (Grade 2) – Mixtures, Chromatography, DNA Kit - Explosion of Colors in Milk Experiment and Other Chemistry Fun! - Chemistry Unit: The Size of Atoms - States of Matter: Solid, Liquid, Gas — Learning Activities - Chemistry: Molecule Movement Experiment and Chemistry Review Worksheet These notebook pages are free. - Science Experiments: Water Molecule Attraction - Building Molecules Chemistry Activity This also has some free notebook pages about building molecules: See you again soon here or over at our Homeschool Den Facebook Page! ~Liesl Don’t miss out on future printables and packets; subscribe to our Homeschool Den Newsletter. Don’t forget to confirm in your inbox!

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- 1. TE Introduction to Geometry - TI A brief overview of the following lessons. - 2. TE Basics of Geometry - TI This chapter includes activities that allow students to explore distances, midpoints, and angle pairs in the coordinate plane. - 3. TE Reasoning and Proof - TI This chapter tasks students with examining conditional statements in order to derive logical statements through inductive and deductive reasoning. - 4. TE Parallel and Perpendiculuar Lines - TI This chapter explores the properties of angles and slopes formed by parallel and perpendicular lines, especially when cut by transversals. - 5. TE Congruent Triangles - TI This chapter focuses on investigating side and angle relationships in congruent triangles as well as making conjectures based on interior and exterior angles. Also covered are the conditions for congruence. - 6. TE Relationships within Triangles - TI This chapter utilizes exercises that cover the perpendicular bisector theorem, angle bisector theorem, and the median and centroid of a triangle. - 7. TE Quadrilaterals - TI This chapter explores the properties of various quadrilaterals, including parallelograms, trapezoids, rhombi, and kites. - 8. TE Similarity - TI This chapter allows students to investigate various methods of constructing similar triangles including utilizing the side-splitter theorem. - 9. TE Right Triangle Trigonometry - TI This chapter tasks students with proving the Pythagorean theorem using the Cabri Jr. application in addition to covering the properties of special triangles such as the 45-45-90, 30-60-90, and isosceles triangles. - 10. TE Circles - TI This chapter includes exercises which ask students to deduce corollaries for the perpendicular bisector theorem, discover the inscribed angle theorem, and find the chord-chord, secant-secant, and secant-tangent theorems. - 11. TE Perimeter and Area - TI This chapter allows students to explore the relationship between a circle’s circumference and its diameter as well as the area of regular polygons in terms of the apothem and the perimeter. - 12. TE Surface Area and Volume - TI This chapter explores the net representation of a right cylinder, allowing students to develop the surface area from parts of the net. - 13. TE Transformations - TI This chapter covers transformation concepts such as reflections, rotations, translations, and dilations. Students are also introduced to drawing from both one and two point perspectives.

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In Topic B, students connect their understanding of functions to their knowledge of graphing from Grade 8. They learn the formal definition of a function and how to recognize, evaluate, and interpret functions in abstract and contextual situations (F-IF.A.1, F-IF.A.2). Students examine the graphs of a variety of functions and learn to interpret those graphs using precise terminology to describe such key features as domain and range, intercepts, intervals where the function is increasing or decreasing, and intervals where the function is positive or negative. (F-IF.A.1, F-IF.B.4, F-IF.B.5, F-IF.C.7a). Algebra I Module 3, Topic B, Overview Common Core Learning Standards |F.IF.1||Understand that a function from one set (called the domain) to another set (called the range)...| |F.IF.2||Use function notation, evaluate functions for inputs in their domains, and interpret statements...| |F.IF.4||For a function that models a relationship between two quantities, interpret key features of graphs...|

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CC-MAIN-2018-09

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This lesson looks at the different types of sentences students can use in their writing, the lesson aims to give students the understanding of each sentences construction, and in turn enhance their written skills and variation of sentences they can use correctly. 1) Lesson aims and objectives: Aim: To understand the different types of sentences we can use in our writing To see the difference between three different types of sentences To identify examples of three different types of sentences To write your own examples of the three different types of sentences 2) Slide displays three sentences (one simple, compound and complex) and students are asked to discuss/make notes (up to you) on what differences they can pick out between the three. Hopefully students will note the length, use of connective words, punctuation etc. If they do not, the teacher can try to prompt these answers. 3) An explanation for each of the three sentences is displayed alongside the previous sentences, so students can make links with the descriptions and the examples. This will likely require more explanation and possible more examples. 4) Further examples shown to further enhance understanding and provide further discussion points. At this stage I usually ask students to write their own examples of each sentence to begin practising, and have them feed their ideas back. But this can be adapted dependant on your group/level. 5) Activity: Students given a short extract about The Men In Black (print out available in this resource) and asked to label the different sentences- instructions given on the print out and the presentation. 6) Answers to the task shown on the presentation. 7) Recap task - requires coloured response cards- six sentences displayed on the presentation, one at a time, and students to hold up the relevant response card. Instructions and answers displayed on the presentation. 8) Extension task included- sentences for students to identify as simple, compound or complex.

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CC-MAIN-2018-09

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The form of a valley depends upon the rate at which deepening and widening goes on. V-shaped valleys are caused by forces such as erosion and rivers. Valleys are not at all formed by rivers. Valleys that are not V-shaped were formerly occupied by glaciers and are characteristically U-shaped, formed by the huge bodies of ice that moved along; they carved the valleys as they passed, carrying away giant boulders and huge amounts of debris. Valleys are usually in a U-shaped form. Narrow deep valleys are sometimes called canyons. A valley has two characteristics, one is low land, another is being formed between hills or mountains. Valleys in low areas have an average slope; in the mountains, valleys are deep and narrow. Erosion by rivers is a main valley-forming process; other processes, such as movement of the earth's crust and glaciers, also have an important part in some cases. The rate at which a river deepens its valley depends on several factors. One factor is how fast the water is going down a channel. The water will generally reach a maximum at the point where the slope is steep. One more factor is the resistance of material through where the river channel is cutting. At the same time that a channel cuts down a valley floor, erosion carries soil and sediment down the valley slopes toward the channel. A river can remove all the material supplied easily, from the slopes and from upstream. It can continue to cut even more deeply into the bed and increase the steepness of the sides. If material can be supplied to the channel faster than it can be carried away, then the excess material accumulates on the valley floor. Steep sided valleys are often found in young mountain areas where the land is still being lifted to create mountains. Steep sided valleys occur because the uplift tends to increase the channel slope, which in turn causes the river to cut more rapidly into its bed.

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The scientific theory of plate tectonics (a word derived from the Greek word tectonicus which means ‘pertains to building’) describes the large-scale motion of the seven or eight major plates (the number depends on how the plates are defined) in the Earth’s lithosphere and the movement of the multitude of smaller plates. Plates typically move relative to each other anywhere from zero to 100mm each year. The motion between the plates at their boundaries determines the type of boundary. Boundaries can be convergent, divergent, or transforming. A convergent plate boundary is one where the two plates are moving towards to each other, often resulting in one place sliding beneath the other (subduction). As the plates collides the boundary edge of one or both plates may fold up to form a mountain range. Alternatively, one of the plates may bend down to form a deep trench. Convergent boundaries destroy lithosphere. Chains of volcanoes are often formed along these boundaries and they are also the location of powerful earthquakes. A divergent plate boundary is one where the plates are moving away from each other. This process occurs above rising convection currents. This happens above rising convection currents, which pushes up and lifts the lithosphere while flowing underneath it. The plate is then dragged in the same direction as the flow. Divergent boundaries create new lithosphere. Earthquakes commonly occur and magma rises to the Earth’s surface from the mantle along these boundaries. A transform plate boundary is one where two plates side past each other. Transform boundaries do not create or destroy lithosphere. Fault lines are created along these boundaries, resulting in the common occurrence of earthquakes. The movement and friction between these plates shape the landscape that we see and determine the intensity of the natural disasters that we experience. Earthquakes and volcanic activity occur along the plate boundaries, or fault lines. Global positioning systems track the movement of earthquakes, providing researchers with a vast fount of information regarding earthquakes. However, slow-moving earthquakes have largely remained a mystery. The sliding of the plates against each other causes slow-moving earthquakes, or slow slip events, which occur over a period of many weeks. The movement is so slow that humans are not aware of the earthquake at all. These slow-moving events are also called slow slip events, or slow-moving earthquakes—sliding that occurs over weeks at a time. However, these slow-moving earthquakes are occurring all around the world, at all points in time. Researchers from the department of geophysics in Stanford’s School of Earth, Energy & Environmental Sciences (Stanford Earth) hypothesized variation in friction explain how fast rock slips in the fault. With that in mind, they assumed slow slip events started as earthquakes, with a type of friction known as rate-weakening that makes sliding fundamentally unstable. But many laboratory friction experiments contradicted that idea. Instead, they had found that rocks from slow slip regions display a more stable kind of friction known as rate-strengthening, widely thought to produce stable sliding. The new computer simulations resolved this inconsistency by showing how slow slip can arise with contrary-seeming rate-strengthening friction. Rocks are made of a porous material, which means they are solid structures filled with pores or voids. Faults occur in rocks that are saturated with fluid. Consequently, the rocks are poroelastic in nature, which means that the pores naturally found in the rock give the rock the ability to expand and contract, changing the fluid pressure within the pores. The research helps to explain the movement of the earthquakes. Adjusting the simulations to account for the porous nature of rocks provided the researchers with the understanding that as rocks are squeezed the fluid found in the pores cannot escape and therefore the pressure increases. As the pressure increases, friction decreases, causing a slow-moving earthquake. Further information: Elías R. Heimisson et al. Poroelastic effects destabilize mildly rate-strengthening friction to generate stable slow slip pulses, Journal of the Mechanics and Physics of Solids (2019). DOI: 10.1016/j.jmps.2019.06.007

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The Fugitive Slave Act Kate S., 9th Period, October 2012 ~ Part of a group of laws included in the "Compromise of 1850" which was meant to solve disagreements between the North and South. ~ Passed by Congress with four members voting against it. ~ Created because Southerners were "suffering" financially because slaves were escaping to the North, often with help from people there. ~ The Act made not only active abolitionists more angry but also enraged those that had not previously been big "movers and shakers" against slavery and that group became much more active. ~ The Act stated that runaway slaves were to be returned to the area they escaped from. ~ All citizens had to help carry out this law by helping capture and return slaves to their original location. ~ The fine for helping a slave escape was $1000 and six months in jail for each slave helped. ~ Established a separate legal process for suspected fugitive slaves. Millard Fillmore, 13th President Ties to Constitution The Act Today... ~ The Act was repealed in 1864. ~ Slavery was abolished in 1865. ~ The Civil Rights Movement occurred from 1955-1968.

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For educators, parents and family members of elementary age children The following definitions include words relating to bias, diversity, bullying and social justice concepts and are written for elementary-age children. Someone who says or does hurtful things. Someone who helps or stands up for someone who is being bullied or the target of prejudice. A preference either for or against an individual or group that affects fair judgment. Doing something you would not normally do that may be physically or emotionally hard. When a person or a group behaves in ways—on purpose and over and over—that make someone feel hurt, afraid or embarrassed. Someone who sees bullying or prejudice happening and does not say or do anything. Sharing thoughts, feelings or information to another person or group. A group of people who live in the same area or who share common characteristics or interests. People working together and sharing tasks to do something or for a common goal or purpose. Refers to the patterns of daily life that can be seen in language, arts, customs, holiday celebrations, food, religion, beliefs/values, music, clothing and more. A way of behaving that is usual and traditional among people in a group or place. Unfair treatment of one person or group of people because of the person or group’s identity (e.g. race, gender, ability, religion, culture, etc.). Discrimination is an action that can come from prejudice Having the same or similar rights and opportunities as others. The quality of being fair or just. An unjust situation or condition when some people have more rights or better opportunities than other people. A situation in which the rights of a person or a group of people are ignored, disrespected or discriminated against. Failure to communicate clearly. Including many different cultures. Using words to hurt or be mean to someone or a group. Aspects of communication, such as gestures and facial expressions, which do not involve speaking but can also include nonverbal aspects of speech (tone and volume of voice, etc.). Judging or having an idea about someone or a group of people before you actually know them. Prejudice is often directed toward people in a certain identity group (race, religion, gender, etc.). Prejudice and/or discrimination against people because of their racial group. The practice of keeping people of different races, religions, etc., separate from each other. When elements of a society are altered or changed in some way, including the changes in society’s institutions, behaviors, rules or social relationships. The false idea that all members of a group are the same and think and behave in the same way. Someone who is bullied or treated in hurtful ways by a person or a group on purpose and over and over. Laugh at and put someone down in a way that is either friendly and playful or mean and unkind. A term for people whose gender identity differs from how they were assigned at birth (e.g. assigned girl or boy).

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Unit Circle Lesson 5: The Unit Circle Explain what the unit circle is and how it is used. Follow these steps to complete this "flip" lesson. STEP 1: Title your spiral with the heading above and copy the essential question(s). STEP 2: Copy and define the following vocabulary. Also copy any properties, theorems or postulates listed. - initial side - terminal side - coterminal angles - unit circle - cosine of theta - sine of theta STEP 3: Read the following page(s) and take notes as needed. Copy the following example(s) from the textbook. - Page 730 -734 - Example 1: Measuring an Angle in Standard Position - Example 2: Sketching an Angle in Standard Position The video(s) are optional but highly recommended!!! -Measuring and Sketching an angle in standard position -Using the unit circle to find the cosine and sine of of an angle -Using the unit circle to find exact values of cosine and sine

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Storytelling games are very important in any learning environment. They are particularly important when working with students as they encourage them to use their imaginations. The games also help to instil confidence in students and to develop both their receptive and expressive skills. The following activities are a fun and enjoyable way of developing storytelling techniques. A variety of tenses, comparatives, adjectives, nouns, verbs, conjunctions, vocabulary, question formation and different parts of speech are the main language aspects that are practiced in this section. Game: Story Stones Level: Elementary + Other benefits: This activity practices sequencing and develops the students’ imagination. Minimum number of participants: 2 Resources needed: Story stones or the materials to make the stones Instructions: Story stones are smooth, flat stones. Each stone has a picture of a character or animal or object on it. The story stone can be created in many ways. The students can paint a picture on it, or they can draw on the stone with a permanent marker. Alternatively, they can use cut outs or fabric scraps to make their story stones. All the stones are put in a tray. One student chooses a stone and they start a story. Each student picks a stone and uses it to add to the story. Game: A Shell’s Life Story Other benefits: This game practices adjectives and the past tenses. Minimum number of participants: 3 Resources needed: A collection of different types of shells. The shells can be replaced by other objects such as books, shoes, stones, chairs. Instructions: Every one sits in a circle. Different types of shells are passed around the circle. The students must come up with an adjective such as rough, smooth, hard, soft, big, small to describe each shell. Divide the class into groups of three or four students in a group. Each group chooses a shell. They must come up with a life story about the shell. How did the shell land on the beach? How old is the shell? Does the shell have any family? What happened on its journey to the classroom? Give the students some time to come up with their story. Tell them that they can be as imaginative as they wish. Each group must tell the rest of the class their shell’s life story. Game: Four Ws -Who, What, Where, When. Level: Pre -Intermediate Other benefits: This game focuses on vocabulary development as well as giving tuners an opportunity to practice different type of tenses. Minimum number of participants: 4 Resources needed: Four categories of cards with who, what, where, when on them. Instructions: Divide the class into groups of four. Each member of the group chooses a card from a different category. Each group should end up with a who, what, where and when card. They must make up a story based on their cards. When each group have developed their story either tell or act out it for the rest of the class. Some ideas for the various categories: • An Alien • An Astronaut • A Lion • A Prisoner • The Devil • A Witch • A Ballerina • A Strong-woman • A Dinosaur • A Policeman • Under the sea • Mount Everest • Can’t stop running • Lost the use of voice • Woke up and have lost a leg • Caused a plane crash • Can only say yes or no • Under a spell • In a very strange place • Lost a very expensive watch • Won the lottery • Falls into a pig sty For more ESL drama ideas click here.

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YOUR AD HERE |You are HERE >> Language Arts > Grammar > Grade 9| by Elaine Ernst Schneider Pre-Class Assignment: Completion or review of Nouns and Pronouns The preposition is the sixth of the eight parts of speech. Just for the record, here are all eight: noun, pronoun, adjective, verb, adverb, preposition, conjunction, and interjection. Let's start with a basic definition: Prepositions show relationships between nouns or pronouns and other words in a sentence. Commonly used prepositions: Aboard, about, above, across, after, against, along, among, around, at, before, behind, below, beneath, beside, between, beyond, by, down, during, except, for, from, in, into, like, of, off, on, over, past, since, through, throughout, to, toward, under, underneath, until, up, upon, with, within, without Prepositional phrases generally contain the preposition and an object of the preposition. Objects of the preposition MUST be nouns. Here are some example: In bed (in, preposition and bed, noun) To Texas (to, preposition and Texas, noun) The noun may have modifiers. In the big bed (in, preposition / the, article / big, adjective / bed, noun) To the grocery store (to, preposition/ the, article/ grocery, adjective / store, noun) Subjects and verbs can NEVER be found in prepositional phrases. It is a good habit to learn to spot prepositional phases. Use parentheses to mark them; then, when you are looking for the subject and verb of the sentence, it will narrow down the search. Here is an example: The boy by the window on the other side of the room was looking over his shoulder at the pretty girl in the hall. The boy (by the window)(on the other side)(of the room) was looking (over his shoulder)(at the pretty girl)(in Once the prepositional phrases are eliminated, "The boy was looking" is left. When we studied adjectives, you learned that "the" is an article. The word "boy" is left. You have learned that "boy" is a noun. "Was looking" is the verb. Therefore, "boy" is the subject and "was looking" is the verb. We will learn more about subjects and verbs later. Learning to recognize prepositions now will help you when you have to identify subjects and verbs later. A word about "to." When "to" is used with a noun, it is a preposition; but when it is used with a verb, it is an infinitive. Be careful to recognize the difference. Examples: To bed to plus noun = preposition To sleep to plus verb = infinitive Assignment(s) including Answer key: Find the prepositions in the following sentences. 1. He suggested they clean the statue by the art building for their service project. 2. The book on architectural design has been on the kitchen table since this morning. 3. Five dollars was required of each student who planned to go on the trip. 4. The teacher asked Tom to give an oral report about horses in the Appalachian Mountains. 5. Over the holidays, I visited the Thompson family for several days. 6. Do you have a special someone in your life? 7. She put all of her savings toward the down payment on a new house. __________ __________ ___________ 1. by, for Legal & Privacy Notices

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Possible sentences is a pre-reading vocabulary strategy that activates students' prior knowledge about content area vocabulary and concepts. Before reading, students are provided a short list of vocabulary words from their reading. Students create, based on their prediction of what the reading will be about, a meaningful sentence for each vocabulary word or concept. After reading, students check to see if their "possible sentences" were accurate or need revising. |When to use:||Before reading||During reading||After reading| |How to use:||Individually||With small groups||Whole class setting| More vocabulary strategies Why use possible sentences? - It activates students' prior knowledge about content area vocabulary and concepts, and can improve their reading comprehension. - It sparks students' curiosity about their reading. - It teaches students to guess how words may be used in the text and create meaningful sentences. How to use possible sentences - Choose and display the vocabulary words. - Ask students to define the words and pair related words together. - Ask students to write sentences using their word pairs. Remind students that their sentences should be ones they expect to see in the text as they read. - Have students read the text and compare their possible sentences with the actual sentences within the text. - If your students' possible sentences are inaccurate, ask them to rewrite their sentences to be accurate. Download blank templates Watch: Powerful Predictions: A Pre-Reading Strategy to Build Vocabulary and Support Comprehension This pre-reading strategy helps students make predictions about the content of a book based on key vocabulary. See the lesson plan. This example shows how Possible Sentences can be used with the book Rechenka's Eggs by Patricia Polacco. Teachers can use Possible Sentences to help students understand difficult math vocabulary such as in the following example about geometric shapes. The following website shows examples of using computer related vocabulary words to create possible sentences. See example > (227K PDF)* Have students use this list to develop sentences about various animals and use books to determine the accuracy of their sentences. for second language learners, students of varying reading skill, and for younger learners - Have students of varying abilities work together to develop sentences. - Invite students to share their sentences with the class. - If students have never completed possible sentences you will need to model the process for your students. - Provide clues for younger readers by writing sentences and leaving blanks for them to fill in vocabulary words. - Give ESL students the vocabulary words in both English and their native language. Ask them to write sentences in English. - As a post reading game, students can share their sentences without disclosing which are accurate or inaccurate. Teams of students can try to decipher, based on their reading, which sentences are accurate. See the research that supports this strategy Moore, D.W., & Moore, S.A (1986). "Possible sentences." In Reading in the content areas: Improving classroom instruction. Dubuque, IA: Kendall/Hunt. Stahl, S.A. & Kapinus, B.A. (1991). Possible sentences: Predicting word meaning to teach content area vocabulary. The Reading Teacher, 45, 36-45. Texas Education Agency (2002). Teaching Word Meanings as Concepts.

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Find the number of parallelograms by finding the number of combinations and applying the principle of counting by multiplication. After completing this tutorial, you will be able to complete the following: In this Activity Object, the learner is given a word problem involving finding the number of parallelograms formed when m parallel lines intersect with other n transversal parallel vertical lines. In order to solve this problem, the combination formula and the principle of counting by multiplication will be used. Combination Formula When the order is not important, you can find the number of selections of r objects from a set of n objects by using the combination formula: For example, Eleven students put their names in a hat to pick three names for a committee. How many different ways can the three names be selected out of the hat? Principle of Counting by Multiplication There are several counting methods, but this Activity Object focuses on the principle of counting by multiplication: If an event occurs in m ways and another event occurs independently in n ways, then the two events can occur in m × n ways. If there are shirts for sale in 3 colors (red, blue, and yellow) and come in 4 sizes (small, medium, large, and X-large), how many different shirts are available? 3 × 4 = 12 different shirts The following key vocabulary terms will be used throughout this Activity Object: |Approximate Time||20 Minutes| |Pre-requisite Concepts||principle of counting by multiplication, combination formula| |Type of Tutorial||Problem Solving & Reasoning| |Key Vocabulary||combination, counting principle, parallelograms|

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On this day in 1836, President Andrew Jackson presents Congress with a treaty he negotiated with the Ioway, Sacs, Sioux, Fox, Otoe and Omaha tribes of the Missouri territory. The treaty, which removed those tribes from their ancestral homelands to make way for white settlement, epitomized racist 19th century presidential policies toward Native Americans. The agreement was just one of nearly 400 treaties–nearly always unequal–that were concluded between various tribes and the U.S. government between 1788 and 1883. American population growth and exploration of the west in the early to mid-1800s amplified conflicts over territory inhabited by Native American tribes who held different views of land and property ownership than white settlers. During this time, Andrew Jackson played a major part in shaping U.S. policy toward Native Americans. A hero of the War of 1812, he earned equal recognition as an Indian fighter and treaty negotiator. In fact, he brokered nine treaties before becoming president in 1829. In 1830, as part of his zealous quest to acquire new territory for the nation, President Jackson pushed for the passing of the Indian Removal Act. It was this act that allowed for the 1838 forced removal by the U.S. military of Cherokee from their Georgia homeland to barren land in the Oklahoma territory. The march at gunpoint–during which 4,000 Cherokee died from starvation, disease and the cold–became known as the Trail of Tears. Jackson’s policies toward Indians reflected the general view among whites of the time that Indians were an inferior race who stood in the way of American economic progress. A few presidents have made small attempts to bridge the gap of mistrust and maltreatment between the U.S. government and Native Americans. In 1886, Grover Cleveland protected Indian land rights when a railroad company petitioned the government to run tracks through a reservation. In 1924, Calvin Coolidge passed the Indian Citizen Act of 1924, which granted automatic U.S. citizenship to all American tribes, along with all the rights pertaining to citizenship. On personal moral grounds, Coolidge sincerely regretted the state of poverty to which many Indian tribes had sunk after decades of legal persecution and forced assimilation. Throughout his two terms in office, Coolidge presented at least a public image as a strong proponent of tribal rights. In recognition of his advocacy for Native Americans, a North Dakota tribe of Sioux “adopted” Coolidge as an honorary tribal member in 1927. However, U.S. government policies of forced assimilation, which worked to separate families and tribes and destroy native cultures, remained in full swing during his administration. Largely relegated to reservations by the late 1800s, Native American tribes across the country were obliterated by disease and plunged into poverty, a state many remain in today.

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Solve arithmetic expressions that include exponents. Use the product rule to multiply expressions with like bases (ax * ay = ax+y). Use the quotient rule to divide expression with like bases (ax ÷ ay = ax-y). Solve expressions using exponential rules and laws. Exponent, Order of Operations - were given a paper with multiple problems to work through - worked through a few problems on a board whiteboard to explain computation process - used the answers to solve a puzzle Use reasoning to solve logic puzzles. Follow given rules to solve problems. Use the given information to determine which is not the correct answer. - determined which facts were true/false - used the true facts to make decisions

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Diving Into Number and Operations in Base Ten: Common Core Math Mega Pack! ***This product is aligned to First Grade Common Core Standards, but could be used for advanced Kinders or as extra practice for struggling Second Graders.*** *90 Common Core State Standard Aligned Reproducibles for Teaching Number and Operations in Base Ten *11 Focus Wall CCSS Anchor Charts in Student Friendly “I Can” Language You get 6 or more practice pages for every skill for more than a full week’s worth of learning! The Standard Numbers are stated on the bottom of each page. These activities are not “seasonal” so they can be used any time during the year! Common Core State Standards for Teaching Number and Operations in Base Ten: Extend the counting sequence. 1. NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. Understand place value. 1. NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: A.10 can be thought of as a bundle of ten ones — called a “ten.” b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones). 1. NBT.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <. Use place value understanding and properties of operations to add and subtract. 1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten. 1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. 1.NBT.6 Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Thank you so much for your support and feedback! I appreciate your business. Please contact me if you have any questions, comments, suggestions, or if you notice any errors. I want you to be 100% satisfied. Thank you! Diving Into Number and Operations in Base Ten: Common Core Mega Pack! by Corinna Woita is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

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The Reconstruction Era was the period in the United States immediately after the Civil War, lasting from 1865 to 1877. This period was marked by attempts to reintegrate the Confederate states into the Union. These efforts were not always easy, as social, political, and economic differences made compromise difficult. There were a number of different theories as to how Reconstruction might take place. The first plan to be implemented was President Lincoln’s plan. Lincoln wished to make reaccession as easy as possible so that the Union could be reestablished and normality created as soon as possible. Lincoln’s plan for readmitting the Confederate states into the Union included a “10 percent plan,” which stated that for a state to be readmitted to the Union, 10 percent of white voters must pledge an oath of allegiance to the Union. After Lincoln was assassinated, his Vice President, Andrew Johnson, tried to follow the same reconstruction philosophy as Lincoln. He supported the 10 Percent Plan. The extension of these moderate policies made him disliked by many who either wanted stronger or weaker policies. Many in Lincoln and Johnson’s own party, especially a group called the Radical Republicans, thought the 10 Percent Plan was much too lenient. They wished to assure the loyalty of the former slaveholding classes and wanted to go to greater lengths to ensure racial equality in the former Confederacy. For example, the Radical Republicans wanted the land of former slaveholders be taken from them and given to their former slaves, redistributing the wealth of the rich in these areas. It was the work of the Radical Republicans that allowed three amendments to the constitution to be ratified — the 13th, 14th, and 15th. These amendments formally abolished slavery, gave the rights of citizens to former slaves, and gave citizens, regardless of race, the right to vote. In 1866 the Radical Republicans gained a strong majority in Congress. Their plan for Reconstruction was implemented soon afterwards and involved separating the southern states into military districts. They were reaccessioned after they agreed to ratify the 14th and 15th amendments. The hope was, that equality for former slaves would be assured in these states following their ratification of the amendments. Entirely new governments were established for each state, which largely consisted of African Americans as well as Republicans, originally from the northern states. Opposition from the southern land owning classes as well as a national financial crisis made it difficult for the government to maintain these policies. By the mid 1870s Reconstruction policies were no longer being strictly maintained. By 1890 freed former slaves were finding it difficult to maintain their voting rights.

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How do glaciers move? In the northern hemisphere glaciers typically form in north-facing hollows in upland areas. When snow falls in these areas during winter months it can survive without melting in the summer months. Ice forms as layers of snow become compacted by the weight of subsequent snowfall and the trapped air is squeezed out. As ice accumulates it begins to flow under gravity. It flows over the lip of the hollow and down the side of the mountain. As the ice flows over the uneven mountainside the glacier cracks creating deep crevasses. Crevasses in a glacier in the Swiss Alps Due to the weight of the ice pressure is created on the base of the glacier. This creates meltwater on the base of the glacier (squeeze an ice cube to see this process in action!). This lubricates the base of the glacier helping it to flow. This process is known as basal flow. The glacier also flows when temperatures are too cold for basal flow. When temperatures are very cold the glacier moves like plastic. The speed is affected by the gradient of the slope. The steeper the slope the faster the flow. This process is known as internal deformation. Abrasion and plucking occur on the valley floor resulting in the valley floor being covered with rock fragments. This is called moraine. The formation of a corrie As the ice flows into lowland areas the ice begins to melt as temperatures increase. Rock being transported by the glacier is deposited as moraine. The snout is the end of the glacier. Meltwater flows from the snout of the glacier and can transport moraine away from the glacier. This is often deposited on the outwash plain of the glacier. Outwash plains are made up of outwash deposits and are characteristically flat and consist of layers of sand and other fine sediments. The image below shows an outwash plain in Iceland. The outwash plain of the Sólheimajökull Glacier.

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Objectives: To help students develop a definition of the role/function of adverbs. Specifically students will be able to articulate that adverbs modify verbs by telling how something is done, when something is done, where something is done, or modify adverbs or adjectives by telling to what extent. Materials: Copies of the printed list of verbs and adverbs (see attached sheet) Introduction: Hand out the copies of the word list. Tell the students you wish them to put the words into categories. They decide the type of categories, how many categories and how many words go into each. The only condition is each word can only be used once and every word must be categorized. Activity: Give the students several minutes to put the words into their selected categories. Then begin allowing the students to share their lists with the rest of the class. Write the lists, including the categories on the whiteboard as the students share. Fairly quickly, duplicate categories will begin to appear. Feel free to consolidate the lists as much as possible. Once every possible configuration has been shared and listed, ask the student to take time and look at the many different ways they chose to categorize the words. Ask them, "Do you see a pattern to these lists?" Immediately, they will recognize that the lists fall into five categories: action words, where, when, "ly" words, and "extras." Then explain to them that they have defined the role of an adverb: a word that modifies a verb, adjective or another adverb by telling how something is done, (the "ly" words) when something is done, where something is done, and the "extras", to what extent something is done. Put the following sentences on the board: The dog ran through the house. We will go to the store. Children like to play. The music played quietly. Ask the student to select an adverb for the first sentence that would tell how the dog ran through the house. For the second sentence, an adverb that tells when For the third sentence, an adverb that tells where For the fourth, to what extent the music played quietly. Assessment of Learning: Have the students create their own sentences using adverbs from the lists created. Have them write: 2 sentences that tell how 2 sentences that tell when 2 sentences that tell where 2 sentences that tell to what extent Let them share sentences with tablemates. Collect at the end of the hour. Follow-up: The next day, have the adverb word lists posted on butcher paper in the room, making reference to them and the categories throughout student practice. List to be used with adverb adctivity:

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|Nelson EducationSchoolMathematics 3| Surf for More Math Lesson 1 - Venn Diagrams To encourage your child to have fun on the Web while learning about Venn Diagrams, here are some games and interactive activities they can do on their own or in pairs. Sort and classify objects using Venn diagrams. Student Book pages 54-55 Instructions for Use Shape Sorter prompts your child sort and classify objects using a Venn diagram. There are two ways to use Shape Sorter - Guess the Rule, or Make the Rule. Both ways your child can use a single circle, two non-overlapping circles, or two overlapping circles. Click on either button at the left of the screen to choose which one to play.

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Current research suggests that one element of good comprehension is sequencing ability (Gouldthorp, Katsipis & Mueller, 2017). Each of the exercises in this section requires the student to determine the order in which events occurred. This is achieved in several ways: - Identifying the event that occurred first. - Placing a number of sentences in a logical order to tell a story. - Deciding whether a statement concerning the order of an event occurring in a short passage is true or false. If students have difficulty determining the sequence of events in a story, it may be helpful to get them to retell the key events in the order of occurrence by asking: What happened first? What happened next? Then what? What happened last? It is also useful to draw their attention to key words in the text which signal order (e.g., first, after, then, finally, in the end, when, at the same time, before, during, as, following, since, while, next, etc.). Another strategy is to have students think about the story as a movie. If they were a movie director, turning the story into a movie, what would be the scenes they would set up and in what order? Gouldthorp, B., Katsipis, L., & Mueller, C. (2017). An investigation of the role of sequencing in children’s reading comprehension. Reading Research Quarterly. DOI:10.1002/rrq.186

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The focus of this activity is to find out what students know and understand about length and the metric system. Are students able to identify the standard unit for length (metres) and the relationship between metres and other measures, e.g. mm, cm and km? Do students understand the ten times bigger/smaller concept or do students simple apply a rule such as “move the decimal point” without truly understanding what this means? - Develop a clear definition of length and provide examples of when it is used - Recognise that the standard unit for length is the metre - Explain the relationship between metres, centimetres, millimetres and kilometres - Recognise and explain the connection between place value (including decimals) and the metric system - Convert between mm, cm, metres and km and explain the strategy used - Accurately use measuring tools, such as rulers and tape measures to find the length of various objects - Make comparisons between different measures and explain their relationship Curriculum Connections: NSW Syllabus Mathematics K-10 Stage 3.2 – Length 2 - Connect decimal representations to the metric system (ACMMG135) - Convert between common metric units of length (ACMMG136) At the end of this lesson students should be able to answer the following questions - What is the metric system? How is the metric system related to place value? - What is length? What is a definition for length? How do we measure length? - What are different tools we use to measure? How do we use these tools accurately? - What is the standard unit for length? What are the related units? - What is the relationship between the units, e.g. 1 cm and 1 mm? - How can we convert between the units in order to compare size? - Can ratios help us to better understand the relationships between the measures? - How can we use ratios to help us convert between measures? For more information, please download the attached lesson plan.

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CC-MAIN-2021-17

https://calculate.org.au/2018/10/15/converting-measures-year-6/

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en

Interpreting the parts of expressions and equations gives students a basic level of understanding that is vital to higher level processes. This “vocabulary” knowledge in mathematics holds the key to future understanding of theorems, solving equations, and working with complex processes and number systems. The important vocabulary for this concept is: terms coefficients constants like terms The parts of an expression that are added(or subtracted) together are called the terms. This expression has 4 terms, 4x, -8, y, and -3. The number part of a term with a variable part is called the coefficient of the term, 4 and 1 are the coefficients in this equation. A constant term has a number part but no variable part, such as -8 and -3 in the expression above. Like terms are terms that have the same variable parts. Notice 4x and y are not like terms, because their variables are different, and all constants are like terms with each other because of the absence of a variable. The expression below also does not have any like terms. Even though each of the variable terms contain an x, they are different types of x. The only number that will not affect the “nature” of the term in terms of like terms is the coefficient. Here, the variable (or smaller number) distinguishes theses are different types of x. As you progress through your mathematical journey you will be faced with a growing level of complexity in the expressions and equations you encounter. Fear not because even the most difficult formulas and equations can be broken down into the basic features outlined above. For example, the following equation is how compound interest is calculated. This equation is used for investments and payments such as monthly car payments. It may seem complicated at first, however when we see that it is simply the product of P (the principal amount, or original amount) and a factor not depending on P, in this case the rate of interest. For example, if you decide to take out a loan from a bank to buy a car, many banks have a set interest for loans based on your financial stability, not on the value of the loan.

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CC-MAIN-2018-30

https://algebra1course.wordpress.com/2013/02/03/4-interpreting-expressions/

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en

There are two distinct concepts of division, the idea of dividing into equal groups and the idea of repeated subtraction. Since all students visualize and understand things differently, be sure to allow your students to use both concepts to model division. Look at these expressions: 4 0 0 4 Many students incorrectly evaluate one or both expressions. Tell your students to check their answers using multiplication. Is 4 0 = 0? If it is, then 0 0 = 4. Since this is incorrect, then 4 0 does not equal 0. Is 0 4 = 0? If it is, then 0 4 = 0. Since this is correct, 0 4 = 0. Have students check a partner's division by multiplying. This may seem less tedious to students because they are not repeating their own work. Students may also take this as a challenge to find another student's errors. Base ten blocks can be an excellent demonstration tool and powerful manipulative to teach division. If commercial blocks are not available, paper kits can be made using construction paper. Practice labeling division problems with dividend, divisor, and quotient before teaching students how to solve them. This helps students to learn which number represents each part of the problem.

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CC-MAIN-2015-22

http://www.eduplace.com/math/mathsteps/4/d/4.division.tips.html

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en

This image shows a computer simulation of processes in the interior of Mars that could have produced the Tharsis region. The color differences are variations in temperature. Hot regions are red and cold regions are blue and green, with the difference between the hot and cold regions being as much as 1000°C (1800°F). Because of thermal expansion, hot rock has a lower density than cold rock. These differences in density cause the hot material to rise toward the surface and the cold material to sink into the interior, creating a large-scale circulation known as mantle convection. This type of mantle flow produces plate tectonics on Earth. The hot, rising material tends to push the surface of the planet up, and the cold, sinking material tends to pull the surface down. These motions contribute to the overall topography of the planet. This deformation of the planet's surface is shown in gray along the outer surface of the planet in this image. The amount of deformation is highly exaggerated to make it visible here. The actual uplift in Tharsis is estimated to be about 8 kilometers (5 miles) at its center. This uplift also stretches the crust, forming features such as grabens and Valles Marineris. In addition, the hot, rising material may melt as it approaches the surface, producing volcanic activity.

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CC-MAIN-2015-22

http://solarviews.com/cap/mars/mantle.htm

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en

“Whilst we know a great deal about where the tectonic plates have moved, we know little about the forces that contribute to these shifts,” says Giampiero Iaffaldano from the Research School of Earth Sciences. “These forces are responsible for deformation of the Earth’s crust, the rise of large mountain ranges and the seismic behaviour at plate margins, so it is of paramount importance to understand their magnitude.” The theory of plate tectonics presented in the 1960s revolutionised Earth sciences. After the overturning of the ‘fixist’ position on the movement of the Earth’s crust (which stated that the Earth’s crust was ‘fixed’ in its current state), Earth scientists were able to soon begin explaining a diverse range of geological phenomena, including earthquakes, volcanic eruptions and the creation of mountain ranges. Plate tectonic theory says that the 100km thick outer shell of Earth, the lithosphere, is divided into pieces called tectonic plates. Plates move in different directions at speeds in the order of centimetres per year, comparable to the speed of fingernail growth in humans. At times these movements speed up and slow down, and often plates will jolt suddenly at their borders, creating geological events such as earthquakes. Yet, despite what we know about the movement of the plates we still struggle to understand the forces behind these shifts. This is something that Iaffaldano is aiming to find out. “The forces that shift the plates are varied. Research shows that there are a number of factors that may lead to an increase or decrease in the movement of the Earth’s plates. It is a very complicated process.” For example, looking at the border between the Nazca and South American plate shows that there are significant forces below the Earth’s crust, which are behind the shaping of the Earth’s plates. In this research Iaffaldano, working with colleagues from Italy and Germany, showed that there was a significant exchange of force between the two plates, which is what creates the strange curved nature of their boundary. “We focused on a particular plate margin, one that exhibits an unusual curved shape. One can actually see it on a globe, in the shape of the Andes. This curvature holds information on the magnitude of forces acting upon tectonic plates, generating their motions,” Iaffaldano said. “Using simple laboratory experiments that mimic plate motions, we found that in order to create that peculiar curvature, the Nazca and its neighbour plate would have to have exchanged at least 20 per cent of the force driving their relative motion. This is a significant level of force exchanged.’’ “We still have a way to go. With more research, and more time, however, I am certain that we will soon be able to understand what it is that makes the plates move. This will have a huge impact on our understanding of geological events, such as earthquakes and mountain building,” Iaffaldano concluded.

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CC-MAIN-2018-30

https://simoncopland.wordpress.com/2012/05/19/forcing-the-earth-into-shape/

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en

Basic Geometry Terms Below are some of the key concepts and terms you will need to know in order to begin your study of geometry. In geometry, we use points to specify exact locations. They are generally denoted by a number or letter. Because points specify a single, exact location, they are zero-dimensional. In other words, points have no length, width, or height. It may be helpful to think of a point as a miniscule “dot” on a piece of paper. Points A, B, and C Lines in geometry may be thought of as a “straight” line that can be drawn on paper with a pencil and ruler. However, instead of this line being bounded by the dimensions of the paper, a line extends infinitely in both directions. A line is one-dimensional, having length, but no width or height. Lines are uniquely determined by two points. Thus, we denote the name of a line passing through the points A and , where the two-headed arrow signifies that the line passes through those unique points and extends infinitely in both directions. Consider the task of drawing a “straight” line on a piece of paper (as we’ve done when thinking about lines). What you’ve actually done is create a line segment. Because our piece of paper has defined dimensions and we cannot draw a line infinitely in any direction, we have constructed a segment that begins somewhere and ends somewhere. We write the name of a line segment with endpoints A and B . Note that the notation for lines and line segments differ because a line segment has a defined length, whereas a line A ray is a “straight” line that begins at a certain point and extends infinitely in one direction. A ray has one endpoint, which marks the position from where it begins. A ray beginning at the point A that passes through point B is denoted as . This notation shows that the ray begins at point A and extends infinitely in the direction of point B. Endpoints mark the beginning or end of a line segment or ray. Line segments have two endpoints, giving them defined lengths, whereas rays only have one endpoint, so the length of a ray cannot be measured. The midpoint of a line segment marks the point at which the segment is divided into two equal segments. In other words, the lengths of the segments from either endpoint to the midpoint are equal. For instance, if M is the midpoint of the . Note that neither lines nor rays can have midpoints because they extend infinitely in at least one direction. It would be impossible to find the middle of a line or ray that never ends! When we have lines, line segments, or rays that meet, or cross at a certain point, we call it an intersection point. In other words, those figures intersect somewhere. Two lines that will never intersect are called parallel lines. In the case of line segments and rays, we must consider the lines that they lie in. In other words, we must consider the case that the line segments or rays were actually lines that extend infinitely in both directions. If the lines they lie on never intersect, they are called parallel. For instance, the statement “ is parallel to ,” is expressed mathematically as If extended infinitely, the lines above will never meet. A transversal is a type of line that intersects at least two other lines. The lines that a transversal crosses may or may not be parallel. In both figures, the red line is a transversal. A plane can be thought of as a two-dimensional flat surface, having length and width, but no height. A plane extends indefinitely on all sides and is composed of an infinite number of points and lines. One way to think about a plane is as a sheet of paper with infinite length and width. Space is the set of all possible points on an infinite number of planes. Thus, space covers all three dimensions – length, width, and height.

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CC-MAIN-2021-21

https://www.wyzant.com/resources/lessons/math/geometry/introduction/basic_geometry_terms/

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en

A small group or whole-class activity to consolidate students’ understanding of equivalent fractions. Use this teaching resource to help your students identify equivalent fractions. Print the six cookie jars (1/2, 1/3, 1/4, 1/5, 1/6, and 1/8) and the cookies on cardstock. Then, cut out the cookies and store them with the jars in a resealable bag. Students sort the cookies into the correct cookie jars according to equivalency. Download this resource as part of a larger resource pack or Unit Plan. Common Core Curriculum alignment Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =,... Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to ... Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions ref... We create premium quality, downloadable teaching resources for primary/elementary school teachers that make classrooms buzz! Find more resources for these topics Suggest a change You must be logged in to request a change. Sign up now! Report an Error You must be logged in to report an error. Sign up now!

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CC-MAIN-2021-21

https://www.teachstarter.com/us/teaching-resource/equivalent-fractions-cookie-jar-sorting-activity-us/

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en

Lesson: What is a sentence · Set of warm-up to lesson plan – distinguishing between fragment and sentence for each group. · Textbook – Houghton Mifflin 5th grade grammar text p. 32 Level of Bloom’s Taxonomy: · Analysis – sort sentences based on fragment, run-on, or complete sentence Background information: what do I need to know to teach this lesson? · A complete sentence has a subject and a predicate. A fragment will have either a subject or a predicate but is not a complete thought. Instructional Procedures: How will I…? …recall prior relevant information? Make connections to prior learning? 1. Group students together – if they are sitting in groups, just have them work with their group. 2. Give each group a set of the attached fragments and sentences. Have the students determine if the sentence is a fragment, run-on, or a complete sentence using what they have learned in previous grades about sentences. 3. Once the students have categorized their sentence strips they should correct the fragments and the run-on’s. 4. Review this activity as a class. If there is disagreement over if a sentence is a fragment, run-on, or complete sentence have the class decide together the correct answer using what they already know about sentences. ….present new material? 1. Ask the students how they determined if a sentence was a fragment, complete sentence, or run-on. Lead the students to realize they looked for a subject and a predicate. 2. Discuss with the class the words subject and predicate. Have the students continue to refine their meanings until they match the appropriate definitions. Have the students build on each other’s answers until they have the complete definition – write the definitions of subject and predicate on the white board. 3. After defining the words subject and predicate as a class, guide the class to discuss their own definition for the words “sentence” and “fragment”. Have the students use their discussions as a class to refine the meanings of the words until they have an appropriate definition. 4. Look in the textbook and have the students look at the examples in the book of fragments and sentences (or alternative have your own samples ready to work with) – have the students work in their groups and decide if the sentences are fragments or complete sentences. 5. After going over the answers for the work in the Houghton-Mifflin textbook – have the students use their activexpressions to text up to the board different kinds or fragments and complete sentences. Have the students write a fragment with a predicate, a fragment with a subject, and complete sentences. If you don’t have texting devices have the students do these on a piece of paper at their desk and share their answers with the class. · The lesson will be assessed by the answers with the activexpressions. If the students have a clear understanding of the material move on to assigning homework. Remediate where necessary. …Enhance retention? (homework) · Homework will be Houghton-Mifflin Grammar 5 WB p. 1 and 2 Test Questions from today’s objectives? ….know my objectives? ….actively engage with the new material? …work together on a task? …get feedback on their performance? What went well and what needed improvement This lesson was total revamped this year to include movement and activity. I think that this type of movement is necessary to student engagement (especially in grammar lessons). Having the students write thier own fragments was especailly helpful in this lesson. I find that students have a lot of difficulty finding fragments and this lesson addressed that difficult by having the students write fragments that were missing subjects and fragments that were missing predicates. |lesson 1 what is a sentence Other|| |Warm up lesson one fragment runon or complete sentence Activity|| |Warm up lesson one fragment runon or complete sentence answer key Activity||

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CC-MAIN-2015-27

http://betterlesson.com/community/lesson/6742/what-is-a-sentence

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en

- Decimals - Help children to understand the concept of decimals visually, using this handy image. Contributed by Dao Mai. - Introducing Decimals - Ideas to introduce children to the topic of decimals. - Decimal Numbers - Advice and information for those teaching decimals to children. Contributed by Dao Mai. - Adding and Subtracting Small Decimals - Five worksheets (with answers) which give children practice adding and subtracting decimals which are less than one. - Adding and Subtracting with Decimals - A PDF file, contributed by Kate Beaumont, involving addition / subtraction of decimals with one / two decimal places. - Adding and Subtracting with Decimals 2 - A PDF file, contributed by Kate Beaumont, involving addition / subtraction of decimals with up to three decimal places. - Larger Decimals - How to introduce children to decimals larger than 1.0. Also includes an activity which develops children's understanding of the relationship between larger fractions and decimals. - Addition and Subtraction of Larger Decimals - A worksheet containing addition and subtraction questions (involving decimals from 0.0 to 2.0). - Even Bigger Decimals - Activities involving decimals which are larger than those which have been covered so far. - Decimals Revision Quiz - A quiz to revise work covered so far (before moving on to the more difficult concept of hundredths). - Introducing Hundredths - Activities to introduce children to hundredths. - Decimal Place Value - An excellent worksheet which helps children to develop their knowledge of decimal place value. - Decimal Number Lines - Three number lines which children can refer to throughout the above activities. - Decimal Questions - A PDF containing questions based on money and measure, involving decimals. - Decimals Problems - Worksheet with lots of questions involving decimals. Includes answers. - Ordering Decimals - Explore how to order decimal numbers using this SMART Notebook file. - Decimal Squares - A useful worksheet to help children to get to grips with tenths and hundredths. - Decimals Worksheets - A set of three worksheets (in PDF), contributed by Rachel Beattie, which deal with a variety of decimals activities.

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CC-MAIN-2015-27

http://www.teachingideas.co.uk/maths/contents_decimals.htm

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en

Leaving home can change you – and the moon is no exception. As it drifted away from its parent, Earth, the pull of our planet’s gravity gave it an odd bulge on each side and a tilted axis. Uncovering the mystery behind its unusual shape is a step towards finding out exactly when and how the moon formed. Most rocky planets and moons formed from a spinning ball of magma, which gives them a fairly predictable spherical shape. Earth’s moon is thought to have formed when a Mars-sized object smacked into the infant Earth and shot hot rocky material out into space. That should mean normal rules apply, but instead, the moon has a weird bulge on both the near and far side, giving it a shape like a lemon. There are several ideas for how these bulges formed, but studying them has been difficult because since it formed, the moon has been marred with large basins that mask its original shape. One of them, the South Pole-Aitken basin, is the biggest, deepest impact crater in the solar system. Maria Zuber at the Massachusetts Institute of Technology and her colleagues made a model that filled in 12 of the largest basins, to see what the moon would have looked like before they formed. The results suggest the lemon-like bulges formed in the first 200 million years, when Earth’s gravity pulled at the moon’s magma, building the crust up more on the points closest to and furthest from Earth. That left the mystery of the moon’s puzzling tilt. When the bulge formed, the points of the lemon should have been pointing directly at Earth, but today they are offset by 36 degrees. The researchers suggest that as the moon moved away from the Earth, the density of the cooling crust was uneven. The crust became lopsided and tilted the moon’s polar axis to the angle we see today. Journal reference: Nature, DOI: 10.1038/nature13639 More on these topics:

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CC-MAIN-2018-34

https://www.newscientist.com/article/dn25976-leaving-earth-made-the-moon-lemon-shaped/

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Students may need assistance when finding coordinates on the unit circle. This tutorial will guide them step by step relying on the Pythagorean Theorem to build the coordinates of any point on the unit circle. Students' familarity with the Pythagorean Theorem will lead them to discover the coordinates of any point on the unit circle when given any x-value or any angle measurement from the vertex at the origin. Before the Activity Students should have already been introduced to the unit circle and its basic characteristics. The Pythagorean Theorem should be a basic tool already mastered. During the Activity Students should work alone or in pairs to complete the activity.

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CC-MAIN-2018-39

https://education.ti.com/en/activity/detail?id=B20D8BAE90C942C7924400161B662BBE

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For young children, fairness means: Young children are very impressionable, and teachers are an important influence on young children. One way you can help children learn to be fair is by example. If the children see you following rules, sharing, listening to others and not placing blame, they will be likely to follow your example. Infants and fairness One important way to establish a foundation for teaching fairness to a child is by listening. When the baby is awake and alert, listen to her different sounds and respond to them. When the baby starts babbling, she will love to hear you copy her sounds and she will probably babble some more. If the baby sees you respond to her babbling, she will continue to babble. You will be encouraging language development. Remember that listening is character development. Babies who are listened to will learn they are important and valuable, and they will be likely to listen to others when they are older. Toddlers and fairness Concepts of fairness are not easy for toddlers to understand. During this time, think of building a foundation of fairness. Many things you do for the children in your class will help in their later understanding of fairness. Listening to the toddlers is a good example. When a child wants your attention, let her know you care by getting down on her level and listening to her. She will learn from this that she is important and listening to others is important. Toddlers love to hand toys and objects to adults. This is an early form of sharing. Pay attention to these moments and to the toddler's sharing behavior, and the toddler will learn the value of sharing (take note that this probably will take all year to develop). Remember that part of being fair is following the rules. The first rules toddlers usually learn involve safety; for example, don't touch hot pots on the stove, or stay away from the street. The rules may not be easy to enforce, but toddlers need boundaries. Enforcing rules is a good way to do this. Preschool classrooms generally have rules, such as no running inside, pick up your toys when you are through with them, or be kind to your friends. Sharing these rules with the parents will be helpful to the children because they will become accustomed to following the same standard of behavior at home and at school. If you are unsure of what rules to establish at school, you may want to involve your children. Their ideas may surprise you. Provide opportunities for children to play simple games during the day. Playing card or board games with the children will encourage the children to take turns and share. Look for games designed for the ages of the children in your care. They will not be frustrating, but will still provide a challenge. Send to friend

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CC-MAIN-2015-35

http://www.lsuagcenter.com/en/family_home/family/character_education/character_critters/for_educators/Teaching+Fairness+in+the+Early+Childhood+Setting.htm

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en

This center can be used for students working on numbers from 0 to 10, or can be used for students working on larger numbers through 20. Decide which numbers you want your students to work on and place those Turkeys and matching ten frames in a container or on a table. Have students match the Turkey with the number programmed on it to the correct ten frame or combination of ten frames. If students are working on numbers through 20, they will learn that these numbers are made up of combinations of smaller numbers. This activity corresponds with Math Common Core Standards K.NBT.1: Work with numbers 11-19 to gain foundations for place value, K.CC.4: Understand the relationship between numbers and quantities; connect counting to cardinality, and K.CC.5: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.

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CC-MAIN-2015-35

https://www.teacherspayteachers.com/Product/Turkey-Numbers-and-Ten-Frames-407978

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en

(Fractions and Multiplication Strategies) By the end of this unit students will be able to: **interpret products of whole numbers (That means students will be able to understand that 5 x 7 is the total number of objects in 5 groups of 7) **use multiplication with 100 to solve word problems in situations invoving equal groups, arrays, and measurements by using drawings and equations. **use the adding a group and subtracting a group (distributive property) as strategies to multiply. ** know from mastery all products of one-digit numbers x 10, and fluently multiply within 100 using strategies including adding a gorup and subtracting a group. ** identify arithmetic patterns in the addition table, multiplication table, or number grid. **identify and represent given unit and non-unit fractions using pictures, words, and fraction circles. **find the area of a rectangle with whole number side lengths by tiling it, and recognize that the area is the same as multiplying length times width

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CC-MAIN-2018-43

http://www.westbranch.k12.oh.us/olc/page.aspx?id=50285&s=85

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en

After they studied verb tenses all week, the students had had enough of grammar! The past perfect often stumps students since it’s not commonly used. The past perfect progressive, also known as the past perfect continuous, seems even more complicated! But these two verb tenses don’t have to be a mystery to students. With the following helpful diagrams and chart, your students will be able to recognize and use these tenses when needed. Past Perfect: HAD + P.P. The past perfect is formed with the past auxiliary verb had and the past participle of the main verb. It is used when the first past action finishes before the second past action. Tell your students this while showing them the following diagram: Past Perfect Progressive: HAD + BEEN + -ING VERB The past perfect progressive is formed with the past auxiliary verb had, the past participle auxiliary verb been, and the present participle form (-ing) of the main verb. It is used when the first past action continues until the second past action. Tell your students this while showing them the following diagram: Note: If you want to elaborate for more advanced students, you can explain that the past perfect progressive is formed by combining the past perfect (had + p.p.) plus the basic progressive pattern (be + -ing verb). Since the past participle of the Be verb is been, you get had + been + -ing verb when combined. To compare the two verb tenses and show your students examples, use the following verb chart. You can print out the chart and make photocopies, show them on the computer, or write it out on the board. When giving your students examples, it is very important to mix up the order of the independent and dependent clauses. Make sure that you give some examples where the independent clause comes first (with the past perfect or past perfect progressive), and others where the dependent clause comes first (with the simple past). Point out that when the dependent clause comes first, students must use a comma between the clauses. Showing both types of examples means that students won’t simply memorize “had + p.p. first, past verb second”, which can cause errors. Did You Know? English speakers often don’t bother with these complicated verb tenses, especially in informal speaking and writing. In most cases, you can substitute the simple past in place of the past perfect, and the past progressive in place of the past perfect progressive, with no change in meaning. Often the context or the time markers are enough to make the timing clear. Consider the following examples: - My friend had texted me five times before I answered. (past perfect) - My friend texted me five times before I answered. (simple past, same meaning) - We had been waiting for two hours before she arrived. (past perfect progressive) - We were waiting for two hours before she arrived. (past progressive, same meaning) Practice with ESL-Library Lessons Try the Past Perfect lesson in the Grammar Practice Worksheets section. There are 10 pages of practice with the past perfect and the past perfect progressive, as well as comparisons of the past perfect vs. the past perfect progressive and the past perfect vs. the simple past and present perfect. Join ESL-Library today! The Grammar Police shared this photo on Facebook recently. Try analyzing it with your students! See if they can figure out why it’s grammatically correct to use four “hads” in a row in this sentence: All the faith he had had had had no effect on the outcome of his life. (Answer: Think of the first part of the sentence like this: He had had a lot of faith by the time he was an old man. Think of the second part of the sentence like this: His faith had had no effect on the outcome of his life by the time he was an old man. If you join them together, and the context of age is implied, then you can get this result: All the faith he had had [subject] had had [main verb] no effect [object] on the outcome of his life.)

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CC-MAIN-2015-40

http://blog.esllibrary.com/2013/12/12/past-perfect-vs-past-perfect-progressive/

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en

Games and hands on activities are a great way for students to practice and grasp concepts. This activity includes one activity sheet, and number cards (0-10). Students will read and recognize numbers and write numbers (0-10), they will use one-to-one correspondence to draw a certain number of feathers and identify which number is more or less. • Cut out and shuffle the cards • Have the student pull one card and draw that many feathers on the first turkey. Repeat with a second card, putting the feathers on the second turkey. • For numbers 1-3 have your child circle the turkey with more feathers and write that number in the box. • For numbers 4 & 5 have your child circle the turkey with fewer feathers and write that number in the box. CCSS.Math.Content.K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 CCSS.Math.Content.K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals. Graphics from:mycutegraphics.com & http://www.teacherspayteachers.com/Store/Christina-Aronen Font: Print Clearly http://www.fontsquirrel.com/fonts/Print-Clearly

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CC-MAIN-2018-43

https://www.teacherspayteachers.com/Product/Feather-the-Turkeys-A-MoreLess-Activity-977361

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en

Sentence Structure Practice Understanding structure takes practice, but it can actually be fun. Kids love to create silly sentences and use their imaginations. Remind them that the subject is the noun that performs the action in the sentence. It answers this question, "Who or what is the sentence about?" The predicate is the verb or action in the sentence. It answers this question, "What happened or what is happening in the sentence?" Here are some activities to help students practice sentence structure. - Prepare sentences that are missing either a subject or a predicate and have students fill them in. Here are some examples. - The shy girl __________________. - _______________ read to the children. - The cold snow _____________________. Make them something children can relate to. Don’t be afraid to throw some fun and silly ones in there too. Maybe, "The yellow hippopotamus _______________." Have half the class, group, or partnership create the subject of the sentence, while the other half creates the predicate. Simple subjects and predicates (often one word) can be used, but the activity will be more fun with complete subjects and predicates. When both groups have created 5-10 items, have them put them together to create sentences. Some possible subjects: the big brown dog, the noisy class, the very tall building, a large box of chocolate, the striped frog. It’s okay to get silly! Some possible predicates: drove to Florida, rocketed into outer space, couldn’t stop laughing, scored a touchdown, ate all their dinner. The sentences don’t have to make sense once they’re together; it’s the proper structure that’s important. Time4Writing provides practice in this area. Sign up for our Middle School Basic Mechanics course or browse other related courses below to find a course that’s right for you.

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CC-MAIN-2015-40

http://www.time4writing.com/uncategorized/sentence-structure-practice/

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en

Millions of years before it can turn into coal, dead and decaying organic matter exists as a dark, spongy, carbon-rich material called peat. When layers of peat become saturated with water and sink lower into the earth, they create a type of wetland called a peatland. Peatlands sequester a sizable fraction of the world’s carbon, including 95% of all wetland stores. Although many scientific studies have investigated vast peatlands found in northern forests and the sub-Arctic, smaller, freshwater peatlands in tropical and temperate regions remain comparatively unexamined. Peatlands in these lower regions could play an important role in global carbon storage if adequately protected. Although land use changes, such as agricultural and urban expansion, threaten the existence of these peatlands, researchers estimate that temperate climates contain at least 20% of all peatland carbon. Past studies using coring and probing methods (extracting narrow cylinders, or cores, of earth) to determine depth do not account for the uneven depth distribution of most peatlands, which could be providing inaccurate estimates of carbon storage since about 95% of a peatland’s total carbon storage is held underground. Generally speaking, coring requires a lot of time and effort, provides an incomplete picture of peatland depth, and can disrupt or damage habitats. Here, instead of coring, McClellan et al. employ a technology called ground-penetrating radar (GPR), which uses high-frequency radar pulses to quickly and noninvasively create below-the-surface images. The team used GPR to determine the volume of peat in several depressional wetlands in the Disney Wilderness Preserve in Florida. They also took some direct measurements (cores) to calculate the amount of stored carbon and used aerial photographs to develop a relationship between carbon stock and surface area in order to find out how much these sites were contributing to the overall carbon storage in the area. This approach shows the potential of the method for estimating regional inventories of peat carbon stocks with minimal cost and labor. The researchers found that the peatlands they studied play a critical role in sequestering carbon across the landscape—more so than previously thought. By imaging the collapse structures underneath the depressions, they could spot the geologic controls in their formation. The team believes that if it is implemented in larger boreal systems, this method could be used to study the formation and structure of underground peat deposits in tropical and subtropical systems both quickly and noninvasively. (Journal of Geophysical Research: Biogeosciences, https://doi.org/10.1002/2016JG003573, 2017) —Sarah Witman, Freelance Writer

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CC-MAIN-2018-43

https://eos.org/research-spotlights/a-better-way-to-probe-peat?utm_source=rss&utm_medium=rss&utm_content=a-better-way-to-probe-peat

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en

This Understanding Connotation lesson plan also includes: - Join to access all included materials Lincoln's "Gettysburg Address," which is available online, is used in the language lesson presented here. Middle schoolers read through the text for comprehension. Then, they reread the first paragraph and identify all the words with positive, and negative, connotations. They list the words and phrases in a T-chart. Once they have completed the chart and listed all of the positive and negative words, they identify the column of words that have the greater emotion and impact. Finally, pupils write a summary of their thoughts on the word choices Lincoln made for the famous speech.

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CC-MAIN-2018-47

https://www.lessonplanet.com/teachers/understanding-connotation

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en

In this lesson, students will differentiate between energy levels, sublevels, orbitals, and electrons. Students often confuse these terms related to electrons and this activity should help them develop a stronger understanding of how to distinguish between them. This activity will help prepare your students to meet the performance expectations in the following standards: - HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. - Scientific and Engineering Practices: - Developing and Using Models By the end of this lesson, students should be able to: - Distinguish between energy levels, sublevels, orbitals, and electrons. - Use the periodic table to determine how many electrons in an element are in particular sublevels and energy levels. - Identify the shape of the s, p, and d orbitals. This lesson supports students’ understanding of: - Electron configurations Teacher Preparation: minimal Lesson: 30 minutes - Student activity sheet (per student) - No specific safety precautions need to be observed for this activity. - Students should be somewhat familiar with orbitals and electron configurations prior to this activity. - It would be beneficial to have students check their answers every so often, as they frequently confuse orbitals, sublevels, and energy levels. They will likely make mistakes early on and it’s best to catch them before they complete too much of the worksheet. - This activity could accompany the Orbitals animation. It could also link to a discussion of electron configurations and this Electron Configuration resource, and quantum numbers, which could be accompanied by this Quantum Numbers resource. For the Student Define the following terms relating to electrons in atoms: b. Energy level: Answer the following questions about electrons: - What symbol represents the principal energy level? - What are the four possible sublevels an electron can occupy? - How many individual orbitals are in each of the four sublevels from #2? - Each of the pictures below represents an s, p, or d orbital. Circle the appropriate letter for each picture. Letters can be used more than once. - How many electrons can fit in an individual orbital? - What sublevels are available in n = 1? n = 2? n = 3? n = 4? n = 5? - Circle the orbitals below that do not exist. - How many total orbitals are in n = 3? - How many electrons can fit in n = 3? - How many electrons can fit in all the orbitals on n = 2? n = 5? - How many total orbitals are present in p and d sublevels? Combined, how many electrons can they hold? - What is the maximum number of electrons that can fit in 3p? 4f? - Write the complete electron configuration for Silicon. - What is the highest energy level that contains electrons? This is called the highest occupied energy level. - What is the highest occupied sublevel in that atom? How many electrons does it contain? - What is the highest energy level that is completely filled? - Write the complete electron configuration for Arsenic: - What is the highest occupied energy level in that atom? How many electrons does it contain? - What is the highest occupied sublevel in that atom? How many electrons are in that sublevel? - What is the last sublevel that is filled with the maximum possible number of electrons?

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CC-MAIN-2021-39

https://teachchemistry.org/classroom-resources/electrons-and-orbitals

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How do you weigh a star? If two stars orbit each other, then we can determine their masses by their orbits. Since each star pulls gravitationally on the other, the size of their orbits and the speed at which they orbit each other allows us to calculate their masses using Kepler’s laws. But if a star is by itself, we have to use indirect methods such as its brightness and temperature to estimate their mass. While this can work reasonably well for main sequence stars like our Sun, it doesn’t work well for neutron stars due their small size and extreme density. But new work in Science Advances has found an interesting way to determine the mass of a type of neutron star known as a pulsar. Neutron stars have a mass greater than our Sun, but are only about 20 kilometers (12 miles) wide. They are so dense that their magnetic fields are incredibly strong. So strong that they channel lots of radio energy away from their magnetic poles. As a neutron star rotates, these beams of radio energy sweep around like a lighthouse. If the beam is oriented toward Earth, then we observe these beams as short pulses of radio energy. Each pulse marks a single rotation of the star (known as its rotational period). We can measure the timing of these pulses very precisely, and one thing we notice is that period of a pulsar gradually lengthens as its rotation slows over time. But every now and then the rotational period of pulsar will jump a bit, indicating that its rotation has increased. These jumps are known as glitches, and they are due to interactions between the core of the neutron star and its outer crust. As a neutron star loses energy, it is the crust that slows down over time. The interior of the star is a superfluid, and so continues to rotate at a steady rate. Over time the difference in rotation becomes severe enough that the interior transfers some of its rotational speed to the crust, slowing down the core and speeding up the crust so that the two are more in sync. Just how much rotation is transferred, and how often such a glitch occurs, depends upon the exact nature of a neutron star’s interior. That’s where this new work comes in. The team took glitch data from the Vela pulsar spanning 45 years, and compared it to several models of neutron star interiors. They found that only one model matched the observed glitches. When they compared this model to another pulsar (PSR J0537−6910) spanning about 14 years, it also agreed with the same model. From the glitch data the team was able to pin down the interior structure of these neutron stars. What’s interesting about this result is that the superfluid model that fits the glitch data can be used to determine the mass of a pulsar. Since the interior of a neutron star must be below a critical temperature to be superfluid, the glitch data tells us about the internal temperature of the star. Since neutron stars don’t produce heat through fusion like main sequence stars, they gradually cool over time. Larger (more massive) neutron stars cool more slowly than smaller ones. If we know how old the neutron star is (and thus how long it has been cooling) then we can use its age and the critical temperature to determine the mass of the neutron star. Often we can determine the age of a neutron star by studying the remnant of the supernova that formed it, or by using x-ray observations to study its surface temperature. Since the ages of the Vela pulsar and PSR J0537−6910 are known, the team calculated their masses. They found the Vela pulsar has a mass of 1.5 Suns, and PSR J0537−6910 has a mass of 1.8 Suns. More pulsars will need to be studied to see if their glitch patterns follow the same model, but if the method holds up we’ll be able to determine the mass of a pulsar even when it’s all alone. This article originally appeared on Forbes.

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CC-MAIN-2018-47

https://briankoberlein.com/2015/10/19/how-do-you-weigh-a-neutron-star/

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- Students will understand the definition of a circle as a set of all points that are equidistant from a given point. - Students will understand that the coordinates of a point on a circle must satisfy the equation of that circle. - Students will relate the Pythagorean Theorem and Distance Formula to the equation of a circle. - Given the equation of a circle (x – h)2 + (y – k)2 = r 2, students will identify the radius r and center (h, k). - Pythagorean Theorem - Distance Formula About the Lesson This lesson involves plotting points that are a fixed distance from the origin, dilating a circle entered on the origin, translating a circle away from the origin, and dilating and translating a circle while tracing a point along its circumference. As a result students will: - Visualize the definition of a circle. - Visualize the relationship between the radius and the hypotenuse of a right triangle. - Observe the consequence of this manipulation on the equation of the circle. - Infer the relationship between the equation of a circle and the Pythagorean Theorem. - Infer the relationship between the equation of a circle and the Distance Formula. - Identify the radius r and center (h, k) of the circle (x −h)2 + (y − k)2 = r 2. - Deduce that the coordinates of a point on the circle must satisfy the equation of that circle.

<urn:uuid:72956bfd-7020-499e-bce8-1498cd07e83d>

CC-MAIN-2018-51

https://education.ti.com/en/timathnspired/us/detail?id=C52E12D134494960A47F7ACA43BB176B&t=6BE0FB24FE4348FD912CB3ADC4A038FB

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Figuarative language uses an ordinary sentence to refer to something without directly stating it. Words and ideas are used to create mental images and suggest meaning. At West London Tutoring we use a number of different ways to teach children how to recognise and use figurative language in KS2 English. We use definitions and examples of simile, hyperbole, alliteration, metaphor, personification, onomatopoeia and openers. Here we will share with you some free resources to help your child undertand better. Select your reading matter below by clicking on the pop out icon in the top right hand corner of your selection. This will open in a new window, to view clearly, download or print out at home for future use. If you do not see the PDF, click on the refresh button on your browser.

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CC-MAIN-2021-43

https://www.westlondontutoring.co.uk/figurative-language/

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Questioning skills are important in facilitating an interactive pedagogy. Here we list two approaches to asking questions. 1. Higher cognitive questions - Cognitive-memory thinking uses simple processes like recognition or rote memory to formulate an answer; - Convergent thinking requires the students to analyse existing content to formulate an answer. There is only one correct answer for questions at this level; - Divergent thinking requires a response using independently generated data or a new perspective on a given topic. There is more than one correct answer for such questions; and - Evaluative thinking, the highest question level in this taxonomy, deals with issues where judgment of values and choices are necessary. 2. Question sequencing - Extending and lifting: Asking a number of questions at the same cognitive level (extending) before lifting the questions to the next higher (cognitive) level; - Circular path: Asking a series of questions which eventually lead back to the initial position or question. A classic example of this circular path pattern is, “Which came first, the chicken or the egg?”; - Same path: Asking questions at the same cognitive level. This pattern typically uses all lower-level, specific questions; - Narrow to broad: This pattern involves asking lower-level, specific questions followed by higher-level, general questions; - Broad to narrow (or funnelling): Question sequence begins with low-level, general questions followed by higher-level, specific questions; and - A backbone of questions with relevant digressions: In this sequence, the focus is not on the cognitive level of the questions but on how closely they relate to the central theme, issue, or subject of the discussion. Last updated on 24 Apr 2017 .

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CC-MAIN-2018-51

http://cte.smu.edu.sg/approach-teaching/interactive-delivery/facilitation/class-discussion

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This is a set of 14 worksheets to help young learners develop early number sense. Each page features key vocabulary (more, less, same as, greater, fewer, equal to) clearly displayed on the pages. The pages start simple with children counting how many objects in a set, recording the number and circling a set with more or less. The next set of pages are activities for children to count a given number of items then draw more or less objects. Later activities require children to count how many objects and label sets with the words more, less, or same as. These worksheets were originally developed before the Common Core was adopted. The new standards use the vocabulary of greater, less, and equal. So supplemental worksheets have been added to the packed (The word fewer has also been added to fully develop vocabulary for quantity comparisons.) Two pages use base 10 number concepts. Children need to examine two base 10 illustrations compare the quantities and label the picture sets accordingly-this is a great enrichment activity or challenge for more advanced students! Created for Common Core Standard K.CC.6 Supplemental Practice for K.CC.4, K.CC.5, and K.NBT.1 Explore my store for additional Number Decomposition practice. Copyright © 2012 Maria Manore Fonts - Century Gothic, Minya Nouvelle, Primer Print, KG Be Still and Know Visit the Kinder-Craze blog for freebies and great project ideas. Like Kinder-Craze on Facebook Follow me on Pinterest

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CC-MAIN-2016-18

https://www.teacherspayteachers.com/Product/Comparing-Numbers-More-Less-Same-As-Greater-Fewer-Equal-209124

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en

Questions About Vocabulary Instruction This article answers four common questions teachers have about vocabulary instruction, including what words to teach and how well students should know vocabulary words. In this article: How can I help my students learn words indirectly? You can encourage indirect learning of vocabulary in two main ways. First, read aloud to your students, no matter what grade you teach. Students of all ages can learn words from hearing texts of various kinds read to them. Reading aloud works best when you discuss the selection before, during, and after you read. Talk with students about new vocabulary and concepts and help them relate the words to their prior knowledge and experiences. The second way to promote indirect learning of vocabulary is to encourage students to read extensively on their own. Rather than allocating instructional time for independent reading in the classroom, however, encourage your students to read more outside of school. Of course, your students also can read on their own during independent work time in the classroom — for example, while you teach another small group or after students have completed one activity and are waiting for a new activity to begin. What words should I teach? - The text may have a great many words that are unknown to students-too many for direct instruction. - Direct vocabulary instruction can take a lot of class time — time that you might better spend on having your students read. - Your students can understand most texts without knowing the meaning of every word in the text. - Your students need opportunities to use word-learning strategies to learn on their own the meanings of unknown words. You will probably to be able to teach thoroughly only a few new words (perhaps eight or ten) per week, so you need to choose the words you teach carefully. Focus on teaching three types of words: important words, useful words, and difficult words. Words with multiple meanings are particularly challenging for students. Students may have a hard time understanding that words with the same spelling and/or pronunciation can have different meanings, depending on their context. Looking up words with multiple meanings in the dictionary can cause confusion for students. They see a number of different definitions listed, and they often have a difficult time deciding which definition fits the context. You will have to help students determine which definition they should choose. Click here for some examples of words with multiple meanings. Idiomatic expressions also can be difficult for students, especially for students who are English language learners. Because idiomatic expressions do not mean what the individual words usually mean, you often will need to explain to students expressions such as "hard hearted," "a chip off the old block," "drawing a blank," or "get the picture." How well do my students need to "know" vocabulary words? - Unknown: the word is completely unfamiliar and its meaning is unknown - Acquainted: the word is somewhat familiar; the student has some idea of its basic meaning - Established: the word is very familiar; the student can immediately recognize its meaning and use the word correctly As they read, students can usually get by with some words at the unknown or acquainted levels. If students are to understand the text fully, however, they need to have an established level of knowledge for most of the words that they read. Are there different types of word learning? If so, are some types of learning more difficult than others? Four different kinds of word learning have been identified: - Learning a new meaning for a known word The student has the word in her oral or reading vocabulary, but she is learning a new meaning for it. For example, the student knows what a branch is, and is learning in social studies about both branches of rivers and branches of government. - Learning the meaning for a new word representing a known concept The student is familiar with the concept but he does not know the particular word for that concept. For example, the student has had a lot of experience with baseballs and globes, but does not know that they are examples of spheres. - Learning the meaning of a new word representing an unknown concept The student is not familiar with either the concept or the word that represents that concept, and she must learn both. For example, the student may not be familiar with either the process or the word photosynthesis. - Clarifying and enriching the meaning of a known word The student is learning finer, more subtle distinctions, or connotations, in the meaning and usage of words. For example, he is learning the differences between running, jogging, trotting, dashing, and sprinting. Adapted from: Put Reading First: The Research Building Blocks for Teaching Children to Read, 2001, a publication of The Partnership for Reading. Comments and Recommendations

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CC-MAIN-2016-18

http://www.adlit.org/articles/3471/

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Exponents show how many times a number is multiplied by itself. For example, 2^3 (pronounced "two to the third power," "two to the third" or "two cubed") means 2 multiplied by itself 3 times. The number 2 is the base and 3 is the exponent. Another way of writing 2^3 is 2_2_2. The rules for adding and multiplying terms containing exponents are not difficult, but they may seem counter-intuitive at first. Study examples and do some practice problems, and you will soon get the hang of it. Check the terms that you want to add to see if they have the same bases and exponents. For example, in the expression 3^2 + 3^2, the two terms both have a base of 3 and an exponent of 2. In the expression 3^4 + 3^5, the terms have the same base but different exponents. In the expression 2^3 + 4^3, the terms have different bases but the same exponents. Add terms together only when the bases and exponents are both the same. For example, you can add y^2 + y^2, because they both have a base of y and an exponent of 2. The answer is 2y^2, because you are taking the term y^2 two times. Sciencing Video Vault Compute each term separately when either the bases, the exponents or both are different. For example, to compute 3^2 + 4^3, first figure out that 3^2 equals 9. Then figure out that 4^3 equals 64. After you have computed each term separately, then you can add them together: 9 + 64 = 73. Check to see if the terms you want to multiply have the same base. You can only multiply terms with exponents when the bases are the same. Multiply the terms by adding the exponents. For example, 2^3 * 2^4 = 2^(3+4) = 2^7. The general rule is x^a * x^b = x^(a+b). Compute each term separately if the bases in the terms are not the same. For example, to calculate 2^2 * 3^2, you have to first calculate that 2^2 = 4 and that 3^2 = 9. Only then can you multiply the numbers together, to get 4 * 9 = 36.

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CC-MAIN-2018-51

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Voting Rights Before the Civil War Some African Americans — mostly men — participated in the political arena long before the Civil War. In fact, in some cities and colonies, both black and white male citizens voted in elections. Despite these instances, African Americans were largely prevented from voting. Setting the Stage The pre-Independence period of the United States spans from 1492 to 1763. During this time, powerful, European countries such as Britain, France, Portugal and Spain sought to expand their wealth and world influence by colonizing new lands, including what would become the United States. At the same time, some religious groups (today referred to as “pilgrims”) left their home countries to establish new religious communities. The thoughts of these two groups of people set the stage for America’s founding: power and wealth, and religious freedom for Protestant Christians. Beginning in the 15th century and continuing into the 19th century, over 12 million African people were captured and sold into slavery in Europe and the Americas during the transatlantic slave trade. The United States, having been recently colonized at the beginning of the slave trade, was built on the backs of enslaved Africans. Even after its abolishment in the 19th century, the effects of slavery—violence, oppression, and structural racism—linger on and reverberate throughout the history of the African American community. In Colonial America (through 1776), white, property-owning men established their power and authority. Black slaves — who had been forced to work in the country since its founding and many of whom having fought in the Revolutionary war — were viewed by the dominant white culture as less than citizens (and often as less than human) and were not legally able to vote. This view of African Americans continued through the 20th century and is still to preserve and push forward an idea or belief so that it continues indefinitely in many ways today. Pre-Civil War Minnesota While Minnesota supported the abolition of slavery in the South during the Civil War, the state did not support African American (men’s) voting rights. The state legislature introduced a bill in 1849 that explicitly limited suffrage to white males. When Bill No. 11 was passed, it had been amended to include males of mixed white and American Indian descent in those granted voting rights, but never had there been any discussion of including African Americans. This, in turn, stripped Black men from the ability to participate in other forms of civic engagement, such as serving on a jury, which required that potential jurors be eligible voters. African American men were once again caught within a structure that refused to recognize their humanity. “Free” men in Minnesota were only free to the extent that they weren’t enslaved—they held little, if any, political or social power. As historian William D. Green describes, “their paradoxical existence was firmly grounded in the very nature of things; they were free, yet never fully free, frozen in a state of civic ambiguity. They would be included in the census as residents but nothing more” (70). 1855 saw the formation of a Minnesota Republican party, after the formation of the national Republican party, which was the first instance of a large political group in the state endorsing the extension of voting rights to African Americans. However, this didn’t mean that Republicans believed in racial equality. Like their national counterparts, their support of abolition and African American suffrage was largely touted as a political and economic strategy. The party’s ideologies were still heavily rooted in white supremacy. By contrast, Minnesota Democrats fought to suppress the Black vote. They defeated measures put forth by the Republican party to include enfranchisement for African Americans on the newly formed Minnesota State Constitution. It wasn’t until after the Civil War that Republicans again took up the suffrage cause. In 1868, a referendum was passed that prohibited disenfranchisement on the basis of race, effectively awarding African American and all non-white men the vote. This took place two years before the ratification of the 15th amendment to the United States Constitution.

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Learn something new every day More Info... by email A radical expression in algebra is an expression that includes a radical, or root. These are the inverse operations to exponents, or powers. Radical expressions include added roots, multiplied roots and expressions with variables as well as constants. These expressions have three components: the index, the radicand, and the radical. The index is the degree taken, the radicand is the root being derived, and the radical is the symbol itself. By default, a radical sign symbolizes a square root, but by including different indexes over the radical, cube roots, fourth roots or any whole number root can be taken. Radical expressions can include either numbers or variables under the radical, but the fundamental rules remain the same regardless. To work with radicals, the expressions must be in simplest form; this is accomplished by removing factors from the radicand. The first step in simplifying radicals is breaking the radicand into the factors needed to equal the number. Then, any perfect square factors must be placed to the left of the radical. For example, √45 can be expressed as √9*5, or 3√5. To add radical expressions, the index and radicand must be the same. After these two requirements have been met, the numbers outside the radical can be added or subtracted. If the radicals cannot be simplified, the expression has to remain in unlike form. For example, √2+√5 cannot be simplified because there are no factors to separate. Both terms are in their simplest form. Multiplying and dividing radical expressions works using the same rules. Products and quotients of radical expressions with like indexes and radicands can be expressed under a single radical. The distributive property works in the same fashion as it does with integer expressions: a(b+c)=ab+ac. The number outside the parenthesis should be multiplied by each term inside parenthesis in turn, retaining addition and subtraction operations. After all terms inside the distributive parentheses are multiplied, the radicals have to be simplified as usual. Radical expressions that are part of an equation are solved by eliminating the radicals according to the index. Normal radicals are eliminated by squaring; therefore, both sides of the equation are squared. For example, the equation √x=15 is solved by squaring the square root of x on one side of the equation and 15 on the right, yielding a result of 225. One of our editors will review your suggestion and make changes if warranted. Note that depending on the number of suggestions we receive, this can take anywhere from a few hours to a few days. Thank you for helping to improve wiseGEEK!

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http://www.wisegeek.com/what-are-radical-expressions.htm

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Help your students think through spelling words with this adorable visual reminder available in full and half sheet sizes. When students have a process for spelling they will be more successful producing words correctly. You will want to use different combinations of posters depending on the types of words you are spelling: Basic Spelling Process: •Look and Listen – Students watch the teacher as the word is spoken. •Echo – Students repeat the word. Mirrors can be used so students can see their mouth move. •Unblend – Students stretch the word out and isolate each sound. •Name and Write – Students name each letter as they write on paper, dry erase board, in the air, etc. •Code – Students code the word with phonics symbols. This is often when they notice spelling errors that they can correct. (Note that the poster is simplistic with only two code marks. This is meat to serve as a visual reminder.) •Read – Students read the word. Spelling Words With a Rule: (K, C, CK, J, G, S, etc.) The process begins the same, Look and Listen, Echo, Unblend. •I,M,F or B,M,E – Students identify where the targeted sound is in the word – Choose which poster fits your classroom needs: Initial, Medial or Final or Beginning, Middle or End. For example, in the word “kit,” /k/ is in the initial/beginning position of the word. •Before or After? – Students think about what happens before or after the targeted sound. For example, in the word “kit,” /i/ is after the /k/. •Rule? – Students explain what rule they will use to spell the word. For example, in the word “kit,” they will use K because it comes before I. Continue the process with Name and Write, Code and Read. Spelling Words With a Suffix: Use this process to spell words with suffixes. This helps students because adding a suffix to a word may change the spelling of the base word. The process begins the same, Look and Listen, Echo. •Base Word – Suffix – Students identify the base word and then the type of suffix – vowel or consonant. Choose the poster that best fits your classroom needs. Suffixes are coded with a box. The final poster gives students the visual vowel and consonant reminder used in this free resource. •Rule? – Students explain which suffix rule they will use to spell the base word. Continue the process with Unblend, Name and Write, Code and Read. This set is also available in black and white.

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https://www.teacherspayteachers.com/Product/Spelling-Process-Posters-4306141

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Fractions are used to define the parts of something. It is important for children to learn about fractions as they are used extensively in day to day activities, and also it lays the foundation for advanced mathematical concepts like algebra in higher studies. Working with fractions also introduces students to interesting concepts like number theory, greatest common factor, and prime factorization. There are various rules that apply when adding, subtracting and multiplying fractions; also it is important to learn how to solve different types of fractions like simple fractions and mixed fractions. Learning such fundamentals early on will help children to grasp complex mathematical concepts later on. This fractions worksheet for grade four is about adding mixed numbers and fractions with like denominators.

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A heat dome occurs when the atmosphere traps hot ocean air like a lid or cap. Summertime means hot weather — sometimes dangerously hot — and extreme heat waves have become more frequent in recent decades. Sometimes, the scorching heat is ensnared in what is called a heat dome. This happens when strong, high-pressure atmospheric conditions combine with influences from La Niña, creating vast areas of sweltering heat that gets trapped under the high-pressure “dome.” A team of scientists funded by the NOAA MAPP Program investigated what triggers heat domes and found the main cause was a strong change (or gradient) in ocean temperatures from west to east in the tropical Pacific Ocean during the preceding winter. Imagine a swimming pool when the heater is turned on — temperatures rise quickly in the areas surrounding the heater jets, while the rest of the pool takes longer to warm up. If one thinks of the Pacific as a very large pool, the western Pacific’s temperatures have risen over the past few decades as compared to the eastern Pacific, creating a strong temperature gradient, or pressure differences that drive wind, across the entire ocean in winter. In a process known as convection, the gradient causes more warm air, heated by the ocean surface, to rise over the western Pacific, and decreases convection over the central and eastern Pacific. As prevailing winds move the hot air east, the northern shifts of the jet stream trap the air and move it toward land, where it sinks, resulting in heat waves.

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The rock components of the crust are slowly but constantly being changed from one form to another and the processes involved are summarized in the rock cycle (Figure 3.2). The rock cycle is driven by two forces: (1) Earth’s internal heat engine, which moves material around in the core and the mantle and leads to slow but significant changes within the crust, and (2) the hydrological cycle, which is the movement of water, ice, and air at the surface, and is powered by the sun. The rock cycle is still active on Earth because our core is hot enough to keep the mantle moving, our atmosphere is relatively thick, and we have liquid water. On some other planets or their satellites, such as the Moon, the rock cycle is virtually dead because the core is no longer hot enough to drive mantle convection and there is no atmosphere or liquid water. In describing the rock cycle, we can start anywhere we like, although it’s convenient to start with magma. As we’ll see in more detail below, magma is rock that is hot to the point of being entirely molten. This happens at between about 800° and 1300°C, depending on the composition and the pressure, onto the surface and cool quickly (within seconds to years) — forming extrusive igneous rock (Figure 3.3). Magma can either cool slowly within the crust (over centuries to millions of years) — forming intrusive igneous rock, or erupt onto the surface and cool quickly (within seconds to years) — forming extrusive igneous rock. Intrusive igneous rock typically crystallizes at depths of hundreds of metres to tens of kilometres below the surface. To change its position in the rock cycle, intrusive igneous rock has to be uplifted and exposed by the erosion of the overlying rocks. Through the various plate-tectonics-related processes of mountain building, all types of rocks are uplifted and exposed at the surface. Once exposed, they are weathered, both physically (by mechanical breaking of the rock) and chemically (by weathering of the minerals), and the weathering products — mostly small rock and mineral fragments — are eroded, transported, and then deposited as sediments. Transportation and deposition occur through the action of glaciers, streams, waves, wind, and other agents, and sediments are deposited in rivers, lakes, deserts, and the ocean. Exercise 3.1 Rock around the Rock-Cycle clock Referring to the rock cycle (Figure 3.2), list the steps that are necessary to cycle some geological material starting with a sedimentary rock, which then gets converted into a metamorphic rock, and eventually a new sedimentary rock. A conservative estimate is that each of these steps would take approximately 20 million years (some may be less, others would be more, and some could be much more). How long might it take for this entire process to be completed? Unless they are re-eroded and moved along, sediments will eventually be buried by more sediments. At depths of hundreds of metres or more, they become compressed and cemented into sedimentary rock. Again through various means, largely resulting from plate-tectonic forces, different kinds of rocks are either uplifted, to be re-eroded, or buried deeper within the crust where they are heated up, squeezed, and changed into metamorphic rock.

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Fundamental counting principle We will introduce the fundamental counting principle with an example. This counting principle is all about choices we might make given many possibilities. Suppose most of your clothes are dirty and you are left with 2 pants and 3 shirts. How many choices do you have or how many different ways can you dress? Let's call the pants: pants #1 and pants #2 Let's call the shirts: shirt #1 , shirt #2 , and shirt #3 Then, a tree diagram as the one below can be used to show all the choices you can make As you can see on the diagram, you can wear pants #1 with shirt # 1. That's one of your choices. Count all the branches to see how many choices you have. Since you have six branches, you have 6 choices. However, notice that a quick multiplication of 2 × 3 will yield the same answer. In general, if you have n choices for a first task and m choices for a second task, you have n × m choices for both tasks In the example above, you have 2 choices for pants and 3 choices for shirts. Thus, you have 2 × 3 choices. You go a restaurant to get some breakfast. The menu says pancakes, waffles, or home fries. And for drink, coffee, juice, hot chocolate, and tea. How many different choices of food and drink do you have? There 3 choices for food and 4 choices for drink. Thus, you have a total of 3 × 4 = 12 choices.

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