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12.2. The if Statement¶ In Python, we test data and execute instructions if the test is true using an if statement. An if statement includes a logical expression which is the ‘test.’ A logical expression is one that is either true or false. This is also called a Boolean expression. An example of a logical expression is x < 3. The if statement is followed by a colon if x < 3: and a block of code. The colon ( :) at the end of the if statement is required. The block of code includes the instructions to execute if the test is true. The block of code includes all the statements that are indented following the if statement. If the test is true, execute the statement or statements in the block following the if will be executed. If the test isn’t true (is false) then execution will skip the block following the if and continue with the next statement following the block after the Run the code below with x set to 0 and then change x to 4 and see how the output differs depending on the value of x. The figure below is called a flowchart. It shows the execution paths for a program. The diamond shape contains the logical expression and shows the path that the execution takes if the logical expression (also called the condition) is true as well as the path if the logical expression is false. Notice that it will only execute the statements in the indented block if the logical expression was true. If the logical expression was false, execution will skip the code in the indented block and resume with the next statement. Discuss topics in this section with classmates.

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To save results or sets tasks for your students you need to be logged in. Studyladder is free to join Join Now, Free What a brilliant site you have!!! I love it, especially as it saves me hours and hours of hard work. Others who haven't found your site yet don't know what they are missing! 5.OA.1 – Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols. Samples: Brackets in number operations. Brackets in number operations - Two Step. Balancing equations. Number and place value ACMNA099 – Use estimation and rounding to check the reasonableness of answers to calculations Samples: Two digit addition (estimating). Division (estimation) - 1. Rounding numbers to the nearest 10. 7.NA.3 – Balance positive and negative amounts Samples: Negative numbers. Order of Operations. Numbers. Integers on a number line. Brackets in number operations. 6.NA.1 – Apply additive and simple multiplicative strategies flexibly to: 6.NA.1.a – Combine or partition whole numbers, including performing mixed operations and using addition and subtraction as inverse operations Samples: Write numbers – to 100,000. Reading numbers – to 100,000. Comparing numbers – to 100,000. KS2.Y5.N.MD – Number - multiplication and division Pupils should be taught to: KS2.Y5.N.MD.10 – Solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign Samples: Challenge puzzle - flow diagram. Equivalent number sentences (written form). Identifying expressions.

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CC-MAIN-2019-09

http://static.studyladder.com/games/activity/balancing-equations-22485?backUrl=/games/mathematics/us-all-grades/mathematics-numbers-and-place-value-410

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The worksheets on this page focus on real numbers. They are values that are representative of some value that can be found on a number line. The most commonly taught properties in the Commutative Property of both addition and multiplication. Those properties basically reinforce the common mathematically rule that order does not matter as long as the operations have not changed. Another well discussed property is the Associative Property of addition and multiplication. This expands the concept of regrouping with parenthesis (normally). The minute students begin to learn multiplication the zero property of multiplication is instantly engrained in their memory. When we begin to learn negative numbers and operations with them, the Additive Inverse Property appears. We seldom hear that property being named in classrooms today. Below you worksheets that highlight the use of the Associative, Commutative, Distributive, Operations and Numeracy rules, and the Division Principle.

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CC-MAIN-2019-09

https://www.easyteacherworksheets.com/math/properties.html

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This composite image shows an intergalactic "weather map" around the elliptical galaxy NGC 5813, the dominant central galaxy in a galaxy group located about 105 million light years away from Earth. Just like a weather map for a local forecast on Earth, the colored circle depicts variations in temperature across a region. This particular map presents the range of temperature in a region of space as observed by NASA's Chandra X-ray Observatory, with the hotter temperatures shown in red and decreasingly cooler temperatures shown in orange, yellow, green, and blue. The numbers displayed when rolling your mouse over the image give the gas temperature in millions of degrees. A notable feature of this image is the relatively small variation in temperature across the weather map, with a range of only about 30% across several hundred thousand light years. Without any sources of heat, the densest gas near the center of the map should cool to much lower temperatures as energy is lost because of radiation. However, regular outbursts generated by the supermassive black hole at the center of NGC 5813 provide heat, preventing the gas near the center of the galaxy from cooling to such low temperatures. This decreases the amount of cool gas available to form new stars. This process is analogous to the Sun providing heat for Earth's atmosphere and preventing water and water vapor from cooling and freezing. How do outbursts generated by the black hole provide heat? Powerful jets produced as gas swirls toward the black hole push cavities into the hot gas and drive shock waves -- like sonic booms -- outwards, heating the gas. The shocks from the most recent outburst, which occurred about 3 million years ago in Earth's time frame, show up as a "figure eight" structure at the center of the image. This is the first system where the observed heating from shocks alone is sufficient to keep the gas from cooling indefinitely. These shocks allow the relatively tiny black hole to heat the huge area surrounding it, as shown here.

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CC-MAIN-2016-36

http://www.chandra.harvard.edu/blog/node/244

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Grade level: 5 About the lesson - The learner will be able to write 4 digit numbers, 3 different ways, standard from, word form and expanded form. Number, Number Sense and Operations Standard - 2. Use place value concepts to represent whole numbers and decimals using numerals, words, expanded notation and physical models. Brief Lesson Overview Students will each be given one 6 sided number cube. (If available you may use cubes numbered up to 9.) Students will roll the cube once. They will place that number in the first box on their paper. Repeat 3 more times, filling in all four boxes. Below the row of boxes students will write their numbers 3 different ways. After they write the number 3 different ways the student will circle whether it is an even or an odd number. - one dice per student - worksheet- Rolling Numbers 1. Standard form ____________________________ 2. Word form ________________________________ 3. Expanded form ____________________________ 4. Circle one: even or odd Students will work in their centers. They will first complete their math fact quiz for the contest. They will then prepare for the lesson. This center is a review from classroom activities. Review with the students each meaning. Standard Form- a way to write numbers by using digits example: 3,450 Word Form- a way to write numbers by using words example: three thousand, four hundred fifty Expanded Form- a way to write numbers by showing the value of each digit example: 3,000 + 400 + 50 + 0 Pictures to follow!! Students can continue this activity in the room. They can have another classmate give them four different numbers. Write the largest number they can and then continue as they did in their center. Write each number 3 ways, standard form, expanded form and word form. Then tell their classmate if it is even or odd. What were some problems we faced with this center?

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About the Density Lesson An introduction to the concept of density including how to calculate density and compare densities of different substances. • Students will be able to define density as mass divided by volume. • Students will be familiar with the common units for mass and volume. • Students will be able to calculate density if given mass and volume. • Students will be able to compare the densities of substances to the known density of water. • Students will recognize the importance of the density of ice as compared to liquid water. If you have ever been in a crowded movie theater or shopping mall, you are familiar with the idea of density. Picture your school classroom with only five students in it. Now think of that same classroom with 30 students in it. The classroom is the same size in each case, but the number of people is different. Which classroom situation has a higher density? If you said the class of 30 students, you are correct. More students in the same sized space means a higher population density. In chemistry, density is a physical property of matter. Density depends on both mass and volume. The equation below shows this.

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CC-MAIN-2016-40

http://www.lessonsnips.com/lesson/density

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Heating and cooling materials - That's Chemistry! Type of Activity These PDFs have been taken from the popular book, That's Chemistry! compiled by Jan Rees. This book covers key ideas of physical science that primary students learn about, as well as giving numerous suggestions of activities, demonstrations and investigations that can be used to enhance students' learning. If you teach primary science, click the headings below to find out how to use this resource: Children will develop their working scientifically skills by: - Asking their own questions about scientific phenomena. - Selecting and planning the most appropriate ways to answer questions, including: - Researching using a wide range of secondary sources of information. - Grouping and classifying. - Carrying out comparative and fair tests. - Recording and presenting data and results, using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs. - Drawing conclusions and raising further questions to be investigated, based on their data and observations. - Using appropriate scientific language and ideas to explain, evaluate and communicate their methods and findings. - Explain that some changes result in the formation of new materials, and that this kind of change is not usually reversible. - This includes burning and reacting acid with bicarbonate of soda. - Demonstrate that changes of state are reversible changes. - Observe that some materials change state when they are heated or cooled, and measure or research the temperatures that these changes occur. Children will learn: What is meant by the terms reversible and irreversible change, and be able to provide examples of both. That changes of state can occur when materials are heated or cooled, and that these changes are often reversible. Suggested activity use This resource can be used as a long-term planning tool, where you can map out different activities to build and embed children’s understanding of reversible and irreversible changes, and the effects that heating and cooling can have on different materials, through practical experiences. The resource provides plenty of opportunities for whole-class and group work. You will need to be clear about what you expect children to learn as a result of carrying out the different experiments.

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CC-MAIN-2019-13

http://www.rsc.org/learn-chemistry/resource/res00001799/heating-and-cooling-materials

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This KS2 PSHE quiz will help you understand when some emotions will be felt by yourself or others as well as teaching you the definitions of some words you can use to describe your emotions. Emotions are the names given to our feelings. They describe the way we feel at different times and enable us to process the situation we are in and how we are responding to it. Our emotions can change quickly from one moment to the next and sometimes certain emotions can last a long time. Some emotions are nice to feel and some are harder to deal with but all emotions are important and it is okay to talk about our emotions with others. There are 6 main categories that emotions can be divided into: happiness, anger, fear, sadness, disgust and surprise, with numerous words being used to describe different degrees of each emotion. It is important that you can start to identify which emotions you are feeling and why - as well being able to tell what emotions are being felt by those around you so that you can respond in an appropriate way.

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CC-MAIN-2019-18

https://www.educationquizzes.com/ks2/personal-social-and-health-education/emotions-1/

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Sets as Fractions Third graders practice identifying sets of fractions using Skitles. For homework, 3rd graders are given a worksheet to take home with sets of objects on it. They identify fractional parts of the sets and shade fractional parts of sets. 3rd Math 3 Views 5 Downloads Initial Fraction Ideas Lesson 9 Overview Visual models support young mathematicians with exploring equivalent fractions. Starting with a quick warm-up problem, children go on to work through a series of guiding practice problems before working with a partner identifying and... 3rd - 6th Math CCSS: Adaptable Performance-Based Assessment Practice Test (Grade 3 Math) Put the knowledge of your third grade mathematicians to the test with this practice Common Core assessment. Offering a change from typical standardized math tests, 3rd graders are asked to answer not only multiple choice questions but... 3rd Math CCSS: Designed Fraction Equivalence, Ordering, and Operations Need a unit to teach fractions to fourth graders? Look no further than this well-developed and thorough set of lessons that takes teachers through all steps of planning, implementing, and assessing their lessons. Divided into eight... 3rd - 5th Math CCSS: Designed Write Fractions of a Set (1) Fractions can be represented not only with shapes, but with sets of objects as well. The fourth video of this series builds on prior knowledge of fractions, visually demonstrating how groups of items can be broken into equal parts. After... 5 mins 2nd - 4th Math CCSS: Designed Use Fraction Strips to Generate Equivalent Fractions Fraction strips are great visual models that support young mathematicians with learning to compare fractions. The fourth video in this series clearly models how this tool is used with numerous examples of equivalent fractions. Extend the... 4 mins 2nd - 5th Math CCSS: Designed

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CC-MAIN-2016-44

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Matter and Interactions The teacher will use this video to introduce students to the concept of solids, liquids, and gases. Once the video is complete, the class will reconvene and give examples of each of the states of matter. 2 Direct Instruction Students will view the Bill Nye video on Matter. Once the video is over, the class will reconvene and the teacher will go through a short power point presentation on the concepts covered. 3 Guided Practice Teacher will create a lab for students to help students decipher between the three stages of matter. This will be done in small groups during the lesson. 4 Independent Practice Students will answer questions that are found in the student instructions section. These questions will be used to compile an exit ticket for the wrap up. Answer the following questions: - Name all three of the states of matter - Give three characteristics for each of the three states of matter. 5 Wrap Up Students will create a table of the three states of matter they explored during their lesson today. Within the table, students will categorize their findings as either a solid, liquid or gas. Students are to follow the instructions the the 'Student Instruction' box Using the data you gathered from your investigation, make a chart to categorize the items you had to classify in the investigation based on their state of matter.

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CC-MAIN-2016-44

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Volume and surface area questions GCSE Maths Grade 8/9 Hi there, this is part 1 of the GCSE Maths Grade 8/9 Volume and surface area questions. The lesson slides are attached so that you can follow along with the lesson. You can also view the solutions if you just came here for those too 🙂 If you would like to join my GCSE Skype group lessons, or would like 1-2-1 GCSE Maths coaching, then contact me here on through my website. Volume and Surface Area GCSE Exam Questions - The diagram shows a solid wax cylinder. The cylinder has base radius 2x and height 9x. The cylinder is melted down and made into a sphere of radius r. Find an expression for r in terms of x. - A cylinder has base radius x cm and height 2x. A cone has base radius x cm and height h cm. The volume of the cylinder and the volume of the cone are equal. Find h in terms of x. Give your answer in its simplest form. - The diagram shows a solid cone and a solid hemisphere. The cone has a base of radius x cm and a height of h The hemisphere has a base of radius x cm. - The diagram shows a solid hemisphere of radius 5cm. Find the total surface area of the solid hemisphere. Give your answer in terms of π.The surface area of the cone is equal to the surface area of the hemisphere. Find an expression for h in terms of x. - The radius of a sphere is 3 cm. The radius of the base of a cone is also 3 cm. The volume of the sphere is 3 times the volume of the cone. Work out the curved surface area of the cone. Give your answer as a multiple of π. Don’t for get to like, share and subscribe to my YouTube Page and visit my Instagram at deptfordtutors IF YOU ARE USING AN APPLE DEVICE TO VIEW THESE DOCUMENTS, PLEASE MAKE SURE THAT YOU’VE DOWNLOADED THE MICROSOFT WORD APP TO YOUR DEVICE FIRST, SO THAT YOU CAN VIEW IT CORRECTLY!

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CC-MAIN-2019-22

https://www.deptfordtutorsmathsenglish.com/grade-9-a-and-a-star-volume-and-surface-area-questions/

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The Problem of the Day will give insight to student understanding of the different quadrilaterals. The explanation as to why the other choices are correct may indicate if students need scaffolding to learn about 3D figures. The lesson begins with a review question for the Problem of the Day. Which of the following types of quadrilaterals could be described by these properties: has all sides equivalent and has all angles equivalent? Explain why the other choices are not correct. During class discussion, students should provide answers that display their ability to distinguish each quadrilateral. The vocabulary activity will serve as notes for the lesson. While students are completing the activity, they can write down the definition to use as a resource when completing the 3D Exploration. The 3D Exploration guides students to look at the different components and characteristics of 3D figures. If students complete the chart as individuals then compare information with a partner, they can consider the thinking of others as they make their own meaning. Students will take turns completing the vocabulary activity on the SMARTboard. As volunteers attempt to complete the activity, the class will add the terms and definitions, along with an illustration, to their notebooks. Exploration of 3D Figures To complete the chart, students will work as individuals. Once the chart is complete, they will compare charts then discuss responses to the reflection questions with a partner. Whole class discussion should include questions regarding the differences between figures i.e. compare/contrast triangular and rectangular pyramids. Students can sort the objects using the labels and create a poster with the objects if there is time. If time does not permit, student pairs can present the category they created and volunteers can be chosen to discuss objects placed in the categories given. To summarize the lesson, student partners will sort figures into categories and use available labels to describe the categories. There is a blank label for students to create another category to use with the figures. The report out after the sort should include each pair giving their created category and telling which figure(s) fall into that category.

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CC-MAIN-2019-22

https://betterlesson.com/lesson/441826/introduction-to-3d-figures

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Your student will practice informative writing with this worksheet. Informative / Expository Writing Prompts Expository writing, sometimes called informative writing, seeks to relay information to the reader. It is one of the main modes of writing and includes such formats as reports, instructions, term papers and even business letters. Since this is the type of writing that most students will use in their adult lives, it is important that they learn to convey information clearly and concisely. To use the expository worksheets below, click on the title. You may then view the details and download it for free for home use or the classroom. Check out all of our writing prompts. In this writing worksheet, your student will write about something green. In this worksheet, your student can practice writing informational text. This writing prompt has your student writing an informative piece on her hometown. This writing worksheet will help your student with informational writing. Your student will practice informative writing in this worksheet about explaining the rules of a game. This worksheet on informative writing asks your student to compare two people in history.

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CC-MAIN-2019-22

https://www.k12reader.com/subject/composition/prompts/informative-expository-writing-prompts/

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Common And Proper Nouns Worksheet 1St Grade. Click on the image to display our pdf worksheet. In fact, proper nouns are specific names for particular things, places, or people. Part of a collection of free grade 1 grammar worksheets from k5 learning. Award winning educational materials designed to help kids succeed. Proper nouns can be easily identified in a sentence. Table of Contents Second, It Always Starts With A Capital Letter. Part of a collection of free grade 1 grammar worksheets from k5 learning. Sometimes a proper noun can contain two. The moffatt girls fall math and literacy packet 1st grade common and proper nouns proper nouns proper nouns worksheet. Beginner First Grade Common And Proper Nouns Worksheets For Grade 1. Browse printable 1st grade common core proper noun worksheets. First grade proper noun worksheets. Award winning educational materials designed to help kids succeed. Learning The Difference Between Common Nouns And Proper Nouns Is Simple With This Set Of 3 Worksheets! Free interactive exercises to practice online or download as pdf to print. Plural and possessive nouns are introduced. Sort common and proper nouns first grade worksheets. The Focus Is On Identifying Simple Nouns Either In Isolation Or In A Sentence. 4 practice worksheets covers the first grade language standard l 1 1b each page has. These language worksheets are perfect for students in the first grade. Second it always starts with a capital letter. Worksheets Are Grade 1 Common Proper Nouns B, Grade 1 Nouns Work, First Grade Noun Work For Grade 1, Proper Nouns, Proper Noun Sentences Work, First Grade Proper Nouns Work, Common And Proper Nouns, Work On Proper And Common Nouns For Grade 1. This resource contains everything you need. Common and proper nouns worksheets and printables explore set of free worksheets for elementary grade kids to practice common and proper. This set of noun activities for kindergarten and first grade students includes noun anchor charts, noun games, noun worksheets and pocket chart sorting activities.

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Many factors affect rates of chemical reactions - pressure of gases, temperature, surface area of solids, concentration and if there is a catalyst. Anything that will change the probability of particles colliding or change the energy of the collisions will affect the rate of a reaction. This is the last of three GCSE Chemistry quizzes looking at these factors. When investigating rates of reaction, it is necessary to make a series of measurements over a period of time, for example, how much hydrogen is produced during the reaction of an acid with zinc. The experiment should be repeated several times and, after discarding any anomalous results, the readings averaged and plotted on a scatter graph with time along the horizontal axis. The line of best fit will usually be a curve, with the steepest gradient at the start indicating the fastest rate of reaction. Where the curve is horizontal, is shows that the reaction had finished. The conditions of the experiment can then be changed and the whole process repeated. Plotting the results on the same graph, using different colours, gives a quick and easy visual interpretation, from which you can write your conclusion. When working out rates of reaction mathematically, as higher tier candidates are more likely to do, dividing the amount of reactant used (or product formed) by the time taken gives a valid rate. This is effectively the same as working out the gradient of a graph. If 15 cm3 of carbon dioxide were released in the first 20 seconds of a reaction, the rate would be 0.75 cm3/s. Later in the reaction, it may take 45 seconds to produce 10 cm3 of carbon dioxide, in which case the rate would have dropped to 0.22 cm3/s. This slowing down of the rate occurs because the concentration of one or both of the reactants changes during the reaction. Professional scientists usually refer to the initial rate of reaction, in other words the rate at the very start. How would a decrease in temperature affect the rate of a reaction? What about surface area? Have a go at this quiz and test your knowledge of the factors which affect rates of reaction, such as temperature, surface area or pressure.

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CC-MAIN-2019-22

https://www.educationquizzes.com/gcse/chemistry/rates-of-reaction-3/

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This quiz is for teaching children when and how to use the conjunctions ‘And’ or ‘But’. To agree, the word ‘and’ is used, but to disagree the word ‘but’ is used. It identifies two of the most common words used by Key Stage 1 children and highlights the difference one word can make to their sentences. This quiz will also recap all the basic sentence rules like capital letters and full stops which will reinforce children’s knowledge of literacy and English. When we write sentences, we often link two ideas with the words ‘and’ or ‘but’. The word ‘and’ adds detail to what you’ve already said but the word ‘but’ disagrees. Every sentence you write must always start with a capital letter and full stop. To see a larger image, click on the picture.

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CC-MAIN-2019-22

https://www.educationquizzes.com/ks1/english/conjunctions-and-or-but/

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Students discover the Central Limit Theorem by simulating rolls of two, four, and seven number cubes via the random number generator. In problem 1, students are grouped by threes. The first person simulates rolling two number cubes 10 times, saying the results of each roll aloud. The second person will calculate the means of the two numbers on the Home screen. The third person will record the means, both in the List Editor. Students will then perform a simulation of rolling four and seven number cubes, finding the means, and recording them in the spreadsheet and on the worksheet. After each simulation, students will create a histogram. The groups finish, they discuss the answers to the questions. They will see that in the Central Limit Theorem (CLT) the distribution of sample means becomes normal as n increases, regardless of the shape of the distribution of the population. It could also be normal, skewed, bimodal, or have no pattern. At the end of this activity, students will be able to state the Central Limit Theorem. © Copyright 1995-2019 Texas Instruments Incorporated. All rights reserved.

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CC-MAIN-2019-22

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Elementary Spanish/Unit1 Sec1 Unit 1: Elementary Spanish In this Unit, we will focus on the themes of personal experience and family tradition. |First, we'll start with a warm up activity, that introduces us to frequently used questions and responses.| |We will begin the first Spanish lesson by reviewing contextualized language in a story. After, we will discuss the nouns, infinitive verbs, and how they are used with subject pronouns.| First, we'll start off with some warm up questions. |In this section, we'll begin a more focused practice on nouns and verbs. | Working through these activities, we will gain better familiarty with nouns and verbs used within the story, as well as grammatical explanations for their implementation.

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CC-MAIN-2019-22

https://en.wikibooks.org/wiki/Elementary_Spanish/Unit1_Sec1

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In the same way that electrical current creates a magnetic field, the reverse is also true. In this activity, your students will build electric motors that are enabled by magnets. This hands-on experience has real-world application, as all electric motors in our lives come from this basic principle. Each group will need: It’s a good idea to build your own electric motor in advance so you know how to do the activity and you can work through the troubleshooting steps. Put your students into groups of two or three and then have them follow the following steps: If the coil doesn’t spin, here are some things students can try: Make sure your students make observations on their "Build an electric motor" worksheet and that they complete the analysis. Have the groups share their experience creating an electric motor. Students can talk about what they found challenging, how they solved problems, and what success looked like. Students can test different variables that affect the way an electric motor works, including: Describe what you see. Include sketches as necessary. What do you hear? How long did your coil spin? What would make it stop? Analysis and conclusions Using your understanding of electricity and magnetism, explain in your own words what is happening in the circuit to make the coil spin. What questions about electromagnetism do you have after today’s activity?

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CC-MAIN-2019-26

https://schools.bchydro.com/activities/7

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In Week 1, students are introduced to the ten fundamental principles on which the study of economics is based. Throughout this course, the students will use these ten principles to better develop their understanding of economics and how society manages its scarce resources. Students will see how markets work using supply and demand for a good to determine both the quantity produced and the price at which the good sells. The concepts of equilibrium and elasticity are used to explain the sensitivity of quantity supplied and quantity demanded to changes in economic variables. Students will see how government policies impact prices and quantities in markets. Resources: Principles of Microeconomics, Ch. 1, 2, 3, 4, and 6. Identify the fundamental lessons the Ten Principles of Economics teaches regarding: - How people make decisions - How people interact - How the economy works as a whole Explain the following to help the committee members understand how markets work: - How society manages its scarce resources and benefits from economic interdependence. - Why the demand curve slopes downward and the supply curve slopes upward. - Where the point of equilibrium is and what does it determine? - The impact of price controls, taxes, and elasticity on changes in supply, demand and equilibrium prices. Format consistent with APA guidelines.

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CC-MAIN-2022-33

https://www.collegepapershelp.com/identify-fundamental-lessons-ten-principles-economics-teaches-regarding/

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

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CC-MAIN-2019-30

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

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en

The Basics of Working with Exponents Exponents (also called powers) are shorthand for repeated multiplication. For example, 23 means to multiply 2 by itself three times. To do that, use the following notation: In this example, 2 is the base number and 3 is the exponent. You can read 23 as “2 to the third power” or “2 to the power of 3” (or even “2 cubed,” which has to do with the formula for finding the value of a cube). Here’s another example: 105 means to multiply 10 by itself five times That works out like this: This time, 10 is the base number and 5 is the exponent. Read 105 as “10 to the fifth power” or “10 to the power of 5.” When the base number is 10, figuring out any exponent is easy. Just write down a 1 and that many 0s after it: |1 with two 0s||1 with seven 0s||1 with twenty 0s| |102 = 100||107 = 10,000,000||1020 = 100,000,000,000,000,000,000| Exponents with a base number of 10 are important in scientific notation. The most common exponent is the number 2. When you take any whole number to the power of 2, the result is a square number. For this reason, taking a number to the power of 2 is called squaring that number. You can read 32 as “three squared,” 42 as “four squared,” and so forth. Here are some squared numbers: Any number (except 0) raised to the 0 power equals 1. So 10, 370, and 999,9990 are equivalent, or equal, because they all equal 1.

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CC-MAIN-2019-30

https://www.dummies.com/education/math/pre-algebra/the-basics-of-working-with-exponents/

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In Aristotle's theory of motion, projectiles were pushed along by an external force which was transmitted through the air. His medieval successors internalized this force in the projectile itself and called it "impetus." This impetus caused the object to move in a straight line until it was expended, at which point the object fell straight to the ground. While objects projected through small distances may appear to behave in this manner, under closer inspection and when viewing projectiles traveling greater distances, it becomes clear that projectiles do not behave in this manner. During the Renaissance, the focus, especially in the arts, was on representing as accurately as possible the real world whether on a 2 dimensional surface or a solid such as marble or granite. This required two things. The first was new methods for drawing or painting, e.g., perspective. The second, relevant to this topic, was careful observation. With the spread of cannon in warfare, the study of projectile motion had taken on greater importance, and now, with more careful observation and more accurate representation, came the realization that projectiles did not move the way Aristotle and his followers had said they did: the path of a projectile did not consist of two consecutive straight line components but was instead a smooth curve. Now someone needed to come up with a method to determine if there was a special curve a projectile followed. But measuring the path of a projectile was not easy. Using an inclined plane, Galileo had performed experiments on uniformly accelerated motion, and he now used the same apparatus to study projectile motion. He placed an inclined plane on a table and provided it with a curved piece at the bottom which deflected an inked bronze ball into a horizontal direction. The ball thus accelerated rolled over the table-top with uniform motion and then fell off the edge of the table Where it hit the floor, it left a small mark. The mark allowed the horizontal and vertical distances traveled by the ball to be measured. By varying the ball's horizontal velocity and vertical drop, Galileo was able to determine that the path of a projectile is parabolic. A page from Galileo's notebooks, showing an experiment such as the one described here. See Stillman Drake, Galileo's Notes on Motion, monograph 5, Annali dell'Istituto e Museo di Storia della Scienza (Florence, 1979), p. 79.

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CC-MAIN-2017-04

http://galileo.rice.edu/lib/student_work/experiment95/paraintr.html

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en

What are Fraction Circles? Maybe you already know what they are and that's why you arrived at this page. If so, keep on reading and I'm sure you'll find the fraction activities here to be of great use. If you're not so familiar with these circular fractions, you'll learn how beneficial they can be for helping students get a handle on fractions. They allow students to explore fractions in a hands-on and visual manner. - Equivalent fractions - Common denominators - Comparing fractions - Ordering fractions - Basic operations of fractions a good idea for your students to get familiar with the circles by giving each of them a set and a small bit of time to explore them and how the different circles relate to each other. - Have students count the number of red pieces it takes to make one whole. Then have someone or all of the students count the number of green pieces it takes to make one whole. Do this for as many of the different colored circles as you feel gives them a sense of is - Have pairs of students compare a circle divided into more parts with one divided into a lesser number of parts. Then they should discuss what observations they are able to make. - Comparing Ordering Fractions: Which fraction is larger: 2/3 or 5/6? How do you know? Put the following fractions in order from smallest to largest: 2/5, 3/4, 1/3, - How many different ways can you make one-half? one-third? one-fourth? - Equivalent fractions: What is another fraction that is equivalent (the same as) to three-fourths? nine-twelths? - Adding Fractions: Add 1/2 + 2/3 with the fraction circles. What other way (equivalent fraction) is there to represent this sum? - Division of Fractions: How many times does 1/10 fit into 3/5? This has the same meaning as 3/5 / 1/10. Go to main Fraction Games page Return from Fraction Circles to Learn With Math Games Home

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CC-MAIN-2017-04

http://www.learn-with-math-games.com/fraction-circles.html

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en

A formula is a special type of equation that shows how two or more variables (letters) are related. You will already be familiar with some, like the formula for the area of a rectangle. If you know the length and width, you can use the formula to calculate the area. A useful thing about formulas is that you can rearrange them to work out the value of another variable. So if you know the area of a rectangle and its width, you can calculate the length. Test your skills in using and rearranging formulae in this GCSE Maths quiz. You have to know how to SUBSTITUTE a value into a formula – you do this when you are told what value a variable has. Every time the letter appears in the formula, replace it with the number, remembering to keep the same relationships such as multiplying or adding. The ‘subject’ of a formula is the variable that everything else is equal to. It is usually on the left-hand side of the equal sign, but it doesn’t have to be. You may be asked to ‘change the subject of the formula’ – this means you have to carry out algebraic manipulation to rearrange the variables. This is similar to solving equations, in that you are trying to remove everything from the variable that is to be the subject. However, they don’t just disappear, but have to appear on the other side of the equal sign, retaining the correct relationships with the other variables.

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CC-MAIN-2019-30

https://www.educationquizzes.com/gcse/maths/formulas-f/

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en

Note: This is part 2 in a multi-part series on fractions. In part 1, I discussed two different meanings for fractions, I recommend you start there. The Whole Story Discussing fractions without discussing their associated whole (also called referent unit) can be problematic. The quantity is assumed to refer to some referent unit. However, I can show students a picture such as this Each response is possibly correct. If the first student was thinking of one of the bars as the whole, than she is correct that the shaded region is of that whole. If instead, a student perceived both bars together as a whole, then 2 shaded boxes would represent of that whole. Thus, it is incredibly important to clearly define the whole when discussing fractions in school mathematics. Typically, teachers are not very clear on what the referent unit is when discussing fractions. This may lead to some student confusion. For example, if I ask a student which is bigger, or , it is typically assumed that they are referring to the same whole and so is indeed less than . However, if I add in a context then this may not actually be the case. For example, I might compare of a mouse’s weight and of an elephant’s weight. This might cause some confusion because students are typically given blanket statements that is always less than without stating that this is assuming that they are referring to the same whole. Another reason why understanding the whole is essential is that some operations with fractions involve consistent referent units (addition and subtraction) while others do not (multiplication and division). For example, in the equation x + y = z (where x, y and z are fractions) x, y, and z each refer to the same referent unit. However, in the equations xy = z, the referent unit for x differs from y and z. I will explore this further in part 3.

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CC-MAIN-2019-35

https://mathematicallyeducated.com/2018/02/18/fractions-part-2-the-whole/

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You are given a string s. Among the different substrings of s, print the K-th lexicographically smallest one. A substring of s is a string obtained by taking out a non-empty contiguous part in s. For example, if s = ababc are substrings of s, while z and an empty string are not. Also, we say that substrings are different when they are different as strings. Let X = x1x2...xn and Y = y1y2...ym be two distinct strings. X is lexicographically larger than Y if and only if Y is a prefix of X or xj > yj where j is the smallest integer such that xj ≠ yj. - 1 ≤ |s| ≤ 5000 - s consists of lowercase English letters. - 1 ≤ K ≤ 5 - s has at least K different substrings. - 67 points will be awarded as a partial score for passing the test set satisfying |s| ≤ 50. Input is given from Standard Input in the following format: Print the K-th lexicographically smallest substring of K. Sample Input 1 Sample Output 1 s has five substrings: Among them, we should print the fourth smallest one, Note that we do not count Sample Input 2 Sample Output 2 Sample Input 3 Sample Output 3

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CC-MAIN-2019-35

https://dunjudge.me/analysis/problems/1595/

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- Form: the way in which the word is spelled according to how it is being used (e.g. ‘child’ is singular but changes its form when it is plural, ‘children’) - Feature: distinctive characteristics that don’t necessarily carry meaning, such as words beginning with ‘wr’. - Function: what a word does in a sentence and how that is indicated in its spelling (e.g. words beginning with un- tend to indicate negatives and so ‘unbelievable’, ‘uncouth’ and ‘undo’ are all related by function, whereas ‘uncle’ and ‘unctuous’ are related by feature only) Resources: lesson plan, example worksheet and example lesson Duration: 90 minutes When you type ‘word families’ into a search engine, 90% of what you see are resources on words which rhyme, with inexplicably random exercises on -ap, -op, -ip etc. words. There are much better ways to teach rhymes and blends (a topic we’ll save for another day). In the meantime, to get an expert’s view on the definition of a word family, perhaps reading Dick Hudson’s thoughts on the subject will prove enlightening. To book this presentation at your school, please contact us.

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CC-MAIN-2019-35

https://lifelongliteracy.com/word-families/

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Using Grammatical Sentence Patterns How are sentences formed? Most simple sentences in English follow 10 sentence patterns. These structures are shown in the following examples. - Subj+be+adverbial of time/place Adverbial is an umbrella term which covers all adverb forms, whether single forms, phrases, or clauses. - Subj+be+adjectival Adjectival is an umbrella term which covers all adjective forms, whether single words, phrases, or clauses. - Subj+be+nominal Nominal is an umbrella term which covers all words that function as a noun, whether single words, phrases, or clauses. Linking verb sentences… - Subj+linking verb+adjectieval - Subj+linking verb+nominal Intransitive verb sentences… - Subj+VI VI = verb intransitive Transitive verb sentences… - Subj+VT+DO VT = verb transitive; DO = direct object - Subj+VT+IO+DO IO = indirect object - Subj+VT+DO+adjective (object complement) - Subj+VT+DO+noun (object complement) - The students are here. - She is in a bad mood. - The astronaut is an old man. - The students seem diligent. - The students became scholars. - The students rested. - That car needs new tires. - The teacher made the test easy. - They named their dog Oscar. - The judge awarded Mary the prize. LINK TO PRINTABLE PDF:

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CC-MAIN-2019-35

https://www.kent.edu/writingcommons/using-grammatical-sentence-patterns

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In this worksheet your student will write metaphors and similes about himself. A metaphor is one kind of figurative language, as shown in our metaphor worksheets. These metaphor worksheets will help students explore the difference between similes and metaphors. These metaphor worksheets will teach students to identify metaphors, use metaphors in writing and distinguish between metaphors and similes. Each of the metaphor worksheets are free to duplicate for home or classroom use. Helpful Definitions and Examples Metaphor Printable Worksheet Activities Students underline all the metaphors in this brief story called, “The Haircut”. Students read each sentence and tell what each metaphor is comparing. This worksheet features a variety of metaphors and similes from Shakespeare for your student to anaylze. Your student is asked to explain the meanings of these metaphors and similes in this worksheet. Students underline the metaphor and circle the people or objects that the metaphor is being used to compare. Metaphors are great, until they get mixed up! Students read each sentence and re-write it using a metaphor. The job was a breeze. Casey is a night owl. These are examples of metaphors. Print out this free worksheet and have your students identify the metaphors as well as come up with their own. A metaphor worksheet that prompts students read each sentence and explain what the metaphor compares Your student will decide which is a metaphor and which is a simile in this worksheet. Similes are fun to write, especially in this Christmas themed worksheet! Along with similes, students will also write a sentence using metaphors. This multiple choice worksheet asks your student to identify the type of figurative language used in the sentence or phrase. In this worksheet your student will match up the figures of speech with the phrase or sentence. In this worksheet about the famous Christmas poem “A Visit from St. Nicholas,” your student will find the similes and metaphors.

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CC-MAIN-2022-40

https://www.k12reader.com/subject/figurative-language-worksheets/metaphor-worksheets/

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The Pythagorean Theorem states that the area of the two sides forming the right triangles is equal to the sum of the hypotenuse. Commonly we see Pythagorean theory shown as a^2 + b^2 = c^2. Many of the proofs for the theorem are beautiful geometric designs, such as Bhaskara’s proof. You can incorporate this famous theory into various art projects. Finding the Hypotenuse This activity requires the students to rearrange the five shaded pieces to create a larger square, which is a proof of the Pythagorean Theorem. Have the students cut out each of the shaded sections and color or design them any way they want. It may take them a while to determine how to put the square together, but the end result will be an interesting mosaic of designs. Another art project can be providing students will many different sizes of squares. Each square can fit into one triangle. Have the students first do all the designs on the squares. Have them determine which squares go together to create a right triangle. Glue the squares onto construction paper. The students can then finish the project by designing the interior of the right triangle. Instruct the students to make a dot drawing of a square. Then have them draw a number of different right triangles within the square. When they have completed this drawing, have them create a right triangle and make the dots to complete squares on each of the sides of the triangle and hypotenuse. Then provide the children with materials such as cotton balls, sea shells or googly eyes to create artwork demonstrating the Pythagorean theory. Some famous pieces of art demonstrate the use of Pythagorean Theorem. Show your students some of the works. Challenge them to create a piece of art that demonstrates the theory without necessarily drawing a formal triangle in their artwork. Keep samples of the artwork available for the children to use as guides. - triangle texture image by michele goglio from Fotolia.com

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CC-MAIN-2019-39

https://sciencing.com/pythagorean-theorem-art-project-ideas-7896019.html

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The chapter will continue with lessons on how to perform the basic operations of addition, subtraction, multiplication and division with real numbers. All of these operations will then be applied to order of operations. Students will also learn how to express a fraction as a decimal and a decimal number as a fraction. The final section of the chapter will deal with representing real numbers on a number line. In this chapter you will do the following lessons: - Addition of Real Numbers - Subtraction of Real Numbers - Multiplication of Real Numbers - Division of Real Numbers - Properties of Addition - Properties of Multiplication - Order of operations with Real Numbers - Decimal Notation - Graphing real Numbers on a Number Line

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CC-MAIN-2017-13

http://www.ck12.org/book/CK-12-Algebra-I-Honors/r3/section/1.0/

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en

Stage 2 - Unit 3 – What is bullying? Broad focus for an inquiry: Personal and social capabilities, ethics and ethical thinking - What is bullying? - Why do people bully? - How do we respond to bullying? - How can we prevent bullying? Understandings, skills and values - Recognising bullying behaviour. - Why some people bully. - How to respond to bullying. - How to be an active bystander (upstander) and assist others who are being bullied. - Know the whole school anti-bullying approach. Questions about diversity Students work in groups to brainstorm what they already know about bullying and create questions they would like to investigate. Display these ideas in the classroom and encourage students to add ideas as the unit progresses. What is bullying? In groups students research one of the following topics and share their findings with the class: - types of bullying - why people bully - ways to respond to bullying - the impact of bullying - how to prevent bullying. Students could choose how to present their findings. This could present a short dramatic performance, a news report (written, multi-media, video) or poster. This activity could conclude with students contributing to a class retrieval chart such as a K-W-L chart (what I know, what I want to know and what I learned). How to respond to bullying In small groups, students prepare and present role plays about bullying scenarios. Discuss and identify the bystanders, the person experiencing bullying and the person displaying bullying behaviour. Students can practice using the whole school responses to bullying behaviour. Reflecting on learning Students return to their previous groups and list what they have learned about bullying. Groups report back to the class. Investigate any further questions that arise. Concluding and acting Encouraging upstander behaviours In groups, students create posters and displays to support positive whole school responses to bullying and to promote messages about being an active bystander (upstander).

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CC-MAIN-2019-39

https://antibullying.nsw.gov.au/educators/resources/catalogue-blue/unit-3-what-is-bullying

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Students explore an animated unit circle, looking for patterns. The interactive content allows students to control the level of assistance when answering questions. To understand relationships such as –sin(x)=sin(-x) switch the hint on to see a triangle with its corresponding reflection. The graph of sin(x) is broken into four parts to align with each quadrant of the unit circle and finally, exact angles are reviewed. Explore the connection between the unit circle and periodic patterns in the sine ratio and align these with the graph of sin(x). Unit circle, exact value, sine, About the Lesson Students start by passively observing an animation of the unit circle with a view to identifying some of the periodic patterns that occur in the sine ratio. These observations turn a literal response into a rule with the assistance of CAS. Patterns from the unit circle are then applied to a basic graph of sin(x) that is broken up into the respective quadrants followed by practicing calculations with exact angles and the material learnt to date.

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CC-MAIN-2022-49

https://education.ti.com/en-au/activity/detail?id=393A73FD289C48F681DB49443DDB04A7

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We have spent a lot of time this half term studying fractions. We have learnt about what a fraction is, how to add and subtract fractions with different denominators, how to simplify and convert fractions, and more recently we have been looking at multiplying fractions by whole numbers. After half term, we will be exploring multiplying fractions by fractions and dividing fractions by whole numbers. Here is a link to lots of games which our class would find useful to help practise. We can also use IXL to practise calculating with fractions. Finding Fractions of Numbers Children could write the success criteria (in a comment) for how to do this strategy to help develop their understanding. If you have any questions about this strategy, ask away in the comments or in class.

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CC-MAIN-2017-13

http://year62015.mybaderblog.net/

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en

During the years between 1763 and 1789 Great Britain and America encountered much difficulty while trying to claim control over the frontier regions west of the Appalachian Mountains. However, their struggle for supremacy over the land was not new by any stretch; Britain and America had been battling one another to dominate the lands from the time before the American Revolution through the time up until the Critical Period. Their ongoing contest and lust for more land eventually produced problem after problem and greatly affected all attempts, British and American, at controlling the wild frontier. One of the earliest problems faced by both parties was the fact that the Native Americans were already settled in the land the newcomers were trying to claim, thus, posing problems which eventually led to border disputes. At this time, America was still under the British rule, and Parliament passed The Proclamation of 1763, which graphed an invisible line from the north to the south along the ridge of the Appalachians. The purpose of this proclamation was to provide the colonists with a restriction on where they could settle; if they moved past the line, they would be in danger of Indian raids seeing that the British army would not protect any one outside of it. Britain was trying to protect the settlers, but it was not possible if they were scattered all across the countryside. The Americans did not take this lightly; they were upset that people over 3,000 miles away were dictating where they could and could not live, so they rebelled and took their chances with living on the frontier. After the American Revolution, many of the colonies had claimed enormous amounts of land west of the Proclamation line. Virginia, Connecticut, and Massachusetts held the largest claims out of the thirteen. Many...

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CC-MAIN-2017-17

http://www.writework.com/essay/land-my-land-between-1763-and-1789-use-and-control-frontie

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en

Hot molten rock that forms underground is known as magma. During a volcanic eruption, the magma that is ejected onto the surface is referred to as lava. The solid form of magma after it has cooled down is called an igneous rock. Beneath Earth's surface, magma occurs either as a molten or semi-liquefied combination of four primary components: thermal fluid base, crystallized minerals, dissolved gases and solid rocks. The hot liquid base, which is called the melt, causes minerals to develop crystalline structures. Nearby rocky materials are also assimilated into the melt during magma formation. Magma is characterized by its exceedingly high temperature, which ranges between 1,292 and 2,372 degrees Fahrenheit. The properties of magma are influenced and determined by several factors, such as variations in subterranean pressure and temperature. Changes in the structures found in Earth's mantle and crust may also affect magma formation.

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CC-MAIN-2019-43

https://www.reference.com/science/hot-molten-rock-c53566b3eda8e5d1

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en

It is wonderful to see students as young as 5 years old become completely engaged in creating simple step-by-step instructions using a program like Scratch Jr or witness an 11-year old solve a problem and move up a level after debugging a misstep within her instructions. But do these students know that this is computational thinking? Do they understand that with these programs they are decomposing, abstracting, searching for patterns, and creating algorithms? Much like a person would use a recipe when baking a cake, a computer is programmed with a set of instructions to perform a task or multiple tasks. With coding unplugged (no technology devices within the lessons), students are beginning to see the logic and reasoning behind coding. They learn to use symbols to communicate and that these symbols must be clear and precise. Students also learn how to take a big problem and break it down into smaller problems to create basic computer programs. With coding unplugged, students gain a deeper understanding of computer science while developing the skills of critical thinking, problem solving, collaboration, creativity, and perseverance. If you are interested in coding for children, the primary school is currently using Code.org resources. However, please feel free to explore more resources below:

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CC-MAIN-2019-47

https://portfolioforclaire.com/2016/02/12/coding-unplugged/

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en

The following videos demonstrate ways of developing pupils' maths skills at home. In this 'Number Recognition' video, we ask, "How many ways can you show me 5?" This helps children to show that they understand the value of a number and to count using one-to-one correspondence (touching each item as they count it). In this 'Number Bonds' video, we demonstrate different ways of showing number bonds to 10. Bridging Ten (Adding three numbers that equal a number greater than 10) In this video we demonstrate the method used to add three single digit number that will equal a total greater than 10. This method uses the children's knowledge of number bonds to 10; they should choose the two numbers that make 10 and then add on the final number.

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CC-MAIN-2019-47

https://www.shorehamvillageschool.net/supporting-learning-at-home/

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en

The armistice was agreed on the 11 November 1918, but the formal peace treaty was not agreed until the following year. This peace treaty became known as The Treaty of Versailles. It was signed on the 28 June 1919. The discussions about the treaty between Britain, France and the USA began in January 1919. Germany was not invited to contribute to these discussions. Germany assumed that the 14-point plan, set out by President Woodrow Wilson of the USA in January 1918, would form the basis of the peace treaty. However, France, who had suffered considerably in the war, was determined to make sure that Germany would not be able to challenge them again. Under clause 231, the ‘War Guilt Clause’, Germany had to accept complete responsibility for the war. Germany lost 13% of its land and 12% of its population to the Allies. This land made up 48% of Germany’s iron production and a large proportion of its coal productions limiting its economic power. The German Army was limited to 100,000 soldiers, and the navy was limited to 15,000 sailors. As financial compensation for the war, the Allies also demanded large amounts of money known as ‘reparations’. The Treaty of Versailles was very unpopular in Germany and was viewed as extremely harsh. Faced with the revolutionary atmosphere at home, and shortages from the conditions of war, the German government reluctantly agreed to accept the terms with two exceptions. They did not accept admitting total responsibility for starting the war, and they did not accept that the former Kaiser should be put on trial. The Allies rejected this proposal, and demanded that Germany accept all terms unconditionally or face returning to war. The German government had no choice. Representatives of the new parties in power, the SPD and the Centre Party, Hermann Müller and Johannes Bell, signed the treaty on the 28 June 1919. Many Germans were outraged by the Treaty of Versailles. They regarded it as a ‘diktat’ – dictated peace. Müller and Bell were branded the ‘November Criminals’ by the right-wing and nationalist parties that opposed treaty.

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CC-MAIN-2019-47

https://www.theholocaustexplained.org/the-nazi-rise-to-power/the-effects-of-the-first-world-war-on-germany/the-treaty-of-versailles/

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en

The Indian Removal Act of 1830 gave the President of the United States the power to trade unsettled land to the Indians for land they inhabited in the same state. Andrew Jackson signed this act into law on May 28, 1830. It led to the famous "Trail of Tears" for the Cherokee nation, which led to the death of 4000 Indians who were removed from their land and forced to go west. The Indians had always been in danger of losing their land since the Europeans began arriving in America. Once the colonies became a nation, the government passed laws affecting the Indians' rights to land. One law prohibited them from actually owning any land. The Cherokees attempted to make themselves a sovereign nation in an attempt to carve out an area they called their own. President Jackson encouraged the passing of the Indian Removal Act to allow him and future presidents the right to move Indians westward, giving them unsettled land in trade for their land east of the Mississippi River. Some Indian tribes complied with the law, but others resisted and refused to sign any proposed treaties. Those groups that did sign treaties found that the government did not always honor them. Within seven years, 46,000 Indians had been removed from their homes.

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CC-MAIN-2019-47

https://www.reference.com/history/did-indian-removal-act-1830-ac02fa4e8d955ea

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en

This student-friendly document is a great reference in any English or Content Area classroom! Students gain insight into ways authors build sentences so that they can see how they can break them down to make meaning. Handout includes a student-friendly definitions and examples of the following features of grammar: 1. Compound Sentences Common Core Standards Conventions of Standard english 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

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CC-MAIN-2017-22

https://www.teacherspayteachers.com/Product/Understanding-Content-Using-Grammar-Student-Handout-903234

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en

Researchers have found that students in the United States often view the equal sign as a “do something” signal. What can we do to help students absorb the concept of balance that the equal sign represents? The Common Core Standards for Grade 1 Mathematics provides us with a guide: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2. In order for young children to appreciate the balance inherent in an equation, they need to see different forms of number sentences, where numbers and operations can appear on either side of the equal sign: 1 + 3 = 4, but also 4 = 1 + 3 (this is also an example of the Symmetric Property: If a = b, then b = a) 4 + 1 = 3 + 2, leading to 4 + 1 = __ + 2 In the second example above, many children will instinctively fill the blank with a 5, having become accustomed to the direction of “add 1 to 4” that they believe the equal sign represents. This situation can be avoided by offering students a variety of number sentences and focusing on the relationship between the two sides of the equal sign, that is, that they represent the same quantity. And how often have you seen a student do the following? Question: Jill has some money for shopping. She buys two sweaters for $24 each and a pair of shoes for $32. If she has $6 left after shopping, how much money did she have at first? Solution: 6 + 32 = 38 + 24 = 62 + 24 = 86 Be sure to give feedback to students who show this kind of work so they can break the “equal sign as a do something” habit and learn to focus on the balance of equations.

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CC-MAIN-2023-06

https://mathspot.net/2012/11/16/understanding-the-equal-sign/

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en

Guided reading is a strategy that helps students become good readers. The teacher provides support for small groups of readers as they learn to use various reading strategies (context clues, letter and sound relationships, word structure, and so forth). The steps for a guided reading lesson are: Before reading: Set the purpose for reading, introduce vocabulary, make predictions, talk about the strategies good readers use. During reading: Guide students as they read, provide wait time, give prompts or clues as needed by individual students, such as “Try that again. Does that make sense? Look at how the word begins.” After reading: Strengthen comprehension skills and provide praise for strategies used by students during the reading. In room 4 we have been busy writing letters to each other. We have been learning how to write letters and how to address envelopes. Please encourage your child to write a letter at home to a friend at school and to post it in our letter box. Teach Your Child How to Write a Letter A handwritten letter is a treat to receive. It seems to convey that someone took the time to sit down and put their thoughts on paper- just for you! Children love to get letters, too. Watch a young face light up when they’ve received a letter from Grandma! It is something very special and very personal. Children can write letters as soon as they can write, even earlier if they dictate to Dad or Mum. Teaching your child to write a letter is handing them the power of the pen!

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CC-MAIN-2019-51

https://loukia1.wordpress.com/2013/05/

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en

Using the Verb "Be" In this verb worksheet, students use the correct form of the "be" verb to complete sentences. Verb forms are given in a word box. 3 Views 8 Downloads Conversation Pieces: A Verb Tense Activity Teach your English language learners about conversations by inviting them to participate in a conversation about an interesting object. Through this conversation, learners will naturally use various verb tenses and practice asking and... 3rd - 8th English Language Arts CCSS: Adaptable Rules For Using Irregular Verbs Add to the grammar toolboxes of young scholars with this comprehensive resource on irregular verbs. Offering clear instruction with the help of numerous examples, this reference document is perfect for upper-elementary English language... 2nd - 5th English Language Arts CCSS: Adaptable Irregular Verbs, Past Tense Clarify the difference between affirmative and negative responses in a grammar instructional activity, which provides several activities about irregular verbs in past tense. Kids read a chart and describe what someone did or didn't do on... 3rd - 8th English Language Arts CCSS: Designed

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CC-MAIN-2017-22

https://www.lessonplanet.com/teachers/using-the-verb-be-3rd-4th

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en

In many use cases, or due to certain business rules, we need to exit a loop in any programming language. Or, we need to stop a particular loop and continue with the rest of the code. This article will help you to understand the use of a break in Python which is mainly used to exit the loops in python programming. To achieve this we need to use “break” keyword while running a loop. Let’s take a very simple example of how to use a break in Python programming language. j= 1 for i in range (6): j=j*2 print ('i= ',i, 'j=',j) if j==32: break If we execute the above code in any Python interpreter, then we will see the following result : So let’s try to understand the code without adding the break statement. j= 1 for i in range (6): j=j*2 print ('i= ',i, 'j=',j) Now we see the code execute without any break. The loop starts from 1 till 5 as we have provided the range as “6” so starting from 0 till 5 the loop will execute : If we compare the code with a break keyword, we have given an argument as if the result of “j” will be 32, then end the execution of the code so that the loop will run till range 5, as at this point the result of “j” is “32”. This article was to explain and show you a simple programme on how to use a break statement in Python. I hope I’ve achieved just that. Thank you for reading my blog, the reference is taken from one of my article that was published by Experts-Exchange. Please feel free to leave me some feedback or to suggest any future topics.

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CC-MAIN-2019-51

https://slobaray.com/2018/03/08/using-break-condition-in-python/

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en

Students should use their prior knowledge and exposure to number lines to be able to represent equally spaced whole numbers on a number line and determine the distance by the number of whole units between the starting point and ending point. Students should understand that a number line is represents the distance from zero and the scale of the number line can vary depending on the distance between the tick marks. Use the number line shown to answer the following questions.a) What number is represented by Point A on the number line?b) What is the distance between Points A and B? c) What is 40 less than Point C? Click on the following links for interactive games. Click on the following links for more information. 2.9 Geometry and measurement. The student applies mathematical process standards to select and use units to describe length, area, and time. The student is expected to:

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CC-MAIN-2023-14

https://www.math4texas.org/Page/364

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en

Basic vocabulary: colours. In this activity the students will be engaged in learning the colour words following the visual prompts for each word. This 3 worksheet mini lesson introduces the students to the written form of the colours in Italian. 1st WS - Teacher can present the new words reading out lout for clear pronunciation. Students repeat and then read the words, they can also write the new word copying it from the example. 2nd WS - Students will focus mainly of the written form and the correct meaning: they will have to demonstrate to remember the correct meaning of the word colouring a white box. They have also further practice with the written form of the word. 3rd WS - Students will consolidate the knowledge of the written form of vocab. studied in the previous worksheets unscrambling the letters in order to write the correct spelling of the word. Tip: WS #2 and #3 can be used as tests. A product made by English Planet - the Store

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CC-MAIN-2017-26

https://www.teacherspayteachers.com/Product/Colours-in-Italian-Colori-in-Italiano-2033307

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en

Students roll a die twice to create a fraction. They will then determine if the fraction they rolled is a fraction or improper fraction. If it's an improper fraction, then they will need to divide the numerator by the denominator. They will then use this to help them write the mixed number. To further reinforce their understanding of what a fraction/mixed number means, they will also use the circles to create a visual representation of the fraction/mixed number. The bottom left corner includes guides on what halves, thirds, fourths, etc. looks like for a circle. This makes for a quick and fun math center activity. You can print these out and place them in sheet protectors so students can use a white board marker to easily fill in and erase.

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CC-MAIN-2017-26

https://www.teacherspayteachers.com/Product/Roll-a-Fraction-Math-Center-Activity-2616337

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en

The Creating expressions with parentheses exercise appears under the 5th grade (U.S.) Math Mission, Pre-algebra Math Mission and Mathematics I Math Mission. This exercise practices constructing numerical expressions that use parentheses. Types of Problems There are two types of problems in this exercise: - Write the expression: This problem presents a situation that can be modeled by a numerical expression. The user is asked to find a numerical expression to model the situation and write it in the space provided. - Determine which situation is modeled by the expression: This problem gives a numerical expression. The user is asked to read three scenarios and determine which of the is the situation modeled by the expression. Confidence with word problems and reading quantitative information would be a benefit on this problem but is not necessary. - Interestingly, any equivalent expression will be accepted. That means instead of writing it is possible to just write 9 and it will be accepted. This fact can increase efficiency. - The Determine which situation is modeled by the expression problem can be started before reading the scenario. Most are some things being added or subtracted, then at the end being multiplied. This can help to quickly determine which situation is being modeled.

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CC-MAIN-2017-26

http://khanacademy.wikia.com/wiki/Creating_expressions_with_parentheses

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en

ELA Assignments Go to Google Classroom to access online Language Arts assignments. Writing Tutorial 1: How to Write an Effective Paragraph In this flipped lesson, you will review how to structure an effective paragraph. This lesson also makes clear our expectations for how a proficient paragraph is written. ELA Unit 1: Setting and Characterization In this unit of study, you will review plot structure. You will also analyze the effect of setting and characters on the plot and resolution of the conflict. Characters:The subjects (people, animals, etc.) that the author writes about. The characters participate in events that move the plot forward. Plot:Story plot is all of the events of the story, from beginning to end. Characters and the setting are introduced during the exposition, which is the first part of the story. Conflicts, or problems, occur during the rising action, and the biggest moment of the story is called the climax. Setting:The setting refers to when and where a story takes place. Conflict:The conflict is the problem the character faces. Examples: The conflict may be between two characters, between the main character and nature, or between the main character and himself. Theme: The theme of a story is the lesson, message, or moral that the author is trying to communicate through the plot and characters.

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CC-MAIN-2023-14

https://www.mstbaldwin.com/ela-assignments.html

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en

In this section, you will learn how to break the string into words. The java.util.*; package provides you a simple method to breaking the string into separate words. This program takes a string from user and breaks it into words. The given string has been broken into words based on the blank spaces between the words. This program also counts the number of words present in the string. Following are some methods and APIs which have been used in the program: Above constructor of the StringTokenizer class of the java.util.* package. This constructor creates token of the given string. It takes a string type value as a parameter which has to be tokenized. The passed string is the collection of multiple sets like: blank space (" "), Tab character ("\t"), new line character ("\n") etc. Above method checks the token created by the StringTokenizer() methods. It returns Boolean type value either true or false. If the above method returns true then the nextToken() method is called. This method returns the tokenized string which is the separate word of the given string. Through the help of the available spaces this method distinguish between words. Here is the code of program: Ask your questions, our development team will try to give answers to your questions.

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CC-MAIN-2013-20

http://www.roseindia.net/java/example/java/util/BreakStringToWord.shtml

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en

A tremendous number of earthquakes occur every year around the world. The primary tool seismologists use to locate the source of each quake is a network of seismometers. Seismometers are instruments designed to be sensitive enough to feel even the smallest motion of the waves coming from distant locations on Earth. By understanding how seismic waves travel these records of ground motion, called seismograms, can be interpreted to enable us to locate the earthquake’s source. In this activity, students use recent 3-component seismograms (recordings of motion on the N/S, E/W, and up/down axis) to locate quakes. Students identify P and S waves in their seismograms and measure the time between arrival of the P and S wave. Students then use this time to look-up the distance the epicenter is away from the station using the travel-time-curve. By combining their information with the results from at least three other students using seismograms recorded at different locations, the location of the epicenter can be determined. While seismologists have not used this method of locating quakes since the advent of computers, it is an excellent exercise to get students familiar with the information contained within seismograms and excited about earthquakes as part of the Earth system. By the end of this activity, the student will be able to: - Identify P and S waves on three-compontent seismograms, - Determine the distance of an epicenter from a seismic station using travel time curves, - Locate the epicenter of an earthquake by triangulation, and - Calculate the time of origin of an earthquake based on seismic data

<urn:uuid:3199b4b3-37ea-4002-8076-2475a00a31e4>

CC-MAIN-2017-30

http://www.iris.edu/hq/inclass/lesson/locating_an_earthquake_with_recent_seismic_data

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en

Definition of Sphere: This is a solid generated when a semicircle is being rotated about its diameter. In three-dimensional space, this is also known as perfect round geometrical object. A plane is at the center of the spherical solid divides the solid in to two equal parts. Each shape is called hemisphere. A very good example we can say for spherical shaped solid is globe. Ball is another good example for spherical shaped solid. The size of this kind of solid is depending upon the length of the radius. If the the radius is more the size will be more. If the radius is less the size of the solid would be less. As we have height,slant height in cylinder and cone, here we don't have height or slant height. We have only radius. But we can represent height as radius. That is height is two times radius. That is height of any spherical shaped solid = 2 (radius) Even though we define height of the spherical shaped solid in terms of radius, we don't consider and we don't use height in finding curved surface-area, total surface-area and volume. Since we don't consider height of the cylinder at any circumstances, that is when we find curved surface-area,total surface-area and volumes, very few people are aware of height of spherical shaped solid. Role of radius in finding areas and volumes: Since we don't consider and we don't use height at any circumstance, we use only radius to find everything(curved surface-area,total surface-area and volumes). Radius of spherical shaped solid plays a vital role in finding curved surface-area, total surface-area and volumes.If we find the volume of the shape it will represent the weight of the shape. To know more about areas and volumes of spherical shaped solids, please click the links given below.

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CC-MAIN-2017-30

http://www.onlinemath4all.com/Sphere.html

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en

History of the Black Vote The 15th Amendment, granting African-American men the right to vote, was formally adopted into the U.S. Constitution on March 30, 1870. Passed by Congress the year before, the amendment reads: “the right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude.” Despite the amendment, by the late 1870s, various discriminatory practices were used to prevent African Americans from exercising their right to vote, especially in the South. After decades of discrimination, the Voting Rights Act of 1965 aimed to overcome legal barriers at the state and local levels that denied blacks their right to vote under the 15th Amendment. The First African American to vote Thomas Mundy Peterson (October 6, 1824 – February 4, 1904) of Perth Amboy, New Jersey was the first African American to vote in an election under the just-enacted provisions of the 15th Amendment to the United States Constitution. His vote was cast on March 31, 1870 SELMA TO MONTGOMERY MARCH In early 1965, Martin Luther King Jr.’s Southern Christian Leadership Conference (SCLC) made Selma, Alabama, the focus of its efforts to register black voters in the South. That March, protesters attempting to march from Selma to the state capital of Montgomery were met with violent resistance by state and local authorities. As the world watched, the protesters (under the protection of federalized National Guard troops) finally achieved their goal, walking around the clock for three days to reach Montgomery. The historic march, and King’s participation in it, greatly helped raise awareness of the difficulty faced by black voters in the South, and the need for a Voting Rights Act, passed later that year. The Voting Rights Act, signed into law by President Lyndon Johnson (1908-73) on August 6, 1965, aimed to overcome legal barriers at the state and local levels that prevented African Americans from exercising their right to vote under the 15th Amendment (1870) to the Constitution of the United States. The act significantly widened the franchise and is considered among the most far-reaching pieces of civil rights legislation in U.S. history.

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CC-MAIN-2020-05

https://www.esperstamps.org/history-of-the-black-vote

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Lesson 9: Scales is a particular sequence of pitch names , arranged in order from low to high. Scales are the foundation for understanding You will need to know your half-steps lesson. If you don't know them well, then first go back to Lesson 8: Steps Game (or further back if you need to). Here are some examples of scales and the pitches in them: |B major scale: |B natural minor scale: |D♭ major scale: Here are some important basic facts about the most common scales (some of these things are not true of all These common scales each contain 7 different pitches, numbered A scale's numbered pitches are called the degrees of the scale. For example, from the table above we can say that "the 3rd degree of the B major scale is D♯". A scale's starting pitch is called the tonic. A scale's name is its tonic (its starting pitch, like B or D♭) plus its scale type (like "major scale" or "natural These common scales use each letter-name (A, B, C, D, E, F, G) exactly once. What makes each scale different from the others (besides which pitch it starts on) is the flat (♭) or sharp (♯) (or neither) on each pitch. For these common scales, the distance between each degree of the scale is (usually) either a whole-step or half-step. The thing that makes one scale type different from another is its order of half-steps and whole-steps. For example, "for the major scale scale type, is the distance from degree 3 to degree 4 a half-step When you understand these basic facts about scales, then you can start learning about the major scale (the most "fundamental" scale type) in Lesson 10: Major Scale 1-2-3

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This unit helps students understand that Autism affects the brain and social communication skills, and introduces the concept of a spectrum. The students also learn about Asperger’s syndrome. - Individuals with Autism have a wide range of abilities and each individual is unique, with a combination of strengths and challenges. - Individuals with Autism often have difficulties with social communication skills, or the ways we interact and exchange information. - Many individuals with Autism, but not all, have sensory processing issues, or difficulty taking in and managing information from their five senses. - Some individuals with Autism may exhibit repetitive behaviors to cope with stress and may have intense interest in a specific topic. Program implementation is flexible and can be adapted for your classroom, but a typical 2-hour session includes: |Informational Video presentation||Students learn the term spectrum. Information is presented about the challenges and strengths of people with Autism, and suggestions for how to be an inclusive friend are covered.| |Two small group activities||A cooperative puzzle activity demonstrates social communication challenges. An emotion charades exercise helps students understand how facial expression and body language help us understand each other.| |Video: “Intricate Minds II: Understanding Elementary School Classmates With Asperger Syndrome.”||The video highlights children with Asperger’s syndrome talking about their interests and what it is like going to school.| |Guest Speaker||Students meet a guest speaker who shares the experience of living with autism.|

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CC-MAIN-2020-10

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

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ELA Assignments Go to Google Classroom to access online Language Arts assignments. Writing Tutorial 1: How to Write an Effective Paragraph In this flipped lesson, you will review how to structure an effective paragraph. This lesson also makes clear our expectations for how a proficient paragraph is written. ELA Unit 1: Setting and Characterization In this unit of study, you will review plot structure. You will also analyze the effect of setting and characters on the plot and resolution of the conflict. Characters:The subjects (people, animals, etc.) that the author writes about. The characters participate in events that move the plot forward. Plot:Story plot is all of the events of the story, from beginning to end. Characters and the setting are introduced during the exposition, which is the first part of the story. Conflicts, or problems, occur during the rising action, and the biggest moment of the story is called the climax. Setting:The setting refers to when and where a story takes place. Conflict:The conflict is the problem the character faces. Examples: The conflict may be between two characters, between the main character and nature, or between the main character and himself. Theme: The theme of a story is the lesson, message, or moral that the author is trying to communicate through the plot and characters.

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Greater Than, Less Than: Homework For this comparing numbers worksheet, 1st graders use number lines to compare numbers. Students first circle the number that is greater, and then circle the number that is less. Students then use number lines to find numbers that are greater and less than the numbers given in each example. Students finish by finding numbers in magazines and newspapers and make their own greater than and less than sentences.

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CC-MAIN-2017-30

https://www.lessonplanet.com/teachers/greater-than-less-than-homework

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top of page National Reading & Numeracy Tests Profion Darllen a Rhifedd Cenedlaethol Children in Years 2 to 9 take the National Tests in Reading and Numeracy each year. Please find some additional resources to support in preparation for these tests. How to access your child's test results? Further information about Online Personalised Assessments can be found on the Welsh Government website: https://t.co/gxg4KlZcmf The reading tests are made up of short questions based on two or more texts. Some of the questions check how well the text has been understood, others aim to find out if children are able to make judgements about what they are reading. There are two kinds of numeracy tests. The procedural test measures skills in number, measuring and data skills. The reasoning test measures how well children can use what they know to solve everyday problems. Click below to find out more about the National Tests Welsh Government National Tests : Numerical Reasoning There are also examples of reasoning questions on the HWB too. If you log onto your child's HWB account and type in 'Reasoning in the search bar' some useful resources can be found. Welsh Government National Tests : Numerical Procedural Tests Welsh Government National Tests : Reading Tests Welsh Government National Tests: Additional Reasoning Resources bottom of page

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Pre-kindergarteners hear and understand language through conversations, stories, and songs. They also lay the groundwork for reading and writing as they explore books and other printed material. Understand and use new words. Use language to express a variety of ideas and needs, like telling a story, explaining, or making a request. Understand and speak in increasingly complex ways; for example, use longer sentences, and understand and ask questions with words like who or what. Engage in classroom conversations, and use conversational skills like taking turns speaking, and responding to what a friend has to say. Explore sounds; for example, detect the beginning and ending sounds of familiar words and names, or listen for words that rhyme. Pre-kindergarteners are laying the groundwork for reading and writing. Here’s how you can help. Learn about letters of the alphabet; for example, recognize and name letters, understand that letters are associated with a sound or sounds, and name some of those sounds. Appreciate print and understand that it carries meaning. Recognize common print, such as familiar signs and logos. Understand the way print works: that it moves from left to right and top to bottom, and that letters are grouped to form words. Show enthusiasm for books; for example, pretend to read a book, or listen to stories read aloud. Ask and answer questions about a story, or retell information using words, pictures, or movement. Understand how books work; for example, how to hold a book correctly, turn the pages from front to back, and recognize features such as the title or author. Actively engage with a wide variety of rich texts including stories, poems, plays, and informational books read aloud. Explore writing and recognize that it’s a way of communicating. Experiment with writing tools; use scribbling, shapes, letter-like forms, or letters to represent ideas. Copy, trace, or independently write letters.

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CC-MAIN-2020-16

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Venn diagrams are graphic organizers that can help students learn how to classify items according to type. These diagrams use circles to show how two or more subjects are alike and different. You can teach second grade students how to interpret and create math-centered Venn diagrams with a variety of instructional strategies. Using discussion, illustration and practice will help your students to understand how to use Venn diagrams. Write two subjects (people, objects, places or animals) on the board and lead your students in a discussion about the similarities and differences between these two subjects. Draw two circles side by side with the edges of the circles overlapping. Label one circle "Chocolate" and the other circle "Vanilla." Label the overlapping area of the circles "Chocolate and Vanilla." Ask your students to vote for their favorite ice cream flavor through a show of hands. They can only vote once, and they can vote for one of the three categories on the board. Make tally marks in the appropriate circles and have your students count the results at the end of the activity. Give your students a worksheet with a Venn diagram. Supply a list of shapes on the worksheet. Some of the shapes should have four sides and other shapes should have another number of sides. Some shapes should be blue and some should have no color (outline only). Tell your students to label their circles, "Four Sides" and "Blue." Instruct them to label the overlap, "Four Sides and Blue." Then let the students work on their own or in small groups to figure out where the shapes that you provided fit in the Venn diagram. Discuss the answers once everyone is finished. - Photos.com/PhotoObjects.net/Getty Images

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CC-MAIN-2017-39

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Prefixes, Un-, Re-, and, Dis- Third graders identify prefixes and use prefixes correctly in sentences. They edit and change sentences containing prefixes. 16 Views 63 Downloads Building Vocabulary: Prefixes, Roots, and Suffixes Word roots, prefixes, and suffixes can hold the key to determining the meaning of a host of different words. Included here are five pages of prefixes, roots, and suffixes paired with their meanings and example words. 3rd - 10th English Language Arts Vocabulary Strategies for the Analysis of Word Parts in Mathematics Pair this resource with a reading of any math textbook, article, or book. Learners take note of unknown words and use the provided graphic organizer in order to use word roots, prefixes, and suffixes to help them determine the meaning of... 3rd - 8th Math CCSS: Adaptable Prefix, Suffix, and Root Word Worksheets Words are kind of like a train, with affixes as the added cars. Practice prefixes, suffixes, and root words with these worksheets. Learners add words on to the beginning and end of words, practice with some roots, and use the words in... 3rd - 6th English Language Arts CCSS: Adaptable Greek and Latin Roots, Prefixes, and Suffixes How can adding a prefix or suffix to a root word create an entirely new word? Study a packet of resources that focuses on Greek and Latin roots, as well as different prefixes and suffixes that learners can use for easy reference 3rd - 8th English Language Arts CCSS: Adaptable Skill Lessons – Prefixes and Suffixes Sometimes the best way to understand a concept is to break it down. Young vocabulary pupils work with word parts in a hands-on activity that prompts them to connect flash cards with affixes to their root and base words. Additionally,... 3rd - 5th English Language Arts CCSS: Designed Prefixes, Suffixes, and Root Words/Base Words Get your class on track with their affixes by covering prefixes, suffixes, and root words in depth. This short three-lesson unit includes vocabulary lists to study, detailed plan procedures, and some accompanying worksheets. 2nd - 6th English Language Arts CCSS: Adaptable

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CC-MAIN-2017-39

https://www.lessonplanet.com/teachers/prefixes-un-re-and-dis

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Help your students understand fractions while adding some color to these shapes! With this helpful math resource, students will create a visual representation of fractions by coloring the parts of the shape indicated by each fraction. Students have been hard at work on their fractions practice this year, so now it's time to see how far they've come. This end-of-year check-in will help you assess student understanding of simple fractions of wholes. Use this resource to assess your students’ mastery of concepts surrounding fractions. Your mathematicians will write fractions, find equivalent fractions, compare fractions, and plot fractions on a number line. Target math academic language in this multidisciplinary lesson! Write descriptive sentences about tape diagrams that show fractional parts. Use this lesson on its own or use it as support for the lesson Fractions and Word Problems.

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CC-MAIN-2020-16

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The Civil Rights Act of 1875 was a United States federal law enacted during the post-Civil War Reconstruction Era that guaranteed African Americans equal access to public accommodations and public transportation. The Act came less than a decade after the Civil Rights Act of 1866 had taken the nation’s first steps towards civil and social equality for black Americans after the Civil War. The law read, in part: “… all persons within the jurisdiction of the United States shall be entitled to the full and equal enjoyment of the accommodations, advantages, facilities, and privileges of inns, public conveyances on land or water, theaters, and other places of public amusement; subject only to the conditions and limitations established by law, and applicable alike to citizens of every race and color, regardless of any previous condition of servitude.” The law also prohibited the exclusion of any otherwise qualified citizen from jury duty because of their race and provided that lawsuits brought under the law must be tried in the federal courts, rather than state courts. The law was passed by the 43rd United States Congress on February 4, 1875, and signed into law by President Ulysses S. Grant on March 1, 1875. Parts of the law were later ruled unconstitutional by the U.S. Supreme Court in the Civil Rights Cases of 1883. The Civil Rights Act of 1875 was one of the main pieces of Reconstruction legislation passed by Congress after the Civil War. Other laws enacted included the Civil Rights Act of 1866, four Reconstruction Acts enacted in 1867 and 1868, and three Reconstruction Enforcement Acts in 1870 and 1871.

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CC-MAIN-2020-24

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Setting and developing ground rules for speaking and listening The teacher defines 'ground rules' as 'the conventions which language users employ to carry on particular kinds of conversations' (Mercer 2000). Teachers sometimes assume that pupils will know how to operate in different talk contexts such as small group discussions or interviews. However, it is usually best to assume that they don't and to explain and devise a set of ground rules for particular speaking and listening contexts and activities. Working with a partner, look at the golden rules for talk and golden rules for listening. - Agree on the six that you think are the essential ground rules, three for talking and three for listening. - Put your rules in order of importance. - You may wish to design your own customised poster for use in your school. - Attached are examples of posters displaying ground rules for talk and listening in the classroom. - With a colleague, discuss how you or teachers could use one of these posters with one of the classes you support.

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

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CC-MAIN-2017-39

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On July 16, 1787, a plan proposed by Roger Sherman and Oliver Ellsworth, Connecticut’s delegates to the Constitutional Convention, established a two-house legislature. The Great Compromise, or Connecticut Compromise as it is often called, proposed a solution to the heated debate between larger and smaller states over their representation in the newly proposed Senate. The larger states believed that representation should be based proportionally on the contribution each state made to the nation’s finances and defense, and the smaller states believed that the only fair plan was one of equal representation. The compromise proposed by Sherman and Ellsworth provided for a dual system of representation. In the House of Representatives each state’s number of seats would be in proportion to population. In the Senate, all states would have the same number of seats. Amendments to the compromise based representation in the House on total white population and three-fifths of the black population. On July 16, 1787, the convention adopted the Great Compromise by a one-vote margin.

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In this lesson, you will learn more about the atom's basic structure and the positive and negative charges of its subparticles. This lesson lays the groundwork for further study of static and current electricity by focusing on the idea of positive and negative charges at the atomic level. Explore the following Web pages to understand more about the structure and characteristics of atoms. - Structure of Matter: Read Intro and Atoms. - All About Atoms: This resource has only a couple of pages to it. You can click on a particle to learn more about it. As you explore the Web pages, answer these questions on your Introducing Atoms student sheet. Be prepared to discuss your answers with the class. - What makes the elements in the Periodic Table different? - What is the name for the center of the atom containing the protons and neutrons? - What kinds of electrical charges do protons, electrons, and neutrons have? - What does it mean if an entire atom has a neutral charge?Describe the movement of the electrons. - What can happen to the atomic particles when you rub two objects together? - What happens to an object that loses electrons? - What happens to an object that gains electrons? - What happens to an object with a positive charge and an object with a negative charge? - What causes the particles of the atom to stay together? This esheet is a part of the Static Electricity 1: Introducing Atoms lesson.

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CC-MAIN-2014-23

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Why do this problem? requires careful thought about the way the water level in a vessel changes when water is added at a constant rate. Through analysing the key features of a graph, students can figure out the shape of the vessel it represents. The first part involves working out volumes. The key is to realise that the cross-sectional area is proportional to the volume and then to work out the areas. There are obvious 'easy' candidates for this and some harder letters. There are various ways in which the areas of the cross sections of the vessels can be 'rearranged' to form rectangles. Students could work on finding the areas in small groups and then feed back to the rest of the class, sharing their approaches for finding the trickier areas. To work out which letter the graph corresponds to, ask for suggestions for a 'story' relating the height-chart diagram to a vessel filling up. For example, what happens to the water level at the horizontal parts of the graph? What could be happening to account for this? Once the class have identified the correct vessel for the graph, they could work on producing graphs for the other letters. Students could check each other's work by seeing if they can match the graphs with the vessels. Small groups of students could also design some other letters in the same way and draw the resulting graphs, perhaps producing a card-matching activity to challenge other groups. The results could contribute to a classroom display. What could be happening at the horizontal parts of the What can you work out from the steepness of the lines on the Would the graphs change if the holes were moved, or if water was poured into both holes where available? The final part of the M graph should be a curve rather than a straight line. Can students justify why the graphs for V, A, and S will also contain curves? Can students work out the functions which describe any of these curved parts? Start by working on the letters without diagonal lines and work out how quickly they will fill up.

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CC-MAIN-2017-39

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A hypothesis test evaluates two mutually exclusive statements about a population to determine which statement is best supported by the sample data. These two statements are called the null hypothesis and the alternative hypothesis. Hypothesis tests are not 100% accurate because they use a random sample to draw conclusions about entire populations. When you perform a hypothesis test, there are two types of errors related to drawing an incorrect conclusion. - Type I error: The rejects a null hypothesis that is true. You can think of this as a false positive. - Type II error: The test fails to reject a null hypothesis that is false. You can think of this as a false negative. A test result is statistically significant when the sample statistic is unusual enough relative to the null hypothesis that you can reject the null hypothesis for the entire population. “Unusual enough” in a hypothesis test is defined by how unlikely the effect observed in your sample is if the null hypothesis is true. If your sample data provide sufficient evidence, you can reject the null hypothesis for the entire population. Your data favor the alternative hypothesis.« Back to Glossary Index

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Nevada Science Standards P.12.B Students understand the interactions between force and motion. Next Generation Science Standards HS-PS2-b Use mathematical expressions to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. Pay special attention to definitions of acceleration, speed, and velocity. Read Chapter 12.1 Forces Outline the reading in your Science Notebook & include major points and diagrams/tables. You should focus on the following essential questions: -How do forces affect the motion of an object -What are the four main types of friction -How do gravity and air resistance affect a falling object -In what direction does Earth's gravity act -Why does a projectile follow a curved path Source: Prentice Hall Physical Science - Concepts in Action

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Subject: SEL (Social-Emotional Learning) Lesson Length: 30 - 45 mins Grade Level: 5, 6, 7 Standards / Framework: Brief Description: Students will use comic scenarios to discuss whether or not the characters are showing integrity. Know Before You Start: Students should understand what integrity is and the components of living with integrity. - As a class or in small groups ask students to discuss the following questions: - When do you know something is right or wrong? - How did you learn what is right or wrong? - What if no one is looking? Do you still have to do the right thing? - Let students share their thoughts. Then explain the activity. Read and discuss the sample comic. Are the students in each panel showing integrity? Why or why not? How would you have handled the situation? This activity also works as a small group or independent pen and paper activity. - Have students create their own three-panel comic showing themselves in a situation where they acted with integrity. - Have students share their comics with a partner or in groups. Have students journal about why always exhibiting integrity is challenging. Explain why living in integrity is beneficial. - Allow students to use the speech-to-text feature. Provide sentence frames for students. Print comic panels for student discussion.

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A-level Physics (Advancing Physics)/Resonance Resonance occurs when an oscillating system is driven (made to oscillate from an outside source) at a frequency which is the same as its own natural frequency. All oscillating systems require some form of an elastic force and a mass e.g. a mass at the end of a spring. All oscillators have a natural frequency. If you have a mass on a spring, and give it an amplitude, it will resonate at a frequency: This frequency is independent of the amplitude you give the oscillator to start with. It is the natural frequency of the oscillator. If you keep giving the oscillator amplitude at this frequency, it will not change the frequency of the oscillation. But, you are still doing work. This energy must go somewhere. The only place it can go is into additional kinetic and gravitational potential energy in the oscillation. If you force an oscillation at its resonant frequency, you add significantly to its amplitude. Put simply, resonance occurs when the driving frequency of an oscillation matches the natural frequency, giving rise to large amplitudes. If you were to force an oscillation at a range of frequencies, and measure the amplitude at each, the graph would look something like the following: There are many types of oscillators, and so practically everything has a resonant frequency. This can be used, or can result in damage if the resonant frequency is not known. Instead of doing questions this time, read the following articles on Wikipedia about these different types: Resonance in Water Molecules (Microwave Ovens) "No Highway" - a novel with a plot that uses things suspiciously similar to resonance.

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Topic: Making good book choices Standards: ELACC2RL10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Essential Question: How do readers make the best book choices for themselves? Duration: about 1 hour Materials: anchor chart-Way We Choose Books Overview or notes pertaining to lesson: Students learn how to make the best independent book choices for themselves. Mini Lesson: Yesterday we learned what thoughtful readers do, so today we are going to talk about how a thoughtful reader chooses a good book. Hold up some books-some that look fun and interesting, and some that aren’t as nice to look at. Ask students to think about how they choose books and which of these books they might choose and why. Turn and talk. Then share some ideas. Start to make an anchor chart for Ways We Choose Books: inviting cover, interesting title, pictures/illustrations, familiar characters, familiar author, friend recommendation, topic we enjoy. As you write each idea on the chart, hold up the example books that fit the category to show students why we might choose that book over another. Show students your classroom library and how it is organized. Ask students to think about how they might approach your classroom library to find a book that they would like. Turn and talk; share some ideas. Model how you would go the shelf and think aloud while making a good book choice. Guided Practice: Allow a few students to practice/model and discuss. Independent Practice: Send students to their seats to read. Call a group over at a time to make a good book choice from your classroom library. Discuss with individual students while they do this. Closing: Review ways we choose books, and have students share which criteria they used today to choose their books.

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1. Have students choose a fear they have. It can be of anything: fear of flying, fear of bugs, fear of the dark, etc. 2. Create and design a superhero to battle that fear. Superhero should be standing straight up from head to toe in the center of your paper. (This is so "we" the viewer can have a full view of their costume) Questions to ask yourself when creating a superhero: ----Does he/she have powers, if so what kind? ----Do they use technology to fight fear, if so what kind? ----Does their costume aid them in fighting fear? 3. Next on a separate sheet of drawing paper draw your hero fighting your fear. Include a full background where the battle takes place. 4. On a sheet of notebook paper lists some facts about your hero and give them a backstory. Include at least the following: ----City of Operation. ----How and why they fight fear. ***EXTRA CREDIT ASSIGNMENT*** For extra credit have student create a comicbook cover for their superhero. Have students pair up in groups to create more heroes. Visual Arts Standard 1: Understanding and applying media, techniques, and processes [K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories [K-4] Students use art materials and tools in a safe and responsible manner [5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas Visual Arts Standard 2: Using knowledge of structures and functions [K-4] Students use visual structures and functions of art to communicate ideas [5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas You must be logged in to keep, like, or comment on this resource.

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Inequalities involve expressions and/ or numbers that are not equal. They commonly use the symbols below to show that one is greater or lesser than another. > means Greater Than < means Less Than ≥ means Greater Than Or Equal To ≤ means Less Than Or Equal To A helpful way to remember what each symbol means is to look at the size of each side. As shown below, the value that is on the larger side is greater and the value on the smaller side is less. Inequalities can be represented on a number line as shown in the inequalities below: x > 4 x < 7 x ≥ 3 Note: the open circle above a number means it is not included as part of the solution to the inequality while the solid circle means that it is. The examples below how inequalities can represent a range of solutions with an upper and lower limit. 1 < x < 5 4 ≤ x < 9 The worksheet below allows for practice with showing inequalities on number lines. The same inequality logic can be used with more complex expressions. The examples below show this |The sum of 4 and a number times 5 is greater than 24||4 + 5x > 24| |A number multiplied by 6 minus 3 is less than 9||6x - 3 < 9| |20 minus 5 times a number is less than or equal to 10||20 - 5x ≤ 10| |6 times a number plus 8 is greater than or equal to 32||6x + 8 ≥ 32| |Sam needs at least $500 for his holiday. He has already saved $150. He has 7 months until his holiday. What is the minimum he must save each month?| |We will use "x" to represent the unknown minimum that Sam must save each month. The amount he already has saved plus what he must save in each of the 7 months must be greater than or equal to 500.||150 + 7x ≥ 500| |Subtract 150 from both sides of the inequality||150 - 150 + 7x ≥ 500 - 150| |Divide both sides by 7||7x ÷ 7 ≥ 350 ÷ 7| |Each month Sam must save $50 or more||x ≥ 50| Try the problems on this inequalities and word problems worksheet for practice.

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Locations on Earth can be specified using a spherical coordinate system. The geographic (“earth-mapping”) coordinate system is aligned with the spin axis of the Earth. It defines two angles measured from the center of the Earth. One angle, called the Latitude, measures the angle between any point and the Equator. The other angle, called the Longitude, measures the angle along the Equator from an arbitrary point on the Earth (Greenwich, England is the accepted zero-longitude point in most modern societies). By combining these two angles, any location on Earth can be specified. For example, Baltimore, Maryland (USA) has a latitude of 39.3 degrees North, and a longitude of 76.6 degrees West. So, a vector drawn from the center of the Earth to a point 39.3 degrees above the Equator and 76.6 degrees west of Greenwich, England will pass through Baltimore. The Equator is obviously an important part of this coordinate system; it represents the zeropoint of the latitude angle, and the halfway point between the poles. The Equator is the Fundamental Plane of the geographic coordinate system. All Spherical Coordinate Systems define such a Fundamental Plane. Lines of constant Latitude are called Parallels. They trace circles on the surface of the Earth, but the only parallel that is a Great Circle is the Equator (Latitude=0 degrees). Lines of constant Longitude are called Meridians. The Meridian passing through Greenwich is the Prime Meridian (longitude=0 degrees). Unlike Parallels, all Meridians are great circles, and Meridians are not parallel: they intersect at the north and south poles. What is the longitude of the North Pole? Its latitude is 90 degrees North. This is a trick question. The Longitude is meaningless at the north pole (and the south pole too). It has all longitudes at the same time.

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Consider a decimal number with digits a b c. We can write abc as Similarly, in the binary system a number with digits a b c can be written as Each digit is known as a bit and can take on only two values: 0 or 1. The left most bit is the highest-order bit and represents the most significant bit (MSB), while the lowest-order bit is the least significant bit (LSB). Conversion from binary to decimal can be done using a set of rules, but it is much easier to use a calculator or tables (table 7.1). Table 7.1: Decimal, binary, hexadecimal and octal equivalents. The eight octal numbers are represented with the symbols , while the 16 hexadecimal numbers use . In the octal system a number with digits a b c can be written as while one in the hexadecimal system is written as A binary number is converted to octal by grouping the bits in groups of three, and converted to hexadecimal by grouping the bits in groups of four. Octal to hexadecimal conversion, or visa versa, is most easily performed by first converting to binary. Example: Convert the binary number 1001 1110 to hexadecimal and to decimal. Example: Convert the octal number to hexadecimal. Example: Convert the number 146 to binary by repeated subtraction of the largest power of 2 contained in the remaining number. Example: Devise a method similar to that used in the previous problem and convert 785 to hexadecimal by subtracting powers of 16.

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The requirement that has to be met for a balloon to be able to rise in outside air is that the density of the air inside of the balloon be less than the density outside of the balloon. However, in order for the balloon to not collapse the air inside it must exert enough pressure on the walls of the balloon to remain inflated. The formula for buoyant force is F(b) = (displaced fluid density)x(gravity acceleration)x(displaced volume) When applied specifically to balloons the outside air is considered to be the liquid the balloon is submerged in and the gas (inside air) volume is the displaced volume that must F (b) = (air density)x(9.81 m/sec2)x(volume of the gas filled balloon) Another way to understand buoyant force in the context of hot air balloons is that the total force on the balloon=buoyant force – weight of the balloon. Since weight is mass multiplied by acceleration due to gravity, the formula is: F(b)=B-w or F(b)=B-m(9.81 m/sec2) Air particles must work against the force of gravity to float in the first place, so it is the air pressure that is greater beneath objects that pushes the air particles upwards. The force of gravity is stronger than buoyant force so it requires air that is lighter than the air around it to be light enough to float. Therefore, for something to rise it must be less dense than the equal volume of air it is displacing. Air pressure, however, must be equal so that the balloon is not crushed. To do this the air particles must be bouncing around and putting pressure on the walls of the balloon. If there were generally just fewer particles then the pressure would not be equal because the particles would not bounce off the walls as often as the outside air that has more particles. This is where the heat difference comes into play. With increased temperature the particles have higher kinetic energy and travel faster, making up for the smaller

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- Do not confuse with angular frequency The unit for angular velocity is rad/s. In physics, the angular velocity is a vector quantity (more precisely, a pseudovector) which specifies the angular speed, and axis about which an object is rotating. The SI unit of angular velocity is radians per second, although it may be measured in other units such as degrees per second, degrees per hour, etc. When measured in cycles or rotations per unit time (e.g. revolutions per minute), it is often called the rotational velocity and its magnitude the rotational speed. Angular velocity is usually represented by the symbol omega (Ω or ω). The direction of the angular velocity vector is perpendicular to the plane of rotation, in a direction which is usually specified by the right hand rule. The angular velocity of a particle The angular velocity of a particle in a 2-dimensional plane is the easiest to understand. As shown in the figure on the right (typically expressing the angular measures φ and θ in radians), if we draw a line from the origin (O) to the particle (P), then the velocity vector (v) of the particle will have a component along the radius (radial component, v∥) and a component perpendicular to the radius (tangential component, v⟂). A radial motion produces no rotation of the particle (relative to the origin), so for purposes of finding the angular velocity the parallel (radial) component can be ignored. Therefore, the rotation is completely produced by the tangential motion (like that of a particle moving along a circumference), and the angular velocity is completely determined by the perpendicular (tangential) component. It can be seen that the rate of change of the angular position of the particle is related to the tangential velocity by: , the angle between vectors v∥ , or equivalently as the angle between vectors r Combining the above two equations and defining the angular velocity as ω=dφ/dt yields:

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Free geometry worksheets and activities This geometry section will help your child to become familiar with the basic concepts of planes, spaces, points, lines, the x-y-z coordinate system, angles, circle geometry, perimeters, area, and volume. Note: Each of the sub-sections listed below includes a listing of related geometry worksheets for practice with the concepts. Join today and get premium math worksheets to cover any topic you need to teach. Practice with almost 100 geometry, each with optional answer sheet. Define geometry terms. e.g. those associated with lines, angles, triangles, etc. View a listing of common geometry formulas. e.g. for calculating circumference, area, and volume. Shapes and Figures See descriptions and illustrations of various 2D Shapes. e.g. polygons, triangles, parallelograms. View illustrations of common 3D shapes such as pyramids, cones, cylinders, spheres, etc. Discover the properties of special types of quadrilaterals including the Rhombus and the Kite. Lines and Angles Take a foundation lesson on angles that illustrates how angle measurement is related to parts of a circular rotation. Learn how to use a protractor to measure angles and draw angles. Calculate unknown angles by adding and subtracting adjacent angles. Explore the relationships between supplementary, corresponding, and alternate angles Find "missing angles" by using the relationships between angles formed by various shapes. Try the lesson on lines of symmetry with activities and worksheets to develop and understanding of symmetry. Area and Volume Calculate area of different shapes and learn about of the various associated units of measurement. Use formulas to calculate the volume of rectangular prisms, cylinders, cones, and spheres. Discover how nets are used to help understand and calculate the surface area of 3D shapes. Congruence, Similarity & Transformations Get started with transformations with a lesson on congruence of triangles and other shapes. Understand the concept of similarity with triangles and other similar shapes. Take a lesson on transformations including translations, rotations, and reflections.

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Activities to try at home: - Play dice games with your child e.g. Snakes and Ladders. - Talk about house numbers, car number plates etc. Challenge your child to identify the numbers and say which is one more and one less than the ones they see. - Use toys or other items to practise practical addition and subtraction. Demonstrate counting on (addition) and counting back (subtraction). Challenge your child to see if they can write the appropriate number sentence. - Go on a 2D and 3D shape hunt around the house and ask your child to describe their properties. Encourage them to use the correct language such as 'sides', 'corners' and 'vertices'. - Build models and create patterns using junk modelling and discuss the shapes used. - Compare size, weight and capacity. Encourage your child to use words like 'longer', 'shorter', 'heavier', 'lighter', 'full' and 'empty'. Create opportunities for comparison. Below are some resources that may be of use to you.

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Reactor Theory (Neutron Characteristics) NUCLEAR CROSS SECTIONS AND NEUTRON FLUX Macroscopic cross sections for neutron reactions with materials determine the probability of one neutron undergoing a specific reaction per centimeter of travel through that material. If one wants to determine how many reactions will actually occur, it is necessary to know how many neutrons are traveling through the material and how many centimeters they travel each second. It is convenient to consider the number of neutrons existing in one cubic centimeter at any one instant and the total distance they travel each second while in that cubic centimeter. The number of neutrons existing in a cm of material at any instant is called neutron density and is represented by the symbol n with units of neutrons/cm . The total distance these neutrons can travel each second will be determined by their velocity. A good way of defining neutron flux (1 ) is to consider it to be the total path length covered by all neutrons in one cubic centimeter during one second. Mathematically, this is the equation neutron flux (neutrons/cm -sec) neutron density (neutrons/cm )3 neutron velocity (cm/sec) The term neutron flux in some applications (for example, cross section measurement) is used as parallel beams of neutrons traveling in a single direction. The intensity (I) of a neutron beam is the product of the neutron density times the average neutron velocity. The directional beam intensity is equal to the number of neutrons per unit area and time (neutrons/cm -sec) falling on a surface perpendicular to the direction of the beam. One can think of the neutron flux in a reactor as being comprised of many neutron beams traveling in various directions. Then, the neutron flux becomes the scalar sum of these directional flux intensities (added as numbers and not vectors), that is, 1 = I + I + I +...I . Since the atoms in a reactor do not interact preferentially with neutrons from any particular direction, all of these directional beams contribute to the total rate of reaction. In reality, at a given point within a reactor, neutrons will be traveling in all directions.

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“The Lonely Scarecrow” by Tim Preston and Maggie Kneen is a story full of colorful, descriptive language. Use this word sort as a group lesson or as individual practice to sort some of the nouns, verbs and adjectives found in the book. Recommended Grade Level(s): First, Second, Third Organization is key to completing this worksheet. To help students, several strategies can be used. - Prompt student(s) to work on one column at a time. For example, start with the noun column. Cover the other columns with a piece of paper. Then, look at each word and determine if it is a noun. If so, have student write it in the noun column. Next, mark through the word so it is not used again and then continue to the next word. Do this for each column. - Have student(s) write each word on an index card. Then, sort the words by putting them in stacks or columns based on what category they are in (noun, verb, adjective). Next, the words can be written in the table on the worksheet. - For each word, have student(s) put the letter “n”, “v” or “a” beside it based on what type of word it is. Once complete, the words can be written in the table. - For students who have difficulty remembering what a noun, verb or adjective is, provide definitions for each. Examples can also be given as well as patterns that help students identify the words (e.g. colors are adjectives because they describe, words that have had -ed added to them are verbs, etc.).

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Lesson plans for ages 9-11 in Human Rights and Refugees: To Be a Refugee Teaching Tools, 27 June 2007 LESSON 2: Spot the Refugee – Part 2 Ask the students to explain what a refugee is. Draw out the elements of the definition by questioning around the class. The students should open the Lego poster fully and read the supplied information quietly by themselves. Comprehension and discussion questions Ask the students to write answers to the following questions in their notebooks. - What is the one difference between refugees and you and me? - What events do you think could have happened to cause a person to flee and leave everything behind? - What types of experience might refugees endure during their flight? - How would you feel if you were a refugee who had to leave your home, family and possessions behind and live in another country? - Find the term 'open mind'. What does it mean? Why does UNHCR ask that people keep an open mind and a smile of welcome? Discuss the answers to these questions around the class. Refer to the concept of discrimination. At this point, you may wish to use some of the materials in the lesson module in Geography for Ages 9-11, which explain the reasons why people become refugees. - Lesson 1: How Does It Feel – Part 1 - Lesson 3: How Does It Feel – Part 1 - Lesson 4: How Does It Feel – Part 2 - Back to Lesson Plans

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The purpose of this series of workbooks is to make a better writer. Grammar, taught in isolation, does not improve writing skills. Grammar taught with skills connected to application can and will dramatically improve a student�s abilities in writing. Each workbook is easy to use with lessons that walk the student through the skill to an independent application level. Unit One: What Is A Sentence? Students will learn to identify a correct sentence and be able to identify what kind of sentence it is. The two key parts of a sentence, the subject and the predicate, are explored with simple subjects and predicates, compound subjects and predicates, and complete subjects and predicates. Unit Two: Capitalization and Punctuation Students will better understand the use of capitalization with proper nouns and proper adjectives, the first words in sentences, and how to properly capitalize in outlines and titles. With punctuation, the student will be able to use the correct form of punctuation in the many ways it is presented in sentences and questions. Unit Three: Understanding Nouns and Pronouns Students will learn the difference between common and proper nouns. They will better understand the correct usage of singular, plural and nouns of possession. Pronouns and antecedents are clearly explained and applied along with subject, object, possessive, indefinite pronouns. Unit Four: Verbs Students will learn to use the many forms of verbs and the rules that apply to regular and irregular verbs. Students will use action verbs, state of being verbs, and linking verbs in sentences and paragraphs. Unit Five: Adverbs and Adjectives Students will learn what adverbs and adjectives are and how to identify and apply them correctly in sentences. Students will learn the rule for double negatives. When using adjectives, the students will work with article and demonstrative adjectives, and making comparison with adjectives.

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Math Practice Online > free > lessons > Florida > 1st grade > Number Comparison If your child needs math practice, click here. For comparing two numbers. Determine if the first number is greater than, less than, or equal to the other number. This topic aligns to the following state standards Grade 2: Num 1. Compares and orders whole numbers to 1000 or more using concrete materials, drawings, number lines, and symbols (<, =, >). Grade 2: Num 2. Compares two or more numbers, to 1000 or more, and identifies which number is more than, equal to, or less than the other number. Grade 2: Alg 2. Solves a variety of number sentences with equalities and inequalities (using the symbols >, =, <). Grade 3: Num 1. Uses language and symbols (>, <, =) to compare the relative size of numbers in the same form. Grade 3: Num 2. Compares and orders whole numbers through hundred thousands or more, using concrete materials, number lines, drawings, and numerals. Grade 4: Num 1. Uses language and symbols (>, <, =) to compare numbers in the same form and in two different forms such as _ < 1. Grade 5: Num 1. Uses symbols (>, <, =) to compare numbers in the same and different forms such as 0.5 < 3/4. Grade 9: Num 2. understands the relative size of integers, rational numbers, irrational numbers, and real numbers Copyright Accurate Learning Systems Corporation 2008. MathScore is a registered trademark.

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Proper Nouns Worksheet This proper nouns worksheet is designed for the 5-6 years children when they are first introduced to the nouns. When the children begin with the grammar lessons, understanding nouns is the first thing. There are a plethora of lessons and worksheets for understanding nouns. What are Proper Nouns? A proper noun is a noun that is used to name a particular person, place, thing, and more. Proper nouns are always capitalized in English, no matter where they fall in a sentence - The first month is January. - We are going to Mumbai tomorrow. - Her name is Camilla The worksheet would help the child understand different proper nouns and how to differentiate between names, things, and places. How to Practice the Proper Nouns Worksheet? A proper noun begins with a capital letter and to understand this let the child find the proper noun in the sentence and then rewrite it where the proper noun would begin with a capital letter - We are going to paris tomorrow. Rewrite it as- We are going to Paris tomorrow As a proper noun can be a name of any place, thing, or person hence differentiating between them is also a task. Circling each proper noun with the right color code will help the child understand the task better. Rewriting those words in the right column will also let them comprehend the right kind of proper nouns. Download and practice with the proper noun worksheet while watching the video referred to in the worksheet to better understand the concept of a proper nouns and common nouns. Helps the child learn and practice the application of rule 4 of capitalizationView Worksheet

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A reading comprehension worksheet for students to learn about muscles.Sugerencia de uso 1. Download the file and make copies for students (2pages) 2. Tell students they are going to read about how to have healthy muscles. 3. Review what the main function of muscles is. You may ask students to use the suggested activity (drawing they did in the previous session to go with the video) where they labeled 13 muscles. 4. Distribute the reading and read with students the first two paragraphs. 5. Offer help with vocabulary. 6. Ask students to continue reading in pairs the rest of the reading. 7. Invite students to answer the questions and monitor the activity. 8. Finally, ask pairs of students to share their answers with the class. Compartir MED en classroom:

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CC-MAIN-2020-40

https://www.redmagisterial.com/med/24695-muscles-worksheet/

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In the Linear Equations quizzes you practised solving equations using algebra. This GCSE Maths quiz should help you understand the link between the algebra and the geometry of the straight line. When a straight line is plotted on an x-y grid there are two key features that we can obtain, which will allow us to write down the equation of the straight line. This equation is the rule that connects the x- and the y-values. The first feature is the gradient, which is a measure of how steep the line is. Recall that the gradient is ‘change in height over change in distance’. To calculate the gradient, plot two points on the line that pass directly through the crosshairs of the grid. Form a right-angled triangle, then count how many units up or down – this is change in height – and how many units left or right, which is change in distance. Then you need to decide if it is positive (goes up from left to right) or negative (goes down from left to right). Gradient is denoted using the letter m. The other feature is the y-axis intercept. This is the number on the y-axis (vertical) that the line passes through, and is represented using the letter c. You obtain the equation of the line by substituting the values for m and c into the general equation of the straight line, y = mx + c. The equation of horizontal and vertical lines often catches people out. On a horizontal line, the y-value of any point is the same. This means the equation is of the form y = …. The same logic applies to a vertical line – the x-value of any point on the line will be the same, so its equation is x = ….

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CC-MAIN-2018-05

https://www.educationquizzes.com/gcse/maths/straight-line-f/

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exponents & roots factors, factoring, & prime numbers fractions, decimals & ratio & proportion In grades 6-8, students explore the difference between complementary and mutually exclusive events, and learn to use appropriate terminology to describe them. Students also learn to employ proportionality and a basic understanding of probability to explore notions of chance, make predictions, observe outcomes, and test conjectures about the results of experiments and simulations, using methods such as organized lists, tree diagrams, and area models to compute probabilities for simple compound events. Middle School Problems of the Week that require some knowledge of probability are listed below. They address the NCTM Data Analysis and Probability Standard for Grades 6-8. For background information elsewhere on our site, explore Middle School Probability and Statistics in the Ask Dr. Math archives; and see Probability and Probability in the Real World from the Dr. Math FAQ. For relevant sites on the Web, browse and search Probability in our Internet Mathematics Library; to find middle-school sites, go to the bottom of the page, set the searcher for middle school (6-8), and press the Search button. Access to these problems requires a Membership. Home || The Math Library || Quick Reference || Search || Help

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CC-MAIN-2014-49

http://mathforum.org/library/problems/sets/middle_probability.html

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Reading is a gateway skill. It opens the door to all other learning. Reading is the processing of information. It requires the student to develop a capacity for conceptual thinking - an ability to think about the nature and significance of things. Reading builds language skills. By becoming more familiar with language through reading, students build a rich vocabulary and an ability to express themselves clearly and creatively. Reading builds better thinking strategies. Deciphering words, sentences, themes and meaning; concentrating, conceptualizing and visualizing--all these elements of reading are strategies to expand a student's ability to think. Reading is active and disciplined. Students learn to choose what they read and when they read, and they learn to discipline themselves to concentrate on the written word. What You Can Do to Encourage Reading Use the library. Make sure everyone in your family has a library card. Help children learn how to use the library's resources: card catalogs, computer systems, best-seller sections, etc. Visit regularly-as often as you go to the grocery store. Read every day. Make it a habit to set aside time each day for everyone to read-books, magazines, newspapers, or letters. You can even begin by reading television listings, then discussing what you watch and why. Talk about what you are reading. Children need to see adults reading frequently. They also need to know the benefits of reading. Talk to your children, grandchildren, nieces and nephews, even young neighbors about what you're reading. Tell them how much you have enjoyed it, what you have learned, and how you have been inspired. Ask about summer reading materials. Schools and libraries often provide summer reading lists that highlight excellent books which are readily available, popular, and consistent with grade-level reading skills. Call your school or library for information. Make reading materials a part of your home. Buy books at bookstores and tag sales. Borrow books from the library and from friends. Subscribe to newspapers and magazines. Then read, read, read!

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CC-MAIN-2018-05

http://newtown.nms.schooldesk.net/Departments/LanguageArtsReading/tabid/102269/Default.aspx

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Understanding the parts of speech is a vital foundation skill for more advanced grammar concepts. Nouns, because of their role as subject or object, are particularly important. Identifying common and proper nouns comes naturally to some students, but for others it is more of a struggle. Remind your students regularly that common nouns are general and proper nouns are specific. Young students may understand the concept most easily if you describe proper nouns as names. Write a list of nouns on the board, including common nouns and people's names. Remind your students that a noun is a person, place or thing and explain that some nouns begin with a capital letter and others with a lower-case letter. Tell them that the lower-case nouns are called common nouns and the capitalized nouns are called proper nouns. Ask your students if they notice anything that the proper nouns on the board have in common. Guide them to the response that they are all names. Tell your students that proper nouns are names of people, places or things. Begin adding proper nouns to the board, this time using place names, the name of your school, holiday names and so forth. Ask students whether these are names as well. If they say no, explain that they are not people's names, but they are still names of specific things. Demonstrate the difference between a specific, proper noun and a general, common noun by writing the word "country" on one side of the board and "France" opposite it. Point out that "country" could be any country, while "France" is a specific name. Add more examples, such as comparing "day" with "Monday," "holiday" with "Thanksgiving," "river" with "Mississippi River," and "teacher" with your own name. Hand out a list of common and proper nouns, none of them capitalized. Have students capitalize the proper nouns. Discuss the difficult ones as a class when students have finished. - Make a board display with a list of confusing common and proper nouns, so students can refer to it for in-class writing until they memorize the rules. Include the seasons as common nouns and the distinction between a job description and a title. For example, include the word "principal" as a common noun and the name of your school's principal as a proper noun. - Thinkstock/Comstock/Getty Images

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CC-MAIN-2018-09

https://classroom.synonym.com/teach-common-proper-nouns-kids-8664628.html

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In the wake of the Civil War, three amendments were added to the U.S. Constitution. The Thirteenth Amendment abolished slavery (1865), the Fourteenth Amendment made freed slaves citizens of the United States and the state wherein they lived (1868), and the Fifteenth Amendment gave the vote to men of any race (1870). During this time, the nation struggled with what role four million newly freed slaves would assume in American life. With the triumph of the Radical Republicans in Congress, the Constitution was amended to grant full citizenship to former slaves and promise them equal treatment under the law, a promise that took more than a century to fulfill. Of the Civil War Amendments, the Fourteenth Amendment had the most far-reaching effect on the meaning of the Constitution. It conferred both national and state citizenship upon birth, thereby protecting the legal status of the newly freed slaves. Eventually, the amendment would be interpreted to apply most provisions in the Bill of Rights to the states as well as the national government. And finally, the Fourteenth Amendment introduced the ideal of equality to the Constitution for the first time, promising “equal protection of the laws.” A key feature of the Fourteenth Amendment was that it directly prohibited certain actions by the states. It also gave Congress the power to enforce the amendment through legislation. The Fourteenth Amendment represented a great expansion of the power of the national government over the states. It has been cited in more Supreme Court cases than any other part of the Constitution. In fact, it made possible a new Constitution—one that protected rights throughout the nation and upheld equality as a constitutional value. Equality content written by Linda R. Monk, Constitutional scholar |Dred Scott v. Sandford||Citizenship & Privileges Clauses||Due Process, Equal Protection & Disenfranchisement|

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CC-MAIN-2014-52

http://www.pbs.org/tpt/constitution-usa-peter-sagal/equality/

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en

Exponents is the power or degree to a given variable or number. The exponent can be any real number. There are many different properties of the exponents in algebra which help in solving many types of question having exponents. Mentioned below are some properties of exponents. Multiplication rule: am * an = a(m+n) (Here the base is the same value a) Division rule: am / an = a(m-n) (Here the base is the same value a) Power of a power: (am)n = amn Example 1: Find the value of x in the equation 3(x+2) = 27. Solution: Here the given equation is 3(x+2) = 27. We need to simplify the 27 further. The number 27 can be written as 27 = 3* 3 * 3 So, 27 = 33 Now we get 3(x+2) = 33. Since the base number is 3 we can equate the exponents. X + 2 = 3 (subtracting 2 on both sides.) X = 3 – 2. Hence the value of x = 1. Example 2: Find the x in the equation 102 = 1/100. Solution: Here the given equation is 102 = 1/100. The fraction, 1/100 = 100-1. We need to simplify 100 here further. The number 100 can be written as 100 = 10* 10 So, 100 = 102 Now we get 10(x) = (102)-1. Using the power of power rule. 10(x) = (10-2) Since the base number is 10 we can equate the exponents. Hence the value of x = -2.

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CC-MAIN-2018-09

https://www.tutorpace.com/algebra/exponent-properties-online-tutoring

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Why do this problem? This is a tough problem , ideal for learners who relish the challenge of working with large and difficult numbers. However, using interlocking cubes to create models of the situation will help children form mental images of cube numbers. It will be necessary to have a large supply of cubes available for this activity, although allow pupils to decide for themselves whether they make use of them. You could start by describing just a single yellow cube covered in a single layer of red cubes. Ask learners about the number of red cubes that would be needed and invite them to think on their own, then chat with a partner before sharing ideas. You may want to have a model already made to show the group after they have had chance to decide on the number. Pose a few other questions like this, perhaps asking the group to imagine a few layers, one at a time. Then you can pose the question itself. You may find it useful to print off and hand out copies of this sheet which contains the problem. It may be appropriate to ask pairs or small groups to work together on the challenge and then invite them to create a poster outlining how they approached the task. These could be displayed and time given in the plenary for all pupils to view them. Have you found out how many cubes are needed to cover the single cube? Have you remembered that there are only "up to 1000 of each colour"? What is the cube root of 1000? How does this help you? What size cubes are possible if the maximum number of cubes in one colour is 1000? Assuming enough cubes are available, this could be done practically. Calculators may also be helpful.

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CC-MAIN-2018-09

https://nrich.maths.org/1155/note

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en

If you're seeing this message, it means we're having trouble loading external resources for Khan Academy. If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked. Using a number line, let's learn how we measure segments. Before learning any new concept (mathematical or otherwise), it's important we learn and use a common language and label concepts consistently. In this example of measuring a line segment, the numbers span across the positive and negative. Remember, line segments and points are the foundations of geometry, so this is an important concept. Let's take line segments a little further. How do we know if line segments are congruent? Let's watch this example of counting points to see if they have the exact same length.

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CC-MAIN-2014-52

http://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/measuring-segments-tutorial

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en

Post-Civil War Southern Society After the Civil War ended in 1865, the U.S. government embarked on a plan called Reconstruction to rebuild the South and reunite the nation. Reconstruction lasted from 1865 to 1877. During Reconstruction, the southern states set up new governments and revised their constitutions. All of the former Confederate states were readmitted to the Union by 1870, but many northern Republicans objected to the efforts made by the legislatures of southern states to restrict the freedoms of African Americans. Reconstruction governments, however, founded new social programs and organizations, such as public school systems. Southern states also spent a great deal of money repairing their infrastructure—railroads, bridges, and public buildings—which had been destroyed during the war. At first, African Americans were optimistic about their futures. In 1866, Congress passed the Fourteenth Amendment, which extended equal citizenship to African Americans, and a few years later, passed the Fifteenth Amendment, which guaranteed that the right to vote could not be denied because of race. African Americans took an active part in government, serving as delegates at state constitutional conventions and in Reconstruction legislatures. Despite this greater equality, as early as 1866, southern states began passing Black Codes, which were laws that greatly limited the freedom of African Americans. Many African Americans were also still tied to the land through the system of sharecropping, by which a sharecropper worked a parcel of land in return for a share of the crop. Under this system, most African-American sharecroppers (as well as white sharecroppers) remained in poverty. African Americans had few economic opportunities to better their lives. Many were also threatened by the Ku Klux Klan, which opposed African Americans obtaining civil rights and used violence to discourage them. By the late 1800s, many African Americans felt the New South was beginning to look very much like the Old South. As Democrats regained control of southern state governments, they began to overturn the Reconstruction reforms. For instance, they devised methods of keeping African Americans from voting by implementing poll taxes and literacy tests. Southern states also passed Jim Crow laws, which called for the segregation of African Americans. In 1896, the Supreme Court ruled in Plessy v. Ferguson that the standard of ‘‘separate but equal’’ facilities did not violate the... (The entire section is 1024 words.)

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CC-MAIN-2015-06

http://www.enotes.com/topics/desirees-baby/in-depth

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