OpenLLM-France/wikimedia huggingface dataset:
# Elementary Math 3/1
## Numbers (to ten)

A number is a symbol that represents how many objects there are in a set.
A number can be written as a symbol (1, 2, 3, 4, 5, 6, 7 ...) or a word (one, two, three, four, five, six, seven ...)
1, "one" -
2, "two" -
3, "three" -
4, "four" -
5, "five" -
6, "six" -
7, "seven" -
8, "eight" -
9, "nine" -
10, "ten" -

## Math Symbols

Plus sign (+) + The addition symbol tells you to combine the two numbers on either side. 2 + 2 is the same as saying "two plus two"
Minus sign (-) - The subtraction symbol tells you to take away the number on the right from the number on the left. 2 - 1 is the same as saying "two minus one"
# Elementary Math 3/100

Created: 2006 09 29 | Percent completed:
| Elementary Curriculum and Training » Elementary Math 3 | Edit template |
Lesson | 1 | 2 | 3 | 4 | 5 | 100 |

## Lesson 100

Math-drills.com is a great tool for online worksheets for math fact worksheets
* X
* 1
* 2
* 3
* 4
* 5
* 6
* 7
* 8
* 9

### Math Facts

Worksheet: math-drills.com

### Strands

* Multiply tens with tens
* Multiply decimals (ones with ones)
* Add or subtract whole number from fraction

### Rules for Multiplying tens with tens

eg: 21x12 Write on board, flip sheet, poster, or project on LCD Projector:
* Multiply ones column from right to left
* When multiplying tens, put a 0 in the ones column answer on second row
* Multiply tens column from right to left
* Add
Example:
- 21x12
- 21x2 = 42
- 21x1 = 21 , put 0 in the ones column ---> 210
- 42+210 = 252

### Rules for Multiplying decimals (ones with ones)

eg: 1.2x1.3 Write on board, flip sheet, poster, or project on LCD Projector:
* Ignore decimals
* Count places for each number with decimal
* Add places together
* Apply total places to answer

### Add or subtract whole number from fraction

eg: 1.2x1.3 Write on board, flip sheet, poster, or project on LCD Projector:
* Bottom number needs to be the same to add or subtract
* Take the bottom number of the fraction and make it bottom #/bottom #
* Multiply bottom #/bottom # with the whole number
* Add or subtract
# Elementary Modern Greek

This course is an introduction to the language spoken in the modern country of Greece, as well as parts of the Balkans, Anatolia and Cyprus. This course will take you through the very basics of speaking the language and requires no earlier experience speaking. To date this course includes only the modern Greek alphabet of 24 letters.

## Lessons

* Lesson I
* Lesson II
* Lesson III
* Lesson IV
* Lesson V
* Lesson VI
* Lesson VII
* Lesson IIX
* Lesson IX
* Lesson X
# Elementary Science K/2

Created: 2007 05 14 | Percent completed:
| Elementary Curriculum and Training » Elementary Science K | Edit template |
Lesson | 1 | 2 | 3 | 4 | 5 |

## Lesson 2 - Clean Body
### Materials

Toothpaste, Soap, Toothbrush
Tell the children that it is nice to be around people who are clean. Keeping your body, hands, face, and hair clean helps to keep away germs. Review with them that germs are tiny things we cannot see, but can make people sick. Germs get into our bodies and make us feel bad.
Discuss with the class some of the ways we take care of our bodies, such as washing our hands and face with soap and water, brushing our teeth, etc. Demonstrate how to properly wash hands and brush teeth using real materials (show the children toothpaste, a toothbrush, soap, etc.) if possible.

## Activities

Sing the following verses while using the hand and body movements (adding your own if you wish) to the tune of "Here We Go Round the Mulberry Bush":
This is the way we brush our teeth (simulate brushing teeth)
Brush our teeth, brush our teeth.
This is the way we brush our teeth
To keep our bodies healthy.
This is the way we wash our hands... (simulate washing hands)
This is the way we exercise.... (do jumping jacks)
This is the way we take a nap... (tilt head, place on folded hands)
This is the way we eat good food... (simulate spooning food into mouth)
This is the way we wash our face... (simulate washing face)
This is the way we take a bath... (rub arms as if washing)
This is the way we wash our hair... (simulate washing hair)
# Elementary Science K/3

Created: 2007 05 14 | Percent completed:
| Elementary Curriculum and Training » Elementary Science K | Edit template |
Lesson | 1 | 2 | 3 | 4 | 5 |

## Lesson 3 - Foods
### Healthy Foods
#### Materials

Chart paper, markers

#### Procedure

Tell the children that eating good food helps bodies stay healthy. Good foods keep bodies growing and working. Make a web by writing "Foods We Like to Eat" in the middle and adding the children's favorite foods around the phrase.
Make a large chart on a piece of paper, showing four equal sections. Label the four columns of the chart with the words breads and cereals, fruits and vegetables, meat and fish, and dairy products. Discuss with the children the four categories.
Have the children cut pictures of food (including bread, cereal, fruits, vegetables, meat, fish, milk, cheese) from magazines. As you collect the pictures, have children identify the foods in the pictures. Then, redistribute the pictures, one to each child. Place the chart on the floor and invite children one at a time to place the picture on the chart under the appropriate label.
Encourage them to tell why they placed the pictures where they did. Explain to the children that it is good to eat foods from the different food groups every day.

### Snack
#### Materials

Ingredients for simple snacks - carrots, cucumbers, apples, etc.

#### Procedure

As you prepare a snack of vegetables and fruits, talk about the foods you are using--appearance, texture, and odor. You might mention the food group to which each belongs and talk about how the foods' appearance changes as you prepare them. Cut off the edible parts to use for the snack and save the inedible parts (end of carrot or cucumber, apple core, etc.) to use for printing in the art activity that follows.

## Activities
### Art Activity
#### Materials

Tempera paint, Sponges, Pie plates, Vegetable and fruit parts

#### Procedure

Use the inedible fruit and vegetable parts for printing. Press an inedible plant part, such as an apple core or a corn husk, into a tempera paint-soaked sponge in a pie pan and stamp the vegetable or fruit onto paper.

## Books

Carrick, Donald. Milk. New York: Greenwillow, 1985.
Caseley, Judith. Grandpa's Garden Lunch. New York: Greenwillow, 1990.
dePaola, Tomie. Pancakes for Breakfast. San Diego: HBJ, 1978.
Ehlert, Lois. Growing Vegetable Soup. San Diego: HBJ, 1987.
Gross, Ruth Belov. What's On My Plate? New York: Macmillan, 1990.
Hoban, Russell. Bread and Jam for Frances. New York: Harper, 1964.
Novak, Matt. Mr. Floop's Lunch. New York: Lothrop, 1989.
# Elementary Science K/4

Created: 2007 05 14 | Percent completed:
| Elementary Curriculum and Training » Elementary Science K | Edit template |
Lesson | 1 | 2 | 3 | 4 | 5 |

## Lesson 4 - Exercise
### Objective: Identify ways to exercise the body
#### Materials

Drawing paper, Crayons

#### Procedure

Write the word exercise on the board. Tell the children that the word exercise means doing activities that keep our bodies in shape. When you play kickball, baseball, soccer, or basketball, you are exercising. You are also exercising when you take a walk with a friend or run home after school. Ask the children to discuss their favorite types of exercises or activities and to tell why they enjoy them. List their responses on the blackboard.
Have the children draw pictures of activities or exercises they like to do. Children may enjoy demonstrating for the class some activities they can do.

## Activities
### Imitate the movements animals make
#### Procedure

Stretch like a cat - Start on your hands and knees with your back straight. Slowly raise your back up high and hold. Lower your back until it is straight.
Fly like a bird - Start with your hands at your sides. Slowly lift them up behind you as high as you can. Bend your head down. Hold, then relax in standing position.
Yawn like a lion - Kneel, sitting back on your feet with hands on your knees. Lean forward on your knees as you open your eyes and mouth very wide. Stick out your tongue as far as you can. Hold. Roar if you wish. Relax and sit back up.
Kneel like a camel - Kneel on the ground. Rest your right hand on your right heel, and your left hand on your left heel. Raise your chest up, bend your head back, and hold. Return to kneeling position and rest.
Sit like a frog - Sit on the floor with knees bent out and the bottoms of your feet touching each other (Indian style, but with your feet touching instead of ankles crossed). Grab hold of your feet and pull them in toward your body. Gently press your knees toward the floor. Keep your back straight and hold.
Relax like a jellyfish - Lie on the ground on your back. Close your eyes. Relax every part of your body. Pretend that you are made of jelly. Breathe in and out slowly for several minutes.
# Elementary Math Facts/Multiplication

| X | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
| 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 0 |
| 1 | 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 |
| 2 | 0 | 2 | 4 | 6 | 8 | 10 | 12 | 14 | 16 | 18 | 20 | 22 | 24 |
| 3 | 0 | 3 | 6 | 9 | 12 | 15 | 18 | 21 | 24 | 27 | 30 | 33 | 36 |
| 4 | 0 | 4 | 8 | 12 | 16 | 20 | 24 | 28 | 32 | 36 | 40 | 44 | 48 |
| 5 | 0 | 5 | 10 | 15 | 20 | 25 | 30 | 35 | 40 | 45 | 50 | 55 | 60 |
| 6 | 0 | 6 | 12 | 18 | 24 | 30 | 36 | 42 | 48 | 54 | 60 | 66 | 72 |
| 7 | 0 | 7 | 14 | 21 | 28 | 35 | 42 | 49 | 56 | 63 | 70 | 77 | 84 |
| 8 | 0 | 8 | 16 | 24 | 32 | 40 | 48 | 56 | 64 | 72 | 80 | 88 | 96 |
| 9 | 0 | 9 | 18 | 27 | 36 | 45 | 54 | 63 | 72 | 81 | 90 | 99 | 108 |
| 10 | 0 | 10 | 20 | 30 | 40 | 50 | 60 | 70 | 80 | 90 | 100 | 110 | 120 |
| 11 | 0 | 11 | 22 | 33 | 44 | 55 | 66 | 77 | 88 | 99 | 110 | 121 | 132 |
| 12 | 0 | 12 | 24 | 36 | 48 | 60 | 72 | 84 | 96 | 108 | 120 | 132 | 144 |
# Elementary Modern Greek/Lesson I

This is the first lesson in Elementary Modern Greek. This lesson will cover the Greek Alphabet, pronunciation, Greek typography, as well as some introductory phrases.

## The Alphabet

There are 24 characters in the modern Greek alphabet. They are shown below, along with their pronunciations.
| Character | Name | Pronunciation | Notes |
| Α α | Alpha | 'a' as in 'father' | |
| Β β | Beta | 'v' as in 'vespa' | |
| Γ γ | Gamma | between a soft 'g' and a 'y' | |
| Δ δ | Delta | 'th' as in 'this' or 'd' as in 'drab' | |
| Ε ε | Epsilon | 'e' as in pet | |
| Ζ ζ | Zeta | 'z' as in 'zap' | |
| Η η | Eta | 'ee' as in 'screen' | |
| Θ θ | Theta | 'th' as in 'think | |
| Ι ι | Iota | 'ee' as in 'screen' | |
| Κ κ | Kappa | 'k' as in 'kick' | |
| Λ λ | Lambda | 'l' as in 'light' | |
| Μ μ | Mi | 'm' as in 'morbid' | |
| Ν ν | Ni | 'n' as in 'new' | |
| Ξ ξ | Xi | 'x' as in 'excellent' | |
| Ο ο | Omicron | 'o' as in 'organize' | |
| Π π | Pi | 'p' as in 'pot' | |
| Ρ ρ | Rho | 'r' as in 'road' | Often rolled like in Spanish |
| Σ σ ς | Sigma | 's' as in 'sick' | The 'σ' is used at the beginning or in the middle of a word, and the 'ς' is used at the end. |
| Τ τ | Tau | 't' as in 'touch' | |
| Υ υ | Upsilon | 'ee' as in 'screen' or 'i' as in 'pit' | |
| Φ φ | Phi | 'f' as in 'fit' | |
| Χ χ | Chi | 'ch' as in 'loch' or 'h' as in 'human' | |
| Ψ ψ | Psi | 'ps' as in 'lapse' | |
| Ω ω | Omega | 'o' as in 'ode' or 'o' as in 'lord' | |

### Two Letter Sounds

| Letters | Header text |
| Example | Example |
| Example | Example |
| Example | Example |
| Example | Example |
| Example | Example |
| Example | Example |
| Example | Example |
| Example | Example |
| Example | Example |
| Example | Example |
# Eventmath/Lesson plans/Visualizing teacher resignations

* Please help develop this lesson plan!
* This lesson plan is currently in draft status.
* Since this is a wiki page, anyone can help make it better! If you don't know how, check out the Editing FAQ.
* If you like, you can check out more Eventmath lesson plans.

## Activities

This is the main content of the lesson plan. Write as much or as little as needed to convey the main objective, the activities and tasks, and any other essential information. You may organize this content however you'd like.
You can use LaTeX to render mathematical symbols, such as $\sum _{k=1}^{n}k={\frac {1}{2}}n(n+1)$. See the Help:Formula page for more details.
You may also wish to include helpful materials for an instructor, such as:
* solutions to problems posed by the lesson,
* anticipated points of confusion and suggestions,
* discussion topics that may arise when working with students, or
* any other relevant ideas or materials.

## Assignments

You're welcome to suggest exercises, activities, assignments, or projects based on the material of this lesson.

## Resources

(Include these sections at your discretion, keeping in mind that you and others can always edit and add more to these sections later.)

### Background

You're welcome to share links to openly-accessible content (e.g. from Khan Academy, YouTube, Wikiversity, etc.) about domain knowledge or math skills students should have. Likewise, you may wish to include contextual information for the instructor.

### Explorations

You're welcome to share references for additional learning and exploration, such as links to other articles, videos, spreadsheets, or computer code. When an open-access substitute is unavailable, links to paywalled sites are acceptable in this section.

## Feedback

Have you found this lesson plan helpful? Tell us about it!
Just click Endorse below to open up an editor and type your comments. When you're ready, they'll appear at the bottom of this section to help other educators looking for good lesson plans.
(Alternatively, if you see a way to improve this lesson plan, be bold and make an edit! You're also welcome to discuss the lesson plan or provide constructive feedback on its Discussion page.)
# Eventmath/Lesson plans/Second derivatives and economic inflation

* Please help develop this lesson plan!
* This lesson plan is currently in draft status.
* Since this is a wiki page, anyone can help make it better! If you don't know how, check out the Editing FAQ.
* If you like, you can check out more Eventmath lesson plans.

## Activities

Objective: Use the concepts of second derivative and inflection point to explain the commentary on recent economic inflation
You can use LaTeX to render mathematical symbols, such as $\sum _{k=1}^{n}k={\frac {1}{2}}n(n+1)$. See the Help:Formula page for more details.
You may also wish to include helpful materials for an instructor, such as:
* solutions to problems posed by the lesson,
* anticipated points of confusion and suggestions,
* discussion topics that may arise when working with students, or
* any other relevant ideas or materials.

## Assignments

You're welcome to suggest exercises, activities, assignments, or projects based on the material of this lesson.

## Resources

(Include these sections at your discretion, keeping in mind that you and others can always edit and add more to these sections later.)

### Background

You're welcome to share links to openly-accessible content (e.g. from Khan Academy, YouTube, Wikiversity, etc.) about domain knowledge or math skills students should have. Likewise, you may wish to include contextual information for the instructor.

### Explorations

You're welcome to share references for additional learning and exploration, such as links to other articles, videos, spreadsheets, or computer code. When an open-access substitute is unavailable, links to paywalled sites are acceptable in this section.

## Feedback

Have you found this lesson plan helpful? Tell us about it!
Just click Endorse below to open up an editor and type your comments. When you're ready, they'll appear at the bottom of this section to help other educators looking for good lesson plans.
(Alternatively, if you see a way to improve this lesson plan, be bold and make an edit! You're also welcome to discuss the lesson plan or provide constructive feedback on its Discussion page.)
# Eventmath/Meetups/Fall 2022 workshops
## Fall 2022 Eventmath workshops
### Description

Welcome! Eventmath is a new wiki for math lesson plans based on current events, powered by a community of math, statistics, and quantitative literacy educators — that's you! Thanks to support from the Wikimedia Foundation, all Eventmath resources are available for free, permanently.
All fall 2022 workshops will be held on Wednesdays, from 7:00 p.m. to 8:30 p.m. Eastern Time over Zoom and will be run by Eventmath creators Greg Stanton and Brendan Sullivan. To accommodate different backgrounds, each workshop will consist of two parts:
* Introductory talk (7:00 p.m. to 7:20 p.m.): Learn about Eventmath and ways to contribute. If you've attended a previous talk of ours, please feel free to skip this.
* Edit-a-thon (7:30 p.m. to 8:30 p.m.): Edit lesson plan pages and ask questions as they arise.

### What to expect

Upon registration, registrants will be emailed a list of lesson plan ideas to help with the following edit-a-thon activities, but attendees are welcome to bring their own ideas.
* Publish a starter lesson plan or improve an existing lesson plan.
* Create a contributor profile for yourself, if you like.
* Exchange information with collaborators, if you wish.
* Ask questions and provide feedback about Eventmath.
Our mission is to help learners use math as a tool for understanding the world. By registering for a workshop listed below, you will be one of the pioneers that makes this project a success!

## Registration links

Pick one of the dates below, and click the corresponding link to register! We'll follow up by email with event details.
* Fall 2022 Eventmath Workshop 1: Wednesday, October 26, 7:00 p.m.–8:30 p.m. Eastern Time
* Fall 2022 Eventmath Workshop 2: Wednesday, November 2, 7:00 p.m.–8:30 p.m. Eastern Time
* Fall 2022 Eventmath Workshop 3: Wednesday, November 9, 7:00 p.m.–8:30 p.m. Eastern Time
* Fall 2022 Eventmath Workshop 4: Wednesday, November 16, 7:00 p.m.–8:30 p.m. Eastern Time
Notes:
* If you want to attend multiple workshops to continue working and get more feedback, that's great! It's not required.
* Please register separately for each workshop you plan to attend.
* By filling out any of the forms, you'll ensure that you're notified of any future Eventmath meetups.
* For comparing to your local time zone, here's the current time in Eastern Time.

## Announcements

Check back here for any announcements. Any important announcements will also be communicated by email to those who register.

## Outcomes

We'll post outcomes from each workshop once they're all completed!
# Eventmath/Lesson plans/Simpson's Paradox in COVID vaccine efficacy data

* Please help develop this lesson plan!
* This lesson plan is currently in draft status.
* Since this is a wiki page, anyone can help make it better! If you don't know how, check out the Editing FAQ.
* If you like, you can check out more Eventmath lesson plans.

## Activities

This is the main content of the lesson plan. Write as much or as little as needed to convey the main objective, the activities and tasks, and any other essential information. You may organize this content however you'd like.
You can use LaTeX to render mathematical symbols, such as $\sum _{k=1}^{n}k={\frac {1}{2}}n(n+1)$. See the Help:Formula page for more details.
You may also wish to include helpful materials for an instructor, such as:
* solutions to problems posed by the lesson,
* anticipated points of confusion and suggestions,
* discussion topics that may arise when working with students, or
* any other relevant ideas or materials.

## Assignments

You're welcome to suggest exercises, activities, assignments, or projects based on the material of this lesson.

## Resources

(Include these sections at your discretion, keeping in mind that you and others can always edit and add more to these sections later.)

### Background

You're welcome to share links to openly-accessible content (e.g. from Khan Academy, YouTube, Wikiversity, etc.) about domain knowledge or math skills students should have. Likewise, you may wish to include contextual information for the instructor.

### Explorations

You're welcome to share references for additional learning and exploration, such as links to other articles, videos, spreadsheets, or computer code. When an open-access substitute is unavailable, links to paywalled sites are acceptable in this section.

## Feedback

Have you found this lesson plan helpful? Tell us about it!
Just click Endorse below to open up an editor and type your comments. When you're ready, they'll appear at the bottom of this section to help other educators looking for good lesson plans.
(Alternatively, if you see a way to improve this lesson plan, be bold and make an edit! You're also welcome to discuss the lesson plan or provide constructive feedback on its Discussion page.)
# Eventmath/Lesson plans/Using inclusion-exclusion to understand COVID reinfection

* Please help develop this lesson plan!
* This lesson plan is currently in draft status.
* Since this is a wiki page, anyone can help make it better! If you don't know how, check out the Editing FAQ.
* If you like, you can check out more Eventmath lesson plans.

## Activities

1. Reading: Students will be reading the article The future of the pandemic is looking clearer as we learn more about infection before the class meeting.
2. Discussion:Students will be discussing the stated opinions and will be asked to point out the mathematical evidence to support those opinions in the article.

## Assignments

You're welcome to suggest any exercises, activities, assignments, or projects based on the material of this lesson.

## Resources

(Include these sections at your discretion, keeping in mind that you and others can always edit and add more to these sections later.)

### Background

You're welcome to share links to openly-accessible content (e.g. from Khan Academy, YouTube, Wikiversity, etc.) about domain knowledge or math skills students should have. Likewise, you may wish to include contextual information for the instructor.

### Explorations

You're welcome to share references for additional learning and exploration, such as links to other articles, videos, spreadsheets, or computer code. When an open-access substitute is unavailable, links to paywalled sites are acceptable in this section.

## Feedback

Have you found this lesson plan helpful? Tell us about it!
Just click Endorse below to open up an editor and type your comments. When you're ready, they'll appear at the bottom of this section to help other educators look for good lesson plans.
(Alternatively, if you see a way to improve this lesson plan, be bold and make an edit! You're also welcome to discuss the lesson plan or provide constructive feedback on its Discussion page.)