zilongwang/ReadingBank huggingface dataset:
What do I do when I get stuck? Formative Assessment Distribute Resource Sheet 2: Rotten Ralph & Rotten Regina to each student. Read the problem to the students and ask them to record their equation and solution. Remind them to explain using pictures, numbers, and/or words why their answer is correct. Students may solve the problem using any strategy as long as they are able to explain how they solved it. Summary Students were able to identify important information in problem-solving situations that allowed them to choose and apply the correct operation as well as an appropriate strategy. Activity 2 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Two Step Problems UDL Components Multiple Means of Representation Presented using document camera Multiple Means for Action and Expression Opportunity to respond using various means and tools Multiple Means for Engagement Students are able to act out problem SMP 1: Make sense of problems and persevere in solving them. Demonstrated in the motivation activity when students are solving the problems independently or in small groups. SMP 3: Construct viable arguments and critique the reasoning of others. Students need share their strategies and solutions that they used to solve the problem.
How do I know where to begin when solving a problem? How does explaining my process help me to understand a problem’s solution better? What do I do when I get stuck? How do I know when a result is reasonable? Formative Assessment Distribute Resource 4: More of Rotten Ralph on the Farm. Read the problems with the students and allow time for them work independently to record an equation and determine the solution to each problem. Collect the papers and review the student work to determine next steps in instruction of each student. Summary Students are able to solve two-step word problems in a variety of formats. Activity 3 UDL Components Multiple Means of Representation Multiple for Action and Expression UDL Components Multiple Means of Representation Story problems presented digitally and/or orally Multiple Means for Action and Expression Students use place value blocks to represent story actions. Multiple Means for Engagement Problems connect to a familiar character and continue from previous sessions. SMP 1: Make sense of problems and persevere in solving them. Demonstrated in the motivation activity when students are solving the problems independently or in small groups. SMP 3: Construct viable arguments and critique the reasoning of others. Students need share their strategies and solutions that they used to solve the problem.
Enduring Understandings: Enduring understandings go beyond discrete facts or skills. They focus on larger concepts, principles, or processes. They are transferable and apply to new situations within or beyond the subject. Operations create relationships between numbers. Arithmetic properties play a role in helping us understand number patterns. There are many ways to represent a number. Essential Questions: A question is essential when it stimulates multi-layered inquiry, provokes deep thought and lively discussion, requires students to consider alternatives and justify their reasoning, encourages re-thinking of big ideas, makes meaningful connections with prior learning, and provides students with opportunities to apply problem-solving skills to authentic situations. What is multiplication? How is multiplication related to addition? How are multiplication and addition different? How does our understanding of addition help us make sense of multiplication? How is multiplication used in the real world? In what ways can operations affect numbers? How can different strategies be helpful when solving a problem? Why are some numbers odd and others even?
Possible Organization of Unit Standards: This table identifies additional grade-level standards within a given cluster that support the over-arching unit standards from within the same cluster. The table also provides instructional connections to grade-level standards from outside the cluster. Over-Arching Standards Supporting Standards within the Cluster Instructional Connections outside the Cluster 2.OA.C.3 Determine whether a of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. 2.OA.B.2 Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers. 2.NBT.B.5 Fluently add and subtract within 100 using/ strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. 2.OA.C.4 Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends. 2.NBT.B.6 Add up to four two-digit numbers using strategies based on place value and properties of operations. 2.NBT.B.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three digit numbers, one adds or subtracts hundreds and hundreds, tens and tens,
Motivation “Guess my rule”- The teacher will display a range of number combinations alternating between odd and even numbers and have the students explain how the numbers are arranged and how they know this. Don’t tell them the rule at this point; you will come back to it. Have a few students come up to the board and create a set that follows the same rule (that they have guessed the teacher is using) SMP 2: Reason abstractly and quantitatively – students figure out the pattern used by the teacher. SMP 4: Model with mathematics – students create patterns that match that of the teacher using different numbers. Activity 1 UDL Components Multiple of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Ask for 3 girls and 2 boys to come to the carpet and find a partner. Ask the class if everyone has a partner and when they say no, explain that it makes an odd number since we cannot divide the group equally. Model representing this with cubes. Gather 5 cubes and show each cube “finding a partner” Ask how would we count this? Can we count by 2’s? Ask 8 students to come to the carpet and repeat the activity. Model representing this with cubes. Gather 8 cubes and model each cube “finding a partner” Can we figure out the number of students in the group of 8 without counting by ones? Practice counting by 2’s Count the group by 2’s. Continue the activity without creating a pattern of until all students in the class have participated. For each group ask students to model with cubes to show “finding a partner” and have them practice counting both odd and even number groups by 2’s. As a class, define odd and even. If numbers make pairs, we can share them evenly. We call these numbers even. SMP 1: Make sense of problems and persevere in solving them – students determine whether the group is odd or even based on the groupings. SMP 2: Attend to precision – students are careful to count and group correctly. SMP 7: Look for and make use of structure – students use the structure of the groupings to determine odd or even. SMP 8: Look for and express regularity in repeated reasoning – students use the structure of counting by two’s to determine odd or even.
Odd Even _____________________ Odd Even _____________________ Resource Sheet 4 Odd or Even? Name __________________________
Odd Even _____________________ Odd Even _____________________ Resource Sheet Odd & Even Word Problems Name __________________________
Possible Organization of Unit Standards: This identifies additional grade-level standards within a given cluster that support the over-arching unit standards from within the same cluster. The table also provides instructional connections to grade-level standards from outside the cluster. Over-Arching Standards Supporting Standards within the Cluster Instructional Connections outside the Cluster 3.MD.A.1 Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram. 3.MD.A.2 Measure and estimate liquid volumes and masses of objects standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. 3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters. 3.MD.C.5a A square with side length 1 unit, called “a unit square,” is said to have “one square unit” of area, and can be used to measure area.
composing: Composing (opposite of decomposing) is the process of joining numbers into a whole number…to combine smaller parts. Examples: 1 + 4 = 5; 2 + 3 = 5. These are two different ways to “compose” 5. equation: is a number sentence stating that the expressions on either side of the equal sign are in fact equal. area: the number of square units needed to cover a region. Examples:
problem is giving them the start and end times. They need to solve for the elapsed time. Have students work with a partner to solve this problem. Observe different strategies that are being used and choose some to highlight. Also observe students who are having difficulty solving the problems. Have those highlighted students share their strategies. If no students use a number line, do a think aloud about how you could use a number line to solve the problem. Activity 3 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary Representation: Students are able to explicitly practice and review in small groups and independently. Expression: Struggling students can be provided with the appropriate manipulative if needed. Teacher is able to provide scaffolds to students that will gradually release them to independence. Engagement: Students are actively participating either in small groups or independently. Multiple activities are provided depending on students’ ability level. Students are collaborating with peers for support. SMP 5: Use Appropriate Tools Strategically Students are using recording sheet, scratch or graph paper to solve the problems. Struggling students are using Judy Clocks to help them understand Elapsed Time SMP 6: Attend to Precision Students playing the game must communicate precisely to others and explain their reasoning to their opponent.
remember particular products and quotients. Practice – and if necessary, extra support – should continue all year for those who need it to attain fluency. 3.MD.A.2 Continuous measurement quantities such as liquid volume, mass, and so on are an important context for fraction arithmetic (cf. 4.NF.4c, 5.NF.7c, 5.NF.3). In grade 3, students begin to get a feel for continuous measurement quantities and solve whole-number problems involving such quantities. Possible Student Outcomes: The following list provides outcomes that describe the knowledge and skills that students should understand and be able to do when the unit is completed. The outcomes are components of more broadly-worded standards and sometimes address knowledge and skills necessarily related to the standards. The lists of outcomes are not exhaustive, and the outcomes should not supplant the standards themselves. Rather, they are designed to help teachers “drill down” from the standards and augment as necessary, providing added focus and clarity for lesson planning purposes. This list is not intended to imply any particular scope or sequence. The student will: Identify a unit fraction and other fractions from the unit fraction. Represent fractions of a whole. Represent fractions of a set. Build number sense with fractions by using benchmarks or reference points of 0, and 1. Identify the numerator and denominator and understand the meaning of each in the fraction. Identify the placement of a fraction on a number line and explain its placement based on unit fractions. Identify equivalent fractions by reasoning about their size. Represent two fractions that are equivalent using concrete or virtual manipulatives, pictures, or drawings. Express whole numbers as fractions and explain why they are equivalent. Compare fractions with the same numerator or the same denominator by reasoning about their size when both fractions refer to the same whole. Progressions from Common Core State Standards in Mathematics: For an in-depth discussion of the overarching, “big picture” perspective on student learning of content related to this unit, see:
Resource Sheet 3 More Brownie Sharing Name: ______________________________________________________________________
which a total number of objects can be expressed as 5 x 7. the product as the total number of objects Knowledge that the product represented by the array is equivalent to the total of equal addends (2OA4) Ability to apply knowledge of repeated addition up to 5 rows and 5 columns and partitioning, which leads to multiplication (2OA4) Knowledge that the example in Standard 30A1 can also represent the total number of objects with 5 items in each of 7 groups (Commutative Property) Students think in terms of groups of objects rather than individual objects. Students use pictures, objects, words, numbers, and equations to make sense of multiplication problems. Students use the vocabulary words such as factor and product when describing multiplication situations and problems. Students learn that the multiplication symbol ‘x’ means ‘groups of’ and therefore understand that 4 x 5 means four groups of 5 objects. 3.OA.A.2: Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷8. Knowledge that division is the inverse of multiplication and the process of repeated subtraction Ability to use concrete objects to represent the total number and represent how these objects could be shared equally Knowledge that the quotient can either represent the amount in each group or the number of groups with which a total is shared Knowledge that just as multiplication is related to repeated Students work with two different types of problems in division. One type of problem is to determine the number of equal groups for the total number of objects. The other is to determine the number of objects in each of the groups. When given a division expression such as 35 ÷ 5, the student can interpret it either as 35 objects divided equally among 5 groups OR 35 objects divided into groups with 5 in each group. Students should begin to use the following vocabulary words: quotient, dividend, divisor, and factor.
Activity 1 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components Representation is present in the activity through highlighting how complex terms and expressions are composed of simpler words or symbols. Expression is present in the activity through the use of options such as folding, cutting, or drawing to demonstrate mathematical understanding. Engagement is present in the activity through the use of a task that allows for active participation and exploration. Give each student a piece of paper and crayons or markers. Have students fold the paper in half. (Do not specify which way to fold in half.) Have students use a crayon to shade in half of their paper. Have students fold the paper in half again. Have students open their paper. Ask, how many parts are there now in the whole? (Four, which is the denominator) How many of those four parts are shaded? (Two, which is the numerator). What fraction is shaded? ( ) What is the relationship between? (Looking for equivalence or the same value) (Record the fractions) Have students fold the back up so that is showing. Fold the paper in half again. Have students open their paper. Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. with mathematics. Use appropriate tools strategically. Look for and make of structure.
Tenths Card Hundredths Card Sum ___________ + ___________ = _______ Tenths Card Hundredths Card Sum ___________ + ___________ = _______
AARREC ACF ADRA Africare AMI-France ARC ASB ASI AVSI CARE CARITAS CEMIR International CESVI CFA CHF CHFI CISV CMA CONCERN COOPI CORDAID COSV CRS CWS DanChurchAid DDG Diakonie Aid DRC EM-DH FAO FAR FHI FinnChurchAid FSD GAA GOAL GTZ GVC Handicap International HealthNet TPO HELP HelpAge International HKI Horn Relief HT Humedica IA ILO IMC INTERMON Internews INTERSOS IOM IPHD IR IRC IRD IRIN IRW Islamic Relief JOIN JRS LWF Malaria Consortium Malteser Corps MDA MDM MEDAIR MENTOR MERLIN Muslim Aid NCA NPA NRC OCHA OHCHR OXFAM PA PACT PAI Plan PMU-I Première Urgence RC/Germany RCO Samaritan's Purse Save the Children SECADEV Solidarités SUDO TEARFUND TGH UMCOR UNAIDS UNDP UNEP UNESCO UNFPA UN-HABITAT UNHCR UNICEF UNOPS UNRWA VIS WFP WHO World Concern World Relief WV ZOA TABLE DE MATIÈRES
4. VISION FUTURE 1. Y aura-t-il un CAP en 2013 ? OUI 2. Plan d'évaluation des besoins pour le CAP 2013 ÉVALUATIONS DES BESOINS DISPONIBLES POUR LE CAP 2012 Cluster(s) Zones géographiques et groupes de populations évalués Organisations ayant effectué l'évaluation Titre ou sujet Nutrition National PNN, UNICEF, PAM, HKI, ACF juin-juillet 2011 Enquête nutritionnelle 2011 Nutrition Nord: Poro et Tchologo (districts sanitaires de Korhogo et Ouangolodougou) Save the Children, PNN juin 2012 Évaluation nutritionnelle rapide Sécurité Alimentaire Ouest/sud-ouest: Man, Douékoué, Guiglo, Toulepleu, Blolequin, Dalo, Sassandra, Soubré PAM, INS janvier-février 2012 Evaluation de la sécurité alimentaire en situation d'urgence (ESASU) Multisecteur Ouest: Moyen Cavally Save the Children mai 2012 Mission d’évaluation multisectorielle rapide de la situation des populations déplacées Multisecteur Ouest: Moyen Cavally (Taï-Nigré) ASAPSU, Caritas, Care inter, Save the Children, HCR, PAM, UNICEF et OCHA juin 2012 Mission d’évaluation rapide multisectorielle Protection Ouest: Bas (Tabou-Para) - /A.S.A juin 2012 Mission conjointe d’évaluation EVALUATIONS DES BESOINS PREVUES Nutrition National PNN, UNICEF, PAM, FAO juin juillet 2012 Enquête nutritionnelle SMART 2012 Santé Ouest: Bas Sassandra, Cavally (Taï-Tabou) OMS, MdS juillet 2012 Evaluation rapide des besoins santé Sécurité Alimentaire National PAM/FAO août/sept 2012 Evaluation pré-récoltes Sécurité Alimentaire Ouest: zone frontalière Liberia PAM/UNHCR sept./oct. 2012 Mission d’évaluation conjointe (joint assessment mission
Warm Up Use what you know whole numbers and fractions to answer the following question: “At Styrofoam Elementary School, only of 12 classes recycle. How many classes at that school are recycling?” (use numbers, pictures or Have multiple students show representation of the problem. Then ask: What you notice about all of the representations?” “What do they all have in common? How are they different?” Motivation Tell students that they are now part of an exclusive “MSDE Eco Club” which will be working to promote environmental awareness within the school building and grounds. They will be part of a planning team to promote recycling within the building as well as plan an Eco Park on school property. An Eco Park is a designated area within school grounds with the goal of providing real life applications to environmental concepts. These may include a butterfly garden, a vegetable garden, habitats and ecosystems. To start these activities, here are a few options: Have a gallery walk with poster titles including “What to Include in our Eco Park”, “Ways to Promote Recycling” Have students research what can be included in the Eco Park and share their ideas.
“Are any of the sections the same size? How is that possible with different fractions of a “Which operation does this activity show? Explain your thinking.” “As a let’s review our findings so that we can move on to the next step of our planning.” See Attachment #6 – “Eco Park Section Planner” (As a group, insert equivalent fraction with a denominator of 24 into the second column.) To connect the word “of” to multiplication, pose the following questions to students: To find the square for the Vegetable Garden, you found of 24 square feet. How many yards did that equal? Is there a mathematical equation to show how you solved this? () Continue with the remaining sections of the park to show multiplication equations. If you have time, students can add the sections to that it equals 24 square yards. As this activity concludes, please be cognizant of the Enduring Understanding: “Multiplication of a number by a fraction yields a product less than the whole number.” Exit Ticket: Attachment # 7
18. Curriculum Skills Map Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed Level Module Code Module Core (C), Compulsory (COMP) or Option (O) Programme Learning Outcomes Knowledge and understanding Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 A5 A6 A7 A8 B1 B2 B3 B4 B5 B6 B7 B8 C1 C2 C3 C4 C5 D1 D2 D3 D4 D5 D6 LEVEL 7 AO4001 Critical and Cultural Contexts C X X X X AO4002 Innovation and Realisation C X X X X AO4003 Professional Studies 2 C X X X X X AO4005 Design 1 C X X X X X X X X X X X X X X X X X X X X X X X X AO4007 Design 2 C X X X X X X X X X X X X X X AO4950 Research methods for architectural studies. C X X AO4990 Written Thesis C X X X X X X Note: Mapping to other external frameworks, e.g. professional/statutory bodies, will be included within Student Course Handbooks
Structure and Syllabi of M.A. English (Four Semesters) Course For the University Teaching Department (Under Choice Based Credit System) (Effective from the Academic Session: 2016-17) FIRST SEMESTER CODE CORE COURSES CREDITS TEACHING HOURS (Per Week) Maximum Internal Assessment End-Semester Examination (Theory) Total ENL- 511 LITERATURE IN ENGLISH: 1550-1660 (PART-I) 4 4 20 80 100 ENL- 512 LITERATURE IN ENGLISH: 1660-1798 (PART-I) 4 4 20 80 100 ENL- 513 LITERATURE IN ENGLISH: 1798-1914 (PART-I) 4 4 20 80 100 ENL- 514 LITERATURE IN ENGLISH: 1914-2000 (PART-I) 4 4 20 80 100 CODE ELECTIVE COURSES CREDITS TEACHING HOURS (Per Week) Maximum Internal Assessment End-Semester Examination (Theory) Total ENL- 515 OF A GENRE: FICTION (PART-I) 4 4 20 80 100 ENL- 516 STUDY OF A GENRE: DRAMA (PART-I) 4 4 20 80 100 ENL- 517 OF A GENRE: POETRY (PART-I) 4 4 20 80 100 TOTAL CREDITS/MARKS 20 500
SECOND SEMESTER CODE CORE COURSES CREDITS TEACHING HOURS (Per Week) Maximum Marks Internal Assessment End-Semester Examination (Theory) ENL -521 LITERATURE IN ENGLISH: 1550-1660 (PART-II) 4 4 20 80 100 ENL- 522 LITERATURE IN ENGLISH: 1660-1798 (PART-II) 4 4 20 80 100 ENL -523 LITERATURE IN ENGLISH: 1798-1914 (PART-II) 4 4 20 80 100 ENL -524 LITERATURE IN ENGLISH: 1914-2000 (PART-II) 4 4 20 80 100 CODE ELECTIVE COURSES CREDITS TEACHING HOURS (Per Week) Maximum Marks Internal Assessment End-Semester Examination (Theory) ENL -525 STUDY OF A GENRE: FICTION (PART-II) 4 4 20 80 100 ENL -526 OF A GENRE: DRAMA (PART-II) 4 4 20 80 100 ENL- 527 OF A GENRE: POETRY (PART-II) 4 4 20 80 100 CODE OPEN ELECTIVE COURSES (Interdisciplinary Course for the Students of Departments) CREDITS TEACHING HOURS (per week) Maximum Internal Assessment End-Semester Examination (Theory) Total ENLID-051 Introduction to English Literature 2 2 10 40 50 TOTAL CREDITS/ MARKS 22 550 M.A. (PREVIOUS) ENGLISH
(8-1) Introduction 107 (8-2) Application of chi – Square 107 (8-3) Test of Hypothesis for Population Variance 108 (8-4) Test of Expected Percent 110 (8-4-1) Application of chi – Square for One Degree of Freedom 110 (8-4-2) Application of chi – Square for More Than One Degree of Freedom 111 (8-5) Test of Goodness of Fit 113 (8-6) Test of Independence (or Test of Association) 116 (8-7) Exercises for Chapter 8 118 Chapter 9: F – Distribution 120 (9-1) Introduction 120 (9-2) Nature of F – Distribution 120 (9-3) Test For the Equality of Two Variances 123 (9-4) Limit intervals for Percent Treatment Among Two Variances σ12/ σ22 125 (9-5)Test of Hypothesis About the Differences Among Three or More Population Means 127 (9-6) Exercises for Chapter 9 137 Chapter 10: Regression and Correlation 140 (10-1) Introduction 140 (10-2) Simple Linear Regression 140 (10-2-1) Description of Data 141 (10-2-2) Graphical Representation 141 (10-2-3) Linear 142 (10-2-4) Assumptions of Analysis 143 Subject Page (10-2-5) Estimation of Regression Parameters 144 (10-2-6) Drawing Regression Line 146 (10-2-7)Determination of Confidence Interval for Regression Coefficient (CI) 147 (10-2-8) Testing Significant of Regression 148 (10-2-9) Determination Coefficient 150 (10-3) Test of Linear Model Fitness 151 (10-3-1) Errors Analysis Method (or Residual Analysis) 151 (10-3-3) Lack of Fit Method (L. O. F.) 154 (10-4) Simple Non Linear Regression 158 (10-4-1) Description of Data 158 (10-4-2) Estimation of Regression Parameters 159 (10-5) Simple Correlation 163 (10-5-2) Testing Significant of Correlation Coefficient 166 (10-5-3) Relationship Between Regression and Correlation Coefficients 167 (10-6) Exercises for Chapter 10 169 Chapter 11: Principles of Agricultural Experiments 172
The discounting factor for condos in this area of the city is nil. There should be a discounting factor for this area of the city because there are discounting factors for more affluent areas of the city. Based upon actual MLS Listings for the operative period of time (that is 2012, 2013 and 2014) for non-balcony units in the Westside area of the city, the assessment is incorrect. For example, the average sales price for 2 bedroom Westside basement condos (apartment conversions), from 2010 to December, 2016 is $126,650.00. Exhibits Exhibit A.1 Notice of Appeal from Dean Mattison on behalf of Bryan Palawchuk to the Board of Revision, received March 8, 2017 Exhibit A.2: Appellant’s submission to the Board of Revision, received April 20, 2017. Exhibit A.3: Section 8 of the document supplied at the hearing, Received July 28, 2017. Exhibit R.1: Assessment Report by the City Assessor titled “Low-Rise Condominium Response,” received June 12, 2017. Exhibit C(R).1: CONFIDENTIAL DOCUMENT submitted by the City Assessor titled “Confidential Supplementary Notations As per agreement, by both parties, appeal numbers 148, 149 and 150 were heard by the Board of Revision Panel (Panel) concurrently. The Panel Chair stated this was a Simplified Appeal. The Appellant submitted additional documents at the opening of the appeal. This is a simplified appeal and as such the documents were accepted as per The City’s Act, which states: Simplified appeals 195(1) This section applies, at the option of the appellant, to an appeal concerning the assessment of: (a) a single family residential property regardless of the total assessment; or (b) any property that has a total assessment of $250,000 or less. (5) Section 200 does not apply to an appellant in an appeal to which this section applies 200(1) If an appellant intends to make use of any written materials on the hearing of an appeal, at least 20 days before the date set for the hearing the appellant shall: (a) file a copy of the materials with the secretary of the board of revision; and (b) serve a copy of the materials on every other party to the appeal.
Total Actual – Fitted [Sum(L4)] Total (Actual – Fitted)2 [Sum(L5)] 9. Use your calculator and determine another type of regression for the given data. Repeat the above process recording the values in the table below. TIME L1 ACTUAL DISTANCE L2 FITTED DISTANCE L3 ACTUAL – FITTED L4 = L2 – L3 (ACTUAL – FITTED)2 L5 = (L4)2 0 1 2 3 4 5 6 7 8 9 Total Actual – Fitted [Sum(L4)] Total (Actual – Fitted)2 [Sum(L5)] 10. Compare and contrast the data in the two tables. Other Topics for Exploration in Exponential Growth and Decay Calculating compound interest Population growth of species Limitations of exponential models and logistic curves Exponential stories: Rice on a chessboard; Waterlilies Cell growth in biology Radioactive decay Processing power of computers and Moore’s Law Resources: The Math Forum – Exploring Data: Exploring Data, Courses and Software The Data Library – Pat Daley
A translation is a transformation that involves sliding a vertically or horizontally. 7. Sketch the graph of each function. a. y = x2 b. y = x2 + 3 c. y = x2 – 3 d. y = (x – 3)2 e. y = (x + 3)2 8. Sketch the graph of each function. a. y = ex b. y = ex + 3 c. y = e x – 3 d. y = ex - 3 e. y = ex + 3 9. Sketch the graph of each function. a. y = ln x b. y = ln (x) + 3 c. y = ln (x) – 3 d. y = ln (x – 3) e. y = ln ( x + 3)
Schedule Week/Dates Mode Topic Assignments Due Dates Week 1 Jan. 7-11 F2F Module 1 01/11/10 Week 2 Jan. 12-18 Online Module 2 01/18/10 Week 3 F2F Week 4 Online Week 5 F2F Week 6 Online Week 6 F2F Week 7 Online Midterm Exam Midterm Exam Week 8 F2F Week 9 Spring Break Week 10 Online Week 11 F2F Week 12 F2F Week 13 Online Week 14 Online Week 15 F2F Week 16 Online Final Exam Note: All dates and times are subject to change by Dr. TheProfessor. Be informed and routinely check the Schedule and Class Discussion topics for any changes or updates.
A.2: Client Pro Objective 1: Windows Installation and Configuration, All Questions 12 60 A.3: Client Pro Objective 2: Access, All Questions 13 65 A.4: Client Pro Objective 3: Applications and Services, All Questions 9 45 A.5: Client Pro Objective 4: Hardware, All Questions 8 40 A.6: Client Pro Objective 5: Storage, All Questions 14 70 A.7: Client Pro Objective 6: Networking, All Questions 8 40 A.8: Client Pro Objective 7: Printing, All Questions 3 15 A.9: Client Pro Objective 8: System Protection, All Questions 10 50 A.10: Client Pro Certification Practice Exam 18 90 Total 95 7:55 B.0: MS 70-698 Practice Number of Questions Time B.2: Objective 100. Implement Windows, All Questions 163 2:43 B.3: Objective 200. Configure and Support Core Services, All Questions 282 4:42 B.4: Objective 300. Manage and Maintain Windows, All Questions 180 3:00 B.5: 70-698 Certification Practice Exam 90 1:30 Total 715 11:55 C.0: MS 70-697 Practice Exams Number of Questions Time C.2: Objective 100. Manage Identity, All Questions 76 1:16 C.3: Objective 200. Plan Desktop and Device Deployment, All Questions 70 1:10 C.4: Objective 300. Plan and Implement a Microsoft Intune Device Management Solution, All Questions 18 90 C.5: Objective 400. Configure Networking, All Questions 90 1:30
MASTER OF TECHNOLOGY IN MECHANICAL ENGINEERING (MANUFACTURING SCIENCE & ENGINEERING) SEMESTER- I Subject L T P/D Total Internal Marks External Hrs. Per Week Total Marks MTMSE-651 Metal Casting and Joining Processes 4 - - 4 40 60 4 100 MTMSE-653 Reliability and Maintenance Engineering 4 - - 4 40 60 4 100 Machining Processes 4 - - 4 40 60 4 100 MTMSE-657 Operations Management 4 - - 4 40 60 4 100 MTMSE-659 Theory of Metal Forming 4 - - 4 40 60 4 100 MTMSE-661 Advance Manufacturing Lab - - 2 2 40 60 2 100 Total 240 360 22 600 Subject L T P/D Total Internal marks External marks Hrs. Per Week Total Marks MTMSE-652 Product Analysis and Cost Optimisation 4 - - 4 40 60 4 100 Theory of Metal Cutting 4 - - 4 40 60 4 100 MTMSE-656 Computer Integrated Manufacturing and Automation 4 - - 4 40 60 4 100 MTMSE-658 Non Destructive Testing 4 - - 4 40 60 4 100 MTMSE-660 Metal Cutting and Tool Design Lab - - 2 2 40 60 2 100 MTMSE-662 Seminar - - 2 2 100 - 2 100 300 300 20 600 II
databases etc. literature search database; primer designing software; restriction mapping software; LpG: proteomics students from Food technology stream will be able to understand the basic tools of bioinformatics and be able to utilise public databases like NCBI and protein databases etc. 2. Application of Statistics, bioinformatics and experimental design to biotech processes: Sampling procedures, populations; types of data, data organization and presentation. Correlation and Regression, linear and quadratic regression Analysis of variance. Correlation coefficient; regression analysis; multivariate analysis; principal component analysis. 10 05 CO 2: Students will be able to understand the basics of biostatistics which can be applied to design their experiments and interpret the data in a more meaningful way. PO1 PO12 PO13 3. Probability. Probability distribution. Testing of hypothesis. Bioinformatics for data processing and presentation. Experimental design and factorial design. Concepts and use of software. RSM and ANN techniques for optimization of fermentative processes. 10 05 CO 3: Students will be able develop an understanding about probability and other bioinformatics tools and be able to understand how to utilise these tools to simulate best possible combinations during experimentation. PO1 PO12 PO13 contact hours 30 15 Books Recommended 1. Bioinformatics: Application in biological sciences by Rashidi, Hooman. 2. Emerging trends in bioinformatics, Khan Irfan, 2002 3. Bioinformatics, Concepts, Skills and Application-2003, Rastogi 4. of course: Food Standards and Safety Regulations (Elective theory course) (50 marks, 3 credits, 2L + 1T per week) Prerequisites: general understanding of food quality and safety as well as food product composition,, food additives, food ingredients
INSTITUTE OF ENVIRONMENTAL STUDIES KURUSKHETRA UNIVERSITY, KURUKSHETRA SCHEME OF COURSES& EXAMINATIONS M.Tech. Energy and Environmental Management (EEM) (w.e.f. 2016-17) SECOND SEMESTER Paper Code Title of Paper Type of Credits Marks Internal Assessment Examination Total Environmental Assessment and Management Core 4 4 40 60 100 Renewable Energy and Technology Core 4 4 40 60 100 Environmental Remote Sensing & GIS Core 4 4 40 60 100 Environmental Biotechnology and Biofuels Core 4 4 40 60 100 Seminar Core 1 1 25 - 25 Practical - I Core 8 4 40 60 100 Practical - II Core 8 4 40 60 100 Total 25 265 360 625 Note: Each Theory Final Examination will be of 3 hours and practical examination will be of 6 hours duration. 203
INSTITUTE OF ENVIRONMENTAL STUDIES KURUSKHETRA UNIVERSITY, KURUKSHETRA SCHEME OF COURSES& EXAMINATIONS M.Tech. Energy and Environmental Management (EEM) (w.e.f. 2016-17) THIRD SEMESTER Code Title of Paper Type of Paper Hours/ Week Credits Marks Internal Assessment Final Examination EL-1A (Energy Conservation and Efficient Systems) Elective 4 4 40 60 100 EL-1B (Environmental Bioremediation Technology) EL-1C (Environmental Policies, Laws and Impact Assessment) EL-2A (Industrial Energy) Elective 4 4 40 60 100 EL-2B (Energy from Waste) EL-2C (Environmental Modelling) Minor Project/Practical Core 8 4 40 60 100 Summer training (Report and Seminar) Core - 2 50 - 50 Seminar Core 1 1 25 - 25 Practical Elective 8 4 40 60 100 Total 19 235 240 475 Note: The minor project in the form of summer training (8 weeks) report with some Industry/NGO/Research Institute/ organization will be submitted by the student in the 3rd Semester and the student will give a presentation on the training. 301 302
Key Questions shared between partners: How many objects did you grab? How do you know? How did you count? Who has more? Who has less? How do you know? Formative Assessment Teacher will observe students as they count and build the towers of snap cubes. After the students build their tower, the teacher will observe as the students identify the matching numeral then write the matching numeral. The teacher will observe students understanding of more and less. Closure Have all students return to the carpet with a board and a dry erase marker. Teacher will grab a handful of counters. Each student will be instructed to draw a representation of the handful of cubes and write a numeral to go with their representation. Clean up materials. Ask students: How did we represent numerals today? What strategies did you use to find out “how many”? Students can answer the questions with a neighbor on the carpet and/or call on student volunteers to share with the group.
Standard: K.CC.B.4b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. Standard: K.CC.B.4c Understand that each successive number name refers to a quantity that is one larger. Standard: K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered Essential Skills and Knowledge Knowledge of and ability to apply Cardinality (e.g., the understanding that when counting a set, the last number counted represents the total number of the objects in the set) Knowledge of and ability to apply Conservation of number (e.g., ability to understand that the quantity of a set does not change, no matter how the objects of the set are displayed) Ability to apply Subitizing (e.g., the ability to immediately recognize a quantity) when counting objects Essential Skills and Knowledge Knowledge that when one more is added to a number set, this new number includes all the previous count on from the existing number of cubes. The student should continue placing one more cube at a time and identify the total number in order to see that the counting sequence results in a quantity that is one larger each time one more cube is placed in the group. Students should develop counting strategies to help them organize the counting process to avoid re-counting or skipping objects. Examples: If items are placed in a circle, the student may mark or identify the starting object. If items are in a scattered configuration, the student may move the objects into an organized pattern. Some students may choose to use grouping strategies such as placing objects in twos, or tens (note: this is not a kindergarten expectation). Counting up to 20 objects should be reinforced when collecting data to create charts and graphs. Students should use their number sense to develop counting strategies through early number relationships: - Spatial Relationships - subitizing Five Four Nine (learned pattern) (2 and 2) (8 and 1 more)
Behavior Card (School) Child: Date/Time: Activity: Observer: What happens before the behavior? Demand request Alone (no attention) Alone (no apparent activity) Attention given to others Transition Specific peer/sibling Specific adult/family member Preferred object/activity removed Unpreferred activity/object Told “no” Challenging Behavior: Describe briefly in specific terms Purpose of Behavior: Escape/Avoid Who/What? Obtain/Get What? What happens after the behavior? Verbal redirect Physical redirect Ignored Activity/materials taken away Isolation (in room) Sent out of room/Adult left in room Calming/soothing of child Verbal Physical Both Physical restraint Peer/Sibling remarks/laughter Other: Behavior Card (Home) Date/Time: Activity: Observer: What happens before the behavior? Demand request Alone (no attention) Alone (no apparent activity) Attention given to others Transition Specific peer/sibling Specific adult/family member Preferred object/activity removed Unpreferred activity/object Told “no” Challenging Behavior: Describe briefly in specific terms Purpose of Behavior: Escape/Avoid Who/What? Obtain/Get What? What happens after the behavior? Verbal redirect Physical redirect Ignored Activity/materials taken away Isolation (in room) Sent out of room/Adult left in room Calming/soothing of child Verbal Physical Both Physical restraint Peer/Sibling remarks/laughter Other: Behavior Card (School)
policies and evidence and further action needed. Neighbourhood Plan Working group fire station 25 July 2016 Workshop on how to write policies for Neighbourhood Plan Neighbourhood Plan Sub group NuLBC offices 29 July 2016 Meeting with Borough Council Development planners to consider Strategic Environment Screening and link to Local Plan evidence. Neighbourhood Plan Working group fire station 11 August 2016 How to undertake a Character Assessment workshop Neighbourhood Plan Working group fire station 26 Sept 2016 Meeting to agree agenda for public meeting to consider policies Residents Meeting (40 in attendance) Hugo Meynell School 18 October 2016 Presentation of draft policies. Agreement of key issues and wording of draft policies. Neighbourhood Plan Sub group NuLBC offices 28 Oct 2016 Meeting with Borough planners to consider draft policies and plan. Neighbourhood Plan Sub group fire station 7 November 2016 Meeting with Whitmore N Plan group re progress and share good practice Neighbourhood Plan Sub group fire station 10 February 2017 Meeting with Borough Councillors to raise concerns re lack of progress Neighbourhood Plan Sub group NuLBC offices 2 March 2017 Meeting with Neighbourhood Plan Officer to discuss outcome of SEA screening Neighbourhood Plan Working group fire station 6 March 2017 Update to group on progress and SEA outcome Neighbourhood Plan Sub group fire station 9 May 2017 Meeting with Neighbourhood Plan group to share learning Neighbourhood Plan Sub group fire station 18 May 2017 Meeting with NuLBC N Planner and consultant re feedback from Borough on draft plan Neighbourhood Plan Sub group Telephone 6 June 2017 Aecom briefing for SEA Neighbourhood Plan Sub group Liverpool 25 July 2017 Consultant advice on site allocation & feasibility for sports/community facilities Neighbourhood Plan Sub group fire station 25 July 2017 Workshop for other Neighbourhood plan groups in
borough to share good practice Neighbourhood Plan Sub group fire station 5 Sept 2017 Meeting of Neighbourhood Plan Forum to share good practice & consider Local Plan issues. Neighbourhood Plan Sub group fire station 17 Oct 2017 Meeting of Neighbourhood Plan Forum to share good practice & consider Local Plan issues. Neighbourhood Plan Sub group fire station 17 Nov 2017 Drop-in for residents on published draft plan. Neighbourhood Plan Sub group fire station 8 Dec 2017 Drop-in for residents on published plan. Neighbourhood Plan Sub group fire station 8 Jan 2018 Meeting of Neighbourhood Plan Forum to share good practice & consider Local Plan issues. Neighbourhood Plan Sub group fire station 9 Jan 2018 Meeting with N Planner re feedback from Borough on pre-submission draft plan & consultation Neighbourhood Plan Working group fire station 11 January 2018 Meeting to review consultation responses and agree what to amend in draft plan. Appendix 6: Residents Workshop notices February 2016 LOGGERHEADS PARISH COUNCIL & LOGGERHEADS NEIGHBOURHOOD PLAN WORKING GROUP PRESENT:
Key Questions: How many objects in each set? Which set is greater or less? How do you know? How can we make the sets equal? Formative Assessment: As students are matching and snapping, the teacher will observe and check for student understanding Activity 3 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components: Representation is present in this activity through the use of concrete objects. Through this activity, students will demonstrate an understanding of the terms greater than, less than, equal to. Expression is present in this activity through the use of oral responses, hand signals, and body movements. Engagement is present in this activity through the use of differentiating the number of bears used to complete the activity. Teacher will arrange 9 bowls in a grid of 3 rows of 3. Various quantities of bears are hidden underneath each bowl. These can be referred to as “bears in caves”. Students lift a cave and count the bears. Then they chose a more or less card. Students lift a second cave, count the bears, and place the unused card next to it. If the cards correctly match the amounts in the two caves (the ‘more’ card with the cave that has the SMP 2 Reason abstractly and quantitatively – Students will determine if their ‘more’ and ‘less’ cards correctly match the bears in each cave. SMP 4 Model with mathematics – Students will use counting and/or one-to-one correspondence to compare the number of bears in each cave.
Formative Assessment: Teacher observation Resource Sheet 6: Jenna’s Leaves Note to the teacher: For now, just focus on the pile of 10 leaves and the pile of 5 leaves rather than composing the teen number. Students in Kindergarten are not required to write equations, but should be encouraged to do so. This activity was adapted from: Activity 2 UDL Components Multiple Means of Representation Multiple Means for Action and Expression Multiple Means for Engagement Key Questions Formative Assessment Summary UDL Components Representation is present through the use different colored interlocking cubes that emphasize the ten and “some more.” Expression is present in the activity through the use of manipulatives and work mats. Engagement is present in the opportunities for collaborating with peers. Materials Needed: Groupable models, such as interlocking which students can use to build a train of ten. of interlocking cubes to place at each table Overhead projector or document camera Resource Sheet 7: Making Numbers Mat (one per student, laminated on cardstock if possible) SMP 2 is evident in this activity as students reason abstractly and quantitatively by recognizing that a number represents a specific quantity. SMP 4 is evident in this activity when students have opportunities to model teen numbers and explain the connections.
Resource Sheet 6 Jenna’s Leaves NAME: __________________________________________________
In grades 3 and 4, students use place value understanding and properties of operations to perform multi-digit arithmetic. In grade 4, students generalize place value understanding for multi-digit whole numbers. In grade 4, students extend their understanding of place value to apply to decimals and fractions that are renamed as decimals. In grades 5 and beyond, students perform operations with multi-digit whole numbers and with decimals to the hundredths. Possible Organization of Unit Standards: This table identifies additional grade-level standards within a given cluster that support the over-arching unit standards from within the same cluster. The table also provides instructional connections to grade-level standards from outside the cluster. Over-Arching Standards Supporting Standards within the Cluster Instructional Connections outside the Cluster K.NBT.A.1: Compose and decompose numbers from 11-19 into tens ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18=10+8); understand that these numbers are composed of ten ones, and one, two, three, four, five, six, seven, eight, or nine ones. K.CC.A.1: Count to 100 by ones and tens. K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.A.3: Write numbers from 0-20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.OA.A.3: Decompose numbers less than or equal to 10 in pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). K.OA.A.4: For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. Connections to the Standards for Mathematical Practice: This section provides examples of learning experiences for this unit that support the development of the