zilongwang/ReadingBank huggingface dataset:
TYPICAL EXTERIOR ELEVATIONS Scale:NotToScale 34HOUR FIRERATED PAGE1OF E E I A C A D B K L H F FR4711-OC F FR47212-DOC J FR4711-FX E I I A H N L G K L M A D B F J F FR4742-OC-FX FR4743-OC-FX MAXIMUMALLOWABLESINGLECASEMENTDIMENSIONS36"X60"
TYPICAL DETAILS Scale:1:2 FR4700-OCSERIES ULAPPROVEDANDCERTIFIED SELF-CLOSINGOUTSWINGCASEMENT 34HOUR FIRERATED PAGE3OF INTERIOR INTERIOR 218" 218" A&B 21516" TYPICAL HINGEDJAMB TYPICAL LOCKINGJAMB INTERIOR 218" EXTERIOR INTERIOR 218" 21516"
TYPICAL DETAILS Scale:1:2 FR4700-OCSERIES ULAPPROVEDANDCERTIFIED SELF-CLOSINGOUTSWINGCASEMENT 34HOUR FIRERATED PAGE4OF INTERIOR EXTERIOR INTERIOR 178" 138" 138" EXTERIOR TYPICAL VERTICALMUNTIN 178" TYPICAL EXTERIOR 178" INTERIOR INTERIOR 1916" 178"
FRAME OPTIONS Scale:1:2 FR4700-OCSERIES ULAPPROVEDANDCERTIFIED SELF-CLOSINGOUTSWINGCASEMENT 34HOUR FIRERATED PAGE6OF INTERIOR INTERIOR 218" 218" 3716" 3716" EXTERIOR EXTERIOR TYPICALJAMB INTERIORFLANGE TYPICALJAMB EXTERIORFLANGE INTERIOR 178" 2"
GLAZING OPTIONS Scale:1:2 FR4700-OCSERIES ULAPPROVEDANDCERTIFIED SELF-CLOSINGOUTSWINGCASEMENT 34HOUR FIRERATED PAGE7OF 14" 316" 1" EXT. INT. EXT. INT. EXT. INT. 14" 316" 1" EXT. INT. EXT. INT. EXT. INT.
The applicant will receive 3 points if the application includes documentation that the applicant does not have has Site Control, but does have approval of Zoning that permits residential housing as proposed in the application. The applicant will receive zero (0) points if the application does not include documentation that the applicant has Site Control or approval of Zoning that permits residential housing as proposed in the application. Key Personnel Timeliness (12 points): In order to perform the required grant activities in a timely manner, the applicant must demonstrate that it is actively pursuing contracts with Key Personnel, as included in the application for Rating Factor 1.c. of this NOFA. HUD will score this Rating Factor as follows: If the applicant has demonstrated in Rating Factor 1 – Capacity that it has the in-house ability to successfully complete the grant activities, the applicant will receive 12 points. The applicant will receive 12 points if the application demonstrates that the applicant has published procurement documents by the application deadline date for all Key Personnel, or has published procurement documents for a Developer or other development manager that will contract with all other Key Personnel, as addressed in Rating Factor 1 – Capacity. (Note that under 24 CFR 50.3, the grantee must not enter into a binding agreement for choice-limiting actions until HUD completes an environmental review, i.e., a binding agreement must allow for changes in project sites.) The applicant will receive 6 points if the application includes documentation that by the application deadline date the applicant has begun the procurement process or has had discussions with all Key Personnel, , or a Developer or other development manager that will contract with all other Key Personnel, as addressed in Rating Factor 1 – Capacity. The applicant will receive 0 points if the application does not include documentation that by the deadline date the applicant has begun the procurement process or has had discussions with all Key Personnel, , or a Developer or other development manager that will contract with all other Key Personnel, as addressed in Rating Factor 1 – Capacity. Rating Factor 4 – Appropriateness of the HOPE VI Main Street Affordable Housing Project (Up to 38 points). This rating factor encompasses several key elements of the Main Street Affordable Housing Project. They are: Community and Supportive Services Sustainability (energy and efficiency) Section 3 Plan for providing economic opportunities for low-and very-low income persons including the types and amounts of employment and contracting opportunities to be generated as a result of the proposed project activities; the specific actions to be taken to ensure that very
KEYTYPICAL Scale:1:2 7650TDH SERIES ULAPPROVEDANDCERTIFIED SELF-CLOSINGDOUBLEHUNG 34HOUR FIRERATEDWHENGLAZEDWITH14"WIREGLASS 112HOUR FIREDRATEDWHENGLAZEDWITH316"CERAMIC& FIRERATEDGLAZINGTAPE PAGE2OF
TYPICALDETAILS Scale:1:2 7650TDH SERIES ULAPPROVEDANDCERTIFIED SELF-CLOSINGDOUBLEHUNG 34HOUR FIRERATEDWHENGLAZEDWITH14"WIREGLASS 112HOUR FIREDRATEDWHENGLAZEDWITH316"CERAMIC& FIRERATEDGLAZINGTAPE PAGE3OF 418" 4116" 3916" 414"
TYPICALDETAILS Scale:1:2 7650TDH SERIES ULAPPROVEDANDCERTIFIED SELF-CLOSINGDOUBLEHUNG 34HOUR FIRERATEDWHENGLAZEDWITH14"WIREGLASS 112HOUR FIREDRATEDWHENGLAZEDWITH316"CERAMIC& FIRERATEDGLAZINGTAPE PAGE4OF INTERIOR EXTERIOR INTERIOR 114" 114" EXTERIOR INTERIOR 458" 9"
TYPICALDETAILS Scale:1:2 7650TDH SERIES ULAPPROVEDANDCERTIFIED SELF-CLOSINGDOUBLEHUNG 34HOUR FIRERATEDWHENGLAZEDWITH14"WIREGLASS 112HOUR FIREDRATEDWHENGLAZEDWITH316"CERAMIC& FIRERATEDGLAZINGTAPE PAGE5OF EXTERIOR INTERIOR EXTERIOR 4516" 418"
TYPICALDETAILS Scale:1:2 7650TDH SERIES ULAPPROVEDANDCERTIFIED SELF-CLOSINGDOUBLEHUNG 34HOUR FIRERATEDWHENGLAZEDWITH14"WIREGLASS 112HOUR FIREDRATEDWHENGLAZEDWITH316"CERAMIC& FIRERATEDGLAZINGTAPE PAGE6OF INTERIOR EXTERIOR INTERIOR 414" 134" 414" 234" EXTERIOR TYPICALTRANSOM HEAD&SILL M&NTYPICALTRANSOM JAMB 4116" EXTERIOR EXTERIOR
Troubleshooting Chart Problem Possible Causes Solutions Moveable panel is hard to move in either direction. Bent or dented track. Gasket folded under edge of panel. Dirt in sash. Guide area obstructed improperly adjusted. Fusible link has released. Straighten or replace track. Using a wire hook with a rounded edge pull gasket out or remove panel and reset the gasket. Clean sash with mild soap or mineral spirits. Remove object from guide area. Replace fusible link assembly and end back into retaining clip. Panel is not square in the external frame. Frame a jar. Inspect frame for squareness window improperly installed or damaged during installation. Lock does not close. Guide area obstructed improperly adjusted. Pull handle or keeper improperly mounted. Pull handle or keeper damaged. Adjust guide area. Remount pull handle and/or keeper. Replace pull handle and/or keeper.
Procedure for Adjusting Balancers Sashes should also be checked for smooth operation. If there is too much clearance from side to side it may be adjusted at the corner of the sashes. There are guide blocks in the corners of the sashes which move in and out to adjust the clearance (see Adjusting the sash clearance). windows have a fusible link at the top of the balancer which should be checked for damage. 1) Determine which balancer is used. All sashes use Ultralift or similar type balancers. Ultralift balancers casing tube is grey with hexagon shaped nylon spring retainer at lower end. Balancer weight and length should be indicated via laser etching on casing surface. 2) Lift Sash to uppermost position to unload balancer as much as possible. 3) Prop up sash with sturdy board. CAUTION: Sash may weigh as much as 100 lbs. a falling sash will easily break bones and amputate fingers. Ultra-Lift 􀂙 RATED AAMA CLASS 5, LIFTS 70% OF SASH WEIGHT. MAKES HEAVY SASH EASY TO LIFT 􀂙 FOR SASH WEIGHTS UP THROUGH 80 LBS 􀂙 670" TUBE DIAMETER 􀂙 CUSTOM MADE FOR SPECIFIC WEIGHTS Ultra-lift Balancers Ultra-lift balancers are adjustable to about 5 lbs. higher and to about ten pounds lower. They are pre-tensioned at the factory to have length and sash weight stamped near the bracket end. Bracket must be removed to adjust Ultra-lift taking care not to let balancer rod spin. Remove screw furthest away from balancer and grip the bracket with a pair of locking pliers. Balancer rod must be pulled out of balancer several inches to disengage tension lock then it should turn freely either CW to increase or CCW to decrease the tension. General Specifications
KEYTYPICAL Scale:1:2 FR8600-POSERIES ULAPPROVEDANDCERTIFIED PROJECTOUT 34HOUR FIRERATED PAGE2OF WEATHERSTRIPPING STAINLESSSTEEL4BARHINGE SILICONECAPBEAD (BYOWM) FIRE-RATEDGLASSANDGLAZING (BYOWM) SELFCLOSINGMECHANISM
TYPICALDETAILS Scale:1:2 FR8600-POSERIES ULAPPROVEDANDCERTIFIED PROJECTOUT 34HOUR FIRERATED PAGE3OF 2316" INTERIOR 2316" EXTERIOR INTERIOR 3316" A&B EXTERIOR TYPICAL HINGEDJAMB HEAD EXTERIOR INTERIOR 3316" 6516" EXTERIOR INTERIOR 2316"
TYPICALDETAILS Scale:1:2 FR8600-POSERIES ULAPPROVEDANDCERTIFIED PROJECTOUT 34HOUR FIRERATED PAGE4OF INTERIOR 1516" EXTERIOR INTERIOR 1516" 114" 114" EXTERIOR TYPICALVERTICAL MUNTINW14"GLASS TYPICALHORIZONTAL MUNTINW14"GLASS INTERIOR EXTERIOR INTERIOR 1916" 114" 114" EXTERIOR
FRAMEOPTIONS Scale:1:2 FR8600-POSERIES ULAPPROVEDANDCERTIFIED PROJECTOUT 34HOUR FIRERATED PAGE8OF INTERIOR INTERIOR 2316" 2316" 4" EXTERIOR TYPICALJAMB INTERIORFLANGE 4" EXTERIOR TYPICALJAMB EXTERIORFLANGE INTERIOR INTERIOR 2316" 2316"
We say that children who can take part in hearings need to take part in hearings. Waiting for a hearing to happen is hard for children. We say that children should not wait many months for the hearing to start. Very long hearings are hard for children. We say that hearings with children need to be short. Some children are treated worse than others because they are different. Perhaps they are older or younger, have a disability, come from a different place or speak a different language. We say that people need to treat all children fairly.
Rights are things that everyone has. For example, the right to vote and the right to get married. The justice system Sometimes people break the law. They hurt other people or take away things that belong to other people. The justice system means how we find out who did it and how we put things right. Lots of people help to do that. They include police officers, lawyers and judges.
Table 1: Possible tasks for Article 33 (2) frameworks envisaged during the drafting of the CRPD, by different actors CRPD Working groups drafting CRPD Chair of Ad Hoc Committee drafting CRPD Thematic study by the OHCHR on the structure and role of national mechanisms for the implemen- tation and monitoring of the CRPD Promote Promoting awareness of the provisions of the convention Scrutiny of existing national legislation, regulations and practices, as well as draft bills and other proposals, to ensure they are consistent with convention requirements Undertaking or facilitating research on the impact of the convention or of national legislation Regularly examining the situation of persons with disability with a view to promoting and protecting their human rights Provisions of technical advice to public authorities or other agencies in construing and applying the convention, including on the basis of observations and recommendations and general comments issued by the CRPD Committee Protect Hearing complaints about failures to observe the convention Regularly examining the situation of persons with disability with a view to promoting and protecting their human rights Investigation and examination or individual and group complaints Taking cases to court Conducting inquiries and issuing reports Monitor Monitoring national legislation, policies and programmes to ensure consistency with the convention Making recommendations to relevant authorities with the aim of enhancing persons with disabilities’ enjoyment of their Convention rights Assessing progress, stagnation or retrogression in the enjoyment of rights over a certain period of time Developing a system for assessing the Submitting proposals and observations concerning existing or draft legislation Development of indicators and benchmarks
Dickinson State University, Minot State University, and Great Plains Energy Corridor. (2011) Energy Impacts in North Dakota 2011. Retrieved from http:/www.ag.ndsu.edu/ccv/documents/energy impacts. Ellis, Blake. (2011). When a boomtown goes bust: 'sudden desertion'. CNN Money. Retrieved from Hassett, Kevin & Mathur, Aparna. (2013) Benefits of Hydraulic Fracking. American Enterprise Institute. Retrieved from Kiger, Patrick. (2014, May 2). Scientists Warn of Quake Risk From Fracking Operations. National Geographic. Retrieved April 27, 2014, from Koch, Wendy. (2013). Could fracking boom peter out sooner than DOE expects? USA Today. Retrieved from Ridlington, Elizabeth & Rumpler, John (2013). Fracking by the Numbers: Key Impacts of Dirty Drilling at the State and National Level. Environment America Research & Policy Center. Retrieved from The Halliburton Loophole. (2009, November 2). The New York Times. Retrieved April 27, 2014, from Throupe, R., Simons, R., & Mao, X. (2013). A Review of Hydro “Fracking” and Its Potential Effects on Real Estate. Journal of Real Estate Literature, 21(2), 205-232. Doi Urbina, Ian & Mcginty, Jo. (2011). Learning Too Late of the Perils in Gas Well Leases. The New York Times. Retrieved from Vergano, D. (2012, June 26). Natural gas gold rush: Is your state next?. USA Today
Weber, B., Geigle, J., & Barkdull, C. (2014). Rural North Dakota’s Oil Boom and Its Impact on Social Services. National Association of Social Workers, 59(I), 62-71. doi: 10.1039/sw/swt068
Directions: Read the information and consider the associated questions, as you will need to explain your answers. What is “fracking”? Hydraulic fracturing or “fracking” is a process by which natural gas and oil are extracted from bed rock by opening and widening fractures below the earth’s surface by injecting a mixture of water, chemicals, and silica sand at high pressure into drilled wells in the earth. Though the procedure has been around since the late 1940’s, it is only recently that modern drilling techniques have made this process an economical method to harvest these resources. The recent more widespread use of this technique, along with the use of natural gas deposits in the United States, has led to increased awareness of fracking. There are a number of benefits associated with hydraulic fracturing. These include: Providing energy to meet the needs of the U.S. population. Natural gas is one of the most widely used fuel sources in this country, and accounts for roughly 25% of the nation’s fuel sources. Thanks to modern fracking techniques, this resource is much more widely available, and we now have enough fuel for nearly 100 years without importing any natural gas, reducing our dependence on foreign fuel imports. Providing cleaner burning fuel. Natural gas that is extracted through the use of hydraulic fracturing is a cleaner-burning fuel than either coal or petroleum, resulting in fewer emissions of pollutants and CO2. This means that there are fewer greenhouse gases put into the air. Also, hydraulic fracturing requires fewer drilling sites and wells than other methods, meaning that less area is needed to remove natural gas from the environment. Cheaper fuel and plenty of jobs. Due to the fact that modern fracking techniques have made it possible to efficiently extract more natural gas product domestically, the cost of natural gas has decreased. This savings has been passed onto the consumer, meaning people pay less for energy. In addition, the hydraulic fracturing industry has created thousands of jobs, contributing to local and national economies. 1. If you had only the information above, would you support fracking? Why or why not? 2. In what ways did the the.News clip support the information in this handout? 3. In what ways did the the.News clip not support the information in this handout? Handout 1B: Dangers of Hydraulic Fracturing
Intervention Information & Assessment(s) Content for Instruction Math Navigator: Knowing Fractions Math Navigator: Understanding Fractions Math Navigator: Place Value from Decimals to Billions Intervention Type Small group (3 – 20 students) Not recommended for individual intervention Duration of Intervention Recommended as a semester long lab Minimum duration if a semester long lab is not possible (e.g. advisory intervention) 16 weeks – 5 times per week 20 weeks – 4 times per week Session length 30 – 45 mins Post-Assessment Place Value: From Decimals to Billions: Post-Test Knowing Fractions: Post-Test Understanding Fractions: Post-Test Post-Assessment Target 80% or higher on all post-tests Log Entered in EXCEED Progress Monitoring Measure easyCBM – 3rd Grade: Numbers & Operations Administer weekly during the Knowing Fractions & Understanding Fractions modules easyCBM – 4th Grade: Number & Operations Administer weekly during the Place Value: From Decimals to Billions module Progress Monitoring Target 80% or higher on progress monitoring measures
Fractions, Decimals, and Percents Notes Fraction to Decimal divide the numerator by the denominator (top dog gets the house) .25 3 7 0.43 Decimal to Fraction write it like you say it then simplify if needed .7 “seven tenths” 4.28 “four and twenty eight hundredths” 4 4 Decimal to percent move the decimal point two places to the RIGHT and add a percent sign OR multiply by 100 and add a percent sign 0.03 0.03 x 100 3% Percent to Decimal move decimal point two places to the LEFT and remove the percent sign OR divide by 100 and remove the percent sign 100% 100 100 1 Percent to Fraction 1. Convert to a decimal 2. Convert the decimal to a fraction Step 1: Step 2: Fraction to percent 1. Convert to a decimal 2. Convert the decimal to percent (move decimal 2 places to the right OR multiply by 100) Step 1: -> Divide numerator by denominator: 3 8 = .375 Step 2. .375 x 100 = 3.75 __________________________________________ Mixed Numbers and Improper Fractions_____________________________
5th Grade PMI Fractions Operations Part I Fractions as a form of division Classwork Draw a picture to show the division. Express your answer as a fraction. * * A baker poured 4 pounds of oats equally into 3 bags. What is the weight of each bag? * A principal evenly distributes 6 reams of copy paper to 8 fifth-grade teachers. How much paper does each teacher receive? Divide and Check – Give the answer as a mixed number Homework Draw a picture to show the division. Express your answer as a fraction.
Answer Key 3 ½ 3 3/4 8 2/5 7 7/11 45 3/5 52 2/3 1 1/5 7 2/3 8 2/9 7 5/6 211 2/3 49 8/15 6 15 12 21 14 35 28 77 10 10 20 70 15 45 10 55 6 36 30 24 16 48 48 16 < > > > > > > > 3/4
9/10 > > > > < < < < 2/5 9/11 5/6 11/15 11/12 1 7/30 43/60 1 11/42 9/10 ½ 1 1 3/10 1 2/15 pizzas 37/40 of a mile 17/20 16/21 25/36 24/35 23/24 1 3/143 24/35 1 79/132 31/40 2/5 9/10 of the pie 1 5/18 of a km 1/10 1/12 13/63 18/35 25/36 11/40 27/110 1/6 9/20 1/4 17/21 teaspoons 1/8 of a mile 25/56 9/35 7/15 547/679 13/35 11/50 1/5 4/15 2/5 5/16 5/28 of a teaspoon 21/45 of a mile 3 5/6 4 11/15 9 11/28 9 37/45 3 31/60 6 5/56 14 4/5 10 53/99 5 33/80 14 5/8 5 9/20 hours 12 27/40 pies 3 17/20 5 25/42 4 67/72 8 24/35 7 22/45 6 13/36 11 59/60 8 11/48 9 43/48 64 16/21 9 ½ years old 13 1/6 cups 1 5/12 3 9/35 5 11/40 31/42 2 23/30 29 9/10 1 19/72 4 3/20 2 11/85 11 1/4 1 1/21 gallons 2 ¾ years old 2 3/20
2 1/15 2 43/90 25/42 5/18 2 1/2 11 1/4 8 2/5 5 19/120 23 31/100 1 7/15 of chocolate bars 1 17/28 rows d c d c a b c a c a b b a c a b a d a b d 182)1 7/12 teaspoons 11/14 cookie pie 3 7/40 miles 4/105 of a can 11/20 detergent 23/45 of the budget 2 16/45 lightyears 6 17/24 barrels 7/18 gallon 41/42 feet 59/63 17/24 1 243/413 2 15/56 19/30 4/9 2 13/30 6 64/391 Abbey’s room perimeter = 41 1/2 feet Anna’s room perimeter = 41 1/2 feet The same amount of wallpaper. 3/8 4 large pizzas 5 medium pizzas medium pizzas volume = 1687 5/6 cubic feet 10,689 11/18 gallons of water Kate, Jamie, Mike, Adam, Josh 38/45 of a gas tank
Fractiono. Three in a row! A game of mental math for two people Rules: Choose one number from the circle and one number from the square. Perform the operation shown. Find that number on the grid and cover it with a marker. Alternate turns. The first player to get three in a row is the winner. Play a game on each of the boards, then use the blank board to create your own game. Games can be created to give practice with addition, subtraction, multiplication or division. Games can also give practice with whole numbers, decimals, fractions, or percents. 9/20 21/32 9/16 3/10 ½ 1/12 3/8 3/16 1/6 ¼ 1/5 2/5 7/12 7/24 1/8 7/16
Simplify fractions Find the simplest form Choose magnify activity Find the simplest form Click on the and change to 10 Qs Level 6 – convert between fractions & decimals Score 1 Score 2 Score 3 How did you do? Convert the fraction to a decimal Choose level 5 Match equivalent fractions & decimals
Compare fractions & decimals Choose length:10,level:8,timer2:00,Feeddback:on Tick fraction & decimal Compare fractions & decimals Choose length:10,level:8,timer2:00,Feeddback:on Tick fraction, mixed fraction, decimal Level 7 – order fractions & decimals Score 1 Score 2 Score 3 How did you do? Put the weights in order Order fractions & decimals Choose length:10, Level 5, Timer2:00, Feedback:on Ordering:both Order fractions & decimals
Use <, >, or = compare the following fractions. 6. _________ 7.__________ 8. _________ 3 9. _________ 1 10.1__________ 11. _________ Homework Use division to answer the following questions. ÷ = ÷ = ÷ = ÷ = ÷ = Use <, >, or = compare the following fractions. 17. _________ 1 18.__________8 19. _________ 20. ________ 21._________ 22. ________ Name _______________________ Date __________________ Fractions – Whole Number Fractions Part 2 Classwork Do the following fractions equal a whole number? Write Yes or No. If yes, write the whole number.
Name _______________________ Date __________________ Fractions – Measuring to the Nearest Half Inch Classwork ________ ________ ________ ________ ________ ________ ________ ________
diamonds diamonds 6. plus signs plus signs Fractions-Compare Fractions-Same Numerator-Part 2 Classwork > > > < > < < < > < > < > > < > > > > < Homework > > > > > > < > < < < > > >
< < > > > > Fractions – Benchmark Fractions Part 1 Classwork 1, 2, 3. 4. C 5. A 6. A 7. Homework 8, 9, 10. A A B Zero Fractions – Benchmark Fractions Part 2 Classwork Third group First group Third group = > < > > > > > > < < < Homework Second group Third group Second group < > < > > > >
> < > > > Fractions – Equivalent Fractions Part 1 Classwork 1. 2 2. 3. 4. 2 5. 3 6. 4 7. 6 8. 20 9. 6 10. 3 11. 12 12. 8 13. 15 14. 40 15. 16 16. 36 17. 16 18. 9 19. 6 20. 6 21. 125 Homework
12 25 24 26 18 6 24 4 12 24 40 18 28 21 50 4 9 7 Fractions – Equivalent Fractions Part 2 Classwork 1-10. Answers will vary 11-17. Answers will vary Homework 18-27. Answers will vary 28-34. Answers will vary Fractions – Equivalent Fractions Part 3 Classwork 1 piece 4 pieces The table for pizza 5 should be drawn to show 16 equal pieces
Fractions – Whole Number Fractions Part 2 Classwork yes, 6 yes, 1 yes, 7 no yes, 2 yes, 6 no yes, 5 yes, 7 no 2 10 3 2 1 5 4 4 3 2 7 3 2 3 Homework no yes, 1 yes, 9 no yes, 3 yes, 4 no yes, 3 yes, 3 no 8 5 2 3 1 2 6 9 8 2 10 6 9 5 6 8 Fractions – Measuring in Inches Classwork 3 inches 2 inch 4 inches 1 inch 5 inches 3 inches 2 inch 4 inches Homework 3 inches 4 inches 2 inch 3 inches
Fractions – Unit Review C B D C A A C A D A B A C B C . . Answers will vary Answers will vary > > = < > = < < inch inches 32a. nuts 32b. honey 32c. 4 33a. 5 33b. 10 33c. 5
Multiplying fractions Stage 1 What children will be taught: Key Vocabulary The progress of multiplying factions is a simple one to master without really understanding what is happening. It is important that children are given a visual model to work with so that they can see exactly the process and how the fraction has been scaled. When given a problem, children should draw a shape (easiest if a rectangle) and divide it appropriately by the multiplier. Then concentrate on the amount exemplified in the problem and scale it according to the multiplicand fraction. We are focusing on ¼ of the shape. Half (scale) that ¼, as indicated in the problem. Fraction, numerator, denominator, part, equal parts, proper fraction, improper fraction, mixed numbers, whole, multiply, multiplication, equivalence, exchange, equal to,
Add+VantageMR® Fraction Course Goals Examine and consider the following three grand organizers for arithmetic instruction identified by research to reflect on current and future practice: Guiding Principles for Classroom Teaching Domains of Arithmetic Learning including topics and conceptual models Dimensions of Mathematizing to advance student thinking Study a research-based learning trajectory for children's development of fractions knowledge. Apply research-based assessment tools to: Analyze student thinking using both the Fractions Concepts Assessment and Units Coordination Assessment Make decisions about assessment, for what purpose, and when to follow-up for more information Use assessment to inform instruction: Make decisions about instruction based on the Fraction Concepts Assessment and Units Coordination Assessment information Identify how course content impacts students’ learning of grade level standards The mission of the US Math Recovery Council® is To transform numeracy education To connect research with practice To empower educators to advance student mathematical thinking and success ...through Math Recovery® principles. A organization dedicated to teacher professional development and understanding children’s development of mathematics US Math Recovery Council® 14665 Galaxie Ave., Suite 200 Apple Valley, MN 55124 Phone: 952-683-1521 Fax: 952-683-1525 Fractions Add+VantageMR® enhances teachers’ skills to teach mathematics.
The Grammar Junior School CLASS 4 MATHS TEST PRACTICE Fractions Name: Parent's signature: [A] Change these mixed numbers to improper fractions.(2 points each) 1) 3 = 2) 7 = 3) 4 = 4) 5 = 5) 9 = 6) 8 = 7) 6 = 8) 10 = 9) 1 = 10) 3 = [B] Change these improper fractions to mixed numbers.( 2 points each) 1) = 2) = 3) = 4) = 5) = 6) = 7) = 8) = 9) = 10)= [C] Write equal fractions. (2 points each) 1) = 2) = 3) = 4) = 5) = [D] Solve each problem. Answer each question. Show your work. (4 points each) 1) Class 4B has 24 children. of the children are boys. How many are (a) boys? (b) girls in the class? 2) Children have 20 milk teeth. Half are at the bottom and half are at the top. Adults have 32 teeth of which are called canine teeth. (a) How many bottom and how many top milk teeth do children have?
There are 11 paper clips in the drawer. 3 are gold. 8 are silver. What fraction of the paper clips are gold? There are 7 gloves in the lost & found box. There are 2 blue gloves, 3 green gloves, 1 black glove and 1 brown glove. What fraction of the gloves are black? There are 9 buttons on Harry’s shirt. 3 buttons fell off. What fraction of the buttons fell off of Harry’s shirt? Clint has a pizza that is cut into 4 equal pieces. 3 pieces have pepperoni on them. The other piece only has cheese. What fraction of the pizza only has cheese? Alley makes a sandwich. She puts jelly on a slice of bread. She puts peanut butter on another slice of bread. What fraction of the bread has jelly on it? Daniel has 6 erasers. He gives one to P.J. and he gives one to Ken. He keeps the rest. What fraction of his erasers did he give away?
For the icing Beat the butter with half of the icing sugar until it is smooth. Add the rest of the icing sugar and the milk and beat until the mixture is creamy. Now split the mixture into sixths! Add a couple of drops of food colouring to each bowl so you have 6 different colours of icing. You will need to mix some colours to make new ones. When the cake is cool, you can spread the buttercream on top of each layer so that all the layers stick together. Now your fraction cake can be cut into more fractions so that everyone has a piece. What fraction of the whole cake is the blue layer in your piece?
Name: __________________________________________ Date: ________________ P:_____________ Fraction-Decimal-Percent Quiz Study Guide Write the decimal as a percent. 0.04 2.) Write the percent as a decimal. 2.65% 3.) Write the percent as a fraction in simplest form. 32% 4.) Write the fraction as a percent. 5.) Write the mixed number as a decimal. 5 6.) Write the fraction as a percent. 7.) What is 30% written as a fraction in simplest form? 8.) Write the percent as a decimal. 98% 9.) What is 9.15 written as a mixed number in simplest form? 10.) Mr. Ravenhead’s car averages 23.75 miles per gallon of gasoline. Express this amount as a mixed number in simplest form.
5 Week Tracking Sheet Numeracy Aspect 6 Fraction Units Class: Term: Weeks: Emergent Partitioning Attempts to halve by splitting without attention to equality of the parts. Halving Forms halves and quarters by repeated halving Can use distributive dealing to share. Equal Partitions Verifies continuous and discrete linear arrangements have been partitioned into thirds or fifths by iterating one part to form the whole or checking the equality and number of parts forming the whole. Reforms the Whole When iterating a fraction part such as beyond the whole, re-forms the whole. Multiplicative Partitioning Coordinates composition of partitioning (i.e. can find one-third of one-half to create Creates equivalent fractions using equivalent equal wholes. Coordinates units at three levels to move between equivalent fraction forms. Fractions as Numbers Identifies the need to have equal wholes to compare fractional parts. Uses fractions as numbers i.e 1/3 > 1/4, including improper fractions
*ชื่อของนิทรรศการได้รับแรงบันดาลใจมาจากงานศิลปะชื่อเดียวกันของศิลปินชาวฝรั่งเศส จูเลียง ดีครี, What is visible is not invisible, 2551 สมบัติของ FRAC Lorraine ฝ่ายนิทรรศการ หอศิลปกรุงเทพฯ ติดต่อและสอบถามรายละเอียดเพิ่มเติมได้ที่ : ฝ่ายสื่อสารและประชาสัมพันธ์ หอศิลปวัฒนธรรมแห่งกรุงเทพมหานคร 939 ถนนพระราม 1 แขวงวังใหม่ เขตปทุมวัน กรุงเทพฯ 10330 โทรศัพท์ 02 214 6630 – 8 ต่อ 501 info@bacc.or.th --
Inform on prognosis: Genotype-phenotype correlations exist (see table below) and this information is useful in helping to counsel families on what to expect clinically.2 Types of FMR1 Repeat Expansion Mutations Mutation Type Number of CGG Trinucleotide Repeats Methylation Status of FMR1 Clinical Status Male Female Premutation ~55-200 Unmethylated At risk for FXTAS At risk for POI and FXTAS Full >200 Completely methylated 100% with MR ~50% with ID, ~50% normal intellect Repeat size Varies between premutation and full in different cell lines Partial: unmethylated in the premutation cell line; methylated in the full- cell line Nearly 100% with ID; may be higher functioning than males with full Highly variable: ranges from normal intellect to Methylation >200 Partial: mixture of methylated and unmethylated cell lines Unmethylated full >200 Unmethylated Nearly all have ID but often have MR to intellect ID=intellectual disability Change treatment plan (e.g. medical or surgical decision-making or treatment). The following evaluations are recommended following initial diagnosis:2 ●Complete developmental and educational assessments ●Behavioral and psychological evaluations ●Feeding assessments in infants ●Cardiac auscultation for mitral valve prolapse with consideration of echocardiography if a murmur is detected ●Hypertension monitoring ●Low threshold for seizure concern given the increased risk ●Ophthalmologic evaluation for strabismus ●Monitoring for recurrent otitis media
FMR1 is the only in which mutation is known to cause Fragile X, FXTAS and POI. FMR1 alleles are categorized according to the number of CGG trinucleotide repeats in 1 and the status of the repeat region. Both males and females with a are at increased risk for FXTAS. The prevalence of FXTAS is estimated at approximately 40% to 45% overall for males with premutations who are older than age 50 years. Penetrance in males is age related. FXTAS occurs in both males and female premutation carriers, but the in individuals older than age 50 years is lower in females (16.5%) than in males (45.5%) -How will the results of the genetic test, whether negative or positive, affect the future management of the member being tested? (Explain all that apply): Inform on prognosis Genotype-phenotype correlations exist (see table below). This information is useful in counseling families on what to expect clinically.2 Types of FMR1 Repeat Expansion Mutations Mutation Type Number of CGG Trinucleotide Repeats Methylation Status of FMR1 Clinical Status Male Female Premutation ~55-200 Unmethylated At risk for FXTAS At risk for POI and FXTAS Full >200 Completely methylated 100% with MR ~50% with ID, ~50% normal intellect Repeat size Varies between premutation and full in different cell lines Partial: unmethylated in the premutation cell line; methylated in the full- cell line Nearly 100% with ID; may be higher functioning than males with full Highly variable: ranges from normal intellect to Methylation >200 Partial: mixture of methylated and unmethylated cell lines Unmethylated full >200 Unmethylated Nearly all have ID but often have MR to intellect ID=intellectual disability
unionized faculty. At most other universities, faculty associations entered into formal agreements with the university that established similar tenure, promotion and appointment policies that cannot be modified without the agreement of both the association and the university. Collective agreements also define the bargaining unit, essentially determining who is a member of the union and who is not. At most universities the faculty union includes all full-time, tenure stream faculty and, not infrequently, librarians. In some cases the same union represents full-time faculty who do not hold tenure-stream positions, or, in a more limited number of institutions, a parallel category of appointment that emphasizes teaching. The collective agreement also defines the line between academic peers and university management. In all cases department heads or chairs are defined as members of the bargaining unit, and the mechanism for appointing or electing these positions is enshrined in the agreement. Deans of faculties are excluded from the bargaining unit, and positioned as university management. To some extent the agreement also defines the roles of both chairs and deans in key faculty decisions by specifying their roles, responsibilities, and discretion within appointment, tenure and promotion policies (Boyko & Jones, 2010). The reform of university governance and the rise of unionization in the 1960s and the 1970s led to key changes in the Canadian university context, including the development of participatory governance structures where faculty and students were members of boards and senates, and collective bargaining which defined “traditional” faculty appointments and faculty work, through tenure and promotion policies. I will return to these points after briefly reviewing some findings from recent research on the professoriate in Canada. The Academic Profession in Canada: Recent Research
Annex B Area Maps Area Black Parking lot 27 Area Gold Annex C COMPOSITE RISK MANAGEMENT WORKSHEET (CDTCMD Reg 385-10; proponent agency is Cadet Command Safety) 1. Organization and Unit Location: 49er Battalion, AROTC, UNC Charlotte 2. Page 1 of 1 3. Mission/Task: February Lab 4. Begin Date: 25 FEB 12 5. End Date: 25 FEB 12 6. Date Prepared: 14 Feb 12 1. Organization and Unit Location: 49er Battalion, AROTC, UNC Charlotte 8. Tasks 9. Identify Hazards 10. Initial Risk Level 11. Develop Controls 12. Residual Risk Level 13. Implement Controls (“How To”) 14. Who/How Supervised 15. Was Control Effective?
Conduct Military Science Lab Hot / Cold Weather Injuries Severe Weather Ankle Sprains/ Falling Transportation to LANDNAV site Dehydration Disorientated Cadets L L L L L L ID Cadets w/ prior injury with a by name list; Monitor for symptoms All cadets will be moved to predetermined lightning shelter areas; If cadets are unable to get to lightning protection, will find open clearing and assume the lightning protection position. Ensure all Cadets are aware of surroundings; Brief cadets on surrounding terrain. Ensure cadets are riding with licensed drivers; Ride in GSA vans to GWU Water cans will be located at each attack points as well as SP points. Stress fundamental LANDNAV skills; Give panic azimuth; Make use of buddy system if necessary. L L L L L L Safety Brief; Monitor weather Safety Brief; Monitor Weather; Safety Brief; Site Orientation Safety Brief; Previous POV inspection Safety Brief; MS IV at attack points Safety Brief; Initial LANDNAV classes MS IV; Cadre MS IV; Cadre MS IV; Cadre MS IV; Cadre MS IV; Cadre MS IV; Cadre 16. Determine Overall Mission/Task Risk Level After Countermeasures Are Implemented: (Circle Highest Remaining Risk Level) LOW (L) MODERATE (M) HIGH (H) EXTREMELY HIGH (E) 17. Medical Support: Advanced Trauma Life Support (ATLS) is required within 1 hour. On-site Medical Support provided (Circle one): Medic Doctor/Nurse Combat Lifesaver None
STANDARD K.7 The student will describe how the location, climate, and physical surroundings of a community affect the way people live, including their food, clothing, shelter, transportation, and recreation. Essential Understandings Geography includes the study of locations, climates, and physical surroundings. Location, climate, and physical surroundings affect the way people live. Essential Knowledge Terms to know location: Where people live climate: The kinds of weather an area has over a long period of time physical surroundings: Land and bodies of water present in a given location season: Any one of the four phases of the year (spring, summer, fall, or winter) transportation: A way of moving people and things from one place to another Location, climate, and physical surroundings affect the way people in a community meet their basic wants. This includes the foods they eat clothing they wear types of houses they build. Communities use various types of transportation to meet their needs. Geography affects how people travel from one place to another and determines which recreational activities are available in a location.
7.2 Appendix 2: Communication tolls and links to other documents Assessing Mental Health Concerns in Adults with Intellectual Disabilities – A Guide to Existing Measures This resource provides an overview of the various measures used to assess mental health concerns in adults with intellectual disability. For further information see: Beyond speech alone: Guidelines for practitioners providing counselling services to consumers with disabilities and complex communication needs This publication provides guidelines for practitioners providing counselling services to consumers with complex communication needs associated with disability. For further information see: Easy English Writing Style Guide This booklet provides a range of guidelines to support the presentation of information in accessible reports, brochures and flyers. For further information see: Key Word Sign Key Word Sign Australia was formerly known as Makaton Australia. Key Word Sign Australia is the use of manual signs and natural gestures to support communication. It is used to encourage and support language development in children and adults with communication difficulties. Key Word Sign Australia supports children and adults with communication and language difficulties and provides resources to families, carers and professionals. For further information see: Guides to communicating with people with a learning disability or people with profound and multiple learning disabilities: Produced by Mencap in the United Kingdom, these guides are designed to provide an introduction to communication, and the problems faced by someone with a learning disability /intellectual disability. These guides contain information on how to be a better communicator, and how to assist someone with a learning disability/intellectual disability to communicate their message across.
Article 3 – Service Article 4 – Integrity of mail Article 6 – Custody of the mail Article 14 – Handover Article 10 – Critical handover times Article 11 – Handover failure Article 5 – Refusal of handover Article 9 – Routeing Article 7 – Performance Article 8 – Subcontractors Article 12 – Access of the Principal to Carrier's premises Article 13 – Delivery failure and possible remedy IV. The Principal's obligations 10 Article 15 – Operational aspects Article 16 – Documentation V. Obligations common to both Parties 11 Article 17 – Dangerous goods and UPU wrongly admitted articles Article 18 – EDI messaging VI. Rates 11 Article 19 – Rates VII. Terms of payment 12 Article 20 – Invoice Article 21 – Payment Article 22 – Billing dispute VIII. Irregularities and liability 13 Article 23 – Irregularities Article 24 – Liability Article 25 – Limitation of liability Article 26 – Exemption of liability IX. Duration and termination of the Agreement 16 Article 27 – Entry into force and duration of the Agreement Article 28 – Termination of the agreement X. Disputes 16 Article 29 – Governing law and jurisdiction XI. Final provisions 17 Article 30 – Confidential information Article 31 – Force majeure Article 32 – Amendments
Estimated volumes are based on actual volumes from dd.mm.yyyy to dd.mm.yyyy. Priority letter mail and EMS S.A.L. letter mail Parcels Remarks Country of destination ISO 3166 2-character country code IATA code of airport of destination Estimate (kg) Rate (currency code/kg) Estimate (kg) Rate (currency code/kg) Estimate (kg) Rate (currency code/kg)
NOW WE WILL LOOK AT UNINFECTED BEANS Round # (x-value) L1 # of Beans UNinfected (y-value) L3 0 1 2 3 4 5 6 7 8 9 10 What if we were looking at uninfected numbers each round instead of infected? What would our new equation look like? Go back to your original chart. Find the number of uninfected beans by subtracting the number of infected beans from the total number of beans. Record your data into the table provided. Type that data into L3 and look at your new scatterplot of L1 and L3. Describe what you see. Is it increasing or decreasing? Does its rate of increase and/or decrease stay the same? Does it have a maximum or minimum? Does it have an asymptote? Does it have x or y-intercepts? What can you say about its end behavior? How is it different from your scatterplot of round number vs. number of infected beans?
Infection Fungal Infection Fungal infections Parasite Schistosomiasis: contaminated water sources. Lymphatic filariasis – Bacteria Virus - Bird flu Bird flu Virus Herpes – virus Strep -bacterial infection rubeola Measles virus causing the disease
Owner Communicate to trusts the agencies whose standard rates are equal to or below the price caps set by Monitor/TDA Table 2 Self-assessment: do you meet the conditions? Yes/No Owner Development of agency comparison tables to ensure trusts can easily understand the rates payable on the framework with different agencies Table 2 Self-assessment: do you meet the conditions? Yes/No Description Table 3 requirements: applicant to provide evidence on how they currently meet the conditions or plan to meet them as soon as possible and by 1 November 2016 at the latest Agreement Maximum worker pay rates, at rates specified by Monitor/TDA, are contractually embedded into the framework agreements so that the framework agreement (and any call-off terms therein) do not permit any amount paid in excess of these maximum worker pay rates (which are to be published on 1 April 2016), other than through the override process
Create flow charts, storyboards, and timelines to determine multiple causes and effects. Determine how the choices of selected individuals or groups influenced United States history. Example: Event: Progressive Movement Cause(s) Effect(s) Harsh working conditions Child labor laws Long working hours Child labor laws Organized labor unions Child labor laws STANDARD USII.1g The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by g) explaining connections across time and place; Essential Understandings Making connections includes understanding that people, events, and developments have brought changes to the United States. Everyday life in the United States today is different from everyday life long ago. Explaining includes justifying thinking with supporting details. Experiences may include but are not limited to the following: Create a graphic organizer to explain how industrialization changed life for people in the United States during the early twentieth century. Use images to determine how the physical or cultural landscape changed in the United States after a major event such as industrialization, the Harlem Renaissance, or World War II. Create a timeline to explain how the role of women has changed from the early twentieth century to today due to significant events in United States history. Create a graphic organizer, using a variety of images and documents to explain the development and uses of communication technology in the twentieth and centuries. Create a timeline that depicts the development of transportation in United States history from 1865 to the present. STANDARD USII.1h The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by h) using a decision-making model to identify costs and benefits of a specific choice made;
Framework for Whole School Anti-bullying Rights and Responsibilities In Cambridgeshire, children and young people have the right to attend a school where: Schools can support by: Children and Young People support by: Families can support by: There is a peaceful approach to managing conflict Supporting everyone to value the opinions and feelings of others and resolving disagreements by listening to all sides of the story and finding solutions that meet everyone’s needs. Expressing our views respectfully and listening to the opinions of others including valuing what they say and trying to understand things from their point of view. Helping our children to follow the school’s Behaviour policy including supporting them to express their needs and acknowledge and empathise with the needs of others. Everyone is included Supporting everyone to treat others equally and value and respect differences and similarities including where people come from, their religion and beliefs and family background. Treating others in the way we would like to be treated which means valuing and including them and being careful how we express our views so that we do not upset or offend others. Appreciating the diversity of the school community and helping our children to understand views and opinions which may be disrespectful or might upset or offend others. Ensuring everyone is involved in deciding how to prevent bullying and what actions will be taken when bullying happens including when it occurs outside the school and outside school hours. Giving our views and ideas on how the school community can work together to prevent bullying and what should happen when bullying occurs. Working in partnership with the school to develop the Anti-bullying policy including effective ways of preventing and responding to bullying. Everyone understands that bullying is unacceptable Supporting everyone to recognise bullying, including the use of hurtful and discriminatory behaviour or language and understand how to challenge it when they hear or see it happening. Ensuring that we do not take part in bullying behaviour and that we always consider how our views and what we say and do affects others. Helping our children to follow the school’s Anti-bullying policy and reinforcing to them that it is wrong to bully others or use hurtful language. The environment is safe Supporting everyone to learn, play and work safely in the environment including the virtual environment to ensure that these spaces are inclusive and free from bullying. Working and playing safely and looking after each other both outside and inside school and when we are online. Helping our children to follow the school’s Behaviour and E-safety policies. Enhancing our own knowledge about the risks involved when our children go on line and supervising and guiding them when online.