zilongwang/ReadingBank huggingface dataset:
If you know the coordinates of a of points you can: Determine the distance between them. Find the midpoint, slope and equation of a line segment. Determine if lines are parallel or perpendicular. Find the area and perimeter of a polygon defined by the points. Transform a shape by moving, rotating and reflecting it. Define the equations of curves, circles and ellipses. Distance Between Two Points (given their coordinates) Given the of two points, the distance D between the points is given by: where dx is the difference between the x-coordinates of the points and dy is the difference between the of the points. The formula can be used to find the distance between two points when you know the . This distance is also the length of the linking the two points. The distance formula is simply a use of . Notice, is the of a right triangle, where one side is dx (the difference in x-coordinates) and the other is dy (the difference in y-coordinates). From Pythagoras' Theorem we know that: AB2 = dx2 + dy2 Solving this for AB us the formula: Vertical and Horizontal Lines If the line segment is vertical or horizontal, the formula above will still work, but there is an easier way. For a horizontal line, its length is the difference between the x-coordinates. For a vertical line its length is the difference between the y-coordinates. A Practical Application Interactive programs make extensive use of . The computer screens you look at are grids of thousands of tiny dots called pixels that together make up images. Each pixel is addressed using its (x, y) coordinates. Each pixel has a unique pair of coordinates. Programmers use coordinate geometry to code images on the computer screen. Midpoint of a Line Segment Also as the Midpoint Theorem: The of the of a are the average of the coordinates of its endpoints. The midpoint can be found by using the following formula: A line segment on the is defined by two endpoints whose are known. The of this line is exactly halfway between these endpoints and its location can be found using the Midpoint Theorem, which states: The x-coordinate of the midpoint is the average of the x-coordinates of the two endpoints. Likewise, the y-coordinate is the average of the y-coordinates of the endpoints. Along the x-axis: midway between 10 and 50 is 30. Along the y-axis: midway between 10 and 20 is 15.
(SE) Which value of N would make the statement true? N = –5 N = –12 N = –18 N = –45 (SE) Which is an equivalent form of the fraction? (SE) Evaluate when and . (SBAC) Select all of the expressions that have a value between 0 and 1. B. C. D. Long term memory review: as a fraction. Show your work. (SE) Solve the equation for x. Show your work.
Transformations Dominos Match the dominos. Vertical shrink factor of ½ , translate 4 units right and 3 units up Translate 5 units down Reflect over the x-axis, translate up 5 Translate 1 unit right and 7 units down Reflect over the x-axis, vertical stretch factor of 3, translate 6 units right and 7 units up Vertical stretch factor of 3, translate 6 left and 7 units up Vertical stretch factor of 2, Translate 3 units up Translate 1unit left, 7 units down Reflect over x-axis, translate 4 units left and 2 units down Vertical shrink factor of ½, translate 3 units up Reflect over the x-axis, translate 4 units right and 2 units down Reflect over the x-axis, vertical shrink factor ½, translate 2 units right Transformations Dominos
(D) domain: all integers, where 0 ≤ S ≤ 10 range: all integers, where 0 ≤ L ≤ 3 36. (4.3) To fix a clogged pipe, Dripmaster Plumbing charges $75 plus $40 per hour. NoClog Plumbers charges $50 plus $70 per hour for the same service. Which function shows the difference in charges between the two companies for a repair taking h hours? (A) Difference = $20 – $35h (B) Difference = $25 – $30h (C) Difference = $25 – $110h 37. (4.3) borrows $4,800 from his parents to purchase a used car. No interest is charged on the loan and Steve will pay his parents $150 per month until the loan is paid off. (a) Write a function that describes the relationship between the amount Steve owes his parents and the number of months since the loan was made. (b) What are the domain and range of the function in part (a)? What do these represent in context of the situation? (c) Graph the function in part (a), identify important points, and explain why they are important. 38. (4.3) Explain why the relation y = x2 is a function even though x = –2 and x = 2 both produce y = 4. 39. (4.6) The first five terms of a sequence are given. 14 17 20 23 26 Which equation describes the nth term of the sequence? (A)
50. (5.3) Which is the graph of y = –2x + 1? 51. (5.3) This shows three lines named a, b, and c. Which ratio of the lines’ slopes equals ? (A) (B) (C) (D)
(A) x ≤ 1 (B) x ≥ 1 (C) y ≤ 1 (D) y ≥ 1 For questions 60-62, use the inequality . 60. (5.5) (0, 1) is a solution of the inequality. (A) True (B) False 61. (5.5) (1, 2) is a solution of the inequality. (A) True (B) False 62. (5.5) (2, 0) is a solution of the inequality. (A) True (B) False 63. (5.5) What is the equation of the horizontal line through the point (4, –7)? (A) x = 4 (B) x = –7 (C) y = 4 (D) y = –7 64. (5.6) Use the graph. If and , what is ? (A) –3 (B) 0
Ex 4: Let and transform it to g(x) where. What would happen? , so . It looks like this translated (moved) the function up by ten, which is true. However, there is a better way to think about this. Notice that an input of 0 in f(x+5) now looks like an input of 5 in f(x). In other words, what was an input of five is now an input of zero. So, a better way to think about this is that it translated the function five units to the left. Ex 5: Let and transform it to g(x) where. What would happen? , so The output of the transformed function will be three times as big as the original function. This is a dilation transformation. We basically have stretched the graph away from the x-axis. Note that the stayed in place, but the y-intercept changed. Since the value of the function at the x-intercept is zero, zero times anything is still zero. So that point doesn’t move.
SOLUTIONS to Gathering Data Worksheet: 1. a) population: all American households sample: collection of 1353 American households surveyed b) population: all elementary school children sample: collection of 2625 elementary school children surveyed c) population: all people entering the mall within the assigned 3 hour period sample: every 6th person entering the mall within the 3 hour period 2. a) statistic – part of 300,000 graduates are surveyed b) parameter – all assembly-line employees were included in the c) statistic – 360 credit cards were examined (not all) 3. a) population: all readers of USA Today; sample: volunteers that responded to the survey; population parameter: percent who have at least one caffeinated drink among all readers of USA Today; sample statistic: percent who have at least one caffeinated drink among those who responded to the survey b) population: all starts in the galaxy; sample: the few stars selected for measurements; population parameter: mean (average) of distances between all stars and Earth; sample statistics: mean of distances between the stars in the sample and Earth 4. a) survey b) observation c) simulation d) experiment e) simulation 5. systematic, cluster, stratified, cluster, VRS, convenience, stratified, cluster, convenience, SRS 6. It is limited to people with computers. 7. Yes, it tends to encourage negative responses.
x + 6 = 2x - 54 x = 60 Therefore, AB = AC = 22 and BC = 33, so the perimeter is 77. 5. Ming and Juan submitted the following to prove that the base angles of an isosceles triangle are congruent. Several students in your class have questions about this solution. How would you answer their questions and help them understand this solution? How do we know that line QS is the perpendicular bisector of segment PR? How do we know that triangle PQS is congruent to triangle RQS? Answer: Since segment AC is congruent to segment BC we know that point C is on the perpendicular bisector of segment AB. So line CD is the perpendicular bisector of segment AB. Triangle ACD is congruent to triangle BCD by SSS. 6. Isosceles with base are given. is the perpendicular bisector of . ; ; . Find AB. A. 16 B. 14 C. 12 D. 10 Answer: D 7. B, U and S are the midpoints of the sides of . CA = 5, CR = 9, and AR = 11. What is the perimeter of parallelogram BUSA? A. 10.5 B. 12.5 C. 16 D. 20 Answer: C 8. H, A, and T are midpoints of . and .
In the figure below, is an equilateral triangle. How can we prove that ? There are multiple ways to prove this. , ; ; so you can use AAS, SAS (proving that must be congruent to ), or ASA (also proving that must be congruent to ) This proof is helpful in deriving the formulas for a 30°-60°-90° triangle. (see above)
512 512 512 512 (42 + 32)1/2 5 511/11 5 1251/3 5 81/3 + 271/3 5 272/3 9 251/2 + 161/2 9 (811/4)2 9 2432/5 9 41/2 * 1001/2 20 161/2 * 251/2 20 82/3 * 1251/3 20 4001/2 20 What does this have to do with flowers? In the expression , the a is the base or the stem of the flower. The y is the root of the flower and the radical. The x is the power in the radical expression and in a flower the actual flower has the power to attract nature to it. And, of course, the flower is at the top.
Solve: 1.) – = – = 3 3.) – = – = 5 5.) – = + = 12 7.) – = –18 8.) – = 7 9.) – = 6 10.) – = –15
F-IF.B.4, F-IF.B.5, F-IF.B.6, F-IF.C.7a End-of-Module Assessment Task After Topic C Constructed response with rubric N-RN.B.3, A-SSE.A.1, A-SSE.A.2, A-SSE.B.3a, A-SSE.B.3b, A-APR.B.3, A-REI.B.4, A-CED.A.1, A-CED.A.2, F-IF.B.4, F-IF.B.6, F-IF.C.7, F-IF.C.8a, F-IF.C.9, F-BF.B.3
Peak LOW DEMAND SEASON September – May 49.73 c/kWh Standard 30.51 c/kWh Off-Peak 21.35 c/kWh Network Charge Payable according to date and time of co-incident maximum demand of EThekwini’s account 14.79 R / kVA Voltage Surcharge A maximum of 10.05 %, dependant on generation voltage. Applied to the sum of electricity and network charges Note: This tariff structure and the relevant rates are subject to the following: Standard tariff and policies as adopted by eThekwini Electricity Tariff structure variations as approved by the Municipal Council Rate variations corresponding to the Megaflex tariff increase or decrease as approved by the National Energy Regulator of South Africa (NERSA)
Example 1: Billing calculation where Imported Energy exceeds Generated Energy Period: 1 to 30 August 2015 Rate Municipal Supplied Energy 1,500.00 kWh Less: Exported Energy 400.00 kWh Balance 1,100.00 kWh Quantity Billing Domestic IBT, Scale 31 0-350 350 kWh 117.72 c/kWh R 412.02 351-600 250 kWh 140.53 c/kWh R 351.32 601-900 300 kWh 155.43 c/kWh R 466.29 901+ 200 kWh 166.32 c/kWh R 332.64 Service Charge (Future) R 0.00 R 1 562.27 VAT R 218.72 TOTAL R 1 780.99 In the example above, the consumer consumes more energy from the NMBM grid than what was generated and is billed accordingly Example 2: Billing calculation where Exported Energy exceeds Imported Energy Period: 1 to 30 August 2015 Rate Municipal Supplied Energy 500.00 kWh Less: Exported Energy -1,450.00 kWh Balance -950.00 kWh Billing Small Business, Scale 33 (Winter) -950.00 kWh 180.07 c/kWh R 00.00 Charge R 325.95 Service Charge (Future) R 0.00 TOTAL R 325.95 VAT R 45.63 TOTAL R 371.58
As can be seen from example 2 above, no monetary benefit can be derived if more energy is generated than can be consumed by the client within a billing period. Example 3: Billing calculation where excess Exported Energy is sold to Amatola Green Power (AGP) Period: 1 to 30 August 2015 Rate Municipal Supplied Energy 1 000.00 kWh Less: Exported Energy 1,450.00 kWh Balance Excess Exported Energy -450.00 kWh Excess Energy sold to AGP 450.00 kWh Billing Small Business, Scale 33 (Winter) 00.00 kWh 180.07 c/kWh R 00.00 Basic Charge R 325.95 Service Charge (Future) R 0.00 TOTAL R 325.95 VAT R 45.63 TOTAL R 371.58 In the example above, the excess exported energy which may not be re-purchased by NMBM, is sold to a third party license holder, for example AGP. The following chapter outlines the process for a client to apply for the grid connection of his SSEG system. NMBM provides a standard application form (please see Attachment I) which each client has to complete before a grid connection is considered by the Energy & Electricity department form NMB. In this form the client or an authorized representative has to provide following information: Contact details, address and GPS coordinates for the installation
Graduate Certificate Programs : Corporate Finance; Financial Risk Management Technical Education Williamson College of the Trades Tom Wisneski Ph: 610-566-1776 ext. 231 106 S. New Middletown Rd Media. PA 19063 of Study Associate in Specialized Technology Degrees Craftsman Diplomas Technical Education (see also: Apprenticeships, below) Delaware County Community College Karen Kozachyn, Ed.D. Ph: 610-359-5362 E-mail: Certificates in 14 areas including: Employer Tuition Reimbursement Financial Aid Available Delaware County Technical High Schools Dr. Philip Lachimia Administrative Director 610-583-7620 Guided by industry professionals, Delaware County Technical Schools prepare today’s students for tomorrow’s opportunities by providing innovative, meaningful
Equation: ________________________ Equation: ________________________ 12. Explain the effect of a, h, and k on the following function:
4th - Write the equation using the two points you found in step 3. Ex 1 Draw a scatter plot of the data. Then approximate the best fitting line for the data X 0 0.5 1 2.5 3.5 4 5 Y 4 3 2.5 2.5 2 -1 -3 The best fit line was drawn in blue – approx. half the points above and below the line. Then, write the equation of the line using your two points. Using the points (0, 2.5) and (4, -2.5), find the slope. and the y-intercept is 2.5. My line of best fit is: Correlation Correlation measures the strength and direction of the linear relationship between two quantitative variables. The numerical measure we use is called the correlation coefficient and its symbol is r. It measures how tightly the points on a scatterplot cluster about a straight line. The formula is . The good news is that technology can calculate this value for us and the formula will not be used. Facts about correlation: Correlation makes no distinction between explanatory and response variables. It makes no difference which variable is graphed on the x-axis and which is on the y-axis. Correlation requires that both variables be quantitative (not categorical). r does not change if the values of either variable are converted to a different scale. Example: if all the measures are changed from feet to inches, r doesn’t change. r has no units of measure. It is just a number. r is always a value between -1 and +1, inclusive. Extreme values () indicate a perfect straight line association. Values of r near 0 indicate a very weak linear relationship. The strength of the relationship increases as r moves away from 0 toward -1 or +1. Correlation measures the strength of only a LINEAR relationship between two variables. It does not describe nonlinear relationships.
Name__________________________________________ Period__________ Date________________ CALCULATOR SECTION Vocabulary: Define each word and give an example. 1. Residual Plot 2. Correlation Coefficient 3. y-intercept of a linear model Short Answer: 4. If there is curvature in the residual plot, what does this tell us? 5. When describing a scatterplot, what do we look for? Review: 6. Find the equation in slope-intercept form for the line that passes through (-3, 4) and (5, 8). 7. Let 8. Find the inverse of the function 9. The graph of is reflected in the y-axis, shifted 4 units right and 2 units down. The equation of the transformation is: Problems: **Be sure to show all work used to obtain your answer. Circle or box in the final answer.**
Inverse of a Linear Function Math Background Previously, you Performed operations with linear functions Identified the domain and range of linear functions In this unit you will a linear equation for a given y value Solve a literal equation for a given variable Find the inverse of a linear function Describe how the domain of a function must be restricted so the function has an inverse You can use the skills in this unit to Find the inverse of a linear function and recognize restrictions on its domain Solve for the independent variable in terms of the dependent variable in real-world situations Read values of an inverse function from a graph or a table, given that the function has an inverse Graph the inverse of a function by reflecting the graph over the line y = x Vocabulary Domain – The input values of a relation. Horizontal line test – The inverse of a function f is also a function if and only if no horizontal line intersects the graph of f more than once. Inverse functions – Two functions are inverse functions if the domain of the original function matches the range of the second function. Inverse relation – Interchanges the input and output values of the original relation. Literal equation – An equation that involves two or more variables. One-to-one function – A function whose inverse is a function. Both must pass the vertical and horizontal line tests – The output values of a relation. Vertical line test – A relation is a function if and only if no vertical line intersects the graph of the function more than once. Essential Questions How is the inverse of a relation related to the relation? How do you find the inverse relation of a function? Overall Big Ideas The inverse of a relation is “created” by reflecting the ordered pairs about the line y = x. Relations can be restricted to force the inverse to be a function. Using Algebra we can find the inverse function for any line.
ANSWER SHEET a) ______________ b) ______________ c) ______________ d) ______________ a) ______________ b) ______________ c) ______________ d) ______________ e) ______________ a) T / F b) T / F c) T / F d) T / F e) T / F f) T / F g) T / F h) T / F i) T / F a) ______________ b) ______________ c) _____ , _____ d) ______________ a) ______________ b) __________ , __________ c) __________ _____ d) _______ , _______ e) ____ , _____ , _____ f) ______________ g) ____ , _____________ ___________________ ___________________ a) ______________ b) ______________ , _________________ c) _____ , _____ , _____ a) b) c) A(___ , ___) _____
Notation: Regular Polygon: A convex polygon with all angles congruent and all sides congruent. [G.CO.3, G.CO.12] Segment Addition Postulate: [G.CO.10] Segment Bisector: A segment/line/ray/plane that intersects a segment at its midpoint. Sides of an Angle: Two rays that share a common endpoint and form the angle. [G.CO.12] Side of a Polygon: The segment formed by connecting two adjacent vertices of a polygon. [G.CO.7, G.CO.8] Triangle: A figure formed by three segments joining three non-collinear points, called vertices. [G.CO.7, G.CO.8, G.CO.12] Acute Triangle: A triangle with three acute angles. [G.CO.10]
Reflections: Isometric – Within the shape distances, angle measures, parallelism, collinearity are all preserved. Orientation is reversed. Rotations: Isometric – Within the shape distances, angle measures, parallelism, collinearity are all preserved. Orientation is preserved. Translations: Isometric – Within the shape distances, angle measures, parallelism, collinearity are all preserved. Orientation is preserved. In to help student understand the rules for different transformations, it is useful to provide each student with a coordinate grid. Have students pick points on the coordinate plane to create a polygon. Allow students to work in groups to determine the rules for the following transformations Reflection over the y-axis Reflection over the x-axis Rotation by 90° about the origin Rotation by 180° about the origin Rotation by 270° (-90°) about the origin Reflection over a vertical line x = c Reflection over a horizontal line y = b Reflection over the y = x line Reflection over the y = - x line Be sure students understand when a translation is preformed along a vector, it creates parallel lines. is translated along
FUTURE CONNECTIONS (What will they use these skills for later?) Triangle congruency and transformations will be utilized to discover the characteristics of different quadrilaterals. ADDITIONAL EXTENSIONS OR EXPLANATIONS (What needs greater explanation?) Sequences of rigid motions will be used to discover congruence postulates for triangles. ASSESSMENTS (Questions that get to the heart of the objective – multiple choice, short answer, multi-step) Given ∆TUV ∆WXY, find the values of x and y. x = 8 and y = 16 Given that ∆PQR ≅ ∆XYZ, = (7n + 5)°, = (3n – 5)°, and = 30°, what is the value of n? n = 15 that ∆JKL ≅ ∆RST, JK = 3z + 21, KL = 2z + 25, LJ = 21 – 3z and ST = 5z + 31, what is the value of z? z = -2 From CCSD Geometry Honors Semester 1 Practice Exam 2012 - 2013 On the coordinate plane, draw triangles ABC and ABC such that: (1) A = A (2) ABC has been rotated 90°. Answers will vary. Sample is shown at the right. In the diagram, m is the perpendicular bisector of at C, and . Prove . Given m is the perpendicular bisector of and D maps onto E, then A maps onto B, and C maps onto itself. Therefore ΔADC ≅ ΔBEC.
SAS ASA None SSS None SAS AAS SSS ASA None ASA None Given ∆ABC ≅ ∆ MNO, find the values of x, y and . x = 19 y = 53 From CCSD Geometry Honors Semester 1 Practice Exam 2012 – 2013 For questions 1–3, consider a triangle that has been transformed through rigid motions and its image compared to . Determine if the given information is sufficient to draw the provided conclusion. Given Conclusion True False Given Conclusion True False Conclusion
(This proof could be used after G.CO.10 has been taught. Determining that a quadrilateral is a parallelogram and then applying its properties is used to complete this proof.) Given: ∆ABC, where D is the midpoint of and E is the midpoint of. || and DE = Construct an auxiliary line that is parallel to through C and extend until it intersects the new parallel line at point F. b) Proof by Similarity (Formal – Classic Approach) (This proof could be used after G.SRT.3 has been taught. The similarity criteria of SAS is used to complete the proof.) Given: ∆ABC, where D is the midpoint of and E is the midpoint of. Prove: || and DE =
see if they are the same. If corresponding angles are then . Using a compass and straightedge copy 2DE onto and see if 2DE = AC. If they are, then DE = by inspection. 4. Prove that the medians of a triangle meet at a point. Suggested Proofs: Regular Geometry 1a / Honors Geometry 1a a) Proof by Midpoint (Formal – Classic Approach) This approach uses the proportional parts relationship (G.SRT.4) and properties of a parallelogram (G.CO.11). Therefore, this approach must wait to be presented until these concepts have been covered. Given: ∆ABC, where and are medians. Prove: That the 3rd median goes through point G. It is not unique that two intersect at a point, but it is very special when three do. That point is known as a point of concurrency. Create and mark where the ray meets as point E. Draw an auxiliary line parallel to median through C and let it intersect at H. F is the midpoint of and ||, therefore G is the midpoint of by proportional parts. D is the midpoint of and G is the midpoint of , thus is the midsegment of making || (or its extension). Therefore, || and || making quadrilateral BHCG a parallelogram. In any parallelogram, diagonals bisect, thus BE = EC making E the midpoint of and a median concurrent with the two medians. b) by Midsegment (Formal – Classic Approach) This approach uses properties of a parallelogram (G.CO.11). Therefore, this approach must wait to be presented until these concepts have been covered. ∆ABC, where and are medians. Prove: That the medians are concurrent. In ∆ABC, is parallel and half the size of due to the midsegment theorem. Create the midpoint of and , J and K respectively. In ∆AGC, is parallel and half the size of due to the midsegment theorem. Therefore, ||, by transitive, and , by substitution. Therefore, quadrilateral DEKJ a parallelogram, because one pair of opposite sides are both and . Since diagonals of a parallelogram bisect each other, DG = GK and JG = GE. We already know that AJ = JG and CK =
(SE) Which value of N would make the statement true? N = –5 N = –12 N = –18 N = –45 (SE) Which is an equivalent form of the fraction? (SE) Evaluate when and . (SBAC) Select all of the expressions that have a value between 0 and 1. B. C. D. Long term memory review: (SE)Write as a fraction. Show your work. (SE) Solve the equation for x. Show your work.
NOT ISOMETRY Translation Dilation Stretch Other d) ISOMETRY NOT ISOMETRY Rotation Reflection Translation Dilation Stretch Other e) ISOMETRY NOT ISOMETRY Rotation Reflection Translation Dilation Stretch Other 5. Determine if the and image are isometric and also which transformation produced the image. PRE-IMAGE IMAGE Circle Answer Circle Transformation a) ISOMETRY NOT ISOMETRY Rotation Reflection Translation Dilation Stretch Other b) ISOMETRY NOT ISOMETRY Rotation Reflection Translation Dilation Stretch Other c) ISOMETRY NOT ISOMETRY Rotation Reflection Translation Dilation Stretch Other d)
FAQ CGS Why am I required to have a CGS review when I already and paid for my own consultant? In 1972, Senate Bill 35 was passed stating that any person or entity subdividing a property into parcels of 35 or less on unincorporated land must submit geologic or geotechnical reports to the County as part of the preliminary plat application process. Municipalities or public agencies may request that CGS review a site, although these reviews are not governed by the statute. Why is a CGS review necessary when I already hired my own geologist? The CGS review is an independent third-party review that is done for the County, similar to the service a building inspector provides for construction review. The purpose of the CGS review is to ensure that all geologic concerns have been adequately identified and addressed in the geologic reports and that the proposed development is feasible. Why does CGS charge for land use reviews? Doesn’t taxpayer money pay for this service? CGS land use reviews are not subsidized through the general fund, although some other review agencies are supported by taxpayer money. In 1984 the state legislature decided that CGS reviews should be paid for with fees paid by the applicant of the proposed development so that taxpayers are not viewed as subsidizing development. Did the CGS geologist make a field visit to the site? A CGS geologist visits each site reviewed. If the review is a re-submittal for a site that has been visited previously, a second site visit may not be necessary. If significant changes have occurred since the initial review, the site may be visited again. Why is the CGS review letter so short and simple? What is my fee paying for? The CGS letter is a review of the geologic material submitted and reflects the level of detail contained in those documents. CGS does not offer designs, but rather ensures that the work that has been done is meaningful and adequate for the site conditions and proposed development. A site review that adequately addresses all the geologic conditions present at the site may be a short confirmation letter. If more work needs to be done or if difficult site conditions are present, the letter may be longer. What type of information do I need to submit to CGS for a land use review? USE
Formative Assessment Strategies Before Instruction: To determine what students know and need to know During Instruction: To gauge learning and guide instruction After Instruction: To account for what students learned and make responsive decisions Pre-tests—essay, short answer, multiple choice, etc. ABC Preview/Review Quick-writes, pair share Open-ended questions Graffiti wall, Carousel Brainstorming, Talks Diagrams and images Jot Thoughts Graphic organizers and concept maps: K-W-L, Venn diagrams, etc. Anticipation/reaction guides Share learning objectives, targets and exemplars in advance—have students set goals or make predictions Graphic Organizers/Empty Outline Write/Think-Pair-Share and Quick-writes Two or three column notes/reflect/question Sentence Synthesis Interactive Lectures Thumbs up/down, etc. Technology: White boards, clickers, cell phone polls, etc. Key Points, Give-back Vocabulary sorts/From New to Known Students reflect on goals already set, note progress, predict, etc. Minute paper/main idea Exit card/3-2-1 Summary Sentence Synthesis Questions and Answer Mix-up Game show quizzes/review games ABC Preview/Review Reflections Demonstrations of learning: create a product, teach another, write with a purpose Answer the objective or essential question Students reflect on goals already set, note progress and growth/metacognition Finally, once formative data has been collected, it is important for teachers to understand HOW to respond to their students’ need. The following formative assessment targeted response matrix shows the options available. Who How What Individual Group Class Pacing (faster/slower) Scaffolding (more/less) Differentiation Individual support/additional practice Resources Technology Content (more/less) Increase/decrease amount of teaching time Level of instruction (acquisition/application) Intensity of instruction (time on task; whole/small group vs individual; more/less interaction with students
In the following excerpt from her memoirs, Virginia Woolf (1882-1941) reflects upon her childhood summers spent in a seaside village in Cornwall, England. Line 5 10 15 20 Better than these walks, a treat announced perhaps once a fortnight, was an afternoon sailing. We would hire a lugger;1 the fisherman went with us. But once Thoby was allowed to steer us home. “Show them you can bring her in, my boy,” father said, with his usual trust and pride in Thoby. And Thoby took the fisherman’s place; and steered; flushed and with his blue eyes very blue, and his mouth set, he sat there, bringing us round the point, into harbor, without letting the sail flag. One day the sea was full of pale jelly fish, like lamps, with streaming hair; but they stung you if you touched them. Sometimes lines would be handed us: baited by gobbets cut from fish; and the line thrilled in one’s fingers as the boat tossed and shot through the water, and then – how can I convey the excitement? – there was a little leaping tug; then another; up one hauled; up through the water at length came the white twisting fish; and was slapped on the floor. There it lay flapping this way and that in an inch or two of water. Once, after we had hung about tacking, and hauling in gurnard after gurnard, bad after dab,2 father said to me: “Next time if you are going to fish I shan’t come; I don’t like to see fish caught but you can go if you like.” It was a perfect lesson. It was not a rebuke; not a forbidding; simply a statement of his own feeling, about which I could think and decide for myself. Though my passion for the thrill and the tug had been perhaps
National Library of Australia International Commonwealth War Graves Commission New Zealand First World War Centenary (UK) France – Centenary site Belgium – Centenary site This booklet has been compiled with the support of the following organisations Department of Veterans’ Affairs Anzac Centenary – New South Wales RSL Victoria Australian Army Australian War Memorial Shrine of Remembrance Gallipoli and the Anzacs Find your MP or council at the following links Parliament of Victoria – find MPs Local Government – find local councils Acknowledgements Photographs courtesy of the Australian War Memorial, State Library of Victoria and Helen Coughlan Resources you to the Chair of the Victorian Anzac Centenary Committee the Hon Ted Baillieu The following organisations have also provided information:
Pre-Algebra, Unit 5A Practice Test: Slope &Proportional Relationships Name: Date: Define rate of change. What does the m in represent? Explain its meaning. In a proportional relationship, explain how rate of change, slope, constant of proportionality, and the unit rate are related. (SE EE5) Seth and Mary typing the same business letter at the same time. Each types at a different rate. After 3 minutes, Seth is on word 120. After 8 minutes, Mary is on word 300. Who is typing at a greater rate of change? Seth’s typing rate which is words/min. Mary’s typing rate which is words/min. Seth’s typing rate which is words/min. Mary’s typing rate which is 40 words/min. Find the rate of change of the line in the graph. (SBAC EE6) Line t has slope and passes through (0, 0). Follow these steps: Step 1: Start at (0, 0)
(SBAC EE6) Line t has slope and passes through (0, 0). Follow these steps: Step 1: Start at (0, 0) Step 2: Move right 6 units From the location designed by completing Step 2, how many units up is line t ? (SE EE6) In the diagram, is the hypotenuseof the triangle ABD, and is the hypotenuse of the right triangle BCE. Which of the following statements are true? is similar to . The of is greater than the slope of . I and II only II and III only II only III only Plot the points from the table. Label each point on the graph. Table #1 x 4 6 8 10 y 2 3 4 5 #2 x -4 -2 0 2 y -8 -6 -4 -2 Which table has the greater rate of change? Explain how you know. Which relationship is proportional? Explain why. Use the given information to answer the following questions 9-10. Function 2:
c) Yes, SAS d) Yes, SAS or AA e) Yes, SAS f) Yes, AA Given: B  K and C  L Prove: ABC HKL To prove two triangles to be similar first find a sequence of similarity transformations that map ABC on to HKL. First dilate ABC by scale factor, k = to get A’B’C’. ABC A’B’C’ because dilation is a similarity transformation and using the properties of a dilation: B  B’ and C  C’ and B’C’ = k BC = (BC) = KL (B’C’ = KL) B  B’ & B  K and C  C’ & C  L so using the transitive property B’  K and C’  L and B’C’ = KL due to the dilation. Thus A’B’C’  HKL by ASA. And ABC HKL because ABC was mapped onto HKL using only similarity transformations. AA is a similarity criterion.
G.SRT.7 Explain and use the relationship between the sine and cosine of complementary angles. This directly relates to the co-function relationship between these two ratios. The use of a trigonometric table would be essential here to see the pattern that . This is not a critical concept for future work but it does represent a conceptual understanding of the ratios found in a triangle and so it is included here. (1) The student will be able explain the co-function nature of sine and cosine. (2) The student will be able to calculate values that make sine and cosine equal. This is a very direct objective – establish the co-function relationship between Sine and Cosine. 1 – Use a trigonometry table to discover this relationship. Students easily find values that are equal in the Sine and Cosine columns. Then the natural questions to ask are why and when are these values equivalent? CONCEPT 1 – Explain the relationship between the sine and cosine of complementary angles. The trigonometry table can reveal a number of patterns that sometimes get hidden in calculator only use. PATTERN #1 – Identical Sine and Cosine Values
_____ A / B / C / D Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ STATEMENTS REASONS STATEMENTS REASONS _____________________ _____________________ _____________________ _______ _______ _______ _______ _______ _______ __________________ , __________________ __________________ , __________________ x = _________ = _______ = _______ = _______ = _______ x = _________ 60°
Starting Position Transformation(s) Performed Final Position 2 B ? 1 D ? 4 A ? 8 A ? 5 A then B ? 8 C then D ? Review: Angles “Location Word” “Measure Word” a) AEC and BED are therefore they are b) AED and BED are therefore they are Given the diagram at right, find the value of x and each angle measure. x = _______ = _______ = _______ = _______ = _______ Given: . . . Find each missing angle. Find the of x. If two parallel lines are cut by a transversal and the, find the measure of each of the other seven angles in the following diagram. 60°
A / B / C / D Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ Yes / No , ________________ STATEMENTS REASONS STATEMENTS REASONS _____________________ _____________________ _____________________ _______ _______ _______ _______ _______ _______ __________________ , __________________ __________________ , __________________ x = _________ = _______ = _______ = _______ = _______ x = _________ 60°
STATEMENTS REASONS 1. Parallelogram ABCD 1. Given 2. 2. 3. 3. 4. 4. 5. 5. What is the reason that the statement in Step 4 is true? side-angle-side angle-side-angle Opposite sides of a parallelogram are congruent. Corresponding angles of congruent triangles are congruent. (25-9) The statements for a proof are given below. Given: Parallelogram ABCD Prove: Proof: STATEMENTS REASONS 1. Parallelogram ABCD 1. Given 2. 2. 3. 3. 4. 4. 5. 5. What reason makes the statement in Step 4 true? Side-angle-side congruence theorem. congruence theorem. Opposite sides of a parallelogram are congruent. Corresponding parts of congruent triangles are congruent.
(25-10) The statements for a proof are given below. Given: Parallelogram ABCD Prove: Proof: STATEMENTS REASONS 1. Parallelogram ABCD 1. 2. 2. 3. 3. 4. 4. 5. 5. What reason makes the statement in Step 4 true? angle-angle-side (AAS) (ASA) (SAS) side-side-side (SSS) (25-11) The statements for a proof are given below. Given: Prove: Proof: STATEMENTS REASONS 1. , 1. Given 2. 2. 3. 3. 4. 4. 5. 5. What reason makes the statement in Step 4 true? side-angle-side (SAS) side-side-side (SSS) corresponding parts of congruent triangles are congruent (CPCTC) angle-side-angle (ASA)
5.1-8) Use the figure Which shows the figure dilated about the origin with scale factor 1.5? (A) (B) (C) 5.1-9) One vertex of a polygon is A(–4, 5). If the polygon is dilated about the point (0, 2) with scale factor –2, what is the location of A? (A) (–8, 8) (B) (–8, 10) (C) (8, –10) –4) 5.2-1) In the diagram, ABCD is dilated with center O to produce A'B'C'D', and . What is ? (A) (B) (C) 2 5.2-2) J(5, 7) is the image of J(3, 3) after a dilation with scale factor 3. Where is the center of dilation? (A) (–3, –9) (B) (0, 0) (C) (2, 1) 5) 5.2-3) In the diagram, is a dilation of . (a) Find the center of dilation O. (b) Compute the factor of the dilation. 5.9-1) Right triangle PQR has sides of length 6 units, 8 units, and 10 units. The triangle is dilated by a scale factor of 4 about point Q. What is the area of triangle P'Q'R'? (A) 96 square (B) 192 square units (C) 384 square units square units 5.10-1) In the diagram below . What is the of y? (A) 13 (B) 18
Student Gender Lunch Drink Male Female Water Soda A B C D E F G H I J K L M N O (SBAC) During a survey fifteen 8th graders were asked whether they regularly drink water or soda at lunch. The results are shown in the table to the right. Part A Use the results of the survey to complete the two-way table below: Lunch Drink Gender Male Female Water Soda Part B State whether the results of the survey provide evidence that male students prefer soda. Explain your answer. Long Term Memory Review Solve the linear system algebraically. Show your work.
Interpreting Relative Frequencies (page 2) The United States Senate has 100 members. 44 are Democrats. On a recent bill, there were 53 YEAs; of these YEAs, 32 votes were Republicans. Complete the two-way table. Yes (“YEA”) No (“NAY”) Total Democrats Republicans Total Using the data in the above two-way table, determine if the following statements are true or false: Both Democrats and Republicans tended to favor the bill. More Republicans than Democrats voted NAY, so Republicans were more likely to oppose the bill that Democrats were. Republicans tended to vote YEA on the bill, while Democrats were more likely to vote NAY than YEA Participate in a Club? Gender Male Female Yes No 2. A survey was taken of 8th graders regarding their participation in school clubs. The results are shown in the chart below. Use the results to complete the two-way table. Student Gender Participate? Male Female Yes No A B C D E F G H I J K L M N O Male Female Total Total Complete the two-way relative frequency table to show the correct percentages in all cells. Male Female b) Find the relative frequencies of students in the survey by column. Express your values as %. c) State whether the results of the survey provide evidence that if you are an 8th grade male you would more likely be a member of a club than not. Explain your answer.
Name _________________________________ Period_________ Date________________ Created by Corbin/Lyons Proportions #3 Write the proportions suggested by each problem (1-5). Then solve the problem by solving the proportion. If a machine can make 360 stamps in 3 minutes, how many stamps can it make in eight hours? Proportion: _____________________ Solution: _________________ It took Bob to walk of the way home. At the same rate, how many hours would it take Jim to walk all the way home? Proportion: _____________________ Solution: _________________ Name _________________________________ Period_________ Date________________ Created by Corbin/Lyons Proportions #3 Write the proportions suggested by each problem (1-5). Then solve the problem by solving the proportion. If a stamp machine can make 360 stamps in 3 minutes, how many stamps can it make in eight hours? Proportion: _____________________ Solution: _________________ It took Bob hours to walk of the way home. At the same rate, how many hours would it take Jim to walk all the way home? Proportion: _____________________ Solution: _________________ Proportions #3 (page 2)
_____________________________ _______________________________________ _______ Applicant 1 Printed Name Signature Date _____________________________ _______________________________________ _______ Applicant 2 Printed Name Signature Date Considerations for Placing Agency Provide additional information that may be beneficial for a placing agency to consider before placing a with the family. Capacity Age Range to Gender Male Female Emergency Shelter Care or Ethnicity of Children Languages able to speak Behaviors Religion * Indicate if family is approved for only the children currently placed. Confidential List of Foster Children This page is to remain confidential and is not to be attached to copies of the Written Child #1: Insert Name of Child Date Placed: Child #2: Insert Name of Child Date Placed: Child #3: Insert Name of Child Date Placed:
In some cases the future equipment that is to be energized may not be in the current production model. The operator will receive a notice stating the equipment to be energized in seven days is not in the current model and that the Approval to Energize may be delayed. In these circumstances, the operator of the equipment is required to call ERCOT Operations and provide details as to when the equipment is expected to be loaded into the production environment. With the appropriate communication, the energization date for the new equipment will not be delayed. Once ERCOT has verified the equipment is in the production model and meets the Approval to Energize standards, an email will be sent to the owner of the new equipment confirming that it can be energized as scheduled. When interconnection requirements are met, ERCOT Operations will contact the ERCOT Shift Supervisor and notify them of the expected energization dates and any other recommended actions. Market Participants are required to request approval from the ERCOT Shift Supervisor for the activation of any new equipment or a relocated transmission facility that is connected to the ERCOT Transmission Grid, according to ERCOT Protocols Section 3.3.1. The request notification shall be by phone from the Market Participant to the ERCOT Shift Supervisor or designee on the day of the energization. If the ERCOT Shift Supervisor or his designee and ERCOT Operations are in agreement, then he/she will allow the equipment to be energized. Below is an example of the Approval to Energize process.
What to Pack for Lunch Ideas for school and care Use different types of food from each of the food groups bread, cereal, rice and pasta vegetables fruit meat, chicken, fish, eggs, lentils and beans milk, cheese and yoghurt. Pack a main lunch food For example: sandwich, roll or wrap leftovers from dinner like cold roast meat and vegetables homemade food like vegetable and egg slice or pasta and vegetable salad soup in a thermos. Tip: add vegetables to sandwiches and homemade foods Pack fruit For example: piece of fruit cut up fresh fruit canned fruit in a container. Pack vegetables For example: cut up cucumber, carrot and capsicum with dip or cheese corn on the cob canned beans like baked beans. Pack snacks For example: pikelets and fresh fruit boiled egg and yoghurt bread cheese and wholegrain crackers homemade muffin with vegetables or fruit. Pack a water bottle Keep food safe Use: insulated lunch box or bag add an ice pack or frozen drink like a milk tetra pack or water throw away uneaten food at the end of the day, unless it is a sealed long life product.
8pm Monday to Friday and 10am to 2pm Saturday, local time across Australia. Please note that any clinical questions may require referral to clinical specialist Appendix 9 – Using Quality Indicator data and setting targets Using Quality Indicator (QI) data – governance The modern concept of responsibility in the provision of health and aged care services is described as clinical governance. This is defined as the system by which the governing body, managers, clinicians and staff share responsibility and accountability for the quality of care, continuously improving care, minimising risk and fostering an environment of excellence in care for residents. In essence this that everyone at all levels within an organisation is responsible for the standard of care, including staff, management, the executive and the board of directors. A successful National Aged Care Quality Indicator Program (QI Program) requires everyone in an organisation to fulfil roles and responsibilities. Each group will use and interpret information from QIs differently. The common goal for all is to provide excellent care and continually look for ways to further improve. Board and executive The role of the and executive is to provide the governance, leadership and oversight for quality of care. This includes ensuring the adequacy of systems and resources to gather, report and respond to QI information, and to consider the merits of the different interventions required for improving care and the organisation as a whole. The role of the board and executive is to provide the governance, leadership and oversight for quality of care. Their leadership role includes demonstrating a willingness to challenge the status quo and seeking objective information about performance and promoting transparency and accountability. What may not be visible to them are the direct aspects of service delivery. Managers and quality personnel The role of senior managers and quality personnel is to understand the principles and practical application of QIs and their limitations. Their role is to support the implementation and facilitate the interpretation of information relevant to service delivery. This may include active management and participation in the collection, reporting and responding to QIs. They also implement specific interventions within the facility to improve care, such as explaining the facility’s QIs to The challenge is personalising QI data so it is relevant and real. This requires translating the data in a way that will be meaningful. Having information about both the individual residents and all residents is essential. QIs that give an overview or a summary of how a facility operates are very helpful.
Seattle Housing Authority 206-615-3300 Bremerton Housing Authority 360-479-3694 Puyallup Tribal Housing Authority 253-573-7956 Pierce County Community Action 253-798-7240 Matsusaka Townhomes 253-593-2120