zilongwang/ReadingBank huggingface dataset:
3. is playing a game that uses transformations as game pieces. The picture shows how Jimmy's game piece looks at the start of the game. On his first move, Jimmy must rotate his game piece 90° clockwise about the point at the center. Which picture shows how Jimmy's game piece should look at the end of his first move?
HOMEWORK SET #12 Due:_________________________ NAME _______________________________Score: __________ out of 30 4-N1 Graph the following lines: (3 points each) 1. 2. 3. Answer the following multiple choice questions. (1 point each) 4. Let f be a function such that is defined on the domain . The of this function is (1) (2) (3) (4) 4-N2
5th Grade Spelling Unit 4 Lesson 16 1. scrubbed 2. listening 3. stunned 4. knitting 5. carpeting 6. wandered 7. gathering 8. beginning 9. skimmed 10. chatting 11. shrugged 12. bothering 13. whipped 14. quizzed 15. suffering 16. scanned 17. ordered 18. totaled 19. answered 20. upsetting 21. trip 22. woman 23. eye 24. milk 25. choose Challenge Words 1. compelling 2. deposited 3. occurred 4. threatening 5. canceled Lunch Money Realistic Fiction Big Idea Everyone has a story to tell. Essential Question Why does an author want to tell a story? Target Vocabulary record - the most remarkable achievement known mental - something in the mind launch - to officially start something assuming - accepting that something is true; supposing episodes - distinct parts of a longer series of events developed - brought into being or made bigger and more complex feature - to give something special importance incredibly - especially hard to believe; amazing villains - characters that oppose heroes thumbed - turned pages quickly Comprehension Target Skill Author's Purpose - the reason that the author the selection. You can determine an author's purpose for writing from story details. Target Strategy Monitor/Clarify - to pay attention to how well you understand what you read/to make clear and understandable. You can use text clues to monitor and clarify the author's purpose and viewpoint. Monitoring the text and clarifying confusing details help readers better understand the author's purpose. Vocabulary Strategies Word Origins - the language or region in a word originated. Word origins tell where a word come from, or where it originated. Word origins can give us an idea of what a word means, why and where it was created and by whom. Many English words came from words in other languages, such as Greek, Latin and French. English has changed a lot over time and some words and word roots were created during the Old or Middle English periods. English also uses words that are originally from other languages, such as Spanish and German. Grammar Adjectives - give information about a noun. A descriptive adjective tells how many, what kind and may also tell the origin of a noun.
Unit 4: Systems Lesson 3: Solving Linear/Linear systems algebraically by Elimination Objectives: Students can solve a system of two linear equations algebraically by substitution. Students can solve number problems using systems. Agenda: Do Now: Literal Equations Notes: Solving systems of two linear equations algebraically by substitution. Practice: Applied problems (number problems) Vocabulary: System of equations, solving Algebraically, Substitution. Focus Questions: What does it mean to solve a system algebraically by substitution? How can we word problems involving numbers using systems? Homework: Worksheet 4-3 the video first:
demand schedule change? Students discuss. How will this change our graph? Graph it out with students. Explain that what has happened here is that demand has decreased at all prices. When this happens, the demand curve will shift to the left. Introduce IRDL as a way to remember direction. Introduce TRIBE as a way framework to understand demand shifts. Student practice: Give students a set of problems that require them to look at models and data. They must decide if demand is increasing, decreasing, or not changing (i.e. only a change in quantity demanded.) Go over student practice. Closing: Lesson Recap and Socrative Exit Ticket Day 13: SSEMI3 The student will explain how markets, prices, and competition influence economic behavior. a. Identify and illustrate on a graph factors that cause changes in market supply and demand. EQ: How do buyers and sellers create the forces of supply and demand in a market economy? Focus Questions: Why might consumers change their purchasing habits? How do we reflect those changes on a demand curve? Warm Up: Give students three scenarios. What will happen to the demand curve in each scenario? Students work in pairs to practice analyzing demand shift situations. Go over situations. Closing: Lesson Recap and Socrative Quick Check Questions Day 14: SSEMI3 The student will explain how markets, prices, and competition influence economic behavior. a. Identify and illustrate on a graph factors that cause changes in market supply and demand. EQ: How do buyers and sellers create the forces of supply and demand in a market economy? Questions: Why might suppliers change their production habits? How do we reflect those changes on a supply curve? Warm Up: Change in Demand or Change in Quantity Demanded practice.
“Colonial surgeon” “Pirates” , “The Scottish Highlanders” “Georgia’s Oldest Congregation” “Georgia’s African Heritage” “Mercantilism” “Back County Settlers” • www.cviog.uga.edu/Projects/gainfo/gahist.htm: “James Edward Oglethorpe” “When is Georgia’s Birthday?”, “History of Frederica”, “Battle of Bloody Marsh”, “Children in Colonial Times”, “Georgia Salzburgers”, • Georgia Economic History Project: Georgia Council on Economic Education (Topic 2 Lessons 1,2 Eighth Grade Social Studies Program for Georgia: Georgia and the American Experience History Highlights ( Lesson 9, 10,) Georgia Economic History Project: Georgia Council on Economics. Text Book
1 (11/10) ATP Electron Transport Chain CR Practice Quiz Bozeman—ATP Bozeman—Couple Reactions 2 (11/12) ATP Electron Transport Chain Steps of CR 1pp—Aerobic v. Anaerobic Bozeman—CR Mastering Bio—CR Tutorials CR Practice Aerobic v. Anaerobic Ch. 9—Cellular Respiration 3 (11/17) Review CR Photosynthesis CR Practice Worksheet Bozeman—CR & Photo 4 (11/19) CR Practice Quiz Photosynthesis Prepare for Lab Mastering Bio—Photo Tutorials Photo Practice Photo in Dry Env. Chapter 10 5 (11/21) CR Practice Quiz CR Lab Finish CR Lab—Due Dec. 4 Study for Test Crash Course—ATP & Respiration Photosynthesis 6 (11/25) Unit 3 Test Prepare for PS Lab One Page Paper 1—Aerobic vs. Anaerobic Respiration Compare and contrast aerobic and anaerobic respiration. (Hint: Be sure to discuss the processes that occur and the types of organisms that do each.) Resources: Bozeman—Anaerobic Respiration Campbell Textbook—Section 9.5 Format: Thesis Statement and Body Paragraphs (no intro or conclusion) Due: ___________________________
3. 4. 5. 6. 7. 8. The expression can be rewritten as where a and b are integers. Which represents a? (1) 16 (2) 12 (3) 6 (4) 4 9. Factor completely:
∆ABC ________ by _________ ∆ABC _______ by __________ 7. 8. ∆ABC ________ by ___________ ∆ABC ________ by ____________ 9. 10. ∆ABC ________ by _________ ∆ABC _______ by ___________ 11. 12. ∆ABC _________ by ___________ ∆ABC _________ by __________ 13. 14. ∆ABC _________ by ___________ ∆ABC __________ by ___________ #1 Given: Prove: 1. 1. _____________________________
∆ABC ________ by ___________ ∆ABC ________ by ____________ 9. 10. ∆ABC ________ by _________ ∆ABC _______ by ___________ 11. 12. ∆ABC _________ by ___________ ∆ABC _________ by __________ 13. 14. ∆ABC _________ by ___________ ∆ABC __________ by ___________ Proofs! #1 Given: Prove: 1. 1. _____________________________ 2. 1 4 2. __________________________________________ 3. ∆RST ∆TUV 3. __________________________________________ 4. 3 2 4. __________________________________________ 5. 5. __________________________________________
#2 Given: bisects ADC Prove: 1. 1. _________________________________________________ 2. 1 & 2 are right ’s 2. _________________________________________________ 3. 1 2 3. _________________________________________________ 4. 4. _________________________________________________ 5. bisects ADC 5. _________________________________________________ 6. 3 4 6. _________________________________________________ 7. Δ ADB Δ CDB 7. _________________________________________________ 8. 8. _________________________________________________ Congruent Triangles Proofs 1. Given: ; O is the midpoint of O is the midpoint of 2. Given: ; D is the midpoint of Prove: 3. Given: Prove: 4. Given: M is the midpoint
THE MONGOLS Key Leaders Characteristics Pax Mongolia Empire Genghis Khan Grandson, __________ __________________ _________________ Rulers Respect for _______________and Art. Translated: Mongol Peace Stability & ________________ Ideas & technology ___________ Great Cities Marco Polo Ibn Battuta ________________ Eastern Europe S.W. ____________ _________________ (Yuan Dynasty)
Unit 4 Cell Energetics What does LEO the lion says GER (or OIL RIG) stand for? Loss of Electrons is Oxidation, Gaining Electrons is Reduction In photosynthesis, the NADP+ is gaining an electron. This mean the electron carrier is being: REDUCTION! In cellular respiration, pyruvate loses electrons. This means it is being: OXIDATION! Fill out the table below Process Location Inputs Outputs Glycolysis Cytoplasm Glucose, ATP, ADP, NAD+ (and P) Pyruvate, ATP, ADP, NADH Bridging Mitochondria membrane Pyruvate, NAD+, CoenzymeA Acetyl CoA, NADH CO2 Krebs/ Citric Acid Cycle Matrix NAD+, Acetyl CoA, FAD+, H2O, ADP NADH, CO2, ATP, FADH2, H20 Oxidative Phosphorylation (ETC + Phosphorylarion) Inner Membrane (Cristae) NADH, ADP, FADH, O2 NAD+, FAD+, H2O, ATP Light Dependent Reactions Thylakoid Membrane H2O, Sunlight, ADP, NADP+ O2, ATP, NADPH, H+ Light Independent Reaction/Calvin Cycle Stroma ATP, NADPH, CO2, ADP Glucose, NADP+, ATP, ADP If some drug were to disrupt the membranes (outer & thylakoid) of a chloroplast, explain what effect this would have on photosynthesis. The ETC would be destroyed which would mean no LDR no O2 released If some drug were to disrupt the membranes & cristae/inner) of the matrix, explain what effect this would have on Cellular respiration. Since oxidative phosphorylation occurs on the inner membrane (the ETC part, and the chemiosmosis part relies on the space between the inner and outer membrane to build up H+ ions…), very little ATP would be made (only the 2 in Glycolysis and the 2 in Krebs). Where does the oxygen come from in photosynthesis (be specific)?
18. Patriots/Whigs Colonists who favored the colonies gaining independence from the British 19. Loyalists/Tories Colonists who favored remaining under British control 20. Battle of Kettle American Revolution battle in GA; victory for Georgia as the militia were able to defeat and gain supplies from the British 21. Siege of Savannah American Revolution battle in GA; loss for Georgia as the militia and continental army failed to retake GA’s capital city from British control 22. Remained in British hands Most significant result of the Battle(siege) of Savannah. 23. Financially dependent Reason most Georgians reluctant to join the Revolution against British 24. Hart Only County in Georgia named after a woman 25. Georgia Patriots v Loyalist Most fighting in Georgia during the Revolution was between __. 26. Gained much needed supplies Importance of the Battle of Kettle Creek Governing Documents 27. Constitution of 1777 Georgia’s first constitution; document adopted in Savannah that created Georgia’s first unicameral government 28. Articles of Confederation United States (federal) constitution; created a weak central government and was eventually replaced by our current constitution 29. Abraham Baldwin Two representatives from GA that helped to write the new constitution at the Constitutional Convention of 1787 30. Couldn’t impose taxes Three weaknesses to the Articles of Confederation Couldn’t regulate trade Couldn’t enforce laws 31. Revise the Articles of Confed Purpose of the Constitutional Convention of 1787 32. Approved quickly How did Georgia respond to the ratification of the Constitution? 33. States had the most Strength of the Articles of Confederation 34. Legislative Branch to powerful Main weakness of the Georgia Constitution of 1777. 35. able to impose taxes The weaknesses of the Articles of Confederation lead to the following changes. Regulate Create a national military
24. 9.5 - 8.6 = ___________ 25. 9.85 - 1.51 = ___________ Estimate: ____________________________ Estimate: ____________________________ Name: _________KEY___________ Unit 4 Guide Complete the table. Decimal in Words Decimal in Numerals 1. Forty-five hundredths 0.45 2. Six and nine hundred thirty-one thousandths 6.931 Two and four thousandths 2.004
AFDA Name:_______________ Unit 4: Quadratics Day/Date Lesson Topic(s) Homework Assignment Day 1 A: Tuesday, 11/21 B: Monday, 11/27 Intro to Desmos OTTW Project Introduction Work on project Day 2 A: Tuesday, 11/28 B: Wednesday, 11/29 OTTW Project Workday Work on project Day 3 A: Thursday, 11/30 B: Friday, 12/1 Graphing in Vertex Form Unit 4 Day 3 HW Work on project Day 4 A: Monday, 12/4 B: Tuesday, 12/5 Graphing in Intercept Form Unit 4 Day 4 HW Work on project Day 5 A: Wednesday, 12/6 B: Thursday, 12/7 Graphing in Standard Form PROJECT DUE DATE Unit 4 Day 5 HW Day 6 A: Friday, 12/8 B: Monday, 12/11 Review for Unit 4 QUIZ STUDY!! Day 7 A: Tuesday, 12/12 B: Wednesday, 12/13 QUIZ None Day 8 A: Thursday, 12/14 B: Friday, 12/15 Spiral Day WINTER BREAK!! Day 9 A: Tuesday, 1/2 B: Wednesday, 1/3 Quadratic Word Problems Unit 4 Day 9 HW Day 10 A: Thursday, 1/4 B: Friday, 1/5 Discriminant and Quadratic Formula Unit 4 Day 9 HW Day 11 A: Monday, 1/8 B: Tuesday, 1/9 Quadratic Regression Unit 4 Day 10 HW Day 12 A: Wednesday, 1/10 B: Thursday, 1/11 Review for Unit 4 TEST STUDY!! Day 13 A: Friday, 1/12 B: Tuesday, 1/16 Unit 4 TEST Day 14 A: Wednesday, 1/17 B: Thursday, 1/18 Review for Quarter 2 TEST STUDY!! Day 15 A: Friday, 1/19 B: Monday, 1/22 Quarter 2 TEST STUDY!! REMEMBER: Complete all assignments on time Please come in for help as soon as you feel you are falling behind.
Algebra 1 Mathematician: ________________________________ Unit 4 Solve Systems of Linear Equations Period:___________ Unit 4 Test Review Target 4.1: Solve a system of linear equations graphically/numerically Directions: Graph the system of linear equations. After solving the system, what is the sum of the x- and y- coordinates of the solution? 1) Solution: ______________ Sum: ______________ 2) Solution: ______________ Sum: ______________ 3) Solution: ______________ Sum: ______________ 4) Describe the types of solutions that a system of linear equations can have. 5) Describe the graph of a system of linear equations if the solution is “no solution.” Directions: Given that one of the lines in the system of linear equations is , choose the equation that would give the indicated solution. 6) Infinitely many solutions A) B) C) 7) One solution A) B) C) Directions: Choose the appropriate graph(s) to answer Questions 8-10. Choose all that apply. (a) Zero solutions (b) Exactly one solution (c) Two solutions (d) Infinitely many solutions (e) Not enough information 8) A B C D E Line 1: y-intercept of 7 and decreasing Line 2: y-intercept of -6 and decreasing 9) A B C D E Line 3: positive and contains point (-1, 3) Line 4: 10) A B C D E Line 5: slope of -2 and contains point (2, 4) Line 6: Target 4.2: Solve a system of linear equations by substitution 11) Which equation would you use as the substitute in the following system of linear equations? 12) Which equation would you use as the substitute in the following system of linear equations? Directions: Solve the following systems by substitution. 13) 14) 15)
Solve or x: 7) Solve for x: 8) 2(4x - 3) – 8 = 4 + 2x 9) Name: ______ Date: _______Home Work 2-1 Day 1 Unit 2. Solve each of the following equations:
vestibular sense the sense of body movement and position, including the sense of balance. sensory interaction the principle that one sense may influence another, as when the smell of food influences its taste. embodied cognition in psychological science, the influence of bodily sensations, gestures, and other states on cognitive preference and judgments.
19. overwrought 20. afterthought Comprehension: Sequence, Monitor and Clarify Fluency: Expression and Punctuation Cues Writing: Word Choice, Poetry: Free Verse Grammar: Adverbs Vocabulary: Compound Words, Word Structure Spelling: Patterns au, augh, ou, ough Listening and Speaking: Song or Poem Third Grade Reading Street ( ) 2014 Edition – 5.4 Jalapeno Bagels Genre: Realistic Fiction Vocabulary Words: 1. bakery – a place where bread, pies, cakes, and pastries are made or sold 2. – a quantity of something made at the same time 3. boils-causes liquid to bubble and give off steam by heating it 4. braided – woven or twined together 5. - a soft, thick mixture of flour, liquid, and other things from which bread, biscuits, cake, and pie crusts are made 6. ingredients – the parts of a mixture 7. mixture – a mixed condition Amazing 1. nutrition – food or nourishment 2. grumble – make a low, heavy sound like thunder 3. calorie – a unit that measures the amount of energy a food contains 4. allergic – have an unpleasant reaction to something 5. flavor – how something tastes 6. wholesome – good for your health 7. – a seasoning from a plant used to flavor food 8. grate – break into small pieces by rubbing against a rough surface 9. nutmeg – a hard seed of a tree that is and then grated or ground and used as a spice used in cooking
Vocabulary Words: 1. cardboard –a stiff material made out of layers of paper pulp pressed together, used to make cards, posters, boxes, and so on 2. feast – a big meal for a special occasion shared by a number of people 3. fierce- wild and frightening 4. flights – sets of stairs from one landing or one story of a building to the next 5. pitcher – a baseball player who throws the ball to the catcher 6. ruined – destroyed or spoiled something completely 7. stoops - porches or platforms at the entrance to a house 8. treasure – any person or thing that is loved or valued a great deal Spelling 1. rocky 2. foolish 3. rainy 4. childhood 5. selfish 6. treatment 7. movement 8. neighborhood 9. childish 10. parenthood 11. crunchy 12. bumpy 13. payment 14. sleepy 15. shipment 16. assignment 17. livelihood 18. stylish 19. environment 20. guilty Amazing Words: 1. skyscraper – a very tall building with many floors 2. taxicab – an automobile that can be hired to take people where they want to go 3. scamper – to run or move quickly 4. scurry – to go or move in a hurry 5. vendor – someone who sells things, usually outdoors 6. hurl – to something hard and fast 7. meager – a small or little amount 8. gutter – a channel or ditch along the side of a street or road that carries off wastewater 9. bitter – something that causes sharp pan or grief 10. ramble – to wander about, or to walk without any particular place to go Comprehension: Author’s Purpose, Background Knowledge Fluency: Appropriate Phrasing Writing: Conventions, Book Review Grammar: Conjunctions Vocabulary: Homonyms, Context Clues Spelling: Suffixes –y, -ish, -hood, -ment Listening and Speaking: Retelling
When you solve an equation containing like terms, combine them first before continuing to solve the equation. To solve 3a + 2a + 4 = 14, proceed as follows. 3a + 2a + 4¬= 14 5a + 4¬= 14 Combine like terms. 5a + 4 – 4 = 14 – 4 5a = 10 a = 2 Solve each equation. Then locate the solution on the number line below. Place the letter corresponding to the answer on the line at the right of the exercise. A letter may be used more than once. 1. 3x + 4x + 3 = -39 ________ 2. –3x – 2 + 5x = 12 ________ 3. –5 – 4x + 7x = 1 ________ 4. + 6x – 2 = 20 ________ 5. –2.4x + 1.2 + 1.2x = 4.8 ________ 6. (6 – x) = –1 ________ 7. 1 ________ 8. 7x + (–2x) + x = 42 ________ 9. (5x + 5x) = –20 ________ TWO–STEP EQUATIONS TWO–STEP EQUATIONS: Work Backwards 1) Find the VARIABLE.
CONCEPT: Northeast CONCEPT: Midwest CONCEPT: South CONCEPT: West Lesson Essential Questions: What are the geographical features of the Northeast region and their effect on the natural resources/economy? How has immigration to the Northeast influenced the cultural identity of that region? Identify the geography of the northeast region Analyze the culture of the Northeast region Identify Natural Resources of the region and their economic importance Analyze historical factors that relate to the Northeast region (Appalachian Mts., Atlantic Ocean, Metropolitan Areas, European Immigration) Lesson Essential Questions: What are the geographical features of the Midwest region and their effect on the natural resources/economy? How has migration to the Midwest influenced the cultural identity of that region? Identify the geography of the Midwest region Analyze the culture of the Midwest region Identify Natural Resources of the region and their economic importance Analyze Historical factors that relate to the Midwest region (Interior Plains, Mississippi River, Great Lakes, Westward Expansion, Tornados) Lesson Essential Questions: What are the geographical features of the region and their effect on the natural resources/economy? How has migration to the South influenced the cultural identity of that region? Identify the geography of the South region Analyze the culture of the South region Identify Natural Resources of the region and their economic importance Analyze Historical factors that relate to the South region (Mississippi River, Atlantic Ocean, Appalachian Mts., Everglades, Great Migration, Hurricanes) Lesson Essential Questions: What are the geographical features of the West region and their effect on the natural resources/economy? How has migration to the West influenced the cultural identity of that region? Identify the geography of the West region Analyze the culture of the West region Identify Natural Resources of the region and their economic importance Analyze Historical factors that relate to the West region Mountains, Continental Divide, Desert, Asian Migration, Westward Expansion, Earthquakes) Vocabulary Academic Specific: (examples: analyze, trace, identify) Analyze, identify, compare/contrast, define Domain (Content) Specific: (examples: drama, characterization, theme) Natural resources, immigration, migration, cultural identity, geography, history, economy Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments (from assessment bank):
SU is a median In PRS, is an altitude and is a median. Find RS if RX = x + 7 and SX = 3x – 11. Find RT if RT = x – 6 and mPTR = 8x – 6. Find x if is a median of DEF. Equations of Medians and Altitudes 1. an equation in standard form of the median from B in ΔABC, given the coordinates as follows: A (2, 1), B (-1, 3), C (6, 3). Find the coordinates of the midpoint of AC and call it M Find the slope of BM.
Compare the given measures. 1. mK and mM 2. AB and DE 3. QR and ST Find the range of values for x. 4. 6. 5. 7. POINT POINT OF CONCURRENCENCY OF: LOCATION CIRCUMCENTER BISECTORS OF SIDES - INTERIOR -MIDPOINT OF THE HYPOTENUSE OBTUSE EXTERIOR OF EQUIDISTANT FROM THE VERTICES- CENTER OF CIRCUMCIRCLE INCENTER BISECTORS INTERIOR EQUIDISTANT FROM THE SIDES - CENTER OF INCIRCLE
Opponents of annexation presented political, moral, and ethical arguments against that proposed course of action They argued the treaty violated the Declaration of Independence by denying self-government to the newly acquired territories Civil rights leaders like Booker T. Washington believed the U.S. needed to solve race problems at home before it took on issues of colonial people abroad Labor leaders such as Samuel Gompers feared Filipino immigrants would compete for American jobs The debate was settled on February 6, 1899 when the Senate to approve the treaty. The United States now had an empire! Following the Treaty of Paris, the United States gained the territories of the Puerto Rico, the Philippines, and Guam American troops occupied Cuba following the war, angering many Cubans who feared the U.S. would simply replace the Spanish as imperial rulers. Under American occupation, the same officials who had served Spain remained in office. Cubans protesting this policy were often jailed or exiled However, the American military gov. provided food and clothing for thousands, helped famers recultivate land, and organized schools. Because of sanitation and medical research, the efforts of the US military government helped eradicate yellow fever. The Cubans created their own constitution, but it did not specify the relationship between Cuba and the United States 1901: The United States insisted that Cuba add to its constitution several provisions, known as the Platt Amendment. The provisions included the following: Cuba could not make treaties that would limit its independence or permit a foreign power to control any part of its territory The United States reserved the right to intervene in Cuba Cuba was not to go into debt that its government not repay The United States could buy or lease land on the island for naval stations and refueling stations ***Passage of the Platt Amendment resulted in the creation of a U.S. military base at Guantanamo Bay, Cuba 1903: The Platt Amendment became part of a treaty between the two nations, and remained in effect for 31 years.
Unit 5 Notes Organizer: C. Rebuilding a Nation (Expansion, Industrialization, Urbanization) Vocab Terms Sand Massacre Treaty of Fort Laramie Sitting Bull George Custer Assimilation Act (1887) Battle of Wounded Knee Longhorn Chisholm Trail Long drive Homestead Act (1862) Exoduster Frederick Jackson Turner & the American Frontier Soddy Morrill Act (1862, 1890) Act (1887) Bonanza farm Oliver Hudson Kelley The Grange Farmers’ Alliances Populism Bimetallism Gold standard William McKinley William Jennings Bryan “Cross of Gold” speech Edwin L Drake Bessemer Process Thomas Edison Christopher Sholes Alexander Graham Bell Transcontinental RR George Pullman Credit Mobilier scandal Munn v. Illinois Interstate Commerce Act Panic of 1893 Andrew Carnegie “Gospel of Wealth” Vertical & horizontal integration Social Darwinism John D. Rockefeller Sherman Antitrust Act Knights of Labor Samuel Gompers American Federation of Labor Eugene V. Debs Industrial Workers of the World (IWW) Great Strike of 1877 Haymarket Affair Homestead Strike Pullman Strike Triangle Shirtwaist Fire Ellis Island / Angel Island Melting pot Nativism Chinese Exclusion Act (1882) Gentlemen’s Agreement Urbanization Americanization movement Tenement Mass transit Social Gospel movement Settlement house Jane Addams Political machine Boss Patronage Civil service Rutherford B. Hayes James A. Garfield Chester Arther Pendleton Civil Service Act Grover Cleveland Benjamin Harrison Booker T. Washington Tuskegee Institute W.E.B. Du Bois Niagara movement “Talented Notes Organizer: 1. Industrialization and Urbanization; 2. Increasing Influence and Challenges Core Content Notes Key Events/People/Vocab Content h. Analyze significant events for Native American Indian tribes, and responses to those events, in the late nineteenth century The Steady Push Westward- American settlers continued to push westward throughout the 19th century. Why? Opportunity to own land trial
p 75 4. If you are not sure that you have received all the dispatch information correctly, ask the dispatcher to A. speak louder. B. write it down. C. repeat it. D. call back later. Answer: C p 76 5. Which information should not be relayed when transferring care of a patient to other professionals? A. description of the history of the incident B. description of the patient’s chief complaint C. your personal feelings about the patient’s activities prior to the incident D. description of the patient’s of responsiveness Answer: C p 77 6. After pressing the push-to-talk (PTT) button on the radio, why should you wait for 1 second before starting your message? Answer: If you don’t wait, the first part of your message may be cut off before the transmitter is working at full power. p 78 7. Elderly patients often experience _____________ hearing and visual acuity. Answer: decreased p 82 8. What are some techniques you can use to communicate effectively with pediatric patients? Answer: Allow the patient to play with a favorite toy or allow the parent to hold the child. Be sure to squat down so you are at the child’s eye level.
I- P- P- Document Summary (Summarize document using at least two H.I.P.P. components (underlined) and two pieces of outside information (labeled with a “*”). Overlap between H.I.P.P. and outside information may occur. Use complete sentences. With the LAST sentence, write the synthesis piece.) Document 10: H.I.P.P Analysis (Historical Context, Intended Audience, Purpose, Author’s Point of View) H- Outside Information (SPECIFIC historical information related to the document but not stated in document)
Multiple Choice. You may use a Calculator. 1. Convert the polar equation to rectangular form. a. b. c. 2y  3x = 2 d. 2x  3y = 2 e. None of these 2. Find for the curve given by and . a. b. c. d. e. 3. Convert the rectangular equation to polar form. a. b. c. d. e. None of these 4. Consider the given by the parametric equations x = 4 and y = 4. Use the graph of the curve to determine those points at which the curve is not smooth. a. (4, 0) and (4, 0) b. (1, 0), (0, 1), (1, 0), (0, 1) c. (4, 0), (0, 4), (4, 0), (0, 4) d. The curve is smooth everywhere. e. None of these 5. Consider the curve in the x-y plane represented by and for . The slope of the tangent to the curve at the point when is a. 20.086 b. 0.342 c. -0.005 d. -0.011 e. -0.03 Free Response: A Graphing Calculator may be used. 6. The flight of a paper airplane is modeled by the curve given by the parametric equations and for time t in seconds and . (x and y are measured in feet) a. Use a graphing utility to sketch the curve. Be sure to indicate orientation.
c. Write the integral to calculate the surface area of the solid formed by revolving the curve about the x-axis where . 17. Consider the given by and for . a. Write the corresponding rectangular equation. Use the parametric equations and/or the rectangular equation to the curve. b. Find .
____________ vs _____________ Winner: Significance: ____________ vs _____________ Winner: Significance: Define/Explain how each resulted from the Persian War Delian League: Athens Golden Age: Aegean Sea: ____________ vs _____________ Winner: Significance: **Aegean Sea _________B.C.E. - _________B.C.E. Lasted _____ years ______________ vs. ________________ City-state City-state ___________League vs. _________League ______________ Won Political Structure/Power changed from ____________ to _____________ Ended the ____________ _______ of _______________ Over 1/3 of Athenians died from ___________ #1 – Example/How it was accomplished: #2 – Example/How it was accomplished: #3 – Example/How it was accomplished:
Student of ____________ Invented the rules of arguing logic called: ____________ ___________ Founded a school: ________________ Was the teacher of _____________ ___ ______________ Considered the “Father of ____________” about the _________________Wars Criticism of his work: Classic Greek Art Sculpture Athena in Parthenon Phidias Beliefs **Questions & Answers Legacy Hellenistic Art Nike of Samothrace Sculpture Winged Victory Movement, dramatic Author of ___________ _______ His most famous play was a ______________ (comedy or tragedy) Leaders in _______________ (another mathematician) Considered the First ________ _______________ He gained this title because:
Style Time Period Description Greek Physician during _______________ Considered the “Father of _______________. Style Time Period Description Style Time Period Description Author of ______ _____________ His most famous play was a ______________ (comedy or tragedy) over ____ plays Father of ______________ King of ________________ Most Notable Achievements: #1 #2
Location: Description: Significance: **commerce, culture, connections Began after the death of _________________ Cultural Characteristics **Blending Political Characteristics Alexander the Great Cultural Legacy Alexander the Great Military Legacy
#____ #____ Identify: _______________________ Describe: Significance: Identify: _______________________ Describe: Significance:
Fungi Ascomycota Basidiomycota Zygomycota Fungi’s environmental and health impacts Analyze Examine Categorize Explain Classify Express Compare Infer Contrast Justify Conclude Summarize Differentiate C Create Develop Discover Formulate Plan Predict D Propose Describe A Define Identify List Recall Record Locate Select B Interpret Measure Produce Solve Unit Assessment Plan Common Summative Activities/Performance Tasks/Assessments (from assessment bank): Lab Exam Common Assessment Exam
HOMEWORK SET #14 Due:_________________________ NAME _______________________PER________Score: __________ out of 73 5-N1 Answer the following multiple choice questions. (1 point each) 1. If Rosa’s age is represented by R, which inequality represents the statement “Rosa is at most 29 years old”? (1) (2) (3) (4) Solve each inequality. (3 points each) 2. 3. 4. 5. 6. 7. 5-N2
Mark Twain IS 239 Name: ________________________________ 8 ___ ID ___ Date: _________________________________ Unit: Prosperity to Poverty Lesson #: _______ Hoover Responds to the Great Depression Warm-Up: List and explain two causes of the Great Depression ------------------------------------------------------------------------------------------------------------ Directions: As “Economic Disaster” from Joy A History of Us: War, Peace, and all the Jazz is read look for details to help you complete the graphic organizer found below. Hoover’s Reaction to the Depression Reaction to Hoover’s Policies during the Great Depression Document 1: “Blame it on Hoover” Turn to page 781 in your textbook and view the “Blame it on Hoover” cartoon. Answer the 3 questions found.
Unit 5 Practice LT-1 Learning Target 1: I can factor out a GCF from a polynomial. Factor each polynomial by using the GCF. 1. 4x2 + 16 2. 7w2 + 21 3. 8a2 – 4a 4. 5n3 – 10p2 + 15 5. 25d2 – 75d3 6. 6x2y – 14xy 7. 3s2t3 + 15st 8. 4z3w – 16w3+ 24w 9. 25ab4 + 20a3b2
5 - N1 Today, you will be able to: There is a difference between “4 less than x” and “4 is less than x.” “4 less than x” means ___________________ “4 is less than x” means _____________________ Translate each phrase, inequality symbols. 1. x is greater than 14 2. x is less than or equal to -5 3. x is more than 18 4. x is at least 27 5. x is over -9 6. x is under 15 7. x is at most 12 REMEMBER, is the same as ________________. Solve the following inequalities for x:
4. TT. Use SILENT CONVERSATIONS to record summaries of the myth 20 mins Day 3: 1. Check Language Tasks (TMAT) 10 mins 2. Ind. Character development: Motivations, and summary of character traits. Record evidence in Cornell notes . (LDOE/TMAT) 25 minutes 3. TT. Using SILENT CONVERSATIONS: have students discuss: How does Conflict reveal human t,ruth? What role does magic play in developing the characters. Students should BEGIN a LITERAL/FIGURATIVE Cornell note set, discussing how literal plot events “translate” into human truths in the form of THEMES. (LDOE/TMAT) Day 4: 1. WC. Develop LITERAL/FIGURATIVE notes, focusing on LITERAL column and CLASSIFYING literal details in one of the various categories for elements of literature: a. Language (figures of speech and rhetoric) b. Imagery c. Thematic Symbols HOME PRACTICE: Language Tasks Completed Independently and Checked as WC EDMODO Cold Read Formative Assessment: “Transformation of Arachne in to a Spider” EXTENSION TASK PREPARATION: Edmodo Submitted Assignment (LDOE): In preparation for the culminating writing assessment, prompt students to write a few well-developed paragraphs in response to the following: Although the title of this section of Metamorphoses is “The Transformation of Arachne into a Spider,” other characters within this story transform as well. Compare and contrast the transformation of Arachne with that of Pallas. Write a paragraph comparing and contrasting the transformation as well as explaining how this transformation reveals a theme common to the myth and the story. Cite strong and thorough textual evidence to support your response. (RL.9-10.1, RL.9-10.2, RL.9-10.3, W.9-10.1a,
Rotational Dynamics Additional Practice Problems AP Physics 1 Kuffer Unit 5 Circular Dynamics and Simple Harmonic Motion Homework Outline Due Topic Book Section(s) Assignment Video(s) Date Class # 73 Rolling Motion 8.6 & 8.7 Read/recall 75 Torque 9.1 Vector Cross Product Worksheet FOC: 1 P: 3-5, 7-8, 10 5.1-5.2 78 Objects in Equilibrium (Statics) Center of Gravity 9.2 9.3 FOC: 3, 6, 8 P: 11-13, 16, 18, 20-21,23-25, 27, 30 5.3-5.7 81 Newton’s Second Law for Rotation 9.4 FOC: 10, 12, 13 P: 31-33, 35, 38-41, 43-47 5.8-5.9 82 Rotational Work and Energy 9.5 FOC: 16 P: 48-49, 51-55, 5.10 84 Angular Momentum 9.6 FOC: 17-18 P: 59, 61, 64-67 5.11 87 Simple Harmonic Motion & Unit Circle 10.2 FOC: 3-4 P: 15-18, 20-23 5.12-5.13 88 Energy of Simple Harmonic Motion 10.3 FOC: 11, 13 P:27-29, 31-32, 34 5.14-5.15 89 The Pendulum 10.4 FOC: 14 P: 43-45, 48-49 5.16
Statement Reason d. Given: and ….. is the midpt. of Prove: Statement Reason e. Given: Prove: Statement Reason f. Prove: 9. Answer the following questions about CPCTC. b. by ______ by ______ Then: by CPCTC Then: by CPCTC
13. List the angles of △GHI in order from smallest to largest measure. 14. List the sides of △PQR in order from shortest to longest. 15. If bisects ∠ABC, find the value of x. 16. If is an altitude of △ABC, find the value of x. 17. x = ________ 18. x = ________ Draw and label the figure described using a straightedge. Be sure to mark right angles and congruent angles/ segments. 19. is a median of .
25. List the angles in in order from smallest to greatest. __________, __________, _________ is a median and altitude of ∆GDF. 26. = ________ 27. = ________ 28. = ________ ∆PQR is isosceles with PR = QR. RM is an altitude. 29. mQ = ______ If the perimeter of ∆PQR = 44 cm, MQ = 7.5 cm, and mQRM = 31°, draw a diagram and show work to find mQ and PR. 30. PR = _______
Preparations for War Begin Using the textbook pages listed below, describe the differences between the North and South for their preparations of the war. North/Union South/Confederacy Strategies pg. 260-263 Blockade: Ironclads: Anaconda Plan: Two Fold Strategy: Emancipation Proclamation (pg 267) Blockade Runners: Confederate Defensive Strategy: King Cotton Diplomacy: Ironclads and Submarines: I Can Statement:
Battle of Gettysburg Date: Location: Description: Outcome: Confederate Leader(s): Union Leader(s): Gettysburg Address Date: Location: Purpose of Gettysburg Address Battle of Chickamauga Date: Location: Description: Outcome: Confederate Leader(s): Union Leader(s):
Andersonville Prison Date: 1864 Location: Purpose of Andersonville Commander: Life in Andersonville: Atlanta Campaign Date(s): Location(s): Description: Outcome: Confederate Leader(s): Union Leader(s): Battle of Atlanta Date: Location: Description: Outcome: Confederate Leader(s): Union Leader(s):
Algebra II Unit 2 Review Name ________________________________ Solve Each Inequality. Graph the solution on the number line. │ 2x-2 │+ 5 < 11 │x+13│> 9 Solve the system of 3 variables. 4a + 3b + c = -17 4. 8x – y + z = -3 a – 3b + 2c = -15 4x + 2y -3z = 7 11a = 2b – 3c -58 x – 3y + 2z = -8 Solve the situation. Correctly identify solutions. 5. A stadium has 51,000 seats. Seats sell for $25 in Section A, $20 in Section B, and $15 in Section C. The number of seats in Section A equals the total number of seats in Sections B and C. Suppose the stadium takes in $1,093,500 from each sold out event. How many seats does each section hold?
Graph the solution set to the system of inequalities. 6. y > 4 7. Y ≤ -5x -5 8. X + 4y ≤ 8 Y < x+1 y ≥ x + 5 y > x - 9 Solve the Linear Programming problem. 9. A manufacturing company makes two types of water skis, a trick ski and a slalom ski. The relevant manufacturing data are given in the table. Department Labor-Hours per Ski Maximum Labor-Hours Available per Day Trick Ski Slalom Ski Fabricating 6 4 132 Finishing 1 1 30 If the profit on a trick ski is $40 and the profit on a slalom ski is $50, how many of each type of ski should be manufactured each day to realize a maximum profit? What is the maximum profit? a. Identify your variables. b. Write a system of constraints.
5. ≤ 1.5 6. < 24 7. < –8 8. ≤ 2.5 Multiplying and Dividing Negative Coefficients Solve Then graph the solution set on a number line. Step 1: Write the inequality. Step 2: Multiply by –6 and reverse the inequality symbol. Step 3: Check the solution.
Key Vocabulary Question #1 Question #2 Question #3, #4, &#5 Question #6, #7, & #8 Byzantine Empire Justinian’s Code The Great Schism Orthodox Church Mosaics Bureaucracy Medieval Feudalism Manorialism Secular Monarchs Magna Carta Pope Theocracy Bureaucracy Crusades Agricultural Revolution and Burn Three Field System Crop Rotation Fallow Urbanization Artisans Merchants Guilds/Unions Middle-Class Bourgeoisie Banking Houses Bill of Exchange Commercial Revolution
What do I know? On this website you need to match the item with the amount of water needed to produce it. The activity is in gallons and pounds. Here is a quick conversion: 1 gallon is 4 litres 1 pound is about ½ kilogram For each item you have four choices. Make sure you press the button and choose the number of gallons before you click on the submit button at the bottom. The two biggest surprises about how much water is needed to produce a food or another product were: ____________________________________________________________________________ ____________________________________________________________________________ Lesson 1 - How we use water Activity 1. How we use it Describe how water is being used in these photos. In some photos are products. How do we use water to make these products? Some of the water uses have web links if you want to find more information. Some of the photos may have several answers. How we use 5
Activity 3. Let's find out: school and home audit School leak audit Get into your group and decide how you will divide up the task. Look at all the plumbing in your school. You may need to get permission to staff rooms Type of plumbing Hand tap Hand basin tap Hand basin tap Hand tap Hand basin tap Water fountain Water fountain Water fountain Water fountain Water fountain Toilet Toilet Sink Sink Garden tap Garden tap Other Location Reason: such as plumbing needs fixing, wasn't turned off 23
$emp = $statement->fetch(PDO::FETCH_ASSOC); while($emp != null) { //process this record $emp = }//end while $statement->closeCursor(); The sample code first does a priming fetch, assigning the record data to a variable (note $emp is singular) As long as the record is not null, the code processes the record, then fetches the next record Note the closeCursor method is not called all records have been fetched. If you plan your application properly, most queries won’t return a lot of data. fetchAll makes returning the data to the control very easy. Fetch and display one record at a time Using Parameter Queries Though prepared statements work well with simple queries, their real value comes when you use them for parameter queries SQL Injection attacks avoided To create parameter queries, you must : first define a query that includes parameters prepare the query bind program variables to parameters execute the Parameters come in two flavors: named and unnamed(aka question mark parameters) We’ll start with named parameters $city = 'Stevens Point'; $myQuery = 'Select * From tblStudents ' . 'Where city = :city ' . 'Order By LastName, FirstName'; $statement = $db->prepare($myQuery); $statement->bindValue(':city', $city); $statement->execute();
Parts of a Whole There are 1200 students in a school. 1/5 of the students are majoring in Science. Of the science majors 30% are Biology majors. Of the Biology majors, 2/3are Marine Biology majors. How many of students in the school are Marine Biology majors? 1. A clothing store sells scarves in different colors. The table shows the colors of the last 200 scarves sold. The manager to order 1800 new scarves for all of the stores in the region. How many of each color should she order? Red Blue Yellow Purple White The purchasing manager wants to order 12,000 scarves for the U.S. How many of each color should she order? Red Blue Green Yellow Purple White Percent Increases and Decreases Next to each number percent “increase” or “decrease” and then write the percent increase or decrease. Example a. 1.075 _____________ _______ b. .75 _____________ _______
Document 1: H.I.P.P Analysis (Historical Context, Intended Audience, Purpose, Author’s of View) H- I- P- P- Outside Information (SPECIFIC historical information related to the document but not stated in document) Document Summary (Summarize document at least two H.I.P.P. components (underlined) and two pieces of outside information (labeled with a “*”). Overlap between H.I.P.P. and outside information may occur. Use complete sentences. With the LAST sentence, write the synthesis piece.) Document 2: H.I.P.P Analysis (Historical Context, Intended Audience, Outside Information
Purpose, Author’s of View) H- I- P- P- (SPECIFIC historical information related to the document but not stated in document) Document Summary (Summarize document using at least two H.I.P.P. components (underlined) and two pieces of outside information (labeled with a “*”). Overlap between H.I.P.P. and outside information may occur. Use complete sentences. With the LAST sentence, write the synthesis piece.) Document 3: H.I.P.P Analysis (Historical Context, Intended Audience, Outside Information
Epigenetics Why don’t identical twins look or act the same or always get the same diseases? How do identical twins form? How are the mice similar? How are they different? How does the binding of chemicals to histones alter gene expression? What is the epigenome? How does the epigenome help tissues differentiate into different tissue types or organ systems? Can your epigenome change? When? How does Jirtle (the researcher) affect the epigenome of the mice to get skinny brown mice? How can this affect humans? What was the point of the Spanish twin study? What lab tool you there researchers are doing science? sets of twins are more similar and which are more different? Why is this so? What is the idea of epigenetic therapy?
(3) (4) 6 – N6 Today, you will be able to: Standard Form of a Quadratic Equation: Given the following quadratic equations, identify a, b, and c: 1. a = ______ b = ______ c = ______ 2. a = ______ b = ______ c = ______ 3. a = ______ b = ______ c = ______ 4. a = ______ b = ______ c = ______ So far, we have learned how to quadratic equations using ____________________ and _____________________. There is one more way to solve a quadratic equation!
verbs Identify adjectives Recognize conjunctions Recognize determiners Knows common prepositions Recognize sentence complete simple compound declarative interrogative imperative exclamatory compound declarative interrogative imperative exclamatory matching verbs in basic sentences Use indefinite pronouns: personal possessive indefinite Use frequently occurring: adjectives conjunctions determiners prepositions Produce and expand: complete simple compound declarative interrogative imperative exclamatory sentences in response to prompts Anecdotal Behavior Checklist Class Discussion Conference/Interview Essay Guided Questions Journals/Learning Log Multiple Choice Observation On-Demand Open-Response Oral Exam Performance-Based Pre-Assessment Portfolio Piece Problem-Solving Project/Product Rubric/Scoring Guide Running Record Self-Assessment/Reflection Other