zilongwang/ReadingBank huggingface dataset:
Quantities – Q The Complex Number System – CN Vectors and Matrix Quantities – VM High School Algebra – HSA Seeing Structure in Expressions – SSE Arithmetic with Polynomials and Rational Expressions – APR Creating Equations – CED Reasoning with Equations and Inequalities – REI High School Functions – HSF Interpreting Functions – IF Building Functions – BF Linear, Quadratic and Exponential Models – LE Trigonometric Functions – TF High School Geometry – HSG Congruence – CO Similarity, Right Triangles, and Trigonometry – SRT Circles – C Expressing Geometric Properties with Equations – GPE Geometric Measurement and Dimension – GMD Modeling with Geometry – MG High School Statistics and Probability – HSS Interpreting Categorical and Quantitative Data – ID Making Inferences and Justifying Conclusions – IC Conditional Probability and the Rules of Probability – CP Probability to Make Decisions – MD Algebra I Domain Cluster The Real Number System 1. Use properties of rational and irrational numbers Quantities* 2. Reason quantitatively and use units to solve problems
HSA.SSE.A.2 3 Use the structure of an expression to identify ways to rewrite it For example: See that (x + 3)(x + 3) is the same as (x + 3)2 or x4 – y4 as (x2)2– (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2). Limitation: i) Tasks are limited to numerical expressions and polynomial expressions in one variable. ii) Examples: Recognize 532 – 472 as a difference of squares and see an opportunity to rewrite it in the easier-to-evaluate form (53 + 47)(53 – 47). See an opportunity to rewrite a2 +9a + 14 as (a + 7)(a + 2). HSA.SSE.B.3 4 Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression* Factor a quadratic expression to reveal the zeros of the function it defines Complete the square in a quadratic expression to reveal the maximum or minimum value of the function it defines Note: Students should be able to identify and use various forms of a quadratic expression to solve problems. Standard Form: ax2 + bx + c Factored Form: a(x – r1)(x – r2) Vertex Form: a(x – h)2 + k Limitation: i) Tasks have a real-world context. As described in the standard, there is an interplay between the mathematical structure of the expression and the structure of the situation such that choosing and producing an equivalent form of the expression reveals something about the situation. ii) Tasks are limited to exponential expressions with integer exponents. Domain: Arithmetic with Polynomials and Rational Expressions Cluster(s): 5. Perform arithmetic operations on polynomials 6. Understand the relationship between zeros and factors of polynomials 7. Use polynomial identities to solve problems 8. Rewrite rational expressions HSA.APR.A.1 5 Add, subtract, and multiply polynomials Understand that polynomials, like the integers, are closed under addition, subtraction, and multiplication Note: If p and q are polynomials p + q, p – q, and pq are also polynomials. HSA.APR.B.3 6 Identify zeros of polynomials (linear, quadratic only) when suitable factorizations are available
Lecture Rate Outside of school €46.98 for 1 hr contact period. €40.63 per hr subject to maximum of €203.16 per day and €812.63 per week. Within School hours: €35.55 for I hr standalone contact period €27.93 per hr subject to a maximum of €139.67 per day and €558.68 per week N/A No Lecture Rates apply to attending a team meeting without agreement of participation ion advance. Outside of school €46.98 for 1 hr stand-alone contact period. €40.63 per hr subject to maximum of €203.16 per day and €812.63 per week. Within School hours: €35.55 for I hr standalone contact period €27.93 per hr subject to a maximum of €139.67 per day and €558.68 per week Appendix F Summary of Payment, Travel and Subsistence Rates for Associates (see DES circular for a more detailed outline) Appendix G Summary of Payment, Travel and Subsistence for Local Facilitators (see DES circular for a more detailed outline including motorcycle rates) LOCAL FACILITATORS LF Training Day Module Course Delivery Mileage (per Km) Reduced Rate engine capacity up to 1200cc @ 14.64 cent per km, up to 1500cc @ 16.64 cent per km, 1501cc and over @ 19.49 cent per km Standard rate engine capacity up to 1200cc @ 39.12 cent per km, up to 1500cc @ 46.25 cent per km, 1501cc and over @ 59.07 cent per km Mileage (per Km) where an associate or local facilitator has acquired mileage of 6438 KM and over the following rates apply . As above Standard rate engine capacity up to 1200cc @ 21.22 cent per km, up to 1500cc @ 23.62 cent per km, 1501cc and over @ 28.46 cent per km
Subsistence 10 hr (and over) €33.61, 10 hrs and a minimum of 5 hours) €13.71, overnight allowance (24hr period) €107.69 * Note If lunch is provided €13.71 will be deducted from the rates above 10 hr (and over) €33.61, 10 hrs and a minimum of 5 hours) €13.71, overnight allowance (24hr period) €107.69 * Note If Food is provided €13.71 will be deducted from the rates above Lecture Rate N/A Outside of school hours if no substitution is required. €46.98 for 1 hr contact period. €40.63 per hr subject to maximum of €203.16 per day and €812.63 per week. If within school hours and substitution is required the lecture rate of €27.93 per hr subject to a maximum of €139.67 per day and €558.68 per week
Appendix H Appendix I COMPLETED SAMPLE Monthly Diary of Work (to be submitted with expense claim forms) Name: Joe Bloggs Month: March Date Venue e.g. Ed. Centre, Hotel, School (incl. roll no.) Address of Venue Nature and Duration of Work e.g. workshop, seminar, school support, training, etc. Area(s) or Subjects Supported No. of Attendees or Teachers Supported 1/3/11 Kilkenny EC Kilkenny Workshop (2 Learning Support 18 7/3/11 Holy Trinity NS (12345A) Green Road, Anytown, Co. Wexford School support – staff meeting (2.5 hours) Early intervention in Literacy 11 14/3/11 Athlone Education Centre Athlone Training for Associates (5 hours) n/a n/a
The following abbreviations are for the conceptual categories and domains for the Arkansas Mathematics Standards. For example, the standard HSN.RN.B.3 is in the High School Number and Quantity conceptual category and in The Real Number System domain. High School Number and Quantity – HSN The Real Number System – RN Quantities – Q The Complex Number System – CN Vectors and Matrix Quantities – VM High School Algebra – HSA Seeing Structure in Expressions – SSE Arithmetic with Polynomials and Rational Expressions – APR Creating Equations – CED Reasoning with Equations and Inequalities – REI High School Functions – HSF Interpreting Functions – IF Building Functions – BF Linear, Quadratic and Exponential Models – LE Trigonometric Functions – TF High School Geometry – HSG Congruence – CO Similarity, Right Triangles, and Trigonometry – SRT Circles – C Expressing Geometric Properties with Equations – GPE Geometric Measurement and Dimension – GMD Modeling with Geometry – MG High School Statistics and Probability – HSS Interpreting Categorical and Quantitative Data – ID Making Inferences and Justifying Conclusions – IC Conditional Probability and the Rules of Probability – CP Using Probability to Make Decisions – MD Domain: The Real Number System Cluster(s): 1. Use properties of rational and irrational numbers HSN.RN.B.3 1 Explain why: The sum/difference or product/quotient defined) of two rational numbers is rational
Division property of equality If a = b and c ≠ 0, then a ÷ c = b ÷ c. Substitution property of equality If a = b, then b may be substituted for a in any expression containing a. *The x represents multiplication not a variable. Table 3: Properties of Inequality Exactly one of the following is true: a < b, a = b, a > b. If a > b and b > c, then a > c. If a > b, b < a. If a > b, then a + c > b + c. If a > b and c > 0, then a x c > b x c. * If a > b and c < 0, then a x c < b x c. * If a > b and c > 0, then a ÷ c > b ÷ c. If a > b and c < 0, then a ÷ c < b ÷ c. *The x represents multiplication not a variable.
Quantities – Q The Complex Number System – CN Vectors and Matrix Quantities – VM High School Algebra – HSA Seeing Structure in Expressions – SSE Arithmetic with Polynomials and Rational Expressions – APR Creating Equations – CED Reasoning with Equations and Inequalities – REI High School Functions – HSF Interpreting Functions – IF Building Functions – BF Linear, Quadratic and Exponential Models – LE Trigonometric Functions – TF High School Geometry – HSG Congruence – CO Similarity, Right Triangles, and Trigonometry – SRT Circles – C Expressing Geometric Properties with Equations – GPE Geometric Measurement and Dimension – GMD Modeling with Geometry – MG High School Statistics and Probability – HSS Interpreting Categorical and Quantitative Data – ID Making Inferences and Justifying Conclusions – IC Conditional Probability and the Rules of Probability – CP Using Probability to Make Decisions – MD Algebra I Domain Cluster The Real Number System 1. Use properties of rational and irrational numbers Quantities* 2. Reason quantitatively and use to solve problems Seeing Structure in Expressions 3. Interpret the structure of expressions
OBJECTIVES ACTIVITIES RESOURCES HOMEWORK EVALUATION STANDARDS M O N Graphing and Writing Linear Equations using Slope Intercept Bell Ringer Worksheet Notes/Examples Varied formative assessment Glencoe Alg I All Things Algebra Varied Sources Check individual teacher websites for HW assignments Formative D.2.e D.2.g G.1.g T U E Graphing Linear Equations using Intercepts Bell Ringer Worksheet Notes/Examples Varied formative assessment Glencoe Alg I All Things Algebra Varied Sources Check individual teacher websites for HW assignments Formative D.2.e D.2.g G.1.g W E D Quiz 4-1 - Slope/Point Slope/Standard Form/Slope Intercept Bell Ringer Quiz Glencoe Alg I All Things Algebra Varied Sources Check individual teacher websites for HW assignments Summative Quiz D.1.e D.2.e D.2.h D.2.g G.1.c G.1.g T H U R Writing Linear Equations using Point Slope/Formula Bell Ringer Worksheet Notes/Examples Varied formative assessment Glencoe Alg I All Things Algebra Varied Sources Check individual teacher websites for HW assignments Formative D.2.h D.1.e G.1.c F R I Changing Linear Equations to Standard Form Bell Ringer Quiz Worksheet Varied formative assessment Glencoe Alg I All Things Algebra Varied Sources Check individual teacher websites for HW assignments Formative Quiz D.1.e D.2.e D.2.h D.2.g G.1.c G.1.g Algebra Lesson Plans: Carter, Zinke Week of: 10-29-18
Parent or Guardian, Confidence in math class is an essential factor that will enable your child to succeed in high school and beyond. This year your child will learn skills that are essential for any higher level math course and appear on high-stakes standardized tests, such as the ACT and ACT Aspire. In order to support and solidify your student’s math and reasoning skills and to set her/him up for success, Mobile County Public Schools has partnered with ALGEBRA NATION to provide FREE highly effective, intensive, interactive algebra resources, 24/7. What is Algebra Nation? Algebra Nation meets your child on his/her own time in a familiar, comfortable, pressure free environment. Algebra Nation is available online, on iPads, and on iPhones and Android phones. Highly interactive and fun videos help your child review the material they learn in the classroom, even after school or on the weekends. Videos are taught by different Study Experts (tutors), who each have their distinct personality and teaching style, so your child will be able to choose the Study Expert that they learn from best! Downloadable study guides for each topic allow your child to follow along with every video by writing down notes and answering questions. The “Test Yourself!” Practice Tool each section allows your child to check if he/she understood the material. “Test Yourself!” questions reflect the of the high-stakes standardized exams your student will have to take throughout high school while offering instant feedback to help your student improve. The results page for each section will not only display what your child got right or wrong but will also feature videos that break down how to solve each problem. The Algebra Wall is an interactive discussion forum where students can ask and answer questions about the material. Study Experts and teachers answer questions and read every thread to ensure the accuracy of peer replies. Students are awarded Karma Points when they answer questions or help other students on the Algebra Wall. During the school year, top Karma Points earners win prizes at the end of each month. What can I do to help my child succeed? Log in to Algebra Nation with your child, simply go to AlgebraNation.com, then choose your state if prompted. Click “Log in to Algebra Nation.” Start typing the school name in the dropdown menu and click to select the school. Ask your child to watch videos to help him/her with homework or to review for a test and direct them to the Algebra Wall to ask questions. Also encourage your child to regularly use the “Test
Honors Geometry Pre Assessment review sessions # of problems Problem number(s) 8 1-8 Solving Equations 3 9-11 Solving systems of equations 4 12-15 Solving quadratics by factoring 5 16-20 Simplifying radicals 1 21 Pythagorean Theorem 1 22 Quadratic Formula 1 23- 25 Multiplying polynomials Monday Tuesday Wednesday Thursday Friday Aug. 27 After School Review: After: Mr. Mattia G17 Solving Systems and Quadratics (factoring) Aug 28 After School Review: Mrs. McCabe G27 Quadratics (formula) and Simplifying Radicals Aug 29 After School Review: Mr. Ward G20 Solving Systems and Simplifying Radicals Aug 30 Before School Review: After: Mr. Sacks G8 Solving Quadratics (factoring and formula) Aug 31 No Review Sept. 3 No School Sept 4 Retakes: 7:35 – 8:25am G16 OR 3:10-4pm G16 Sept 5 Retakes: 7:35 – 8:25am G16 OR 3:10-4pm G16 Sept 6 Retakes: 7:35 – 8:25am G16 OR 3:10-4pm G16 Sept 7 Retakes: 7:35 – 8:25am G16 OR 3:10-4pm G16
Unit 4: Linear Functions Time: 29 days (28 + 1*) *This unit has 1 additional day added. Grade 8 should have addressed some of these concepts and skills so some lessons marked with a # may need less time than listed below. Lesson Title Standards Time 1 What Makes a Function Linear? FLE-1, FIF-7a 2 days 2 Recognizing Linear Functions from Words, Tables and Graphs# F-IF 6, F-LEI 3 days 3 Lesson 2 continued & Quiz on Inv 1 and 2# 1 days 4 Calculating and Interpreting F-IF 6, F-LEI 1a, 1b 4 days 5 Effects of Changing Parameters of an Equation in Form F-LEI 5, F-LE 2, FLE 1 4 days R/T Mid-Unit Test 2 days 7 Forms of a Linear Equation# F-LE 5, F-LE 2, 1 3 days 8 Lesson 7 Continued & Quiz on Inv 5# 1 day 9 Point-Slope Form of Linear Equations F-LE-5, F-LE 2, 1, F-IF 8 4 days PT Linear Models 2 days R/T Review and Test 2 days Unit 5: Scatter Plots and Trend Lines Time: 21 days (20 + 1*) *This unit has 1 additional day added. Grade 8 should have addressed some of these concepts and skills so some lessons marked with a # should need less time than is listed below. Lesson Title Standards Time 1 One Variable Data S-ID 1, S-ID 2, 3 3 days 2 Introduction to Scatterplots and Lines# 8-SP1, 8-SP2, 8-SP3, S-ID6ab, S-ID7 2 days 3 Technology and Linear Regression# 8-SP1, 8-SP2, 8-SP3, S-ID6ab 2 days 4 Explorations of Data Sets 8-SP 1, S-ID 6, 8 4 days 5 Outliers S-ID 6, S-ID 8 2 days 6 Piecewise Functions S-ID 6ac, S-ID 7, 7b 2 days PT Linearity is in the Air — Can You Find It? See unit overview for timing 3 days R/T Review and Test 2 days F-
Unit 4: Linear Functions Time: 26 days (25 + 1*) *This unit has 1 additional day Grade 8 should have addressed some of these concepts and skills so some lessons marked with a # should need less time than listed below. Lesson Standards Time 1 What Makes a Function Linear? FLE-1, FIF-7a 2 days 2 Recognizing Linear Functions from Tables and Graphs# F-IF 6, F-LEI 1, 3 days 3 Lesson 2 continued & Quiz on Investigation 1 and 2# 1 days 4 Calculating and Interpreting F-IF 6, F-LEI 1a, 1b 3 days 5 Effects of Changing Parameters of an Equation in Slope-Intercept Form F-LEI 5, F-LE 2, FLE 1 3 days R/T Mid-Unit Test 2 days 7 Forms of a Linear Equation# F-LE 5, F-LE 2, 1 2 days 8 Lesson 7 Continued & Quiz on Inv 5# 1 day 9 Point-Slope Form of Linear Equations F-LE-5, F-LE 2, 1, F-IF 8 4 days PT Linear Models 2 days R/T Review and Test 2 days Unit 5: Scatter Plots and Trend Lines Time: 21 days (20 + 1*) *This unit has 1 additional day added. Lesson Standards Time 1 One Variable Data S-ID 1, S-ID 2, 3 3 days 2 Introduction to Scatterplots and Trend Lines 8-SP1, 8-SP2, 8-SP3, S-ID6ab, S-ID7 2 days 3 Technology and Linear Regression 8-SP1, 8-SP2, 8-SP3, S-ID6ab 2 days 4 Explorations of Data Sets 8-SP 1, S-ID 6, 8 4 days 5 Outliers S-ID 6, S-ID 8 2 days 6 Piecewise Functions S-ID 6ac, S-ID 7, 7b 2 days PT Linearity is in the Air — Can You Find It? See unit overview for timing 3 days R/T Review and Test 2 days
Table 1. Yield and forage quality of alfalfa and corn grown at WBDC, Lanigan Saskatchewan in 2011. Alfalfa Corn Differencez Total yield t DM/ac 4.7 4.8 Crude Protein % 22.1 7.4 ** TDN % 63.4 69.4 ** Calcium % 1.45 0.20 ** Phosphorus % 0.36 0.22 ** Magnesium % 0.33 0.16 ** Potassium % 2.67 0.93 ** Acid Detergent Fiber % 31.8 33.4 Neutral Detergent Fiber % 37.3 56.7 ** Lignin % 5.9 2.8 ** Fat % 2.1 1.2 ** Ash % 9.7 3.6 ** Cost $/lb of hay or silage 0.042 0.052 z Statistically different by paired t test at 95% confidence. ** Asterisks in the difference column indicate statistically significant results in t-test comparison. Cost of Production comparison Comparing the cost of hay and standing corn for grazing can be challenging from several perspectives. Hay is frequently traded between farm units so a market price can be established but the value of corn grazing is less well known. WBDC valued hay at $85/ton because of prices paid for hay in 2014. Standing corn can be valued compared to the grazing days it provides to wintering beef cows (moderate frame size 1400 lb) based on the value of hay that it replaces. WBDC used that approach in this cost of production (COP) calculator (Table 2). WBDC costs were used in the “Our costs” section of the calculator. Entering your operation’s costs will allow you to compare your net returns for alfalfa hay vs corn grazing.
English Language Orientation Program 2006 Instructor – taught grammar and composition to non-native speakers of English INVITED PRESENTATIONS 2017 “What is College All About?” delivered at the Criminal Justice Camp, ASU Colleges at Lake Havasu City, June 2017 2015 “Language: What It Is and Why It Matters” delivered at Arizona State University Wednesday Lecture Series, April 2015 CLASSES TAUGHT First Year Composition I – explore different rhetorical modes in academic writing; begin academically appropriate research and citations (traditionally MLA or APA); First Year Composition II – use sources to enhance arguments; explore logical fallacies; critical reading; fine tune academic writing techniques Writing for the Professions – introduce and explore writings in the workplace including emails, business letters, application letters, resumes, proposals Introduction to Sociology – a survey of major concepts in sociology Critical Thinking and Reading – an exploration of research and argumentation, intended for first time, at risk first year students Enhanced English – a grammar and mechanics course intended for first time, at risk first year students; used as a supplement to First Year Composition I Interpersonal Communication - an exploration of interpersonal or small group communication including verbal, non-verbal, conflict Introduction to Communication – an introduction to the communication system on humans including verbal, non-verbal, kinesics, and oculesics Public Speaking – introduction to the different rhetorical modes in public speaking Diversity in Communication – an exploration of how race, gender, socioeconomic status and other measures of diversity affect communication Introduction to Language – a survey of linguistics including syntax, semantics, phonetics, phonology, morphology, child language, sociolinguistics, and psycholinguistics
Table 5.9.3.A—Algester—Parkinson—Stretton neighbourhood plan: material change of use Use Categories of development and assessment Assessment benchmarks MCU, if assessable development No change Algester—Parkinson—Stretton neighbourhood plan code Table 5.9.3.B—Algester—Parkinson—Stretton neighbourhood plan: reconfiguring a lot Development Categories of development and assessment Assessment benchmarks ROL, if assessable development No change Algester—Parkinson—Stretton neighbourhood plan code 5.9.3.C—Algester—Parkinson—Stretton neighbourhood plan: building work Development Categories of development and assessment Assessment benchmarks Building work, if assessable development No change Algester—Parkinson—Stretton neighbourhood plan code Table 5.9.3.D—Algester—Parkinson—Stretton neighbourhood plan: operational work Development Categories of development and assessment Assessment benchmarks Operational work, if assessable development No change Algester—Parkinson—Stretton neighbourhood plan code
Teacher: VICKERS Course: ALG 1 HON Period(s): 1,6 Week of: Monday Tuesday Wednesday Thursday Friday Daily Learning Goal(s): TSW— equations with variables on both sides TSW-- NO SCHOOL TSW— BOY COUNTY PROGRESS MONITORING ASSESSMENT DAY 1 TSW—BOY COUNTY PROGRESS MONITORING ASSESSMENT DAY 2 TSW— Solve equations with variables on both sides Standards or Frameworks: MAFS.912.A-CED.1.1 MAFS.912.A-REI.2.3 MAFS.912.A-REI.1.1 MAFS.912.A-CED.1.1 MAFS.912.A-REI.2.3 MAFS.912.A-REI.1.1 Activities: *Return and go over assignments—share cumulative review chpt 1and 2 *Guided prac (equations w/variables on both sides) *MEET IN COMPUTER LAB RM 211 *MEET IN COMPUTER LAB RM 211 *Checkpoint Quiz 2 Chpt *Home, Sweet Home wksh Classwork / Homework * pg. 43 #’s EVENS ONLY ** NO SCHOOL TODAY PROFESSIONSL DEVELOPMENT DAY FOR TEACHERS **UNDERCLASS PICTURE DAY DURING ALL MATH CLASSES WILL LIMIT OUR CLASS TIME.
We will keep you informed We will keep you informed, listen and acknowledge concerns and provide feedback on how stakeholder input influenced decision We will work with you to ensure stakeholder concerns and directives are reflected in alternatives and provide feedback as to how these concerns and directives influenced the decision We will look to stakeholders for direct advice and innovation in formulating solutions and incorporating advice into recommendations to the maximal extent possible We will implement what you decide Example Tools Fact Sheets Websites Open Houses Public Comment Focus Groups Surveys Public Meetings Workshops Deliberate Polling Committees Consensus Building Participatory decision making Ballots Delegating decision Community decision group There are a range of activities that fieldwork coordinators can use to work with their various stakeholders and communities to build engagement. Some of them are listed in Table 2 as example tools. The provides a summary of other tools which may be useful, for example, brainstorming, consensus conferences and open houses. They can be used to create a toolkit to help you build your community engagement strategy. Practical Activity Activity 1: In what ways do you engage with your community in planned and purposeful ways? Break out into groups of 4. Each group will be given one engagement strategy from Table 2 to unpack further and to look for examples they have used as a fieldwork coordinator. Also discuss tools used and the benefits/risks associated with this engagement strategy. Use the table above to guide your thinking. We will revisit in the larger group and share examples and explore where we focus our Brokering activities in terms of community engagement. Example: Introduction of new Professional Association Evaluation of Competency Tool.
Example: Draw a flowchart for this function: y = x2 + 4x + 3. You can use only the operations of addition and multiplication. You can see that it is not a precise definition of the task. It is not defined how we must compute the function. Hence, we assume in this case that it is possible to calculate the value of the function at once. Therefore, we can depict the following flowchart: The basic structure of "branching" is a branching algorithm. Depending on the result of the check of a condition («Yes» or «No»), it provides the choice one of the alternative paths of the algorithm. Each of the pathways leads to a common output, so that the algorithm will continue regardless of which path is chosen. In the following, we assume the structure "branching" exists in four basic versions: IF-THEN (incomplete branching) IF-THEN-ELSE (full branching) SELECT (incomplete) SELECT-ELSE (full) 1) IF-THEN Pseudocode: IF Decision THEN Activity 1 END-IF Verbal description: If the Decision is true ("Yes"), the following actions(Activity 1) are performed, otherwise the transition to the next step is made at once, if any. The corresponding snippet of a flowchart is: 2) IF-THEN-ELSE Pseudocode: IF Decision THEN Activity 1 ELSE Activity 2 END-IF
Slip Resistant Plate Stair Treads. Slip Resistant Stair Tread Repair Covers. Slip Resistant Stair Nosings. Slip Resistant Ladder Rung Covers. Slip Resistant Ladder Rungs. Slip Resistant Trench and Expansion Joint Covers. RELATED REQUIREMENTS Specifier Notes: Edit the following list of related sections as necessary. Limit the list to sections with specific information that the reader might expect to find in this section, but is specified elsewhere. Section 05 05 13 – Shop-Applied Coatings for Metal. Section 05 05 23 – Metal Fastenings. Section 05 51 00 – Metal Stairs. Section 05 51 16 – Floor Plate Stairs. Section 05 51 19 – Metal Grating Stairs. Section 05 51 33 – Metal Ladders. Section 05 51 36 – Metal Walkways. Section 05 53 13 – Metal Bar Gratings. Section 05 54 00 – Floor Plates. Section 05 55 13 – Metal Stair Treads. Section 05 55 16 – Stair Nosings. Section 07 95 13 – Expansion Joint Cover Assemblies. Section 07 95 63 – Bridge Expansion Joint Cover Assemblies.
For each line, find the slope (m) and y-intercept (b), and then write the equation of the line in slope-intercept () form. (m):_____________________ Slope (m):_____________________ y-intercept (b):__________________ y-intercept (b):__________________ Equation:_______________________ Equation:_______________________
More Direct Variation Direct variation is represented by a linear function that has a y-intercept of 0. Direct variation is represented by a linear graph that goes through the origin. In words, we say “y varies directly with x” or “y is proportional to x”. The ratio of y/x is the constant of variation, which is the same as the slope. For example: if y is 3 times as big as x, then y=3x. Notice that slope is y/x = 3. Examples of direct variation include: Non-Examples of direct variation include: y = 3x 1. y = 3x + 2 y = -5x 2. y = -6x – 3 y = ½ x 3. y = ¼ x + 3 y = x 4. y = x – 3 5x + 2y = 0 Circle the examples that represent direct variation. a. y = x b. y = 3x – 4 c. y = x + 1 d. y = 2x e. f. Your distance from a lightning strike varies directly with the time it takes you to hear thunder. If you hear thunder 10 seconds after you see lightning, you are about 2 miles from the lightning. What is the independent variable? What is the dependent variable? What is the constant of variation? Write an equation for distance as a function of time. How many miles away is a lightning bolt if you hear the thunder 5 seconds after you see the lightning?
The standard form of a linear equation is Ax +By = C. In , what number is: A ______ B _______ C _______ Fill in the table that gives possible combinations for the numbers of bowl-meal tickets and the number of meal-alone tickets that might have been sold to raise $960. x: # of Bowl-Meals tickets at $12 each y: # of Meal Alone tickets at $8 each 0 2 4 6 6 3 0 Write ordered pairs and graph the points on a coordinate plane. What is the x-intercept? What does it mean in the context of the problem? What is the y-intercept? What does it mean in the context of the problem? What is the of the equation and what does it mean in the context of the problem?
More Standard Form The standard form of a line is Ax + By = C. The x’s and y’s are on the same side of the equal sign. The constant term is alone on the other side of the equal sign. To find the x-intercept, substitute 0 in for y, and solve for x. To find the y-intercept, substitute 0 in for x and solve for y. To transform an equation from standard form to slope-intercept form, solve for y. The slope-intercept form of a line is y = mx + b. Determine if the equation is in standard form. If not, explain why. Find the x-intercept and y-intercept. b. d.
Through (–3, –2) with slope 4 Through the two points (–1,2) and (3,4) Step 1: find the slope, m: Step 2: use the point-slope form to write an equation. Through (7,–8) and parallel to the line y-intercept 8, –4 During recent flooding along the Connecticut River, water was rising at the rate of 4 inches per hour. At 3 AM the water level was 6 feet above normal. Find an equation that gives the level of the water at any time during the day. (Let midnight = 0, noon = 12, 1 PM = 13, etc.).
American League National League Interval Frequency Interval Frequency 20 ≤ x < 24 20 ≤ x < 24 24 ≤ x < 28 24 ≤ x < 28 28 ≤ x < 32 28 ≤ x < 32 32 ≤ x < 36 32 ≤ x < 36 36 ≤ x < 40 36 ≤ x < 40 40 ≤ x < 44 40 ≤ x < 44 Use the frequency tables to make a histogram for each league. American League Home Runs in 2011 National League Home Runs in 2011 Now have your calculator make the histograms. Use StatPlot 1 for the American League and StatPlot 2 for the National League. What numbers did you use for the window? XMin, = _______ YMin = ________ XMax, = _______ YMax = _______ XScl, = _______ YScl = ________ Change the value of XScl on your calculator. Describe what happens to the histograms. Classifying Histograms Some histograms may be classified by shape. Three common shapes are shown below.
Draw a scatterplot of the of the product over time in the coordinate plane below. Label and scale the axes appropriately. Draw a trend line on the graph above that you feel fits the data points. Circle the word(s) that describe the correlation between the sales of the product and the years since 1990. Explain your choice. strong weak none positive negative Identify two points on your line. Find the equation of your line. Predict the sales of this product in the year 2015.
Now that we have a good idea of how parameter b impacts the of , we may explore the role of parameter a. So, we will keep b constant and then vary parameter a until we can explain its impact. Case 1: b = 2 and a > 0 Let b = 2 and a = 0.5 and type the resulting equation into Y1 on your calculator. (You are graphing ) Use the window settings –4.7 ≤ x ≤ 4.7 and –1 ≤ y ≤ 5 with an x-scale and of 1. As a check, your equation and window should look as follows: And, your graph should look as follows: Leave in Y1 and now let a = 1 by placing in Y2. Sketch the resulting image on the graph above. Repeat for a = 2 and a = 3. Identify the y-intercepts on each How is the y-intercept related to parameter a? Based on this investigation where b = 2 and a > 0, how does the graph change as parameter a gets larger? Remember to use good mathematical vocabulary. Section 4: Summary
Describe any patterns you see in the table. Enter Y1 = 2*(–2)^X in your calculator. Use the Zoom4 Decimal Window. Describe what the graph looks like. When exponential functions are studied, usually we only consider cases where b > 1 or 0 < b < 1. Why do you think this is?
To explore the role of a, let’s use 0 for both b and c. Then we will vary parameter a until we can explain its role in the graph of . Case 1: a ≥ 1 and b = c = 0 Window settings: Xmin = –4.7, Xmax = 4.7, Ymin = –5, Ymax = 20. Let a = 1, 2, and 3. Fill in the tables and draw all 3 functions on the same graph. y = x2 x y –2 –1 0 1 2 y = 2x2 x y –2 –1 0 1 2 y = 3x2 x y –2 –1 0 1 2 The graphs you have drawn all have symmetry with respect to a vertical line. What vertical line? What is the equation of this line? What point do all three graphs have in common? Case 2: 0 < a < 1 and 0 = b = c Window settings: Xmin = –4.7, Xmax = 4.7, Ymin = –5, Ymax = 20. Let a = .5, .25, and .1. Fill in the tables and draw all 3 functions on the same graph. y = .5x2 x y –2 –1 0 1 2 y = .25x2 x y –2 –1 0 1 2 y = .1x2 x y –2 –1 0 1 2
The graphs you have drawn all have symmetry with respect to a vertical line. What vertical line? What is the equation of this line? What point do all three graphs have in common? Based on Case 1 and Case 2, how does the graph change as a gets larger? Case 3: a < 0 and b = c = 0 Window settings: Xmin = –4.7, Xmax = 4.7, Ymin = –20, Ymax = 5. Let a = –1, –2, and –3. Fill in the tables and draw all 3 functions on the same graph. y = –x2 x y –2 –1 0 1 2 y = –2x2 x y –2 –1 0 1 2 y = –3x2 x y –2 –1 0 1 2 How do the graphs in case 3 differ from the graphs in 1 and 2? What do all the graphs in cases 1, 2, and 3 have in common? What the graph of look like In comparison with the graph of ? In comparison with the graph of ? Section 3: Exploring Parameter c Now that we have a good idea of how parameter a impacts the graph of the function we wish to explore the role of parameter c. So, we will keep a and b constant and then vary parameter c until we can explain its impact. Case 1: a = 1 and b = 0 and c ≥ 0
Window settings: Xmin = –4.7, Xmax = 4.7, Ymin = –5, Ymax = 20. Let c = 0, 5, and 10. Fill in the tables and draw all 3 functions on the same graph. y = x2 x y –2 –1 0 1 2 y = x2 + 5 x y –2 –1 0 1 2 y = x2 + 10 x y –2 –1 0 1 2 Identify the y-intercept for each graph. How is the y-intercept related to parameter c? Based on this investigation where a = 1, b = 0 and c ≥ 1, how does the graph change as parameter c gets larger? Case 2: a = 1 and b = 0 and c < 0 Window settings: Xmin = –4.7, Xmax = 4.7, Ymin = –20, Ymax = 5. Let c = –5, –10, and –15. Fill in the tables and draw all 3 functions on the same graph. y = x2 – 5 x y –2 –1 0 1 2 y = x2 – 10 x y –2 –1 0 1 2 y = x2 – 15 x y –2 –1 0 1 2 Identify the y-intercept for each graph. How is the y-intercept related to parameter c? on this investigation where a = 1, b = 0 and c ≤ 1, how does the graph change as parameter c gets smaller?
Functions in Factored Form In this activity, we will investigate functions represented in factored form with tables and graphs. Use the following Window settings for your calculator: Xmin = –4.7, Xmax = 4.7, Ymin = –20, Ymax = 20. f(x) = 3x + 9 x y –4 –3 –2 –1 0 1 2 3 4 g(x) = –x + 2 x y –4 –3 –2 –1 0 1 2 3 4 h(x) = (3x + 9)(–x + 2) x y –4 –3 –2 –1 0 1 2 3 4 Sketch the graphs of all three functions on the grid and answer these questions. Which functions are linear? Which function appears to be quadratic? Describe the relationship between f(x), g(x), and h(x). For what values of x is : f(x) = 0? x = _____ g(x) = 0? x = _____ h(x) = 0? x = _____ and x = _____
Which functions share the x-intercept (–3, 0)? Which functions share the x-intercept (2,0)? Quadratic Function in Factored Form A function that is the product of two linear factors in x is a quadratic function and its graph is a parabola. In the example above the linear factors are _________ and _________ and the quadratic function is y = _________________________. The Zero Product Property If a product is zero, then one or more of the factors must be zero. In the example above, if (3x + 9)(–x + 2) = 0, then either __________ = 0 or __________ = 0. Use the Zero Product Property to find all values of x that make each equation true. (x + 3)(x – 6) = 0 x = _______ or x = _______ (2x – 10)(4 – x) = 0 x = _______ or x = _______ x(x – 6) = 0 x = _______ or x = _______ x = _______ or x = _______ Use the Zero Product Property to find the x-intercepts for each of these functions. x-intercepts are (____,0) and (____, 0) x-intercepts are (____,0) and (____, 0) x-intercepts are (____,0) and (____, 0) Check your answer to #11 with a graph. Find the vertex of the parabola: (____, ____)
Step 1: Identify a, b, and c. Step 2: Multiply ac. Step 3: Identify pairs of factors of ac, and find the pair of factors whose sum equals b. If there is no pair of factors whose sum equals b, the original quadratic expression cannot be factored. Step 4: Split the middle linear term into two terms whose coefficients are the factors of ac. Step 5: Factor by grouping. For example, given the quadratic expression 2x2 + 11x + 12, a = 2, b = 11, and c = 12. Therefore, ac = 24, and factors of 24 include (1 x 24), (2 x 12), (3 x 8), and (4 x 6). (3 x 8) is the unique factor pair whose sum equals 11 (b = 11). Using these factors, we can split the middle term into two terms, and then factor by grouping. Factoring by grouping requires that we find a common factor in the first two terms, and find a common factor in the last two terms, and factor these terms out. Once a common binomial factor appears, we factor it out as well. 2x2 + 11x + 12 = 2x2 + 3x + 8x + 12 = x(2x +3) + 4(2x+3) = (2x+3)(x + 4) A more concrete approach is have students use area models or algebra tiles to examine the relationships between the quadratic expression and the binomial factors. This essentially involves undoing the multiplication of polynomials with area models demonstrated in Investigation 4. For example, to factor , start by assigning and 12 to two regions as shown. The next step is to find two numbers whose product is 12 and whose sum is 8. 6 and 2 fit the bill. So split the middle term 8x into 6x and 2x and assign these quantities to the two remaining rectangles. The final step is to find the common factor for each row and column as shown. The result is that the trinomial can be factored as (x + 6)(x + 2). Virtual algebra tiles may be found at In addition, students can check their factorizations using the Wolfram Alpha (). Differentiated Instruction (For Learners Needing More Help)
Overall Team Size: 1 developers, 2 QA engineers, 1 manager Responsibilities: Back-end development Bug fixing Communication with the customer Tools & Technologies: Platforms: .NET 4.5 Tools: Visual Studio, Bitbucket, Tick Languages & Technologies: C#, WPF, Investment “TradeStops” Company: “Itransition” (Itransition, JSC) Company Location: Belarus, Minsk Project Industry: Investments, securities Project Web Site: Project Location: USA Duration: 01/2017 – 03/2018 Description: This project provides an option for the users to import portfolios from their online brokerages in one click. As soon as portfolios are created in the system - users can easily analyse their holdings using a wide range of available. Position: Full Stack Developer (.NET, JS) Overall Team Size: 8 developers, 5 QA engineers, 1 business analyst, 1 manager, 1 DevOps Responsibilities: Backend development Frontend development New features development Communication with the customer Working along Scrum Tools & Technologies: Platforms: .NET 4.5, Knockout JS Tools: Visual Studio, SVN, GitHub, Jira, Confluence, RDM, Slack, Bitbucket Languages & Technologies: C#, MVC, Web API, NHibernate, Dapper, Castle Windsor, MSSQL Housing inspection software “InspectUs Solution” Company: “Itransition” (Itransition, JSC) Company Location: Belarus, Minsk Project Industry: Housing inspection Project Web Site: Project Location: USA Duration: 07/2016 – 12/2016
Algebra 1 Name_________________________ L#2-5 Worksheet Date___________________________ —2 —1 —3 = 6 —2 —3 = —3 —3 —3 = 5 6 1 —1 = 2 —3 —4 = —1 —1 —1 —1 =
Table 4.7: The Number of Mathematics Teachers in the Sampled Schools School HoDs/Mathematics Teachers Teacher Student % A B C D E F G H I J K L M N O P Q R S T U V W X Y Z A2 8 11 1 2 1 1 1 1 1 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 17 23 2 4 2 2 2 2 2 4 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 R
and question answer sessions since 16 (76%). Lecture method at 15 (71%) and problem solving at 14 (70%) were the other most preferred methods of teaching mathematics by the form four teachers. These are teacher-centered approaches. Other teaching methods used according to the study were drill and practice, practical and small group discussions. Improvement of performance in mathematics by all students requires effective mathematics teaching in class. Effective teaching and learning occurs when students are actively involved in class activity. The study sought the opinion of students in relation to teaching and learning as shown in Table 4.12 and Figure 4.3. Table 4.12: Students’ Opinion on Mode of Teaching. (n=344) Statement Yes No My teacher used models and charts while teaching 67 (14%) 52 (24%) My teacher does not revise elementary ideas before teaching 91(19%) 61 (28%) Most examples and illustrations used are locally available 97 (20%) 42 (20%) I am not able to cope with the teaching pace of my teacher 120 (25%) 39 (18%) Mathematics ideas taught in class are linked to daily life issues 104 (22%) 21 (10%) Total 479 (100%) 215 (100%)
Butere Sub-County schools. Results are as shown in Table 4.13. Table 4.13: Principals’ Views on Availability of Resources. (n=21) Resources Available (%) Available but not enough (%) Not available (%) Text Models Charts Calculators n 95 23 57 90 n 57 23 29 79 n 0 61 61 29 According to Kiragu (1986), textbooks, models, charts and calculators are to strengthen the students command in mathematics. The study found that 20 out of 21 Principals (95%) were on agreement that textbooks are available but not adequate while 19 (90%) said that the calculators are not available. On models, 5 (23%) out of 21 respondents said they were available but not enough for teaching mathematics and 12 (57%) out of 21 respondents indicated that there is neither commercial nor teacher made charts in their schools. The findings indicate shortage of these resources in schools. With such observation, it was worth finding out the effort made by mathematics teachers to teach with resources. To begin with, the study sought to establish whether teachers improvised the resources using the locally available materials.
Bornavirus Introduction The family of Bornaviridae consisted of only bornavirus. Bornavirus is under its own family due to its unique replication process - a RNA virus that replications in the nucleus. Currently, bornavirus is the only known animal RNA virus that can replicate in the nucleus. Bornavirus often infect the central, peripheral and autonomic nervous system causing neuropsychiatric disorders in humans and animals. Structure and replication Bornavirus (BDV) is enveloped, non-segmented, negative sense RNA. Its genome is about 8.9 kb long. The BDV can encode at least six proteins, however, the main structural proteins include nucleoprotein (N), phosphoprotein (P), matrix protein (M), envelope glycoprotein (G) and RNA-dependent polymerase (L). The BDV enter the host cell through endocytosis. Studies showed that only glycoprotein 84 was found in infected cells, thus, it was assumed being used as a receptor that the BDV binds to. Fusion of the virus to cell membrane is pH dependent requiring more acidic environment. Once in the cell, BDV is taken up by endosomes and will be transported to the nucleus where its genome will be released. In the nucleus, BDV will replicate to produce viral particles. However, the exact replication of BDV is still unclear. bornavirus (ABV) It is not recently, ABV being identified as the causative agent of proventricular dilatation disease (PDD) in psittacine birds, a fatal disease. PDD
1. CE Name Alief ISD 2. Position/Title of Position Assistant Supervisor – 200 days – for the 2018-2019 School year – 2 open positions 3. Length of Time for Posting 04/23/2018 – Until Filled – Posting date 4/25/2018 4. How to Apply Go to Alief ISD website or use link provided: Click on Classified positions Click on Nutrition Click Area Supervisor position for more details. 5. Contact Name, Email & Phone Contact Veronica White, Assistant Director of Nutrition Services at 6. Job Description or See Attachment
Algebra 2: Law of Learning Target: By the end of today’s lesson we will be able to successfully use trigonometry to solve triangles. The trigonometric ratios that we have learned can be used to find angle measures (sine–1, cos–1, tan–1) and sides lengths (sin, cos, tan) in __________ triangles. The Law of Sines and Law of Cosines can be used to find angle measures and side lengths in ________ triangle. Law of Sines: If ΔABC has sides of length a, b, and c as shown then: Use when given an ANGLE and the side OPPOSITE!!! (Note: Set up a proportion that relates the sine of two angles and their opposite sides!) Ex 1: Use the Law of Sines to solve the triangle. Round answer to the nearest tenth. Ex 2: Two people are walking toward each other on a path through the park. The path runs east and west. A hot air balloon is directly above the path between them. One of the walkers, a female, sees the balloon when looking east at an angle of elevation of . The other walker, a male, sees the balloon looking west at an angle of elevation of . If the walkers are yards apart, how far is the balloon from the male observer? Honors Geometry 9-7: Law of Cosines
Specification Annexure 2 Request for Proposal - Intention to Respond/Not Respond Form COVER PAGE INTENTION TO RESPOND FORM – Request for Proposal – (Request for Proposal) By: Supplier To: Jonathan L Maribe Palabora Copper (Pty) Ltd E-mail: jonathan.maribe@palabora.co.za From: Supplier name: _____________________________________________________ Supplier's Proposal Representative: ______________________________________ Postal Address: ______________________________________________________
Course: In Algebra 2, students build upon the concepts learned in Algebra 1 and Geometry and continue the study of various function families including exponential, rational and trigonometric functions. In addition to extending the algebra strand, students are introduced to logarithms sequences, series, and statistics. Students develop and apply their understanding of circular trigonometry and its connections to triangular trigonometry. Teacher: Mrs. Badr Room C319 e-mail: m Materials: 1. Textbooks: Algebra 2 2. Pencils and erasers are preferred for math 3. Calculator with name etched on front (TI-83/84 plus is recommended) Help: Remind – Text @gkfabd to 81010 Office Wednesdays and Fridays 2:30-3 PM (help) Mondays and Thursdays 2:30-3:30 PM (testing) Mornings and Tuesdays after school by appointment Class Website: Khan Academy:
3. Type in your Alien Element Clues. Underline and Boldface the vocab. word used. Make sure to write Alien name and (Chemical Symbol in parenthesis) in each clue. Enter in the answers as well. Clue (symbol and name of element must be written in the clue) Earth Element (Symbol and Name) Alien Element (Symbol and Name) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20