This will help you in factoring sum and difference of two cubes.
For more instructional resources, CLICK me here!
https://tinyurl.com/y9muob6q
LIKE and FOLLOW me here!
https://tinyurl.com/ycjp8r7u
https://tinyurl.com/ybo27k2u
This powerpoint presentation discusses about the first lesson in Grade 10 Math. It is all about Number Pattern. It also shows the definition, examples and how to find the nth term and general formula.
Common Monomial Factor
Factoring Difference of Two Squares
Factoring Sum and Difference of Two Cubes
Factoring Perfect Square Trinomial
Factoring General Trinomial (a=1 and a ≠ 1)
This will help you in factoring sum and difference of two cubes.
For more instructional resources, CLICK me here!
https://tinyurl.com/y9muob6q
LIKE and FOLLOW me here!
https://tinyurl.com/ycjp8r7u
https://tinyurl.com/ybo27k2u
This powerpoint presentation discusses about the first lesson in Grade 10 Math. It is all about Number Pattern. It also shows the definition, examples and how to find the nth term and general formula.
Common Monomial Factor
Factoring Difference of Two Squares
Factoring Sum and Difference of Two Cubes
Factoring Perfect Square Trinomial
Factoring General Trinomial (a=1 and a ≠ 1)
Calculate the distance between two points
Set up and solve linear equations using segment addition and midpoint properties
Correctly use notation for distance and segments
TIU CET Review Math Session 4 Coordinate Geometryyoungeinstein
College Entrance Test Review
Math Session 4 Coordinate Geometry
Formulas for the Slope of a line, Midpoint, Distance between any two points,
Equations of a Line
Find the midpoint of two given points.
Find the coordinates of an endpoint given one endpoint and a midpoint.
Find the coordinates of a point a fractional distance from one end of a segment.
The student is able to (I can):
• Find the midpoint of two given points.
• Find the coordinates of an endpoint given one endpoint
and a midpoint.
• Find the distance between two points.
Find the distance between two points
Find the midpoint between two points
Find the coordinates of a point a fractional distance from one end of a segment
Find the midpoint of two given points.
Find the coordinates of an endpoint given one endpoint and a midpoint.
Find the coordinates of a point a fractional distance from one end of a segment.
* Find the distance between two points
* Find the midpoint of two given points
* Find the coordinates of an endpoint given one endpoint and a midpoint
* Find the coordinates of a point a fractional distance from one end of a segment
Calculate the distance between two points.
Set up and solve linear equations using midpoint properties.
Correctly use notation for distance and segments.
* Model exponential growth and decay
* Use Newton's Law of Cooling
* Use logistic-growth models
* Choose an appropriate model for data
* Express an exponential model in base e
* Construct perpendicular and angle bisectors
* Use bisectors to solve problems
* Identify the circumcenter and incenter of a triangle
* Use triangle segments to solve problems
* Identify, write, and analyze conditional statements
* Write the inverse, converse, and contrapositive of a conditional statement
* Write a counterexample to a fake conjecture
* Connect functions to their graphs
* Graph piecewise-defined functions
* Graph absolute value functions
* Graph greatest-integer functions
* Interpret graphs
* Use the vertical line test to determine a function
* Connect functions to their graphs
* Graph piecewise-defined functions
* Graph absolute value functions
* Graph greatest-integer functions
* Interpret graphs
* Use the vertical line test to determine a function
* Introduce functions and function notation
* Develop skills in constructing and interpreting the graphs of functions
* Learn to apply this knowledge in a variety of situations
* Recognize graphs of common functions.
* Graph functions using vertical and horizontal shifts.
* Graph functions using reflections about the x-axis and the y-axis.
* Graph functions using compressions and stretches.
* Combine transformations.
* Identify intervals on which a function increases, decreases, or is constant
* Use graphs to locate relative maxima or minima
* Test for symmetry
* Identify even or odd functions and recognize their symmetries
* Understand and use piecewise functions
* Solve polynomial equations by factoring
* Solve equations with radicals and check the solutions
* Solve equations with rational exponents
* Solve equations that are quadratic in form
* Solve absolute value equations
* Determine whether a relation or an equation represents a function.
* Evaluate a function.
* Use the vertical line test to identify functions.
* Identify the domain and range of a function from its graph
* Identify intercepts from a function’s graph
* Solve counting problems using the Addition Principle.
* Solve counting problems using the Multiplication Principle.
* Solve counting problems using permutations involving n distinct objects.
* Solve counting problems using combinations.
* Find the number of subsets of a given set.
* Solve counting problems using permutations involving n non-distinct objects.
* Use summation notation.
* Use the formula for the sum of the first n terms of an arithmetic series.
* Use the formula for the sum of the first n terms of a geometric series.
* Use the formula for the sum of an infinite geometric series.
* Solve annuity problems.
* Find the common ratio for a geometric sequence.
* List the terms of a geometric sequence.
* Use a recursive formula for a geometric sequence.
* Use an explicit formula for a geometric sequence.
* Find the common difference for an arithmetic sequence.
* Write terms of an arithmetic sequence.
* Use a recursive formula for an arithmetic sequence.
* Use an explicit formula for an arithmetic sequence.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. Midpoint and Distance Formulas
The student will be able to (I can):
• Find the midpoint of two given points.
• Find the coordinates of an endpoint given one endpoint
and a midpoint.
• Find the distance between two points.
2. The coordinates of a midpoint are the
averages of the coordinates of the
endpoints of the segment.
1 3 2
1
2 2
− +
= =
C A T
3. -2 2 4 6 8 10
-2
2
4
6
8
10
x
y
•
x-coordinate:
y-coordinate:
2 8 10
5
2 2
+
= =
4 8 12
6
2 2
+
= =
(5, 6)
D
O
G
4. midpoint
formula
The midpoint M of with endpoints
A(x1, y1) and B(x2, y2) is found by
AB
1 12 2
M ,
2 2
yxx y+ +
0
A
B
x1 x2
y1
y2
●
M
average of
x1 and x2
average of
y1 and y2
5. Example Find the midpoint of QR for Q(—3, 6) and
R(7, —4)
x1 y1 x2 y2
Q(—3, 6) R(7, —4)
21x 3x 7 4
2
2 2 2
+ +
= = =
−
21 2
1
y
2 2
y 6
2
4+ +
=
−
= =
M(2, 1)
6. Problems 1. What is the midpoint of the segment
joining (8, 3) and (2, 7)?
A. (10, 10)
B. (5, —2)
C. (5, 5)
D. (4, 1.5)
8 2 10
5
2 2
+
= =
3 7 10
5
2 2
+
= =
7. Problems 2. What is the midpoint of the segment
joining (—4, 2) and (6, —8)?
A. (—5, 5)
B. (1, —3)
C. (2, —6)
D. (—1, 3)
4 6 2
1
2 2
− +
= =
8. Problem 3. Point M(7, —1) is the midpoint of ,
where A is at (14, 4). Find the
coordinates of point B.
A. (7, 2)
B. (—14, —4)
C. (0, —6)
D. (10.5, 1.5)
AB
14 7 7− = 7 7 0− =
( )4 1 5− − = 1 5 6− − = −
9. Pythagorean
Theorem
In a right triangle, the sum of the squares
of the lengths of the legs is equal to the
square of the length of the hypotenuse.
2 2 2 22 2
or b c b(ca a )+ = = +
y
x
a
b
c
22 2
c ba= +
22
c ba= +
22
164 93= + = +
25 5= =
●
●
10. distance
formula
Given two points (x1, y1) and (x2, y2), the
distance between them is given by
Example: Use the Distance Formula to find
the distance between F(3, 2) and G(-3, -1)
( ) ( )
2
1
2
2 2 1d xx y y= − + −
x1 y1 x2 y2
3 2 —3 —1
( ) ( )2 2
FG 3 3 1 2= − − + − −
( ) ( )2 2
6 3 36 9= − + − = +
45 6.7= ≈
Note: Remember that the square of a
negative number is positivepositivepositivepositive.
11. Problems 1. Find the distance between (9, —1) and
(6, 3).
A. 5
B. 25
C. 7
D. 13
( ) ( )( )
22
d 6 9 3 1= − + − −
( )2 2
3 4 25 5= − + = =
12. Problems 2. Point R is at (10, 15) and point S is at
(6, 20). What is the distance RS?
A. 1
B.
C. 41
D. 6.5
41
( ) ( )2 2
d 6 10 20 15= − + −
( )2 2
4 5 41= − + =
13. Use the midpoint formula multiple times to
find the coordinates of the points that
divide into four congruent segments.
(Find points B, C, and D.)
AE
A
E
4 8 11 1
C ,
2 2
− + −
( )C 2,5
14. Use the midpoint formula multiple times to
find the coordinates of the points that
divide into four congruent segments.
(Find points B, C, and D.)
AE
A
E
4 8 11 1
C ,
2 2
− + −
( )C 2,5
C
4 2 11 5
B ,
2 2
− + +
( )B 1,8−
15. Use the midpoint formula multiple times to
find the coordinates of the points that
divide into four congruent segments.
(Find points B, C, and D.)
AE
A
E
4 8 11 1
C ,
2 2
− + −
( )C 2,5
C
4 2 11 5
B ,
2 2
− + +
( )B 1,8−
B
2 8 5 1
D ,
2 2
+ −
( )D 5,2
16. Use the midpoint formula multiple times to
find the coordinates of the points that
divide into four congruent segments.
(Find points B, C, and D.)
AE
A
E
4 8 11 1
C ,
2 2
− + −
( )C 2,5
C
4 2 11 5
B ,
2 2
− + +
( )B 1,8−
B
2 8 5 1
D ,
2 2
+ −
( )D 5,2
D
17. partitioning a
segment
Dividing a segment into two pieces whose
lengths fit a given ratio.
For a line segment with endpoints (x1, y1)
and (x2, y2), to partition in the ratio b: a,
Example: has endpoints A(—3, —16)
and B(15, —4). Find the
coordinates of P that partition
the segment in the ratio 1 : 2.
AB
1 2 1 2ax bx ay by
,
a b a b
+ + + +
( ) ( ) ( ) ( )2 3 1 15 2 16 1 4
P ,
1 2 1 2
− + − + − + +
( )P 3, 12−