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.
This presentation explains the basic information about Polynomial Function and Synthetic Division. Examples were given about easy ways to divide polynomial function using synthetic division. It also contains the steps on how to perform the division method of polynomial functions.
You will learn how to factor polynomials with common monomial factor.
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 presentation explains the basic information about Polynomial Function and Synthetic Division. Examples were given about easy ways to divide polynomial function using synthetic division. It also contains the steps on how to perform the division method of polynomial functions.
You will learn how to factor polynomials with common monomial factor.
For more instructional resources, CLICK me here! 👇👇👇
https://tinyurl.com/y9muob6q
LIKE and FOLLOW me here! 👍👍👍
https://tinyurl.com/ycjp8r7u
https://tinyurl.com/ybo27k2u
Solving Linear Equations - GRADE 8 MATHEMATICSCoreAces
To get/buy a soft copy, please send a request to queenyedda@gmail.com
Inclusions of the file attachment:
* Fonts used
* Soft copy of the WHOLE ppt slides with effects
* Complete activities
PRICE: P200 only
I have added to the original presentation in response to one of the comments.... the result of 'x' is correct on slide 7, take a look at the new version of this ppt to clear up any confusion about why...
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
Solving Linear Equations - GRADE 8 MATHEMATICSCoreAces
To get/buy a soft copy, please send a request to queenyedda@gmail.com
Inclusions of the file attachment:
* Fonts used
* Soft copy of the WHOLE ppt slides with effects
* Complete activities
PRICE: P200 only
I have added to the original presentation in response to one of the comments.... the result of 'x' is correct on slide 7, take a look at the new version of this ppt to clear up any confusion about why...
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
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
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.
What is the distance between the points B and C Experience Tradition/tutorial...pinck3124
FOR MORE CLASSES VISIT
www.tutorialoutlet.com
This paper is part of an examination of the College counting towards the award of a degree.
Examinations are governed by the College Regulations under the authority of the Academic Board.
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.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Francesca Gottschalk - How can education support child empowerment.pptx
1.1.3 Midpoint and Partitions
1. Midpoint and Partition 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.and a midpoint.
• Find the coordinates of a point a fractional distance from
one end of a segment.
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
Gx-coordinate:
2 8 10
5
+
= =
(5, 6)
D
O
y-coordinate:
2 8 10
5
2 2
+
= =
4 8 12
6
2 2
+
= =
3. midpoint formulamidpoint formulamidpoint formulamidpoint formula – the midpoint M of with endpoints
A(x1, y1) and B(x2, y2) is found by
AB
1 12 2
,
2
y
2
x
M
x y+ +
A
B
y
y2
●
M
average of
y1 and y2
0
A
x1 x2
y1
average of
x1 and x2
4. Example Find the midpoint of QR for Q(–3, 6) and
R(7, –4)
x1 y1 x2 y2
Q(–3, 6) R(7, –4)
21 3 7 4
2
2 2 2
xx + +
=
−
= =
21 2
1
6 4yy + +
=
−
= =21 2
1
2 2 2
6 4yy + +
=
−
= =
M(2, 1)
5. 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)
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)
8. 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
− +
= =
9. Sidebar:Sidebar:Sidebar:Sidebar:
If you are given an endpoint and a midpoint, you will then
need to find the other endpoint. While you can use the
midpoint formula and Algebra to find the missing
coordinates, I find it much easier to take advantage of the
definition – the distance between each should be the same.
Example: If one endpoint is at (1, 7) and the midpoint is atExample: If one endpoint is at (1, 7) and the midpoint is at
(6, 3), what are the coordinates of the other endpoint?
(11, –1)
1 7
5 4
6 3
+ −
6 3
5 4
11 -1
+ −
10. 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
D. (10.5, 1.5)
11. 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
D. (10.5, 1.5)
14 4
7 5
7 1
− −
−
7 1
7 5
0 6
−
− −
−
12. partitioning a segmentpartitioning a segmentpartitioning a segmentpartitioning 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 Q(–3, –16) and R(15, –4). FindQR
1 2 1 2
,
b ba a
a ab b
x x y y + + + +
Example: has endpoints Q(–3, –16) and R(15, –4). Find
the coordinates of P that partition the segment in
the ratio 1 : 2.
QR
( ) ( ) ( ) ( )1 13 15 16 4
,
2
1 1
2
2 2
P
− + − + − + +
( )3, 12P −