11.9 dependent and independent events
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The document outlines a lesson plan to teach students the difference between independent and dependent events and how to calculate the probability of each. The lesson will begin with explaining the key concepts, then provide examples to illustrate the difference between independent and dependent events. Students will have opportunities to ask questions and practice calculating probabilities of independent and dependent events.
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Day 1 assure
The teacher will use a combination of media to teach a class of 22 third grade students about the ocean. This will include a Voki audio, a digital image, and a WebQuest completed on computers and the internet. Students will view the image to assess prior knowledge, listen to the Voki introduction, then complete the WebQuest by researching online and posting responses to a class blog. They will also provide feedback on 3 other student posts. The goal is for students to understand what the ocean is, what causes its waves and currents, and why it is salty, with 95% accuracy assessed through the WebQuest responses.
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Wednesday assure method
The classroom contains 22 students from grades 6th to 7th, with diverse backgrounds. The lesson objective is for students to understand ghettos and concentration camps with 95% accuracy. Materials used include a Smart Board, Voki, YouTube videos, a WebQuest, student blogging, and a podcast. The mainly student-centered lesson starts with an overview before using multimedia to explain camps. Students then complete the WebQuest and write diary entries on their blogs. The class finishes with a reading, and the teacher assesses learning through the entries and materials effectiveness.
4.5 multiplying and dividng by powers of 10
This document discusses multiplying and dividing by powers of ten. It provides examples of multiplying and dividing whole numbers and decimals by powers of ten. The key rules are:
1) For multiplication, move the decimal point to the right when multiplying by a whole number power of ten, and to the left when multiplying by a decimal power of ten.
2) For division, move the decimal point to the left when dividing by a whole number power of ten, and to the right when dividing by a decimal power of ten.
3) Examples are provided to demonstrate applying these rules to calculate answers through mental math.
11.8 probabilities of disjoint and overlapping events
1. The document discusses probabilities of disjoint and overlapping events.
2. It provides examples to illustrate disjoint events which have no common outcomes, and overlapping events which have one or more common outcomes.
3. It also discusses complementary events, which are disjoint events where one event or the other must occur, and their probabilities sum to 1.
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This five day unit plan teaches second grade students about clouds through various hands-on activities and technology. On day one, students research what clouds are through a webquest and create a wiki and Facebook posts. Day two focuses on the three main types of clouds - cirrus, alto and stratus - and has students learn through videos, blogs and making their own story with Powtoon. On day three, students learn how to determine weather based on clouds using Twitter and creating a robot. The unit incorporates various 21st century skills like using technology for research, communication and problem solving. Progress is assessed based on student work like wikis, blogs and presentations.
605Good Curriculum as a Basis for Differentiation.docx
60
5
Good Curriculum as a
Basis for Differentiation
The Giver flicked his hand as if brushing something aside. “Oh, your instruc-
tors are well trained. They know their scientific facts. Everyone is well trained
for his job. It’s just that . . . without the memories it’s all meaningless.”
“Why do you and I have to hold these memories?” [the boy asked.]
“It gives us wisdom,” the Giver replied.
Lois Lowry, The Giver
A young teacher tried her hand at developing her first differentiated lesson
plan. “Could you give it a look and see if I’m on the right track?” she asked me.
Her 4th graders were all reading the same novel. She had fashioned five
tasks, and her plan was to assign each student one of the tasks, based on what
she perceived to be their readiness levels. She showed me the task options:
1. Create a new jacket for the book.
2. Build a set for a scene in the book.
3. Draw one of the characters.
4. Rewrite the novel’s ending.
5. Develop a conversation between a character in this novel and one
from another novel they’d read in class that year.
Tomlinson, C. A. (2014). The differentiated classroom : Responding to the needs of all learners, 2nd edition. Retrieved from http://ebookcentral.proquest.com
Created from liberty on 2020-01-21 19:12:59.
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Good Curriculum as a Basis for Differentiation 61
After I looked at the tasks, I asked a question that I wish someone had
insisted I answer daily in the first decade of my teaching: “What do you want
each student to come away with as a result of this activity?”
She squinted and paused. “I don’t understand,” she answered.
I tried again: “What common insight or understanding should all kids
get because they successfully complete their assigned task?”
She shook her head. “I still don’t get it.”
“OK, let me ask another way.” I paused. “Do you want each child to
know that an author actually builds a character? Do you want them all to
understand why the author took the time to write the book? Do you want
them to think about how the main character’s life is like their own? Just what
is it that the activities should help the students to make sense of?”
Her face flushed. “Oh my gosh!” she exclaimed. “I don’t know. I thought
all they were supposed to do was read the story and do something with it!”
“Hazy” Lessons
Many of us could have been this novice. We entered the profession with a
vague sense that students should read, listen to, or watch something. Then
they should do “some sort of activity” based on it. Consider the following
examples:
• A 1st grade teacher reads her students a story. Then she asks them
to draw a picture of what they heard. But what should the picture portray?
The story’s beginning and end? How the main character looked when she
was frightened by the stranger? The big tree in the barnyard ...
Recommended
Day 1 assure
The teacher will use a combination of media to teach a class of 22 third grade students about the ocean. This will include a Voki audio, a digital image, and a WebQuest completed on computers and the internet. Students will view the image to assess prior knowledge, listen to the Voki introduction, then complete the WebQuest by researching online and posting responses to a class blog. They will also provide feedback on 3 other student posts. The goal is for students to understand what the ocean is, what causes its waves and currents, and why it is salty, with 95% accuracy assessed through the WebQuest responses.
Tuesday and wednesday
The document provides details about lessons on the Revolutionary War for a 10th grade social studies class. It notes there are 12 boys and 11 girls in the class, which varies in ethnic background but is mostly Caucasian. The lessons will include a YouTube video on the battles of Lexington and Concord, a podcast on the battle of Yorktown, and a webquest assignment on other wars that students must complete with 80% accuracy. Students will take notes during the media and the webquest is due at the end of the next class. Participation and completing the notes and webquest will be used to evaluate students' understanding of the lessons.
Wednesday assure method
The classroom contains 22 students from grades 6th to 7th, with diverse backgrounds. The lesson objective is for students to understand ghettos and concentration camps with 95% accuracy. Materials used include a Smart Board, Voki, YouTube videos, a WebQuest, student blogging, and a podcast. The mainly student-centered lesson starts with an overview before using multimedia to explain camps. Students then complete the WebQuest and write diary entries on their blogs. The class finishes with a reading, and the teacher assesses learning through the entries and materials effectiveness.
4.5 multiplying and dividng by powers of 10
This document discusses multiplying and dividing by powers of ten. It provides examples of multiplying and dividing whole numbers and decimals by powers of ten. The key rules are:
1) For multiplication, move the decimal point to the right when multiplying by a whole number power of ten, and to the left when multiplying by a decimal power of ten.
2) For division, move the decimal point to the left when dividing by a whole number power of ten, and to the right when dividing by a decimal power of ten.
3) Examples are provided to demonstrate applying these rules to calculate answers through mental math.
11.8 probabilities of disjoint and overlapping events
1. The document discusses probabilities of disjoint and overlapping events.
2. It provides examples to illustrate disjoint events which have no common outcomes, and overlapping events which have one or more common outcomes.
3. It also discusses complementary events, which are disjoint events where one event or the other must occur, and their probabilities sum to 1.
2014 ing carla álvarez
This document summarizes a case study exploring students' perceptions of using real-world objects (realia) in pre-communicative language learning activities. The study was conducted with 14-17 year old students at a municipal school in Chile serving low-income families. Questionnaires and vocabulary tests were used to determine students' learning styles, perceptions of realia, and vocabulary gains when using realia. Results showed over 80% of students were visual/spatial or kinesthetic learners. Vocabulary tests revealed improved scores after lessons incorporating realia. Students and teachers reported positive attitudes towards realia and suggested continuing its use. The study concluded realia facilitates vocabulary acquisition and engages different learning styles.
Ci350 revised assure method
This five day unit plan teaches second grade students about clouds through various hands-on activities and technology. On day one, students research what clouds are through a webquest and create a wiki and Facebook posts. Day two focuses on the three main types of clouds - cirrus, alto and stratus - and has students learn through videos, blogs and making their own story with Powtoon. On day three, students learn how to determine weather based on clouds using Twitter and creating a robot. The unit incorporates various 21st century skills like using technology for research, communication and problem solving. Progress is assessed based on student work like wikis, blogs and presentations.
605Good Curriculum as a Basis for Differentiation.docx
60
5
Good Curriculum as a
Basis for Differentiation
The Giver flicked his hand as if brushing something aside. “Oh, your instruc-
tors are well trained. They know their scientific facts. Everyone is well trained
for his job. It’s just that . . . without the memories it’s all meaningless.”
“Why do you and I have to hold these memories?” [the boy asked.]
“It gives us wisdom,” the Giver replied.
Lois Lowry, The Giver
A young teacher tried her hand at developing her first differentiated lesson
plan. “Could you give it a look and see if I’m on the right track?” she asked me.
Her 4th graders were all reading the same novel. She had fashioned five
tasks, and her plan was to assign each student one of the tasks, based on what
she perceived to be their readiness levels. She showed me the task options:
1. Create a new jacket for the book.
2. Build a set for a scene in the book.
3. Draw one of the characters.
4. Rewrite the novel’s ending.
5. Develop a conversation between a character in this novel and one
from another novel they’d read in class that year.
Tomlinson, C. A. (2014). The differentiated classroom : Responding to the needs of all learners, 2nd edition. Retrieved from http://ebookcentral.proquest.com
Created from liberty on 2020-01-21 19:12:59.
C
op
yr
ig
ht
©
2
01
4.
A
ss
oc
ia
tio
n
fo
r
S
up
er
vi
si
on
&
C
ur
ric
ul
um
D
ev
el
op
m
en
t.
A
ll
rig
ht
s
re
se
rv
ed
.
Good Curriculum as a Basis for Differentiation 61
After I looked at the tasks, I asked a question that I wish someone had
insisted I answer daily in the first decade of my teaching: “What do you want
each student to come away with as a result of this activity?”
She squinted and paused. “I don’t understand,” she answered.
I tried again: “What common insight or understanding should all kids
get because they successfully complete their assigned task?”
She shook her head. “I still don’t get it.”
“OK, let me ask another way.” I paused. “Do you want each child to
know that an author actually builds a character? Do you want them all to
understand why the author took the time to write the book? Do you want
them to think about how the main character’s life is like their own? Just what
is it that the activities should help the students to make sense of?”
Her face flushed. “Oh my gosh!” she exclaimed. “I don’t know. I thought
all they were supposed to do was read the story and do something with it!”
“Hazy” Lessons
Many of us could have been this novice. We entered the profession with a
vague sense that students should read, listen to, or watch something. Then
they should do “some sort of activity” based on it. Consider the following
examples:
• A 1st grade teacher reads her students a story. Then she asks them
to draw a picture of what they heard. But what should the picture portray?
The story’s beginning and end? How the main character looked when she
was frightened by the stranger? The big tree in the barnyard ...
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The document summarizes an action research project on providing independent project opportunities to gifted students in a science classroom. The researcher introduced optional independent projects to 15 gifted students to investigate topics of their choice related to the science unit on landforms. Four students completed projects, presenting models or demonstrations on volcanoes and mountains. Student surveys afterward were positive, agreeing they enjoyed the projects and felt they helped learning. However, recommendations included making projects mandatory with strict guidelines and accountability to better develop autonomous learning skills.
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This five day unit plan teaches second grade students about clouds. On day one, students learn what clouds are through a webquest and social media activities. Day two focuses on the three main types of clouds and has students research them online and create blogs. On day three, students learn how to determine weather based on clouds using Twitter and build simple robots. Day four covers the location of clouds through a group activity, PowerPoint presentations, and posters. The final day consists of observing real clouds using cell phones, identifying cloud types, and writing blogs about using character education to teach clouds. The plan aims to engage students and help them learn through hands-on projects and technology.
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This five day unit plan teaches second grade students about clouds. On day one, students learn what clouds are through a webquest, Facebook posts, and creating a wiki. Day two focuses on the three main types of clouds and has students research blogs, create their own blog with Photoshop images, and tell stories with Powtoon. Day three is about determining weather from clouds using Twitter and building robots. Day four covers cloud location through groupwork, PowerPoints, and posters. The final day consists of cloud observation with cell phones and Zello, then blogging about teaching clouds through character education. The lessons utilize various technologies and activities to engage students in learning about clouds.
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The document summarizes an action research project on providing independent project opportunities to gifted students in a science classroom. The researcher introduced optional independent projects to 15 gifted students to investigate topics of their choice related to the science unit on landforms. Four students completed projects, presenting models or demonstrations on volcanoes and mountains. Student surveys afterward were positive, agreeing they enjoyed the projects and felt they helped learning. However, recommendations included making projects mandatory with strict guidelines and accountability to better develop autonomous learning skills.
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daily lesson log for observation.docx
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3) The content of the lesson is on communicative styles by Martin Joos (1967), which includes intimate, casual, consultative, formal, and frozen styles. Students will participate in activities to act out dialogues using different styles and identify examples of each style.
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The drama teacher introduced the key concepts and drew out students' prior knowledge. Students then explored the concepts through various activities, like role playing scenarios where they had to respond to offers. Students demonstrated understanding through their performances and discussions. The lesson engaged students and encouraged higher-order thinking as they applied the concepts.
Using videos to show cause and effect relationships
This document outlines a unit plan for teaching 2nd grade students about cause and effect relationships using videos. It introduces strategies like using visuals from YouTube, TumbleBooks, and student-generated videos. Lessons involve discussing causes and effects from videos, generating causes for why ice cream melts, and creating videos demonstrating cause and effect relationships. A classroom blog allows students to share their videos and for parents to view their child's work.
Applying Learning Analytics to Understand Learning in Action - HK Experience
The document summarizes two studies that applied learning analytics to understand student learning. Study 1 looked at student engagement in an independent inquiry project in secondary school. Study 2 investigated learning outcomes for primary students in a life values education module. Data was collected from both studies including student forum posts, wiki contributions, and blog reflections. The data was analyzed both quantitatively and qualitatively to identify variations in how teachers implemented the shared lesson plan, differences in student outcomes between classes, and how teacher pedagogical knowledge may have influenced the results.
student-centered-learning1.pptx
The document discusses shifting from a teacher-centered classroom (TCC) to a learner-centered classroom (LCC). It outlines tactics for implementing an LCC, including asking questions instead of telling, focusing on students' experiences, learning by doing, and giving students choices. Relinquishing control can empower students and foster skills like problem-solving and critical thinking. Challenges include maintaining quality while being more flexible, and preparing students for the new active model. Assessing learning can include both quantitative measures like tests and qualitative measures like student satisfaction.
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Power point requirements
The document outlines requirements for a PowerPoint presentation titled "About Me" including slides that must discuss where the presenter was born, their family, hobbies, move to Korea, favorite place visited, and future plans. It also specifies that each slide must include one picture in various colors and fonts, with a media file and transitions between slides using at least two different animation styles.
Power point requirements
The document outlines requirements for a PowerPoint presentation titled "About Me" including slides that must discuss where the presenter was born, their family, hobbies, move to Korea, favorite place visited, and future plans. It also specifies that each slide must include one picture in various colors and fonts, with a media file and transitions between slides using at least two different animation styles.
Power point requirements
The PowerPoint presentation must include slides about the presenter's birthplace, family, hobbies, move to Korea, favorite travel destination, and future goals. Each slide is required to have one picture and use different colors and fonts. The presentation must also include one media file and transitions between slides using at least two different animation styles.
Common keyboard shortcuts
Common keyboard shortcuts allow for quick formatting and navigation across programs. In Word and PowerPoint, Command-C copies, Command-V pastes, and Command-Z undoes. Command-B makes text bold, Command-U underlines, and Command-I italics. In a browser, Command-F finds words, while in lists Command allows selecting multiple consecutive or specific items. In presentations, dragging selects multiple objects.
6.6 measure of time smith challenge practice
The document describes a woman's travel itinerary from Seoul to Charlotte for Christmas, including flight departure and arrival times from Seoul to Los Angeles, her layover in Los Angeles, and her connecting flight from Los Angeles to Charlotte. It then provides the details of her return flight from Charlotte to Seoul with stops in San Francisco. Key details are the total travel time from Seoul to Charlotte is around 15 hours, and her return travel time from Charlotte to Seoul takes around 12 hours.
11.8 probabilities of disjoint and overlapping events wiki
The document discusses probabilities of disjoint and overlapping events. Disjoint events have no common outcomes, while overlapping events share at least one outcome. It provides examples of calculating probabilities of disjoint and overlapping events. Complementary events are disjoint and their probabilities must sum to 1, with the probability of an event not occurring equaling 1 minus the probability of it occurring.
11.9 dependent and independent events
The document outlines a lesson plan to teach students the difference between independent and dependent events and how to calculate the probability of each. The lesson will begin with explaining the key concepts, then provide examples to illustrate the difference between independent and dependent events. Students will have opportunities to ask questions and practice calculating probabilities of independent and dependent events.
10.4 area and circumference of a circle
The document defines key terms related to circles:
- A circle is the set of all points in a plane that are an equal distance from the center.
- The radius is the distance from the center to any point on the circle.
- The diameter is the distance across the circle through the center.
- The circumference is the distance around the entire circle.
10.5 surface area of prism and cylinder
To calculate the surface area of prisms and cylinders, you must find the area of the bases and lateral faces/surfaces and add them together. For prisms, the lateral faces are all faces except the bases, and their total area is called the lateral area. Similarly, the curved surfaces of cylinders are called the lateral surfaces, and their total area is the lateral area. Formulas can be used to efficiently calculate the surface areas of prisms and cylinders by incorporating the measurements of their dimensions.
10.6 surface are of pyramids and cones
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce stress and anxiety, and boost mood and cognitive function. Staying physically active helps fight disease and promotes overall well-being.
9.6 polygons
The document defines and describes polygons. A polygon is a closed figure with three or more line segments as sides. Each side intersects exactly two other sides at a vertex. Regular polygons have all equal side lengths and interior angles. The document discusses properties of polygons like the number of diagonals that can be drawn from a single vertex in regular and irregular polygons. Examples of regular and irregular polygons are provided.
Creating formulas in excel
This document provides steps for creating a formula in Excel to calculate missing angles in triangles and rectangles. It instructs the user to:
1) Set up labeled cells to enter known angles for a triangle or rectangle.
2) For a triangle, use the formula =180-(B3+B4) in cell B5 to calculate the missing angle based on the fact that interior angles of a triangle sum to 180 degrees.
3) For a rectangle, decide on a formula to calculate the missing angle based on the fact that interior angles of a rectangle sum to 360 degrees.
4) Save the Excel sheet as "Missing_Angle_Calculator" and test it by calculating missing angles for sample triangles
9.5 classifying rectangles
This document provides information about classifying quadrilaterals, including:
- A quadrilateral has 4 sides and 4 angles.
- It identifies different types of quadrilaterals based on parallel sides and equal lengths, such as parallelograms, rectangles, rhombus.
- It explains that the angles of any quadrilateral will always sum to 360 degrees, and provides examples of calculating missing angles using this property.
- There are examples and practice problems for students to identify properties and classify different quadrilaterals.
9.5 classifying rectangles
This document provides information about classifying quadrilaterals. It discusses the key properties of quadrilaterals including having 4 sides and 4 angles. It demonstrates different types of quadrilaterals using arrows and dashes to indicate parallel or equal sides. Examples shown include parallelograms, rectangles, rhombus. It emphasizes that the interior angles of any quadrilateral sum to 360 degrees and provides an example of calculating the measure of an unknown angle using this property.
9.2 simplifying square roots
This document discusses simplifying square roots to their simplest form. To be in simplest form, a radical expression cannot have any perfect square factors other than 1 under the radical sign and cannot have any fractions under the radical sign or radicals in denominators.
Chapter 8 review
This one sentence document provides no substantive information to summarize. It appears to be a title for a test review chapter with no accompanying text, so a meaningful summary cannot be generated from the information given.
8.7 interest
Interest is the fee charged by a lender to a borrower for the use of borrowed money. The interest rate is usually expressed as an annual percentage of the principal amount that is owed. Interest is calculated on the principal amount over a period of time, such as monthly or annually, and is added to the total amount owed by the borrower.
8.7 interest
Interest is the fee charged by a lender to a borrower for the use of borrowed money. The interest rate is usually expressed as an annual percentage of the principal amount that is owed. Interest is calculated on the principal amount over a period of time, such as monthly or annually, and is added to the total amount owed by the borrower.
5.4 lcm
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can offer improvements to mood, focus, and overall well-being over time.
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ABSTRACT: A prima vista, un mattoncino Lego e la backdoor XZ potrebbero avere in comune il fatto di essere entrambi blocchi di costruzione, o dipendenze di progetti creativi e software. La realtà è che un mattoncino Lego e il caso della backdoor XZ hanno molto di più di tutto ciò in comune.
Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
BIO: Sostenitrice del software libero e dei formati standard e aperti. È stata un membro attivo dei progetti Fedora e openSUSE e ha co-fondato l'Associazione LibreItalia dove è stata coinvolta in diversi eventi, migrazioni e formazione relativi a LibreOffice. In precedenza ha lavorato a migrazioni e corsi di formazione su LibreOffice per diverse amministrazioni pubbliche e privati. Da gennaio 2020 lavora in SUSE come Software Release Engineer per Uyuni e SUSE Manager e quando non segue la sua passione per i computer e per Geeko coltiva la sua curiosità per l'astronomia (da cui deriva il suo nickname deneb_alpha).
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11.9 dependent and independent events
- 1. 11.9 Independent and Dependent Events Lesson Title: 11.9 Independent and Dependent Events Objective: The students will be able to explain the difference Lesson Title: 11.9 Independent and Dependent Events Objective: The students will be able to explain the difference between independent and dependent between independent and dependent events. The students will events. The students will be able to find the be able to find the probability of independent and dependent probability of independent and dependent events. events. Method: Method: 1. Review the homework with the students. 1. Begin by explaining independent and dependent events. 2. Allow the students to ask any questions that 2. Next show the students how to tell the difference they may have from the homework. between independent and dependent events using 3. Go over more practice problems with the situations. students. 3. Show the students how to find the probability of an A: 11.9 odd independent event. April 28, 2011 4. Next, show the students how to find the probability of a dependent event. 5. Have the students practice several problems.
- 4. ❖Two events are independent events if the occurrence of one event does not affect the probability of the occurrence of the other event.
- 5. ❖Two events are independent events if the occurrence of one event does not affect the probability of the occurrence of the other event. ❖Two events are dependent events if the occurrence of one event does affect the probability of the occurrence of the other event.
- 6. Example 1:
- 7. Example 1:
- 8. Example 1:
- 13. Example 2:
- 14. Example 2:
- 17. Example 3:
- 18. Example 3:
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