This document provides an overview of a 15 Minute Math program that teaches various math skills through short lessons. It consists of 20 lessons covering topics like decimals, fractions, percentages, integers, algebra, and order of operations. Each lesson takes approximately 15 minutes to complete. The document includes examples of problems and step-by-step solutions for lessons on decimal addition, subtraction, multiplication, and division. It encourages finding an extra 15 minutes in one's day to work through the lessons.
A Summary of Concepts Needed to be Successful in Mathematics
The following sheets list the key concepts that are taught in the specified math course. The sheets
present concepts in the order they are taught and give examples of their use.
WHY THESE SHEETS ARE USEFUL –
• To help refresh your memory on old math skills you may have forgotten.
• To prepare for math placement test.
• To help you decide which math course is best for you.
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?
A Summary of Concepts Needed to be Successful in Mathematics
The following sheets list the key concepts that are taught in the specified math course. The sheets
present concepts in the order they are taught and give examples of their use.
WHY THESE SHEETS ARE USEFUL –
• To help refresh your memory on old math skills you may have forgotten.
• To prepare for math placement test.
• To help you decide which math course is best for you.
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?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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.
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.
1. This presentation will review different math skills that will help you
with every day math problems.
Each lesson takes approximately 15 minutes to do. Almost anyone
can find an extra 15 minutes out of his or her day, whether it be
during breakfast or right before bed. ENJOY!
Look for the teacher. He has special hints to help make
working the math problems faster and easier.
15 Minute Math
DECIMALS
2. 15 Minute Math
Decimals
o Lesson 1 – What Are Decimals?
o Lesson 2 – Addition & Subtraction
o Lesson 3 – Multiplication
o Lesson 4 – Division
Fractions
o Lesson 5 – What Are Fractions?
o Lesson 6 - Addition & Subtraction (no
whole #s)
o Lesson 7 – Addition & Subtraction
(with whole #s)
o Lesson 8 – Multiplication & Division
Percentages
o Lesson 9 – Converting Decimals to
Fractions to Percents
o Lesson 10 – Calculating the Part
o Lesson 11 – Cross-Multiplication
Method
Integers
o Lesson 12 – Addition & Subtraction
o Lesson 13 – Multiplication, Division, &
Absolute Value
Algebra
o Lesson 14 – Adding & Subtracting
Variables
o Lesson 15 – Multiplying & Dividing
Variables
o Lesson 16 – Square Roots
Order of Operations
o Lesson 17 – Please Excuse My Dear
Aunt Sally
o Lesson 18 – Order of Operations with
Variables
Practice Tests
o Lesson 19 – Practice Test #1
o Lesson 20 – Practice Test #2
4. 15 Minute Math – Decimals
Lesson # 3 – Multiplication
This lesson explains how to multiply numbers that
have a decimal point.
Problem: You need to buy 12 pcs. Of chocolate costing ₱5.29 each. How
much will you pay?
5.29
× 12
63.48
When multiplying numbers with decimal points, count the total number of
numbers to the right of the decimal point in the problem and make sure
the answer has the same number!
5. Don’t worry about the decimal until you’re done multiplying
everything
First multiply, and then count up the places to the right of the
decimal point and put the decimal in the answer.
3.51 x 1.4 351
×14
1404
+3510
4914
3 decimal
places
first, multiply 351 by 4
then, multiply 351 by 10
then, add up the numbers
last, since there are a total of 3
decimal places in the problem,
start from the right and move the
decimal 3 places to the left in the
answer (the problem has 3
decimal places and so does the
answer)
4.914
So, 3.51 x 1.4 = 4.914!
15 Minute Math – Decimals
Lesson # 3 – Multiplication
6. Remember to only count numbers to the RIGHT of the decimal
point.
2.3 × 0.0002 23
× 2
46
5 decimal
places
Sometimes you may see
.00046 instead of
0.00046. Both are
right, but it’s more
common to put a 0 in
the ones place.
0.00046
So, 2.3 x 0.0002 = 0.00046!
15 Minute Math – Decimals
Lesson # 3 – Multiplication
5 decimal
places
7. There are some shortcuts you can take if you’re multiplying by a
multiple of 10. Multiples of 10 are things like 10, 100, 1000 and
also things like 0.1, 0.01, 0.001, etc.
shift the decimal left 4 places (if you move the decimal point right
(don’t see the decimal point it’s at the end) 2 spaces (100 has 2 0’s)
297 × 0.0001 = 0.0297 2.309 × 100 = 230.9
4 decimal
places
Try not to think about if you’re moving the
decimal to the right or the left. Think if you need
to make the number larger (because you’re
multiplying by a number bigger than 1) or if you
need to make the number smaller (because you’re
multiplying by a number between 0 and 1). Then
move the decimal point in the direction that will
make the number bigger or smaller.
15 Minute Math – Decimals
Lesson # 3 – Multiplication
9. 15 Minute Math – Decimals
Lesson # 4 – Division
This lesson explains how to divide numbers that
have a decimal point.
Problem: A wall measures 96.5 inches tall. You need to install 3.25 inch tall
siding panels. How many panels do you need?
26.5
3.25|96.5
When dividing numbers with decimal points, decimal point placement is key.
10. 15 Minute Math – Decimals
Lesson # 4 – Division
Remind yourself of the steps you need to take when dividing
1. Divide
2. Multiply
3. Subtract
4. Bring down one
more number
and do it again
8
21|172263
8
21|172263
-168
8
21|172263
-168
4
8
21|172263
-168
42
8203
21|172263
-168
42
-42
06
- 0
63
-63
0
11. Step 1 - Move the decimal of the divisor (outside the house) as far to
the right as you can
Step 2 - Move the decimal of the dividend (inside the house) by the
same number of spaces
Step 3 - Move the decimal straight up onto the answer line
Step 4 - Divide like normal
Problem
8.91 ÷ 3.3
Steps 1 & 2
3.3 |8.91 33 |89.1
Step 3
.
33 |89.1
Step 4
2.7
33 |89.1
- 66
231
- 231
0
Think of the division sign, | , like a house. With all division
problems, the first number goes inside the house (the 8.91) and the
second goes outside the house (3.3).
If you forget, think about a problem you know. 10 ÷ 2 = 5. You
wouldn’t say 10 | 2. To work it out you’d say 2 |10 (2 goes into 10.)
15 Minute Math – Decimals
Lesson # 4 – Division
12. Problem
8.91 ÷ 0.0033
Steps 1 & 2
0.0033 |8.91 33 |89100.
Step 3
.
33 |89100.
Step 4
2700.
33 |89100.
- 66
231
- 231
0
Problem
8.91 ÷ 0.33
Steps 1 & 2
0.33 |8.91 33 |891.
Step 3
.
33 |891.
Step 4
27.
33 |891.
- 66
231
- 231
0
Move the decimal 2 places to the right
Move the decimal 2 places to the right
Fill in the empty spaces with zeroes
15 Minute Math – Decimals
Lesson # 4 – Division
