3 revision session for core 1 translations of graphs, simultaneous equations inequalities
•
1 like•668 views
The Community Maths School has structured a revision programme to prepare students for the Core 1 exam. The programme is based on the AQA AS exam but is suitable for most boards. Over six revision sessions in March and April, the school will provide hints, exam solutions, and practice questions on topics like translations of graphs, simultaneous equations, and inequalities. Additional exam practice sessions will be held in May to help students for the Core 1 exam on May 19th.
Report
Share
Report
Share
Download to read offline
Recommended
4 4 revision session 16th april coordinate geometry structured revision for C...
4 4 revision session 16th april coordinate geometry structured revision for C...claire meadows-smith
The Community Maths School is offering a structure revision programme to prepare students for the Core 1 exam on May 19th. The programme will include 6 revision sessions from March 24th to April 28th covering topics like translations of graphs, simultaneous equations, inequalities, and coordinate geometry. Additional exam practice sessions will be held on May 5th and May 12th. Resources and past papers will be available on the Exam Solutions website and Mathscard app.5th sessions of a structured revision course for core 1 maths exam - diffe...
The document outlines a structured revision programme for a Core 1 math exam. It provides the dates for 6 revision sessions covering topics like differentiation, equations of tangents and normals, stationary points, and increasing and decreasing functions. It also lists exam practice dates and resources like a revision website and mobile app to support students' preparation for the Core 1 exam.
1 revision session for core 1 surds and quadratics
The first session in a structured revision programme for AS Core 1 Maths - includes Key points, Hints, links to exam solutions and practice questions. Created for the AQA AS Level,
Math online orientation fall 2014
This document outlines the course requirements and grading structure for an online mathematics class. Students will use the Moodle website for assignments and the ALEKS website for practice and tests. Grades will be determined by weekly Moodle check-ins (5%), a common assessment (20%), and ALEKS mastery (75%) based on the final exam score. ALEKS topics are completed by answering questions correctly initially or through practice and passing subsequent assessments. Students must work 5 hours per week, take one proctored test by January, complete a final ALEKS exam by February, and a common assessment by March. Notebooks recording work are required to be submitted.
Evo for Higher Education February 2016
Evo is an assessment management solution that combines high speed scanning, online testing capabilities, and reporting and analysis tools into a cloud-based platform. It allows educators to create, deliver, and score assessments online or on paper and access results and data in one place. Evo integrates with various scanners and allows users to easily manage errors from scanned tests. It provides real-time results, interactive item analysis, and gradebook exports to major learning management systems.
s4h4-RecordOfAchievement
The document is a record of achievement from SAP's openSAP online course platform, certifying that Gajendra Mahajan successfully completed a four-week course on Implementation of SAP S/4HANA. The course covered adoption fundamentals, system conversion and innovation, new cloud implementation, and new on-premise implementation. Mahajan scored 161 points out of a possible 240 by completing weekly assignments and a final exam.
Skills Assessment
Abby Love completed several online assessments on January 25, 2016 to evaluate her basic office skills. She scored above average on tests of basic office skills, Excel, and data entry. Her scores placed her in the 70th-90th percentiles compared to global averages. She demonstrated strong skills in Excel, scoring 97% and placing in the 90th percentile.
03b 5 mb1h_unit_1_-_june_2012
The document provides instructions for a mathematics exam. It instructs students to fill out their personal information, use black ink, answer all questions, show working, and check answers if there is time. It notes the total marks, marks per question, and questions marked with an asterisk will be assessed for written communication quality. Finally, it advises students to read questions carefully, keep track of time, try to answer every question, and check answers if possible. This summary captures the key details about the exam instructions and format in 3 sentences.
Recommended
4 4 revision session 16th april coordinate geometry structured revision for C...
4 4 revision session 16th april coordinate geometry structured revision for C...claire meadows-smith
The Community Maths School is offering a structure revision programme to prepare students for the Core 1 exam on May 19th. The programme will include 6 revision sessions from March 24th to April 28th covering topics like translations of graphs, simultaneous equations, inequalities, and coordinate geometry. Additional exam practice sessions will be held on May 5th and May 12th. Resources and past papers will be available on the Exam Solutions website and Mathscard app.5th sessions of a structured revision course for core 1 maths exam - diffe...
The document outlines a structured revision programme for a Core 1 math exam. It provides the dates for 6 revision sessions covering topics like differentiation, equations of tangents and normals, stationary points, and increasing and decreasing functions. It also lists exam practice dates and resources like a revision website and mobile app to support students' preparation for the Core 1 exam.
1 revision session for core 1 surds and quadratics
The first session in a structured revision programme for AS Core 1 Maths - includes Key points, Hints, links to exam solutions and practice questions. Created for the AQA AS Level,
Math online orientation fall 2014
This document outlines the course requirements and grading structure for an online mathematics class. Students will use the Moodle website for assignments and the ALEKS website for practice and tests. Grades will be determined by weekly Moodle check-ins (5%), a common assessment (20%), and ALEKS mastery (75%) based on the final exam score. ALEKS topics are completed by answering questions correctly initially or through practice and passing subsequent assessments. Students must work 5 hours per week, take one proctored test by January, complete a final ALEKS exam by February, and a common assessment by March. Notebooks recording work are required to be submitted.
Evo for Higher Education February 2016
Evo is an assessment management solution that combines high speed scanning, online testing capabilities, and reporting and analysis tools into a cloud-based platform. It allows educators to create, deliver, and score assessments online or on paper and access results and data in one place. Evo integrates with various scanners and allows users to easily manage errors from scanned tests. It provides real-time results, interactive item analysis, and gradebook exports to major learning management systems.
s4h4-RecordOfAchievement
The document is a record of achievement from SAP's openSAP online course platform, certifying that Gajendra Mahajan successfully completed a four-week course on Implementation of SAP S/4HANA. The course covered adoption fundamentals, system conversion and innovation, new cloud implementation, and new on-premise implementation. Mahajan scored 161 points out of a possible 240 by completing weekly assignments and a final exam.
Skills Assessment
Abby Love completed several online assessments on January 25, 2016 to evaluate her basic office skills. She scored above average on tests of basic office skills, Excel, and data entry. Her scores placed her in the 70th-90th percentiles compared to global averages. She demonstrated strong skills in Excel, scoring 97% and placing in the 90th percentile.
03b 5 mb1h_unit_1_-_june_2012
The document provides instructions for a mathematics exam. It instructs students to fill out their personal information, use black ink, answer all questions, show working, and check answers if there is time. It notes the total marks, marks per question, and questions marked with an asterisk will be assessed for written communication quality. Finally, it advises students to read questions carefully, keep track of time, try to answer every question, and check answers if possible. This summary captures the key details about the exam instructions and format in 3 sentences.
Unit 2 higher_mark_scheme_march_2012
The document is a mark scheme for GCSE Mathematics (2MB01) Higher 5MB2H (Non-Calculator) Paper 01 exam from March 2012. It provides notes on marking principles and guidance for examiners on how to apply the mark scheme and award marks for questions 1 through 9 on the exam. The summary includes key details about the document type and content while being concise in 3 sentences or less.
04a 5 mb2f_unit_2_november_2011_mark_scheme
1) Edexcel is an examining and awarding body that provides qualifications worldwide. It supports centers that offer education programs to learners through a network of UK and international offices.
2) Candidates' work will be marked according to principles such as marking positively and awarding all marks deserved according to the mark scheme. Subject specialists are available to help with specific content questions.
3) The document provides notes on marking principles for a GCSE mathematics exam, including how to apply the mark scheme and address various student responses.
08a 1 ma0_2h_mark_scheme_-_june_2012
1) The document is a mark scheme for GCSE Mathematics (Linear) 1MA0 Higher (Calculator) Paper 2H exam from Summer 2012.
2) It provides notes on marking principles for examiners, such as marking all candidates equally, awarding marks for correct working shown, and following standard procedures around parts of questions and probability answers.
3) The mark scheme then provides detailed guidance on marking for each question, including expected methods, intermediate working, and final answers for full marks.
11 practice paper_3_h_-_set_a
This document provides instructions and information for a practice GCSE Mathematics exam. It specifies that the exam is 1 hour and 45 minutes long and covers various topics in mathematics. It provides the materials allowed, instructions on completing the exam, information about marking and time allocation, and advice to students. The exam contains 18 questions testing skills in algebra, graphs, geometry, statistics, and problem solving. It is out of a total of 80 marks.
C1 january 2012_mark_scheme
This document provides the final mark scheme for Edexcel's Core Mathematics C1 exam from January 2012. It lists the questions, schemes for awarding marks, and total marks for each question. The six mark questions cover topics like algebra, inequalities, coordinate geometry, and calculus. The longer questions involve multi-step problems applying these concepts, including sketching curves, finding equations of tangents and normals, and solving word problems involving formulas.
05a 1 ma0_1h_-_june_2012
1. The document provides instructions for a GCSE mathematics exam, including information about the structure, time allowed, materials permitted and formulas.
2. It instructs students to write their name, center number and candidate number in the boxes at the top of the page.
3. Students are advised to read questions carefully, try to answer every question, check answers at the end and use the time guide for each question.
Stats mark scheme -_june_2012
The document provides a mark scheme for a GCSE Statistics exam. It outlines general principles for marking, including how to award method marks, accuracy marks, and follow through marks. It also provides specific guidance for marking several questions that appeared on the paper, including how to award marks for correct responses, working, and interpretations. Key details include awarding marks for correct plots and lines on a scatter diagram, appropriate hypotheses and conclusions for unemployment data presented in percentages, and identifying strengths and weaknesses of sampling techniques.
01b 1 ma0_1f_-_march_2013
This document provides instructions for a mathematics exam. It begins by listing steps for completing the exam such as using black ink and answering all questions. It then provides information about the exam structure including the total marks, marks per question, and advice to read questions carefully. Finally, it includes a formulae page that students cannot write on and are provided for reference.
08a 5 mb2h_unit_2_mark_scheme_–_march_2012
The document provides the mark scheme for the March 2012 GCSE Mathematics (2MB01) Higher 5MB2H (Non-Calculator) Paper 01 exam. It outlines the general principles for marking the exam, including how to award full marks if deserved and how to follow through marks from previous steps. The document also provides subject-specific guidance for marking questions involving areas like probability, linear equations, and multi-step calculations.
08a 1 ma0_2h_-_march_2013_mark_scheme
This document provides a mark scheme for GCSE Mathematics (Linear) 1MA0 Higher (Calculator) Paper 2H from March 2013. It outlines the general principles that examiners should follow when marking, such as awarding all marks that are deserved and following through correct working. It also provides specific guidance on marking certain types of questions involving areas like probability, linear equations, and multi-step calculations. The document aims to ensure examiners apply marks consistently across all candidates.
Unit 2_higher -_march_2012
The document provides instructions for a mathematics exam. It tells students to use black ink, fill in personal information, answer all questions, and show working. It notes the total marks, marks per question, and questions where writing quality is assessed. It advises students to read questions carefully, check time, try to answer every question, and check answers. The document contains no questions.
05a 1 ma0_1h_-_june_2012
This document contains instructions and questions for a GCSE mathematics exam. It begins by providing spaces for students to write their name, center number, and candidate number. It then provides instructions for the exam, information about marking, and advice for students. The exam contains 14 multiple-choice questions testing a variety of math skills like data collection, calculations, problem solving, geometry, and more.
12a 5 mb3h_-_november_2012_mark_scheme
1. The document is a mark scheme for GCSE Mathematics (2MB01) Higher exam paper 5MB3H (Calculator) Paper 01 from November 2012.
2. It provides notes on marking principles for the exam and details the marking criteria for each question on the paper, including the working required to earn marks.
3. The mark scheme aims to ensure all candidates receive fair and consistent marking according to the standards outlined and awards marks for correct working even if the final answer is incorrect.
12a 5 mb3h_unit_3_mark_scheme_-_june_2012
Mark Scheme (Results) June 2012 GCSE Mathematics (2MB01) Higher Paper 5MB3H_01 (Calculator) provides guidance for examiners on marking the GCSE Mathematics exam from June 2012. It includes notes on general marking principles, how to award marks for various parts of questions, and specific guidance for marking some sample questions from the exam. The document is published by Pearson Education and provides information to ensure accurate and consistent marking of the GCSE exam.
12b 5 am1h_methods_unit_1h_-_november_2011_mark_scheme
Mark schemes provide principles for awarding marks on exam questions. This document contains:
1) Notes on general marking principles such as awarding all marks, following through errors, and ignoring subsequent work.
2) Examples of mark schemes for GCSE math questions, including breakdowns of method marks and accuracy marks for steps in solutions.
3) Guidance on codes used in mark schemes and policies for partial answers, probability notation, and more.
06a 1 ma0_1h_mark_scheme_-_june_2012
This document contains a mark scheme for a GCSE mathematics exam. It provides guidance for examiners on how to apply marks for different parts of student responses. Some key points include:
1) Examiners must mark all students equally and reward students for what they show they can do rather than penalize for omissions.
2) Full marks should be awarded if the answer matches the mark scheme.
3) Working should be considered, even if the final answer is incorrect, to award method marks where appropriate.
4) Follow through marks can be awarded if subsequent working is based on a previous correct response.
5) Marks cannot be awarded for one part of a question in another part
1301 c1 january_2013_mark_scheme
This document contains the mark scheme for a mathematics exam involving several multi-part questions.
In question 1, students could earn up to 3 marks for correctly factorizing a quadratic expression in one or two steps.
Question 2 was worth up to 2 marks for correctly writing the equation of a straight line in y=mx+c form.
Question 3 involved solving equations and inequalities across three parts, with a total of 6 available marks through setting up and solving the relevant expressions.
The remaining questions addressed topics including arithmetic and geometric sequences, calculus, coordinate geometry, and quadratic functions. Students could earn marks for setting up correct expressions and equations and obtaining the right numerical or algebraic solutions at each stage.
Aqa mpc1-w-ms-jan13
This document is a mark scheme for the January 2013 A-level Mathematics exam. It provides guidance for examiners on how to mark students' responses consistently. The mark scheme was developed by the Principal Examiner and a panel of teachers, and was refined through a standardization process where examiners analyzed sample scripts. The mark scheme is a working document that may be expanded based on students' actual responses. Details of the mark scheme can change between exam sittings depending on the specific questions asked.
Core 2 revision notes
1. Indices involve rules for exponents like xa+b = xaxb and (xa)b = xab. Solving exponential equations uses these rules.
2. Graph transformations include translations, stretches, reflections, and asymptotes. Translations replace x with (x-a) and y with (y-b).
3. Sequences are functions with successive terms defined by a rule. Geometric sequences multiply successive terms by a constant ratio while arithmetic sequences add a constant.
Best guess-paper-2-foundation
1. This document contains a math exam with 31 questions testing various math skills like algebra, geometry, statistics, and problem solving.
2. The exam is broken into questions with points allocated for each part. An assessment sheet is provided to track points earned for each question.
3. The questions range in difficulty from basic operations to multi-step word problems. Various math concepts are covered, including fractions, ratios, graphs, equations, probability, and more.
2 revision session for core 1 polynomials , factor and remainder theorem
The Community Maths School structured a revision programme for the Core 1 exam. The programme is based on the AQA AS exam and is suitable for most exam boards. The revision sessions will provide hints, key points, practice questions, and links to exam solutions. Six revision sessions will be held from March 24th to April 28th, with exam practice sessions on May 5th and 12th. The Core 1 exam will take place on May 19th.
CCSS Math and SBAC Assessments: Assessing the Common Core, Grades 9-12
Training delivered to Grade 9-12 math teachers in Northshore School District, Bothell, WA, 28 January 2014.
More Related Content
Viewers also liked
Unit 2 higher_mark_scheme_march_2012
The document is a mark scheme for GCSE Mathematics (2MB01) Higher 5MB2H (Non-Calculator) Paper 01 exam from March 2012. It provides notes on marking principles and guidance for examiners on how to apply the mark scheme and award marks for questions 1 through 9 on the exam. The summary includes key details about the document type and content while being concise in 3 sentences or less.
04a 5 mb2f_unit_2_november_2011_mark_scheme
1) Edexcel is an examining and awarding body that provides qualifications worldwide. It supports centers that offer education programs to learners through a network of UK and international offices.
2) Candidates' work will be marked according to principles such as marking positively and awarding all marks deserved according to the mark scheme. Subject specialists are available to help with specific content questions.
3) The document provides notes on marking principles for a GCSE mathematics exam, including how to apply the mark scheme and address various student responses.
08a 1 ma0_2h_mark_scheme_-_june_2012
1) The document is a mark scheme for GCSE Mathematics (Linear) 1MA0 Higher (Calculator) Paper 2H exam from Summer 2012.
2) It provides notes on marking principles for examiners, such as marking all candidates equally, awarding marks for correct working shown, and following standard procedures around parts of questions and probability answers.
3) The mark scheme then provides detailed guidance on marking for each question, including expected methods, intermediate working, and final answers for full marks.
11 practice paper_3_h_-_set_a
This document provides instructions and information for a practice GCSE Mathematics exam. It specifies that the exam is 1 hour and 45 minutes long and covers various topics in mathematics. It provides the materials allowed, instructions on completing the exam, information about marking and time allocation, and advice to students. The exam contains 18 questions testing skills in algebra, graphs, geometry, statistics, and problem solving. It is out of a total of 80 marks.
C1 january 2012_mark_scheme
This document provides the final mark scheme for Edexcel's Core Mathematics C1 exam from January 2012. It lists the questions, schemes for awarding marks, and total marks for each question. The six mark questions cover topics like algebra, inequalities, coordinate geometry, and calculus. The longer questions involve multi-step problems applying these concepts, including sketching curves, finding equations of tangents and normals, and solving word problems involving formulas.
05a 1 ma0_1h_-_june_2012
1. The document provides instructions for a GCSE mathematics exam, including information about the structure, time allowed, materials permitted and formulas.
2. It instructs students to write their name, center number and candidate number in the boxes at the top of the page.
3. Students are advised to read questions carefully, try to answer every question, check answers at the end and use the time guide for each question.
Stats mark scheme -_june_2012
The document provides a mark scheme for a GCSE Statistics exam. It outlines general principles for marking, including how to award method marks, accuracy marks, and follow through marks. It also provides specific guidance for marking several questions that appeared on the paper, including how to award marks for correct responses, working, and interpretations. Key details include awarding marks for correct plots and lines on a scatter diagram, appropriate hypotheses and conclusions for unemployment data presented in percentages, and identifying strengths and weaknesses of sampling techniques.
01b 1 ma0_1f_-_march_2013
This document provides instructions for a mathematics exam. It begins by listing steps for completing the exam such as using black ink and answering all questions. It then provides information about the exam structure including the total marks, marks per question, and advice to read questions carefully. Finally, it includes a formulae page that students cannot write on and are provided for reference.
08a 5 mb2h_unit_2_mark_scheme_–_march_2012
The document provides the mark scheme for the March 2012 GCSE Mathematics (2MB01) Higher 5MB2H (Non-Calculator) Paper 01 exam. It outlines the general principles for marking the exam, including how to award full marks if deserved and how to follow through marks from previous steps. The document also provides subject-specific guidance for marking questions involving areas like probability, linear equations, and multi-step calculations.
08a 1 ma0_2h_-_march_2013_mark_scheme
This document provides a mark scheme for GCSE Mathematics (Linear) 1MA0 Higher (Calculator) Paper 2H from March 2013. It outlines the general principles that examiners should follow when marking, such as awarding all marks that are deserved and following through correct working. It also provides specific guidance on marking certain types of questions involving areas like probability, linear equations, and multi-step calculations. The document aims to ensure examiners apply marks consistently across all candidates.
Unit 2_higher -_march_2012
The document provides instructions for a mathematics exam. It tells students to use black ink, fill in personal information, answer all questions, and show working. It notes the total marks, marks per question, and questions where writing quality is assessed. It advises students to read questions carefully, check time, try to answer every question, and check answers. The document contains no questions.
05a 1 ma0_1h_-_june_2012
This document contains instructions and questions for a GCSE mathematics exam. It begins by providing spaces for students to write their name, center number, and candidate number. It then provides instructions for the exam, information about marking, and advice for students. The exam contains 14 multiple-choice questions testing a variety of math skills like data collection, calculations, problem solving, geometry, and more.
12a 5 mb3h_-_november_2012_mark_scheme
1. The document is a mark scheme for GCSE Mathematics (2MB01) Higher exam paper 5MB3H (Calculator) Paper 01 from November 2012.
2. It provides notes on marking principles for the exam and details the marking criteria for each question on the paper, including the working required to earn marks.
3. The mark scheme aims to ensure all candidates receive fair and consistent marking according to the standards outlined and awards marks for correct working even if the final answer is incorrect.
12a 5 mb3h_unit_3_mark_scheme_-_june_2012
Mark Scheme (Results) June 2012 GCSE Mathematics (2MB01) Higher Paper 5MB3H_01 (Calculator) provides guidance for examiners on marking the GCSE Mathematics exam from June 2012. It includes notes on general marking principles, how to award marks for various parts of questions, and specific guidance for marking some sample questions from the exam. The document is published by Pearson Education and provides information to ensure accurate and consistent marking of the GCSE exam.
12b 5 am1h_methods_unit_1h_-_november_2011_mark_scheme
Mark schemes provide principles for awarding marks on exam questions. This document contains:
1) Notes on general marking principles such as awarding all marks, following through errors, and ignoring subsequent work.
2) Examples of mark schemes for GCSE math questions, including breakdowns of method marks and accuracy marks for steps in solutions.
3) Guidance on codes used in mark schemes and policies for partial answers, probability notation, and more.
06a 1 ma0_1h_mark_scheme_-_june_2012
This document contains a mark scheme for a GCSE mathematics exam. It provides guidance for examiners on how to apply marks for different parts of student responses. Some key points include:
1) Examiners must mark all students equally and reward students for what they show they can do rather than penalize for omissions.
2) Full marks should be awarded if the answer matches the mark scheme.
3) Working should be considered, even if the final answer is incorrect, to award method marks where appropriate.
4) Follow through marks can be awarded if subsequent working is based on a previous correct response.
5) Marks cannot be awarded for one part of a question in another part
1301 c1 january_2013_mark_scheme
This document contains the mark scheme for a mathematics exam involving several multi-part questions.
In question 1, students could earn up to 3 marks for correctly factorizing a quadratic expression in one or two steps.
Question 2 was worth up to 2 marks for correctly writing the equation of a straight line in y=mx+c form.
Question 3 involved solving equations and inequalities across three parts, with a total of 6 available marks through setting up and solving the relevant expressions.
The remaining questions addressed topics including arithmetic and geometric sequences, calculus, coordinate geometry, and quadratic functions. Students could earn marks for setting up correct expressions and equations and obtaining the right numerical or algebraic solutions at each stage.
Aqa mpc1-w-ms-jan13
This document is a mark scheme for the January 2013 A-level Mathematics exam. It provides guidance for examiners on how to mark students' responses consistently. The mark scheme was developed by the Principal Examiner and a panel of teachers, and was refined through a standardization process where examiners analyzed sample scripts. The mark scheme is a working document that may be expanded based on students' actual responses. Details of the mark scheme can change between exam sittings depending on the specific questions asked.
Core 2 revision notes
1. Indices involve rules for exponents like xa+b = xaxb and (xa)b = xab. Solving exponential equations uses these rules.
2. Graph transformations include translations, stretches, reflections, and asymptotes. Translations replace x with (x-a) and y with (y-b).
3. Sequences are functions with successive terms defined by a rule. Geometric sequences multiply successive terms by a constant ratio while arithmetic sequences add a constant.
Best guess-paper-2-foundation
1. This document contains a math exam with 31 questions testing various math skills like algebra, geometry, statistics, and problem solving.
2. The exam is broken into questions with points allocated for each part. An assessment sheet is provided to track points earned for each question.
3. The questions range in difficulty from basic operations to multi-step word problems. Various math concepts are covered, including fractions, ratios, graphs, equations, probability, and more.
Viewers also liked (20)
12b 5 am1h_methods_unit_1h_-_november_2011_mark_scheme
12b 5 am1h_methods_unit_1h_-_november_2011_mark_scheme
Similar to 3 revision session for core 1 translations of graphs, simultaneous equations inequalities
2 revision session for core 1 polynomials , factor and remainder theorem
The Community Maths School structured a revision programme for the Core 1 exam. The programme is based on the AQA AS exam and is suitable for most exam boards. The revision sessions will provide hints, key points, practice questions, and links to exam solutions. Six revision sessions will be held from March 24th to April 28th, with exam practice sessions on May 5th and 12th. The Core 1 exam will take place on May 19th.
CCSS Math and SBAC Assessments: Assessing the Common Core, Grades 9-12
Training delivered to Grade 9-12 math teachers in Northshore School District, Bothell, WA, 28 January 2014.
P2004079admin wei1
The student's answer is correct.
Hint: The student's answer is incorrect, but the grader can provide a helpful hint to guide the student to the correct
answer.
Error: The student's answer is incorrect and the grader cannot provide a meaningful hint.
The grader provides immediate feedback to the student in the form of the classification (Assistant, Hint or Error)
and, if applicable, a customized hint. The student can then rework the problem and resubmit answers.
The grader also records the student's answers, the feedback provided, and the time required to solve the problem.
This information is stored in a database for later analysis and reporting.
When the student has
CCSS Math and SBAC Assessments: Assessing the Common Core, Grades 7-8
Training delivered to Grade 7-8 math teachers in Northshore School District, Bothell, WA, 28 January 2014.
CAASPP 2014
Join us for a timely and necessary workshop to prepare teachers for for upcoming CAASPP.
Teachers will walk away with:
A slew of resources to reference beyond the workshop time itself
Experience practicing with the performance tasks (as your students will be doing)
Management tips for the performance tasks
An understanding of what is necessary to prepare for and manage testing in the classroom
Connections made through collaborative conversations about the skills needed for you and your students to walk into the CAASPP prepared
Basic Concepts Of Numerical Analysis For Engineering - Edukite
This document describes an online course on basic concepts of numerical analysis for engineering. The course is offered for free through Edukite and introduces students to techniques for numerically solving engineering problems. Topics covered include solving systems of linear equations, roots of equations, differentiation, and integration. To complete the course, students must answer five written assignment questions. Upon completing all assignments, students have the option to pay for an official certificate. The course has been taken by over 600 students and has received positive reviews.
E2E220.pdf
This document provides an outline for a course on SAP Test Management Overview. It includes 7 units that cover topics such as the big picture of test management with SAP Solution Manager, test environments, test management, business process change analysis, test automation, test environments and test data migration, and test management in focused build. Each unit includes multiple lessons with learning objectives. It also provides information on copyrights, trademarks, and disclaimers related to SAP course content.
PID3687979
This document presents a novel methodology for collecting robust assessment data on ABET student learning outcomes and course learning outcomes in shorter time frames. The methodology utilizes EvalTools® software to design unique assessments with high relative coverage (70% or more) of specific performance indicators related to outcomes. Existing assessments are split into questions or sections to obtain high coverage of single indicators. Weighting factors can be applied to assessments. Student performance data is aggregated and categorized as Excellent, Adequate, Minimal or Unsatisfactory to calculate weighted averages for indicators, outcomes, and programs. Continuous improvement is enabled through comprehensive evaluation and closing of action item loops at the course and program level.
A Guide to Curriculum and Accreditation Mapping Using Examsoft Categories and...
Presented by Mary-Margaret Finney, Alisha Johnson
Vertical- Nursing
A public university nursing program was searching for a method of tracking student outcomes across multiple levels from exam questions through national accreditation standards. The program chose ExamSoft as the vendor to provide secured testing and assist in categorizing and documenting compliance with standards. The Categories feature offers users the ability to close the loop on accreditation standards and outcome documentation. During the implementation process, several solutions were identified while some challenges remain. The purpose of this presentation is to discuss the faculty development team’s experience with creating, tagging and verifying outcomes and accreditation standards using the ExamSoft Categories feature. Additionally the process for using the Categories feature in ExamSoft to comply with standards across all levels of curriculum mapping will be demonstrated. The information in this presentation can be applied by any program seeking an efficient method of mapping the relationship between exam questions and accreditation.
At the end of the session, participants will be able to:
1) Design categories specific to individual program needs
2) Construct a plan to implement the use of categories in their programs
3) Demonstrate how to create category folders in exam-soft for unique accreditation standards and course outcomes.
4) Construct an exam blue print using the categories feature in exam-soft
MS 5
This document describes a web-based course outcome assessment tool (WebCOAT) that was developed to automate the course assessment process. The tool allows faculty to map assessment questions to course outcomes, enter assessment results, and view automated computations of course outcome evaluations. It also provides graphical displays and historical comparisons of assessment results. The tool was implemented using ASP.NET, Visual Studio 2010, and SQL Server 2008. Various user roles were created including admin, faculty, quality committee, head of department, and dean. The document outlines the functionality available to each user role and provides an example process flow for a demo of the tool.
Outline
This document provides information about the course ES 100: Introduction to Engineering Use of the Computer which introduces students to using MATLAB and Excel software. The course objectives are for students to be able to use computers to solve problems, plot data and equations, analyze data, and create graphical presentations, as well as learn how to use software without extensive instruction. Students will use MATLAB to perform computations, solve equations, create plots, and do calculus and programming. They will use Excel to enter and analyze data, find solutions, customize plots, and use conditional commands. Student performance will be evaluated through exams, homework, computer labs, attendance, and quizzes.
Math online orientation tri 3 2015
This document provides information for an online mathematics course including instructor details, websites used (Moodle and ALEKS), grading breakdown, and requirements. The majority of coursework will be done on ALEKS, which students can use to master topics through practice problems and tests. Mastery of topics on ALEKS will comprise 75% of the final grade, while weekly check-ins and a common assessment each make up smaller percentages. ALEKS grades will be converted to a 4.0 scale once a final exam is completed by the listed deadlines.
BSA105 syllabus
This document provides an overview of the BSA105: Business English course. The course aims to develop or review language skills for business purposes, covering topics like grammar, punctuation, spelling, and business correspondence. It is comprised of 8 sections that include assessments like exercises, assignments, and quizzes. Students must complete all assigned work to receive a letter grade based on the percentage of total points earned. Academic integrity and responsible communication are also emphasized.
BSA105 Syllabus
This document provides an overview of the BSA105: Business English course. The course aims to develop or review language skills for business purposes, covering topics like grammar, punctuation, spelling, and business correspondence. It is comprised of 8 sections that include assessments like exercises, assignments, and quizzes. Students must complete all assigned work to receive a letter grade based on the percentage of points earned. Academic integrity and withdrawal policies are also outlined. The course has no prerequisites but requires a computer and internet access to complete online work through the Blackboard platform.
NPTEL_TA Orientation_July 2022.pptx
1. NPTEL provides online courses through video lectures and assignments. Over the past few semesters, there have been errors in assignments configured on the online portal.
2. The document outlines responsibilities for teaching assistants, such as ensuring assignment solutions are error-free, being available for student questions, and checking the discussion forum regularly.
3. It provides guidance on authoring high-quality assignments and questions, using a range for numeric answers, and incorporating different question types like those that may appear on exams.
KooBits Maths Feature Highlights Philippines
ProblemSums by KooBits is an online mathematics learning portal for primary students in the Philippines. It provides over 65,000 challenging word problems aligned to the Philippine primary curriculum. Students can access video lessons, step-by-step solutions, and track their progress through individualized skill reports and leaderboards. The portal also enables teachers to assign and automatically grade homework.
Building Pre-algebra Skills through Project Based Learning
Khanh Bui
Associate for Curriculum Development
ConnectEd: The California Center for College and Career
Berkeley, CA
Pier Sun Ho
Senior Associate for Curriculum Development
ConnectEd: The California Center for College and Career
Berkeley, CA
This highly interactive session introduces participants to a set of engineering- and technology-related, project-based pre-algebra units. They are suitable for a summer school program, after-school supplementary instruction, or a middle-school pre-algebra class. Participants complete a modified activity that illustrates actual classroom instruction.
engg
1) The document discusses developing solutions to move aircraft trolleys over steps or ramps using human power only. It aims to improve efficiency of aircraft cabin operations.
2) The research objectives are to identify challenges of moving trolleys on non-flat floors, develop solutions to do so with minimal effort increase, create CAD models to analyze effort required, and verify solutions using a demonstrator.
3) The methodology includes literature review, problem definition, building a demonstrator, dynamic analysis using CAD models, developing new solutions, and optimizing the design based on comparing analytical and experimental results.
Math online orientation fall 2014
This document outlines the course requirements and online resources for an online mathematics class. Students will use the Moodle website for course announcements, assignments, and resources, and the ALEKS website for practice and tests. Seventy-five percent of the final grade is based on mastery of topics on ALEKS assessments, with the remaining twenty-five percent from weekly assignments and final exams on Moodle and in the district. Students must work five hours per week, complete a proctored midterm ALEKS test by October 31st, and final ALEKS and district exams by mid-January to pass the course.
1 Saint Leo University GBA 334 Applied Decision.docx
The film The Godfather explores the theme of revenge. When Michael Corleone's father Vito is attacked, Michael seeks revenge by killing the ones responsible. This act of vengeance draws Michael deeper into the family crime business. Throughout the film, Michael takes revenge on anyone who wrongs or betrays his family, solidifying his role as the new head of the crime family. Cinematography in The Godfather features unique shots and scenes that helped introduce new techniques to films.
Similar to 3 revision session for core 1 translations of graphs, simultaneous equations inequalities (20)
2 revision session for core 1 polynomials , factor and remainder theorem
2 revision session for core 1 polynomials , factor and remainder theorem
CCSS Math and SBAC Assessments: Assessing the Common Core, Grades 9-12
CCSS Math and SBAC Assessments: Assessing the Common Core, Grades 9-12
CCSS Math and SBAC Assessments: Assessing the Common Core, Grades 7-8
CCSS Math and SBAC Assessments: Assessing the Common Core, Grades 7-8
Basic Concepts Of Numerical Analysis For Engineering - Edukite
Basic Concepts Of Numerical Analysis For Engineering - Edukite
A Guide to Curriculum and Accreditation Mapping Using Examsoft Categories and...
A Guide to Curriculum and Accreditation Mapping Using Examsoft Categories and...
Building Pre-algebra Skills through Project Based Learning
Building Pre-algebra Skills through Project Based Learning
1 Saint Leo University GBA 334 Applied Decision.docx
1 Saint Leo University GBA 334 Applied Decision.docx
More from claire meadows-smith
Higher paper 3 topics
The document lists topics that could be assessed on the last of three papers, including: algebra, sequences, equations, graph transformations, functions, geometry concepts like area, volume, scale factors and shapes, trigonometry, vectors, and data/probability topics such as averages, graphs, and diagrams. Key mathematical areas covered are numbers, algebra, geometry, trigonometry, vectors, and statistics.
Foundation paper 3 topics
This document lists potential topics that could be assessed on the last foundation paper, including algebra, geometry, trigonometry, statistics, and probability concepts. Some examples are LCM and HCF, BIDMAS, exchange rates, coordinates and midpoints, volume and surface area, angles, arcs and sectors using trigonometry, speed-time graphs, averages, Venn diagrams, and two-way tables.
Persuasive techniques acronym
This document provides an acronym "A ripe forest" to help with persuasive writing techniques. It lists persuasive writing elements such as anecdotes, repetition, imperatives, pronouns, exaggeration, facts, opinions, rhetorical questions, emotive language, statistics, and triples. It notes you wouldn't use all of these but should choose the most appropriate for the task and remember purpose, audience, language, and layout.
Community school language structure
This document provides a list of structural elements that may be present in a writing sample, including changes in time, place, sentence structure, focus, setting, and order. It identifies patterns, dialogue, flashbacks, sentence length, introductions, climaxes, conclusions, contrasts, and other techniques that reveal how a text is organized and what occurs within it.
Community school revision
This document provides an outline for a GCSE revision session taking place in June 2017. The session includes 6 activities to help students understand exam topics and develop effective revision strategies. Students will analyze exam extracts, consolidate language skills, review persuasive writing techniques, choose individual writing activities, discuss exam strategies, and create a personal revision plan. Useful revision tips and websites are also provided to support students in their preparation for the upcoming GCSE exams.
Revision unit b1 c1p1 ocr gateway
1. The document provides revision notes and ideas for various science topics organized into different units including fitness and health, human health and diet, staying healthy, the nervous system, drugs, staying in balance, controlling plant growth, and variation and inheritance.
2. Each topic within the units outlines key information to revise and provides one or two revision ideas such as making flashcards, designing experiments or diagrams, producing posters or leaflets, or developing question and answer activities.
3. Some common themes across the topics include the human body systems, health and disease, genetics, plant science, chemicals and their reactions, and polymers. The information and revision suggestions are aimed at different grade levels from E to A.
May june-grade-booster-postcard
The document advertises "GradeBooster" classes that aim to improve exam grades through one-day or two-day master classes costing £180 and £300 respectively. The classes will take place at Kesgrave Community Centre on May 30th and 31st and in Bury St. Edmunds on June 1st and 2nd. Additional "Maths drop-in" sessions costing £20 per session or £30 for all three will be held on various Wednesdays and Mondays in May and June to provide extra math help for the GradeBooster classes.
Part 7 final countdown - questions
This document contains a series of 21 math questions with explanations and worked examples. The questions cover topics like time, distance, rate, money, graphs, conversions between units, straight line graphs, and coordinate geometry. For each question, the number of marks available is provided. This appears to be a practice exam or set of worksheet problems for a math course.
Part 7 final countdown - mark scheme and examiners report
The document provides examiners' reports and mark schemes for 21 math exam questions:
1) Question 1 involved subtracting times on a travel graph. Most students successfully subtracted the times, though some struggled with converting minutes to hours.
2) Questions 2-7 covered topics like travel graphs, percentages, sponsorship amounts, and staged charging structures. Most students answered parts of these questions correctly, though some made errors in calculations or failed to show their work.
3) Questions 8-21 covered a range of math topics from currency conversions to graphing lines. Many students struggled with interpreting scales accurately and converting between units consistently. Common errors included incorrect values, plotting points inaccurately, and failing to show steps in solutions
Part 6 final countdown - questions
This document contains 22 math questions with explanations and worked examples related to topics like pie charts, percentages, ratios, time, money, operations, geometry, and measurement. The questions range from 1 to 7 marks and cover skills such as interpreting data in tables and charts, calculating percentages, solving word problems involving rates and time, using scales on maps, and calculating bearings and distances on diagrams.
Part 6 final countdown - mark scheme and examiners report
This document contains examiners' reports on 22 math exam questions:
- Many students had difficulty drawing accurate pie charts and calculating percentages, angles, and sectors. Use of protractors was inconsistent.
- Bearings, scale drawings, and conversions between units also posed challenges. Accuracy was an issue.
- Multi-step word problems involving rates, proportions, or staged charging structures caused errors, as students struggled with understanding the concepts.
- Familiar topics like addition, subtraction, multiplication were generally answered correctly, but negatives signs and order of operations led to mistakes.
- Pythagoras' theorem, trigonometry including bearings were attempted, but understanding was sometimes lacking, leading to inaccurate responses.
Part 5 final countdown - questions
This document contains a 14 question math exam with questions covering various topics including trigonometry, algebra, geometry, and calculus. The exam has a total of 58 marks. Each question is broken down into parts and shows the working and/or final answers. Marking schemes are provided showing the number of marks allocated to each part.
Part 5 final countdown - mark scheme and examiners report
This document summarizes examiners' reports on questions from a math exam. Key points include:
- For question 2, many students found the correct length using Pythagoras' theorem but some made mistakes in algebra. Others started correctly with trigonometry but could not continue.
- Question 5 caused issues as some students subtracted rather than added when using Pythagoras' theorem, losing accuracy.
- Question 6 stumped many students who did not recognize it as a trigonometry problem. Few managed the full correct solution.
- Question 8 was generally answered poorly with many not understanding how to factorize or change the subject of a formula.
- Question 10 saw the preferred method of finding side lengths
Useful websites english
This document provides a list of useful websites for spelling, grammar, language devices, general writing practice, and revision techniques. Key resources include sites run by Aylsham High School, OCR, and Kent Schools that offer guides to spelling, punctuation, grammar, sentence starters, and vocabulary. YouTube channels like Mr. Bruff provide videos explaining AQA exam question structures. Other sites provide quizzes on ambitious vocabulary, as well as general writing packs and mind mapping tools to support creative revision practices.
Exam techniques english
Check the exam details and come prepared with the necessary equipment. Listen carefully to the instructions and time each question to move on if you exceed the allotted time. Read questions multiple times and highlight key words. Consider your reading approach and read the entire text. Plan for essay questions and stick to the outline while writing for the intended purpose and audience. Use techniques you've practiced and revision guides for advice.
Revision tips english
The document provides various revision tips for students preparing for exams. It recommends creating a revision plan and sticking to a schedule that increases revision time as exams approach. Students should start revising early instead of cramming last minute. Taking regular breaks is also suggested to avoid burnout. The tips include organizing notes by subject, using memory techniques like mnemonics and flashcards, getting tested by others, and practicing past essays and short plans under timed conditions.
Part 4 final countdown - questions
This document contains 18 math questions with varying levels of difficulty related to topics like Pythagoras' theorem, percentages, proportions, geometry, and financial calculations. The questions provide worked examples, diagrams, and multi-step word problems for students to practice solving. Scores are provided after each question indicating the total marks available for getting the problem correct.
Part 4 final countdown - mark scheme and examiners report
The examiner's report discusses common mistakes students made on several math exam questions involving Pythagoras' theorem and trigonometry. For questions about right triangles, many students doubled instead of squaring lengths, added lengths instead of squaring and adding them, or subtracted squares. On questions involving finding perimeters or diameters of shapes, some students incorrectly found areas instead. The report provides insight into where additional instruction is needed, such as understanding differences between areas and perimeters, and properly applying trigonometric functions and formulas.
More from claire meadows-smith (20)
Part 7 final countdown - mark scheme and examiners report
Part 7 final countdown - mark scheme and examiners report
Part 6 final countdown - mark scheme and examiners report
Part 6 final countdown - mark scheme and examiners report
Part 5 final countdown - mark scheme and examiners report
Part 5 final countdown - mark scheme and examiners report
Part 4 final countdown - mark scheme and examiners report
Part 4 final countdown - mark scheme and examiners report
Recently uploaded
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcLAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdclinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Recently uploaded (20)
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
3 revision session for core 1 translations of graphs, simultaneous equations inequalities
- 1. The Community Maths School structured revision programme for the Core 1 exam. The programme is based on the AQA AS exam but is generally suitable for most other exam boards. Each session will include hints, key points, links to the exam solutions webpage and practice questions. The revision sessions will be published on the following dates: Six revision sessions – 24th March 31st March 7th April 14th April 21st April 28th April Exam practice 5th May 12th May Core 1 19th May Core 1 day 14th April Bury St Edmunds Resources website Exam Solutions http://www.examsolutions.net/ Mathscard App www.mathscard.co.uk/mobile Core 1 REVISION SESSION 2 7th April Translations of Graphs , Simultaneous equations, Inequalities