3.4 Notes A
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The document provides instruction and examples for graphing related quantities qualitatively. It discusses using graphs to represent how a bouncing basketball or Curious George's skydiving experience might change over time. Students are asked to come up with stories about money growing or shrinking and graph them, including an important feature from the lesson. The homework assigned is to complete practice problems and a writing assignment.
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3.4 Notes B
The document provides instructions and examples for graphing related quantities qualitatively. It discusses using graphs to represent a bouncing basketball with varying speeds and prices of Nike shoes over time. Students are asked to identify independent and dependent variables, construct their own qualitative graphs representing scenarios, and interpret other qualitative graphs. The homework assignment is to complete practice problems and a writing assignment by a due date.
1. initial plans(2)
The document outlines initial plans for three different game concepts: a shooter game, role-playing game (RPG), and sandbox massively multiplayer online (MMO) game.
The shooter game would include selecting from various weapons and classes in a competitive multiplayer environment set in modern, past, or future time periods.
The RPG would involve leveling up a character through a unique storyline while encountering harder enemies, picking your story path, and obtaining unique armor and weapons depending on the group.
The sandbox MMO would center around people building cities and battling over land ownership, with resources dependent on the land owned and the ability to team up with friends to build together or pay others to fight for you.
Director auteur
Ridley Scott is considered an auteur director based on several factors. He dominates the filmmaking process and projects his personal style onto his films. Common themes across his movies include man vs man and the struggle for survival. Some of his most famous films that demonstrate his style are Alien, Blade Runner, and Gladiator. He is known for his use of lighting, music, and camera angles to enhance tension and realism. Scott also storyboards his films extensively before production.
Director - Auteur Updated
Ridley Scott is considered an auteur director according to the document. Some of the key aspects that define Scott's auteur style include his use of lighting and score to set tone, preference for shots of characters from the waist up, and telling stories that feature a hero battling a larger force. Scott also storyboards his films extensively before production. While he has been nominated for Best Director at the Oscars multiple times, he has never won the award individually, though one of his films, Gladiator, did win Best Picture.
Director - Auteur
Ridley Scott is considered an auteur director according to the document. He establishes a distinct visual style through techniques like lighting, storyboarding, and camerawork. His films often feature heroes battling overwhelming forces and explore themes of humanity. Examples given are Alien, Blade Runner, and Gladiator. Scott establishes personal themes and styles across his diverse body of work.
Performance Writing
1) The document provides several ways to start writing, such as by focusing on a setting and characters, a theme, an image, or a voice in your head.
2) It emphasizes that the most important thing is to just start writing without overthinking, as discovery happens through writing.
3) Good stories involve extraordinary people in extraordinary circumstances and explore things most people don't want to talk about, with elements of drama like characters, setting, conflict, dialogue, and plot.
ESL Movie Lesson
This lesson is for ESL classes at the university level. It is an awesome activity to get your students to act out a randomly generated scenario!
How To Draw The Book Cover for The Lightning Thief
The document provides step-by-step instructions for drawing the cover of the book "The Lightning Thief" by Rick Riordan. It begins by listing the necessary materials and providing guidance for confident artists. The 7 steps include drawing the title and Zeus' lightning bolt, shading the sky background, adding the Empire State Building, and the author's name. Later steps guide the reader in drawing the main character Percy holding his sword and battling in the water. The conclusion encourages readers to read the book to further appreciate the drawing and story.
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3.4 Notes B
The document provides instructions and examples for graphing related quantities qualitatively. It discusses using graphs to represent a bouncing basketball with varying speeds and prices of Nike shoes over time. Students are asked to identify independent and dependent variables, construct their own qualitative graphs representing scenarios, and interpret other qualitative graphs. The homework assignment is to complete practice problems and a writing assignment by a due date.
1. initial plans(2)
The document outlines initial plans for three different game concepts: a shooter game, role-playing game (RPG), and sandbox massively multiplayer online (MMO) game.
The shooter game would include selecting from various weapons and classes in a competitive multiplayer environment set in modern, past, or future time periods.
The RPG would involve leveling up a character through a unique storyline while encountering harder enemies, picking your story path, and obtaining unique armor and weapons depending on the group.
The sandbox MMO would center around people building cities and battling over land ownership, with resources dependent on the land owned and the ability to team up with friends to build together or pay others to fight for you.
Director auteur
Ridley Scott is considered an auteur director based on several factors. He dominates the filmmaking process and projects his personal style onto his films. Common themes across his movies include man vs man and the struggle for survival. Some of his most famous films that demonstrate his style are Alien, Blade Runner, and Gladiator. He is known for his use of lighting, music, and camera angles to enhance tension and realism. Scott also storyboards his films extensively before production.
Director - Auteur Updated
Ridley Scott is considered an auteur director according to the document. Some of the key aspects that define Scott's auteur style include his use of lighting and score to set tone, preference for shots of characters from the waist up, and telling stories that feature a hero battling a larger force. Scott also storyboards his films extensively before production. While he has been nominated for Best Director at the Oscars multiple times, he has never won the award individually, though one of his films, Gladiator, did win Best Picture.
Director - Auteur
Ridley Scott is considered an auteur director according to the document. He establishes a distinct visual style through techniques like lighting, storyboarding, and camerawork. His films often feature heroes battling overwhelming forces and explore themes of humanity. Examples given are Alien, Blade Runner, and Gladiator. Scott establishes personal themes and styles across his diverse body of work.
Performance Writing
1) The document provides several ways to start writing, such as by focusing on a setting and characters, a theme, an image, or a voice in your head.
2) It emphasizes that the most important thing is to just start writing without overthinking, as discovery happens through writing.
3) Good stories involve extraordinary people in extraordinary circumstances and explore things most people don't want to talk about, with elements of drama like characters, setting, conflict, dialogue, and plot.
ESL Movie Lesson
This lesson is for ESL classes at the university level. It is an awesome activity to get your students to act out a randomly generated scenario!
How To Draw The Book Cover for The Lightning Thief
The document provides step-by-step instructions for drawing the cover of the book "The Lightning Thief" by Rick Riordan. It begins by listing the necessary materials and providing guidance for confident artists. The 7 steps include drawing the title and Zeus' lightning bolt, shading the sky background, adding the Empire State Building, and the author's name. Later steps guide the reader in drawing the main character Percy holding his sword and battling in the water. The conclusion encourages readers to read the book to further appreciate the drawing and story.
4 7 Notes A
Day 2 Opener:
- Review problem solving linear equations from the previous day
- Introduce different forms of writing linear equations: point-slope form, slope-intercept form, standard form
- Students work with a partner to practice identifying properties of lines from their equations
Section 4.7 Jiffy Graphs:
- Explain how to quickly write an equation of a line given certain information using the different forms
- Demonstrate graphing lines using point-slope and slope-intercept form by plotting points
- Ask students to consider how to graph a line in standard form for the exit slip
2.3 notes b
This document contains instructions for students to complete various math exercises on their TI-Nspire calculators. It asks students to match expressions to steps, write an expression for the area of a rectangle, simplify an algebraic expression, evaluate expressions for different variable values, and complete an activity on their calculators worth daily work points. Students are told to work with partners but can ask other group members for help if needed and to raise their hand once finished.
7 3 Zero Product Property A
1. The document presents problems involving solving equations for x and factoring expressions to find values of x that make the expression equal to zero. It discusses using the zero product property (ZPP), where the product of two numbers is zero if one or both numbers is zero. Students are asked to factor expressions using the greatest common factor (GCF) and using factoring, then apply ZPP to find solutions for x. Graphing an expression is used to visualize where it crosses the x-axis, relating to solutions found earlier.
2. Students are asked to factor equations using GCF or factoring techniques, then apply ZPP to find the solutions to each equation.
3. The document provides practice with
2.2 2.3 notes a
The document describes a numeric pattern where each row contains consecutive odd integers centered around 1. It asks students to conjecture the pattern and sum of terms in each row. It also provides homework questions on conditional statements, deductive reasoning, and analyzing the truth value of related conditional statements.
2.3 Homework Answers
The document provides answers to homework problems related to geometry concepts like inductive reasoning, conditional statements, congruence, and proofs. It includes the answers to problems about complementary angles, eligibility criteria, conditional statements, properties of equality, and definitions used in proofs. The final pages discuss proof strategies, using statements and reasons, and provide examples of setting up geometry proofs.
4 12 Notes B
The document provides a quick review for a quiz on writing equations of lines. It includes 4 problems: writing the equation of a line with a given slope and point, through two given points, a horizontal line through a given point, and a vertical line through a given point. It then transitions to discussing solving systems of equations using the elimination method, providing 3 examples of solving systems by eliminating a variable through adding or subtracting the equations.
3.10 3.11 Notes A
This document provides homework questions on solving equations and graphing equations. It includes:
1) Solving equations with one variable like 3x + 2 = 5x + 3 and determining the number of solutions.
2) Solving a two variable equation 2x + 3y = 12 and finding points that satisfy the equation.
3) Graphing equations like y = x^2 - 3x + 2 on a graphing calculator and determining features of the graph like where it crosses the x-axis.
4) Applying a transformation like (x,y) -> (x + 5, y) to the points on a graph.
5) Identifying points that do or do not
Alg2.4 A Notes
The document provides examples and explanations of key concepts related to rates, expressions, and order of operations in mathematics:
1) It gives an example of calculating rate using the equation r = d/t, showing how to find the rate of a person running 100 meters in 40 seconds.
2) It lists two "number tricks" involving multiple steps of operations on a chosen number, but notes that only one trick allows determining the original number.
3) It discusses combining like terms in expressions and the rules of arithmetic for expressions.
4) Finally, it reviews the proper order of operations to simplify expressions.
5 3 5 3 Notes B
The document provides instructions for students to complete an opener assignment. It instructs students to draw two identical acute triangles, each filling half of the provided box. Students are then asked to sketch the perpendicular bisector of each side and the angle bisector of each angle of the triangles. The document asks students to notice anything interesting about their drawings. It then provides a radicals worksheet for students to check over and mark any incorrect problems on.
8 2 Notes A
1. The geometric mean between 2 and 10 is 5.
2. A right triangle problem is presented with missing side lengths for QS, QT, and RT given side lengths of 8, 32, and an unknown side R.
3. A homework problem asks to write trigonometric ratios as fractions and decimals and use special right triangles to write ratios in terms of degrees. It also asks which ratio would be used to find missing side lengths in sample right triangles.
4.3 4.4 Notes B
This document contains a homework assignment on rates of change and graphs involving distance and time. It includes questions about finding the average speed between points on a distance-time graph, identifying which graph represents steady movement versus speeding up or slowing down, examples of other rate of change problems, and determining if three points are collinear based on their coordinates and slopes. The document provides context, definitions, and problems for students to practice skills relating to rates of change and interpreting distance-time and speed-time graphs.
10.5 notes a
This document discusses how to calculate the lateral area and surface area of pyramids and cones. It provides the formulas for lateral area of a pyramid and cone and surface area of a pyramid and cone. It then gives examples of applying the formulas to find the lateral and surface areas of specific pyramids and cones where the dimensions are provided.
Chpt 3 Rev Notes A
The document contains information about triathlon-style teams competition with three legs:
1. The first two legs have 15 possible points each but are graded out of 12, with extra credit for speed and accuracy.
2. The third leg is a 25-minute group mini quiz.
3. Teams and team members are listed, and homework assignments are given.
5.1 Notes B
The document provides instructions for students to complete an opener worksheet. It notes that the teacher will check that students have started working when the bell rings and that students won't receive opener points for the day if they haven't started. It also wishes students a happy new semester.
1.5 1.6 notes b
1. The document provides instructions for a quiz and homework assignments on geometry chapters 1.5 and 1.6.
2. It includes examples of using the midpoint formula to find the midpoint of a segment and using given midpoints and endpoints to find missing endpoints.
3. There are also examples of using the Pythagorean theorem and distance formula to find the length of a segment between two points.
8.7 notes
The document discusses a 4 step process but provides no details on the actual steps or content of the process. It references numbered sections but provides no information within those sections. Overall, the document does not contain any substantive information that could be summarized due to the lack of details provided within the numbered sections.
Unit 1 test 2.9 notes b
1) The document provides 4 math word problems and equations to solve using techniques like backtracking and defining variables.
2) It asks the reader to simplify the expression 2(x+6) - 4(3x - 1) and evaluate it for x = -2.
3) Another problem defines a variable to represent the number of giraffes at Brookfield Zoo and writes an expression relating it to the number of giraffes at Lincoln Park Zoo.
Unit 1 test 2.9 notes a
1) The document provides 4 math word problems and equations to solve using techniques like backtracking and defining variables.
2) It asks the reader to simplify the expression 2(x+6) - 4(3x - 1) and evaluate it for x = -2.
3) Another problem defines a variable to represent the number of giraffes at Brookfield Zoo and writes an expression relating it to the number of giraffes at Lincoln Park Zoo.
1.6 1.7 notes b
This document provides examples and explanations of the midpoint and distance formulas, as well as transformations in the coordinate plane. It includes 4 examples of using the midpoint and distance formulas to find midpoints and lengths of segments. It also defines different types of transformations, such as translations, reflections, and rotations. Students are given homework problems applying these concepts, and examples of identifying transformations and describing them with arrow notation.
2.8 notes a
1. The document discusses solving equations by backtracking. It begins by defining an equation and identifying true and false equations. It then discusses the concept of solutions - the values that make the equation true.
2. Examples are provided to illustrate finding solutions to equations by reversing the steps of number tricks. Backtracking involves working backwards through the operations to determine the starting value.
3. Readers are instructed to solve sample equations by listing the number trick steps and then reversing the steps through backtracking to find the solution values.
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4 7 Notes A
Day 2 Opener:
- Review problem solving linear equations from the previous day
- Introduce different forms of writing linear equations: point-slope form, slope-intercept form, standard form
- Students work with a partner to practice identifying properties of lines from their equations
Section 4.7 Jiffy Graphs:
- Explain how to quickly write an equation of a line given certain information using the different forms
- Demonstrate graphing lines using point-slope and slope-intercept form by plotting points
- Ask students to consider how to graph a line in standard form for the exit slip
2.3 notes b
This document contains instructions for students to complete various math exercises on their TI-Nspire calculators. It asks students to match expressions to steps, write an expression for the area of a rectangle, simplify an algebraic expression, evaluate expressions for different variable values, and complete an activity on their calculators worth daily work points. Students are told to work with partners but can ask other group members for help if needed and to raise their hand once finished.
7 3 Zero Product Property A
1. The document presents problems involving solving equations for x and factoring expressions to find values of x that make the expression equal to zero. It discusses using the zero product property (ZPP), where the product of two numbers is zero if one or both numbers is zero. Students are asked to factor expressions using the greatest common factor (GCF) and using factoring, then apply ZPP to find solutions for x. Graphing an expression is used to visualize where it crosses the x-axis, relating to solutions found earlier.
2. Students are asked to factor equations using GCF or factoring techniques, then apply ZPP to find the solutions to each equation.
3. The document provides practice with
2.2 2.3 notes a
The document describes a numeric pattern where each row contains consecutive odd integers centered around 1. It asks students to conjecture the pattern and sum of terms in each row. It also provides homework questions on conditional statements, deductive reasoning, and analyzing the truth value of related conditional statements.
2.3 Homework Answers
The document provides answers to homework problems related to geometry concepts like inductive reasoning, conditional statements, congruence, and proofs. It includes the answers to problems about complementary angles, eligibility criteria, conditional statements, properties of equality, and definitions used in proofs. The final pages discuss proof strategies, using statements and reasons, and provide examples of setting up geometry proofs.
4 12 Notes B
The document provides a quick review for a quiz on writing equations of lines. It includes 4 problems: writing the equation of a line with a given slope and point, through two given points, a horizontal line through a given point, and a vertical line through a given point. It then transitions to discussing solving systems of equations using the elimination method, providing 3 examples of solving systems by eliminating a variable through adding or subtracting the equations.
3.10 3.11 Notes A
This document provides homework questions on solving equations and graphing equations. It includes:
1) Solving equations with one variable like 3x + 2 = 5x + 3 and determining the number of solutions.
2) Solving a two variable equation 2x + 3y = 12 and finding points that satisfy the equation.
3) Graphing equations like y = x^2 - 3x + 2 on a graphing calculator and determining features of the graph like where it crosses the x-axis.
4) Applying a transformation like (x,y) -> (x + 5, y) to the points on a graph.
5) Identifying points that do or do not
Alg2.4 A Notes
The document provides examples and explanations of key concepts related to rates, expressions, and order of operations in mathematics:
1) It gives an example of calculating rate using the equation r = d/t, showing how to find the rate of a person running 100 meters in 40 seconds.
2) It lists two "number tricks" involving multiple steps of operations on a chosen number, but notes that only one trick allows determining the original number.
3) It discusses combining like terms in expressions and the rules of arithmetic for expressions.
4) Finally, it reviews the proper order of operations to simplify expressions.
5 3 5 3 Notes B
The document provides instructions for students to complete an opener assignment. It instructs students to draw two identical acute triangles, each filling half of the provided box. Students are then asked to sketch the perpendicular bisector of each side and the angle bisector of each angle of the triangles. The document asks students to notice anything interesting about their drawings. It then provides a radicals worksheet for students to check over and mark any incorrect problems on.
8 2 Notes A
1. The geometric mean between 2 and 10 is 5.
2. A right triangle problem is presented with missing side lengths for QS, QT, and RT given side lengths of 8, 32, and an unknown side R.
3. A homework problem asks to write trigonometric ratios as fractions and decimals and use special right triangles to write ratios in terms of degrees. It also asks which ratio would be used to find missing side lengths in sample right triangles.
4.3 4.4 Notes B
This document contains a homework assignment on rates of change and graphs involving distance and time. It includes questions about finding the average speed between points on a distance-time graph, identifying which graph represents steady movement versus speeding up or slowing down, examples of other rate of change problems, and determining if three points are collinear based on their coordinates and slopes. The document provides context, definitions, and problems for students to practice skills relating to rates of change and interpreting distance-time and speed-time graphs.
10.5 notes a
This document discusses how to calculate the lateral area and surface area of pyramids and cones. It provides the formulas for lateral area of a pyramid and cone and surface area of a pyramid and cone. It then gives examples of applying the formulas to find the lateral and surface areas of specific pyramids and cones where the dimensions are provided.
Chpt 3 Rev Notes A
The document contains information about triathlon-style teams competition with three legs:
1. The first two legs have 15 possible points each but are graded out of 12, with extra credit for speed and accuracy.
2. The third leg is a 25-minute group mini quiz.
3. Teams and team members are listed, and homework assignments are given.
5.1 Notes B
The document provides instructions for students to complete an opener worksheet. It notes that the teacher will check that students have started working when the bell rings and that students won't receive opener points for the day if they haven't started. It also wishes students a happy new semester.
1.5 1.6 notes b
1. The document provides instructions for a quiz and homework assignments on geometry chapters 1.5 and 1.6.
2. It includes examples of using the midpoint formula to find the midpoint of a segment and using given midpoints and endpoints to find missing endpoints.
3. There are also examples of using the Pythagorean theorem and distance formula to find the length of a segment between two points.
8.7 notes
The document discusses a 4 step process but provides no details on the actual steps or content of the process. It references numbered sections but provides no information within those sections. Overall, the document does not contain any substantive information that could be summarized due to the lack of details provided within the numbered sections.
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Unit 1 test 2.9 notes b
1) The document provides 4 math word problems and equations to solve using techniques like backtracking and defining variables.
2) It asks the reader to simplify the expression 2(x+6) - 4(3x - 1) and evaluate it for x = -2.
3) Another problem defines a variable to represent the number of giraffes at Brookfield Zoo and writes an expression relating it to the number of giraffes at Lincoln Park Zoo.
Unit 1 test 2.9 notes a
1) The document provides 4 math word problems and equations to solve using techniques like backtracking and defining variables.
2) It asks the reader to simplify the expression 2(x+6) - 4(3x - 1) and evaluate it for x = -2.
3) Another problem defines a variable to represent the number of giraffes at Brookfield Zoo and writes an expression relating it to the number of giraffes at Lincoln Park Zoo.
1.6 1.7 notes b
This document provides examples and explanations of the midpoint and distance formulas, as well as transformations in the coordinate plane. It includes 4 examples of using the midpoint and distance formulas to find midpoints and lengths of segments. It also defines different types of transformations, such as translations, reflections, and rotations. Students are given homework problems applying these concepts, and examples of identifying transformations and describing them with arrow notation.
2.8 notes a
1. The document discusses solving equations by backtracking. It begins by defining an equation and identifying true and false equations. It then discusses the concept of solutions - the values that make the equation true.
2. Examples are provided to illustrate finding solutions to equations by reversing the steps of number tricks. Backtracking involves working backwards through the operations to determine the starting value.
3. Readers are instructed to solve sample equations by listing the number trick steps and then reversing the steps through backtracking to find the solution values.
Chapter 1 rev notes (a)
This document provides homework questions and a review packet for a chapter. It lists 7 numbered sections that appear to be questions or tasks related to reviewing material from the first chapter. The document aims to help students review and reinforce their understanding of the concepts covered in the initial chapter through completing the homework and review activities.
1.6 1.7 notes b
This document provides examples and explanations of the midpoint and distance formulas, as well as transformations in the coordinate plane. It includes 4 examples of using the midpoint and distance formulas to find midpoints and lengths of segments. It also defines different types of transformations, such as translations, reflections, and rotations. Students are given homework problems applying these concepts, and examples of identifying transformations and describing them with arrow notation.
1.6 1.7 notes a
This document provides examples and explanations of the midpoint and distance formulas, as well as transformations in the coordinate plane. It includes 4 examples of using the midpoint and distance formulas to find midpoints and lengths of line segments. It also discusses the different types of transformations (translations, reflections, rotations, and dilations) and provides examples of identifying each type using arrow notation. The homework assignments are to complete practice problems from sections 1.6 and 1.7 in the textbook, as listed.
1.6 1.7 notes a
This document provides examples and explanations of the midpoint and distance formulas, as well as transformations in the coordinate plane. It includes 4 examples of using the midpoint and distance formulas to find midpoints and lengths of line segments. It also discusses the different types of transformations - translations, reflections, rotations, and dilations - and provides examples of identifying each type of transformation using arrow notation. The homework assignments are to complete practice problems from sections 1.6 and 1.7 in the textbook, as listed.
1.5 1.6 notes b
1. The document provides instructions for a quiz and homework assignments on geometry chapters 1.5 and 1.6.
2. Students are asked to work on their vocabulary packet silently after finishing the quiz. Then the class will review geometry formulas.
3. The homework assignments are to complete problems on page 38 from section 1.5 and page 47 from section 1.6 in the textbook. These cover midpoints, distances, and the midpoint and distance formulas.
1.5 1.6 notes b
1. The document provides instructions for a quiz and homework assignments on geometry chapters 1.5 and 1.6.
2. Students are asked to work on their vocabulary packet silently after finishing the quiz. Then the class will review geometry formulas.
3. The homework assignments are to complete problems on page 38 from section 1.5 and page 47 from section 1.6 in the textbook. These cover midpoints, distances, and the midpoint and distance formulas.
1.5 1.6 notes a
1. The document provides instructions for a quiz and homework assignments on geometry chapters 1.5 and 1.6. Students are asked to work on vocabulary and postulates after the quiz.
2. Examples are given for finding midpoints and distances between points on a coordinate plane using formulas like the midpoint formula, Pythagorean theorem, and distance formula.
3. Homework assignments include problems from the textbook on the topics of formulas in geometry, midpoints, and distance.
2.6 2.7 notes a
1. The document provides instructions and tasks for students to complete mathematical expressions, homework questions, and a lesson on reversible and non-reversible operations.
2. Students are asked to simplify expressions, complete homework problems, and determine whether example operations are reversible by considering if the starting number can be determined.
3. The document demonstrates how to "backtrack" through a multi-step operation to find the original starting number using reversible operations.
2.5 notes b
This document contains notes and instructions for a math lesson that includes:
1) Solving expressions and evaluating them for given values.
2) Completing an in-class activity with partners to review basic arithmetic rules.
3) Practicing the basic rules of arithmetic through examples of simplifying expressions using properties like commutative, associative, and distributive properties.
2.4 notes b
1. Students were asked to put math problems on the board from previous homework. The document then provides examples of expressions and teaches how to simplify them using order of operations and properties like the distributive property. Students are asked to simplify sample expressions involving variables.
2. The document reviews that expressions need to have "like terms" to be simplified, such as terms with the same variables. Students practice simplifying expressions with multiple variables and terms by combining like terms.
3. To conclude, students are instructed to write their name and ID number on raffle tickets and provide just the simplified answer, practicing the skills of defining a variable, writing an expression, simplifying it, and evaluating it.
2.2 notes a
1. When entering class each day, students should say hi, have their homework out, write any questions on the board, and start the opener problem.
2. The document then provides examples of algebra problems involving variables to represent unknown quantities and expressions combining variables, operators, and constants.
3. Students are instructed to complete a set of practice problems from page 94 in their workbook and have their work checked by the teacher.
8.7 notes b
This document contains notes from multiple sections on solving systems of equations by graphing. It includes questions on graphing systems like y = 3x - 4 and y = -2x + 5. It also asks how to solve an absolute value equation like |x+4| = x^2 - 3 and discusses the pros and cons of the graphing method, listing advantages and disadvantages. Finally, it addresses solving an equation like x^3 + 5x = 7x^2 - 5 by graphing and reflects on graphing techniques from prior lessons.
8.7 notes b
This document contains notes from multiple sections on solving systems of equations by graphing. It includes questions about graphing systems like y = 3x - 4 and y = -2x + 5. It also asks how to solve an absolute value equation like |x+4| = x^2 - 3 and discusses the pros and cons of the graphing method, listing advantages and disadvantages.
8.7 notes
The document discusses a 4 step process but provides no details on the actual steps or content of the process. It references numbered sections but provides no information within those sections. Overall, the document does not contain any substantive information that could be summarized due to the lack of details provided within the numbered sections.
8.7 d2 a
This document contains notes from multiple sections on solving systems of equations by graphing. It includes questions on graphing systems like y = 3x - 4 and y = -2x + 5. It also asks how to solve an absolute value equation like |x+4| = x^2 - 3 and discusses the pros and cons of the graphing method, listing advantages and disadvantages.
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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
ここ3000字までしか入らないけどタイトルの方がたくさん文字入ると思います。
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Prompting language models is hard, while programming language models is easy. In this talk, I will discuss the state-of-the-art framework DSPy for programming foundation models with its powerful optimizers and runtime constraint system.
Artificial Intelligence for XMLDevelopment
In the rapidly evolving landscape of technologies, XML continues to play a vital role in structuring, storing, and transporting data across diverse systems. The recent advancements in artificial intelligence (AI) present new methodologies for enhancing XML development workflows, introducing efficiency, automation, and intelligent capabilities. This presentation will outline the scope and perspective of utilizing AI in XML development. The potential benefits and the possible pitfalls will be highlighted, providing a balanced view of the subject.
We will explore the capabilities of AI in understanding XML markup languages and autonomously creating structured XML content. Additionally, we will examine the capacity of AI to enrich plain text with appropriate XML markup. Practical examples and methodological guidelines will be provided to elucidate how AI can be effectively prompted to interpret and generate accurate XML markup.
Further emphasis will be placed on the role of AI in developing XSLT, or schemas such as XSD and Schematron. We will address the techniques and strategies adopted to create prompts for generating code, explaining code, or refactoring the code, and the results achieved.
The discussion will extend to how AI can be used to transform XML content. In particular, the focus will be on the use of AI XPath extension functions in XSLT, Schematron, Schematron Quick Fixes, or for XML content refactoring.
The presentation aims to deliver a comprehensive overview of AI usage in XML development, providing attendees with the necessary knowledge to make informed decisions. Whether you’re at the early stages of adopting AI or considering integrating it in advanced XML development, this presentation will cover all levels of expertise.
By highlighting the potential advantages and challenges of integrating AI with XML development tools and languages, the presentation seeks to inspire thoughtful conversation around the future of XML development. We’ll not only delve into the technical aspects of AI-powered XML development but also discuss practical implications and possible future directions.
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I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
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I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
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What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
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What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
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Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
“Building and Scaling AI Applications with the Nx AI Manager,” a Presentation...
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For the full video of this presentation, please visit: https://www.edge-ai-vision.com/2024/06/building-and-scaling-ai-applications-with-the-nx-ai-manager-a-presentation-from-network-optix/
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In this presentation, van Emden covers the basics of scaling edge AI solutions using the Nx tool kit. He emphasizes the process of developing AI models and deploying them globally. He also showcases the conversion of AI models and the creation of effective edge AI pipelines, with a focus on pre-processing, model conversion, selecting the appropriate inference engine for the target hardware and post-processing.
van Emden shows how Nx can simplify the developer’s life and facilitate a rapid transition from concept to production-ready applications.He provides valuable insights into developing scalable and efficient edge AI solutions, with a strong focus on practical implementation.Cosa hanno in comune un mattoncino Lego e la backdoor XZ?
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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みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
みなさんこんにちはこれ何文字まで入るの？40文字以下不可とか本当に意味わからないけどこれ限界文字数書いてないからマジでやばい文字数いけるんじゃないの？えこ...
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3.4 Notes A
- 1. Homework Questions: 1
- 2. December 3rd & 4th: 3.4 Graphing Related Quantaties Launch: How might you draw a graph to represent a bouncing basketball? What if you were bouncing it very fast? How about if you were bouncing it very slowly? Let's try it out... 2
- 3. Independent and Dependent Varibles: Dependent Variable Independent Variable Discuss this example with your The retail price of Nike shoes has steadily increased partner. Which since 1980. The mean price of Nike shoes is variable is which? described in the graph below. Determine a variable What might each to represent the mean price of Nike shoes, and axis represent? Be determine another variable to represent the number prepared to share of years since 1980. Which variable goes on which your ideas in 3 axis? minutes. Why does the graph not start at the origin? How might the graph be different finish if Nike begins to go out of business? 3
- 4. Constructing a Qualitative Graph: The Trickster Squirrel 1.) You throw a ball up. The squirrel catches it, holds it for a count of three, then drops it onto your head. 2.) You throw the ball up. The squirrel catches it, holds it for a moment, then rolls the ball back down along a long, trailing branch to the ground. The Almost Too Curious George One day Curious George decided to go sky‐diving. After a quick assent and then cruising at a constant altitude George took a leap from the plane. While his initial drop was scary, George's parachute opened, and he began a nice leisurely descent. All of a sudden, George's parachute failed, and he began to plummet to the Earth. Thankfully, the man with the yellow hat was there to save Curious George as always. Looks like Curious George might have almost been a little too curious. 4
- 6. 6
- 7. Exit Slip: Make up your own story about a sum of money that grows and shrinks over time. Then create a Complete the corresponding qualitative graph that features one following on a important feature that you would like to remember about this lesson. half-sheet of paper. Turn it in before you leave. 7
- 8. Homework : Pg. 214 # 4‐ 9 & Writing Assignment (NOW due 12/11) 8
- 9. 9