X std mathematics - Relations and functions (Ex 1.4), Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, composition of function, definition of function, composition of three functions, identifying the graphs of linear, quadratic, cubic and reciprocal functions, linear function, modules or absolute valued function, quadratic function, cubic function, reciprocal function, constant function
everyday drill :)
one way to improve the mastery of the students is to have a 5 - minute drill before the lesson starts. "make it a habit"
#practicePamore
X std mathematics - Relations and functions (Ex 1.4), Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, composition of function, definition of function, composition of three functions, identifying the graphs of linear, quadratic, cubic and reciprocal functions, linear function, modules or absolute valued function, quadratic function, cubic function, reciprocal function, constant function
everyday drill :)
one way to improve the mastery of the students is to have a 5 - minute drill before the lesson starts. "make it a habit"
#practicePamore
Pedagogy of Mathematics (Part II) - Algebra, Algebra, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, solving by elimination method
anyone who need my power point presentation, manual and detailed lesson plan for Algebra for Grade 7. you can purchase it. just text me at 09192920646 or email me at alexmrrn@yahoo.com
Pedagogy of Mathematics (Part II) - Algebra, Algebra, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, solving by elimination method
anyone who need my power point presentation, manual and detailed lesson plan for Algebra for Grade 7. you can purchase it. just text me at 09192920646 or email me at alexmrrn@yahoo.com
2h. pedagogy of mathematics part ii (numbers and sequence - ex 2.8), Numbers and sequence, sum to n terms of a GP, sum to infinite terms of a GP, X std samcheer kalvi, Mathematics, Pedagogy of mathematics,
pedagogy of mathematics part ii (numbers and sequence - ex 2.7), numbers and sequences, Std X samacheer Kalvi, Geometric progression, definition of geometric progression, general form of geometric progression, general term of geometric progression,
Pedagogy of Mathematics - Part II (Numbers and Sequence - Ex 2.6), Numbers and Sequence, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, series, Sum to n terms of an A.P.,
Pedagogy of Mathematics - Part II (Numbers and Sequence - Ex 2.5, Numbers and Sequence, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, Arithmetic progression, definition of arithmetic progression, terms and common difference of an A.P., In an Arithmetic progression, conditions for three numbers to be in A.P.,
Pedagogy of Mathematics - Part II (Numbers and Sequence - Ex 2.4), Numbers and Sequence, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, sequences, definitions of sequences, sequence as a function,
Pedagogy of Mathematics - Part II (Numbers and Sequence - Ex 2.3), Numbers and Sequence, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, Modular arithmetic, congruence module, connecting euclid's lemma and modular arithmetic, Module operations,
Pedagogy of Mathematics - Part II (Numbers and Sequence - Ex 2.2), Numbers and Sequence, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, Fundamental Theorem of Arithmetic, Significance of fundamental theorem of arithmetic,
Pedagogy of Mathematics - Part II (Numbers and Sequence - Ex 2.1), Numbers and Sequence, Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, Euclid's Division Lemma, Euclid's Division algorithm,
HTML tables, table tag, element of a HTML table, attribute of table tag, more tags on table, attributes of <td> tag, example for table tag, adding pictures to table,
Teaching models, concept attainment model, four phases of this model, social system, Principles of reactions, support system, application, Inquiry training model, 3 phases, social system, support system, classroom application
HTML link tag, creating links in html, non text anchors, link attribute, alink attribute, vlink attribute, example for links, vitamins.html, proteins.html,
HTML tags, Tags, Empty tag, Container tag, Attributes, Structure of HTML document, Head section, body section, comment tags, Font tag, attribute of font tag, More tags on formatting, heading tags, paragraph tag, the paragraph attribute 'align', line break, horizontal tag, line break, background tag, text attribute, Marquee tag,
HTML (Hyper Text Markup Language), Introduction to HTML, Tools required for HTML document. starting a HTML Document, To view the created HTML document, Modifying HTML code
X std mathematics - Relations and functions (Ex 1.4), Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, representation of functions, set or ordered pair, table form, arrow diagram, graph, vertical line test, types of function, one -one function, many- one function, onto function, surjection, into function, horizontal line test, special cases of function,
X std mathematics - Relations and functions (Ex 1.3), Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, functions, definition of functions, representation by arrow diagram,
X std mathematics - Relations and functions (Ex 1.2), Maths, IX std Maths, Samacheerkalvi maths, II year B.Ed., Pedagogy, Mathematics, relations, definition of relations, null relation
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
3a. Pedagogy of Mathematics (Part II) - Algebra (Ex 3.1)
1. PEDAGOGY OF
MATHEMATICS – PART II
By
Dr. I. Uma Maheswari
Principal
Peniel Rural College of Education,Vemparali, Dindigul District
iuma_maheswari@yahoo.co.in
35. Given Expression Is it a
polynomial?
Reason
(i) (1 / x
2
) + 3x – 4 = x
-2
+ 3x – 4 No Negative integral power
(ii) x
2
(x – 1) Yes Positive integral power
(iii) (1 / x) (x + 5) = x
-1
* (x + 5)
= x
-1+1
* 5x
-1
= x
0
+ 5x
-1
No One of the integral powers is
negative.
(iv) (1 / x
-2
) + ( 1 / x
-1
) + 7 = x
2
+ x + 7 Yes Positive integral power
(v) √5 x
2
+ √3 x + √2 Yes Positive integral power
(vi) m
2
– ∛m + 7m – 10
= m
2
– m
1/3
+ 7m – 10
No One of the powers is fractional.
Solution:
36.
37. Given Expression Coefficient of x
2
Coefficient of x
(i) 4 + (2 / 5)x
2
– 3x 2 / 5 -3
(ii) 6 – 2x
2
+ 3x
3
– √7 x -2 – √7
(iii) πx
2
– x + 2 π -1
(iv) √3 x
2
+ √2x + 0.5 √3 √2
(v) x
2
– (7 / 2)x + 8 1 – (7 / 2)
Solution:
38.
39. Given Expression Degree of the polynomial
(i) 1 – √2y
2
+ y
7
7
(ii) (x
3
– x
4
+ 6x
6
) / x
2
4
(iii) x
3
(x
2
+ x) 5
(iv) 3x
4
+ 9x
2
+ 27x
6
6
(v) 2√5p
4
– (8p
3
/ √3) + (2p
2
/ 7) 4
Solution:
40.
41. Given Expression Standard form of the expression
(i) x – 9 + √7x
3
+ 6x
2
√7x
3
+ 6x
2
+ x – 9
(ii) √2x
2
– (7 / 2)x
4
+ x – 5x
3
– (7 / 2)x
4
– 5x
3
+ √2x
2
+ x
(iii) 7x
3
– (6 / 5)x
2
+ 4x – 1 7x
3
– (6 / 5)x
2
+ 4x – 1
(iv) y
2
– √5y
3
– 11 – (7 / 3) y + 9y
4
9y
4
– √5y
3
+ y
2
– (7 / 3) y – 11
Solution:
50. Solution:
In order to find the total amount paid by him, multiply the cost of 1 chocolate by the number of
chocolates he buys.
Cost of 1 chocolate = x + y
Number of chocolates that Amir buys = x + y
Total amount = (x + y) (x + y)
= (x + y)2 —(1)
= x2 + 2xy + y2
By applying the values of x and y,
= (10 + 5)2
= 152
= 225
Hence, he has to pay Rs. 225.
51. Solution:
Length of the rectangle = 3x + 2
Breadth of the rectangle = 3x – 2
Area of rectangle = (3x + 2)(3x – 2)
= 9x2 – 6x + 6x – 4
= 9x2 – 4
If x = 20
Area of rectangle = 9(20)2 – 4
= 9(400) – 4
= 3600 – 4
= 3596
52. Solution:
The degree of the polynomial p(x) is 1.
Degree of the polynomial q(x) is 2.
The product of polynomials is 3.
Hence it is a cubic polynomial.