Mr Folland
b. Find b
5cm
4cm
b cm
2.
Find the length of the third side
of a triangle if the other two sides
are 12cm and 5cm
3.
Find the length of the third side
of a triangle if the other two sides
are 15cm and 20cm
4.
Find the length of the hypotenuse
of a triangle if the other two sides
are 3cm and 4cm
5.
Find the length of the hypotenuse
of a triangle if the other two sides
are 7cm and 24cm
This document provides an overview of the Grade 5 Mathematics Assessment for the State of Texas Assessment of Academic Readiness (STAAR) exam. It outlines the five reporting categories assessed, including Numbers, Operations, and Quantitative Reasoning; Patterns, Relationships, and Algebraic Reasoning; Geometry and Spatial Reasoning; Measurement; and Probability and Statistics. Each reporting category lists the specific skills and expectations students will be evaluated on.
The document is a mark scheme for AQA's GCSE Geography exam. It provides guidance for examiners on how to mark students' responses. The mark scheme includes sample answers for questions and identifies the assessment objectives (AOs) that each part of an answer fulfills. It also provides general guidance on annotation, applying levels-based marking, and transferring marks. The purpose is to help ensure examiners apply the marks correctly and consistently.
The document contains a pre-assessment for grade 8 students on mathematics lessons before learning about polynomials. It includes exercises to determine students' existing knowledge with true/false questions and fill-in-the-blank questions. It also includes word problems to assess understanding. The results of the pre-assessment are shown, with students receiving overall ratings based on their scores in knowledge, process, understanding, and performance. The guidelines for assessment ratings from the Department of Education are also presented.
The document provides instructions for multiplying and dividing numbers and decimals. It includes examples of multiplying two-digit numbers, long division problems, and dividing decimals. Success criteria are provided for dividing decimals, which involve multiplying both numbers by 10 to make the second number a whole number, then placing the decimal in the answer above the decimal in the question.
The document discusses learning goals and success criteria. It defines a learning goal as a curriculum expectation phrased in student-friendly language. Success criteria are "I can" statements that outline what students need to do to achieve the learning goal. Using learning goals and success criteria can improve student understanding, empower students, encourage independent learning, enable accurate feedback, and help teachers and students work toward common goals.
This document discusses effective use of learning objectives and success criteria when planning lessons. It defines learning objectives as what students will learn and success criteria as how students will demonstrate their learning. It provides tips for writing clear, specific objectives and criteria, such as separating the learning from the context, using verbs that describe the learning rather than just the task, and avoiding simply repeating the objective in the criteria. The document also discusses common pitfalls to avoid and gives examples of well-written objectives and criteria for both literacy and maths lessons.
Introduction Math 10 AW / Math 10 WA / Math 10-3 / Essentials 20SRay Steigvilas
This document provides information about the Math 10 AW Apprenticeship and Workplace curriculum. It outlines the 7 units covered in the course, including unit pricing and currency exchange, earning an income, geometry concepts, and trigonometry. Each unit has chapter outlines, tests, and cumulative exams. Students must obtain 80% on each test to advance to the next unit. The course uses a mastery-based evaluation system and aims to prepare students for apprenticeship and workplace math skills.
This document provides an overview of the Grade 5 Mathematics Assessment for the State of Texas Assessment of Academic Readiness (STAAR) exam. It outlines the five reporting categories assessed, including Numbers, Operations, and Quantitative Reasoning; Patterns, Relationships, and Algebraic Reasoning; Geometry and Spatial Reasoning; Measurement; and Probability and Statistics. Each reporting category lists the specific skills and expectations students will be evaluated on.
The document is a mark scheme for AQA's GCSE Geography exam. It provides guidance for examiners on how to mark students' responses. The mark scheme includes sample answers for questions and identifies the assessment objectives (AOs) that each part of an answer fulfills. It also provides general guidance on annotation, applying levels-based marking, and transferring marks. The purpose is to help ensure examiners apply the marks correctly and consistently.
The document contains a pre-assessment for grade 8 students on mathematics lessons before learning about polynomials. It includes exercises to determine students' existing knowledge with true/false questions and fill-in-the-blank questions. It also includes word problems to assess understanding. The results of the pre-assessment are shown, with students receiving overall ratings based on their scores in knowledge, process, understanding, and performance. The guidelines for assessment ratings from the Department of Education are also presented.
The document provides instructions for multiplying and dividing numbers and decimals. It includes examples of multiplying two-digit numbers, long division problems, and dividing decimals. Success criteria are provided for dividing decimals, which involve multiplying both numbers by 10 to make the second number a whole number, then placing the decimal in the answer above the decimal in the question.
The document discusses learning goals and success criteria. It defines a learning goal as a curriculum expectation phrased in student-friendly language. Success criteria are "I can" statements that outline what students need to do to achieve the learning goal. Using learning goals and success criteria can improve student understanding, empower students, encourage independent learning, enable accurate feedback, and help teachers and students work toward common goals.
This document discusses effective use of learning objectives and success criteria when planning lessons. It defines learning objectives as what students will learn and success criteria as how students will demonstrate their learning. It provides tips for writing clear, specific objectives and criteria, such as separating the learning from the context, using verbs that describe the learning rather than just the task, and avoiding simply repeating the objective in the criteria. The document also discusses common pitfalls to avoid and gives examples of well-written objectives and criteria for both literacy and maths lessons.
Introduction Math 10 AW / Math 10 WA / Math 10-3 / Essentials 20SRay Steigvilas
This document provides information about the Math 10 AW Apprenticeship and Workplace curriculum. It outlines the 7 units covered in the course, including unit pricing and currency exchange, earning an income, geometry concepts, and trigonometry. Each unit has chapter outlines, tests, and cumulative exams. Students must obtain 80% on each test to advance to the next unit. The course uses a mastery-based evaluation system and aims to prepare students for apprenticeship and workplace math skills.
The document provides guidance for students taking the Cambridge International AS & A Level Geography exam. It begins by outlining the syllabus content and what students need to know. It then describes how students will be assessed, including details on the different exam papers, questions types, and weighting of assessment objectives. An example question and response is provided to demonstrate how responses might be viewed. Key points made include identifying words in questions, understanding what is required, explaining marking schemes, highlighting strengths and weaknesses in sample responses, and describing how responses could be improved. Overall, the document aims to help students understand the exam structure and format, recognize what is expected in responses, and develop effective revision strategies.
If you want to use the diameter d instead of the radius r in the volume formula for a cylinder, you can rewrite it as:
V = πr2h
V = π(d/2)2h
V = π(d2/4)h
V = πd2h/4
So the formula using the diameter d is:
V = πd2h/4
The document outlines strategies to improve mathematics results for Class X students. It analyzes factors responsible for poor mathematics performance, such as phobia of the subject, lack of practice, and faulty teaching methods. Steps for improvement include focusing on mental math skills, introducing short courses, encouraging more practice, and improving teacher accountability by analyzing results by teacher. Sample questions are provided covering topics like algebra, arithmetic progressions, and quadratic equations at varying difficulty levels. Common student mistakes and ways to emphasize key points for each topic are also discussed.
CSC/SC Differentiation Workshop 2009
Topics
1. Differentiation Instruction and its application to world languages learning
2. Critical and Creative Thinking
3. 21st Century skills and tools for WL Teachers
The document is an assessment task sheet for a geography assignment on landforms and landscapes in Australia. It outlines three parts to the assessment:
Part A requires students to create an action plan by September 16th explaining the steps they will take to research a chosen landform/landscape.
Part B involves writing a 500-1000 word newsletter article by September 21st using provided questions to explain the significance of the chosen landform/landscape.
Part C on September 21st consists of an evaluation of the research process and self-reflection on skills learned with goals for improvement.
This document outlines a daily lesson log for a 7th grade mathematics class. The objectives are for students to draw conclusions from graphic and tabular data on measures of central tendency and variability. The lesson content includes graphic and tabular data on these measures. Learning resources listed include textbooks, additional materials, and a laptop/LCD projector. The procedures describe introducing, demonstrating, practicing, and evaluating the concepts. The reflection section considers student performance and ways to improve instruction.
1) The document discusses using writing to improve student learning and performance in statistics classrooms. It finds that having students write about statistical concepts and problem solving helps improve their conceptual understanding and problem solving abilities.
2) Requiring students to write provides teachers insight into students' understanding and allows them to better assist students. Writing also helps students realize how much they actually know about statistical concepts.
3) Teachers should implement some form of writing in statistics classrooms as the benefits of improving conceptual understanding and performance on exams are significant.
This document provides details for an assignment for a mathematics/computation module. It includes 5 questions worth a total of 100 marks. It provides learning outcomes being tested, submission details, formatting instructions, and assessment criteria. The deadline is February 3rd, 2015. References must be included using the Numeric or Harvard style. Questions involve solving differential equations using Laplace transforms, Markov modeling, linear programming, and probabilistic analysis techniques.
1) The document provides guidance for marking a geography exam, including general marking principles and guidance on specific questions.
2) It contains sample answers and mark schemes for questions related to topics like natural hazards, climate change impacts and adaptation, globalization, and population change.
3) The purpose is to ensure examiners apply the marks schemes accurately and consistently across all candidates.
This document provides teaching materials on solving problems involving factors of polynomials. It includes learning objectives, resources, examples of factoring polynomials, definitions of key terms, steps for solving word problems, practice problems, and group activities. The objectives are for students to recognize concepts of polynomial factors, solve problems involving factors, and develop patience in doing so. Examples show factoring polynomials using difference of squares and grouping. Key terms defined include polynomial, area, factor, perimeter, and product. The suggested steps for word problems are to interpret the problem, use symbols, make an equation, solve algebraically, and state the answer. Practice problems are provided for students to complete individually and in groups.
Human: Thank you for the summary.
This document discusses key elements of effective mathematics lessons and tasks. It outlines characteristics of high-quality tasks such as incorporating multiple representations, strategies, solutions, and entry points to promote critical thinking. It emphasizes the importance of tasks connecting mathematical concepts and requiring cognitive demand. Questions should probe student thinking or push their understanding. Lessons should build in opportunities for students to communicate their evolving understanding. The document provides examples of effective tasks and questions to further student learning.
By the end of Year 5, students will have developed skills in the four operations, using strategies to solve problems and check answers. They will be able to identify factors and multiples, explain simple budgets, and connect 3D objects to 2D representations. Students will describe transformations of 2D shapes and compare data sets, ordering decimals and fractions on number lines. They will measure different units and calculate perimeter and area of rectangles.
This document contains instructions and questions for a geography exam. It provides the exam paper reference and total marks. It instructs students to answer two questions from Section A and all parts of Section B. Section A contains five questions, each with two parts worth a total of 25 marks. The questions refer to figures related to topics like energy security, biodiversity, economic development, and technology. It instructs students on the exam format and provides advice on time management and checking answers.
This document provides guidance on how to write Task 1 of the IELTS Academic Writing test. It discusses the structure and language required for a good report, including how to write an introduction, overall view, body paragraphs, and conclusion. It provides vocabulary and examples for describing trends over time using different tenses. It also offers tips for selecting details, grouping information, and using the correct prepositions to describe numbers, percentages, and changes between values.
This document provides a course syllabus for MAT 120 - Math For The Behavioral Sciences. The 3-credit course presents arithmetic review, ratios/proportions, percentages, algebra, statistics, and word problems. Students will demonstrate proficiency in interpreting sets, performing number operations, solving equations/inequalities, applying ratios/proportions/percentages, and analyzing/interpreting data. The course grade is based on tests, a final exam, and homework. Tutoring is available for students.
Here are the responses to the pre/post-assessment questions with a scoring guide:
1. Find the perimeter of the following rectangle:
Length = 8 inches
Width = 5 inches
Perimeter = 2 * (Length + Width)
= 2 * (8 + 5)
= 2 * 13
= 26 inches
2. Find the area of the following triangle:
Base = 6 inches
Height = 4 inches
Area of a triangle = 1/2 * Base * Height
= 1/2 * 6 * 4
= 12 square inches
3. Find the circumference of the following circle:
Radius = 3 inches
Circumference = 2 * π * Radius
SYLLABUS: MAT225 MULTIVARIABEL CALCULUS WITH HARVARD TEXT 6th EDITION A Jorge Garcia
This document is a course syllabus for a Multivariable Calculus class. It provides information about the course including instructor details, meeting times, learning objectives, textbook requirements, and policies. The key goals of the course are for students to analyze functions of several variables, apply vector algebra to multivariable functions, determine optimal properties of functions, integrate multivariable functions, and integrate vector functions. Students will be evaluated based on exams, homework, attendance, and participation. The syllabus outlines expectations for students to participate actively in class, complete homework assignments, and adhere to attendance and late policies.
The document outlines an agenda for a professional development workshop focusing on using student data and breaking down skills to drive instructional plans. It includes an introduction, sessions on using student data from assessments to identify skills to focus on, understanding and breaking down skills, and group work to create action plans addressing identified standards. Time is allotted for closing remarks and next steps.
This document provides an overview of math activities and resources for migrating to the Common Core Standards and College and Career Readiness Standards for Adult Education. It discusses the key differences between the Common Core State Standards, College and Career Readiness Standards for Alabama, and standards for adult education. The presentation then outlines various math activities that cover topics like fractions, geometry, functions, equations, and more. Resources for teachers and students are also listed.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
The document provides guidance for students taking the Cambridge International AS & A Level Geography exam. It begins by outlining the syllabus content and what students need to know. It then describes how students will be assessed, including details on the different exam papers, questions types, and weighting of assessment objectives. An example question and response is provided to demonstrate how responses might be viewed. Key points made include identifying words in questions, understanding what is required, explaining marking schemes, highlighting strengths and weaknesses in sample responses, and describing how responses could be improved. Overall, the document aims to help students understand the exam structure and format, recognize what is expected in responses, and develop effective revision strategies.
If you want to use the diameter d instead of the radius r in the volume formula for a cylinder, you can rewrite it as:
V = πr2h
V = π(d/2)2h
V = π(d2/4)h
V = πd2h/4
So the formula using the diameter d is:
V = πd2h/4
The document outlines strategies to improve mathematics results for Class X students. It analyzes factors responsible for poor mathematics performance, such as phobia of the subject, lack of practice, and faulty teaching methods. Steps for improvement include focusing on mental math skills, introducing short courses, encouraging more practice, and improving teacher accountability by analyzing results by teacher. Sample questions are provided covering topics like algebra, arithmetic progressions, and quadratic equations at varying difficulty levels. Common student mistakes and ways to emphasize key points for each topic are also discussed.
CSC/SC Differentiation Workshop 2009
Topics
1. Differentiation Instruction and its application to world languages learning
2. Critical and Creative Thinking
3. 21st Century skills and tools for WL Teachers
The document is an assessment task sheet for a geography assignment on landforms and landscapes in Australia. It outlines three parts to the assessment:
Part A requires students to create an action plan by September 16th explaining the steps they will take to research a chosen landform/landscape.
Part B involves writing a 500-1000 word newsletter article by September 21st using provided questions to explain the significance of the chosen landform/landscape.
Part C on September 21st consists of an evaluation of the research process and self-reflection on skills learned with goals for improvement.
This document outlines a daily lesson log for a 7th grade mathematics class. The objectives are for students to draw conclusions from graphic and tabular data on measures of central tendency and variability. The lesson content includes graphic and tabular data on these measures. Learning resources listed include textbooks, additional materials, and a laptop/LCD projector. The procedures describe introducing, demonstrating, practicing, and evaluating the concepts. The reflection section considers student performance and ways to improve instruction.
1) The document discusses using writing to improve student learning and performance in statistics classrooms. It finds that having students write about statistical concepts and problem solving helps improve their conceptual understanding and problem solving abilities.
2) Requiring students to write provides teachers insight into students' understanding and allows them to better assist students. Writing also helps students realize how much they actually know about statistical concepts.
3) Teachers should implement some form of writing in statistics classrooms as the benefits of improving conceptual understanding and performance on exams are significant.
This document provides details for an assignment for a mathematics/computation module. It includes 5 questions worth a total of 100 marks. It provides learning outcomes being tested, submission details, formatting instructions, and assessment criteria. The deadline is February 3rd, 2015. References must be included using the Numeric or Harvard style. Questions involve solving differential equations using Laplace transforms, Markov modeling, linear programming, and probabilistic analysis techniques.
1) The document provides guidance for marking a geography exam, including general marking principles and guidance on specific questions.
2) It contains sample answers and mark schemes for questions related to topics like natural hazards, climate change impacts and adaptation, globalization, and population change.
3) The purpose is to ensure examiners apply the marks schemes accurately and consistently across all candidates.
This document provides teaching materials on solving problems involving factors of polynomials. It includes learning objectives, resources, examples of factoring polynomials, definitions of key terms, steps for solving word problems, practice problems, and group activities. The objectives are for students to recognize concepts of polynomial factors, solve problems involving factors, and develop patience in doing so. Examples show factoring polynomials using difference of squares and grouping. Key terms defined include polynomial, area, factor, perimeter, and product. The suggested steps for word problems are to interpret the problem, use symbols, make an equation, solve algebraically, and state the answer. Practice problems are provided for students to complete individually and in groups.
Human: Thank you for the summary.
This document discusses key elements of effective mathematics lessons and tasks. It outlines characteristics of high-quality tasks such as incorporating multiple representations, strategies, solutions, and entry points to promote critical thinking. It emphasizes the importance of tasks connecting mathematical concepts and requiring cognitive demand. Questions should probe student thinking or push their understanding. Lessons should build in opportunities for students to communicate their evolving understanding. The document provides examples of effective tasks and questions to further student learning.
By the end of Year 5, students will have developed skills in the four operations, using strategies to solve problems and check answers. They will be able to identify factors and multiples, explain simple budgets, and connect 3D objects to 2D representations. Students will describe transformations of 2D shapes and compare data sets, ordering decimals and fractions on number lines. They will measure different units and calculate perimeter and area of rectangles.
This document contains instructions and questions for a geography exam. It provides the exam paper reference and total marks. It instructs students to answer two questions from Section A and all parts of Section B. Section A contains five questions, each with two parts worth a total of 25 marks. The questions refer to figures related to topics like energy security, biodiversity, economic development, and technology. It instructs students on the exam format and provides advice on time management and checking answers.
This document provides guidance on how to write Task 1 of the IELTS Academic Writing test. It discusses the structure and language required for a good report, including how to write an introduction, overall view, body paragraphs, and conclusion. It provides vocabulary and examples for describing trends over time using different tenses. It also offers tips for selecting details, grouping information, and using the correct prepositions to describe numbers, percentages, and changes between values.
This document provides a course syllabus for MAT 120 - Math For The Behavioral Sciences. The 3-credit course presents arithmetic review, ratios/proportions, percentages, algebra, statistics, and word problems. Students will demonstrate proficiency in interpreting sets, performing number operations, solving equations/inequalities, applying ratios/proportions/percentages, and analyzing/interpreting data. The course grade is based on tests, a final exam, and homework. Tutoring is available for students.
Here are the responses to the pre/post-assessment questions with a scoring guide:
1. Find the perimeter of the following rectangle:
Length = 8 inches
Width = 5 inches
Perimeter = 2 * (Length + Width)
= 2 * (8 + 5)
= 2 * 13
= 26 inches
2. Find the area of the following triangle:
Base = 6 inches
Height = 4 inches
Area of a triangle = 1/2 * Base * Height
= 1/2 * 6 * 4
= 12 square inches
3. Find the circumference of the following circle:
Radius = 3 inches
Circumference = 2 * π * Radius
SYLLABUS: MAT225 MULTIVARIABEL CALCULUS WITH HARVARD TEXT 6th EDITION A Jorge Garcia
This document is a course syllabus for a Multivariable Calculus class. It provides information about the course including instructor details, meeting times, learning objectives, textbook requirements, and policies. The key goals of the course are for students to analyze functions of several variables, apply vector algebra to multivariable functions, determine optimal properties of functions, integrate multivariable functions, and integrate vector functions. Students will be evaluated based on exams, homework, attendance, and participation. The syllabus outlines expectations for students to participate actively in class, complete homework assignments, and adhere to attendance and late policies.
The document outlines an agenda for a professional development workshop focusing on using student data and breaking down skills to drive instructional plans. It includes an introduction, sessions on using student data from assessments to identify skills to focus on, understanding and breaking down skills, and group work to create action plans addressing identified standards. Time is allotted for closing remarks and next steps.
This document provides an overview of math activities and resources for migrating to the Common Core Standards and College and Career Readiness Standards for Adult Education. It discusses the key differences between the Common Core State Standards, College and Career Readiness Standards for Alabama, and standards for adult education. The presentation then outlines various math activities that cover topics like fractions, geometry, functions, equations, and more. Resources for teachers and students are also listed.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
How to Make a Field Mandatory in Odoo 17Celine George
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.
12. Term Goals
Term 2 Khan Academy
As mentioned earlier this term there are 6
key units for this term. Completion of
each of these gives a Challenge Patch
(Shown on the Khan achievements page)
They are:
Addition and Subtraction
Multiplication and Division
Basic Geometry
Angles
Triangles
Rates and Ratios
Do you have any Questions? Please See
Mr Folland
Term 2 Khan Academy Grades
The requirements to achieve each grade
are listed below. The dead line is End of
Week 9
D grade you must achieve 1 challenge
patch from the term 2 list and a minimum
of 50 modules
C grade 3 challenge patches from the list
and 70 Modules
B grade 5 challenge patches (including 3
from the list) and 100 modules
A grade 7 challenge patches (including 5
from the list) and 130 modules
13. So what
was the
problem
with
Kahn?
Students did not engage with
the videos.
Students became frustrated
by the mastery demands.
Students did not manage
their learning well.
We didn’t set up effective
coaching structures.
Students did not complete
goals.
Students fell behind with their
learning and some didn’t
achieve standards.
14. Consultation with parents and
students led to dividing
students into groups where
they could be better
supported.
Teams of teachers helped
students get back on track
with their maths.
A Change
in Plan –
Streaming
Learning was not effectively
individualized.
15. A Better
Model –
Targeted
Teaching
2)
(T
Steve heard of a model for
individualized maths teaching
used by Rosslyn Shepherd
former principal of
Bridgewater Primary.
The system revolved around
short Targeted Teaching
sessions to help students
develop their understanding.
16. Whichallow
comes Curriculum to be
first?
Project to
application
covered
Year 9 AIL Maths and Geography
Year 9 Maths Targeted Teaching Term 3
The Geometry of World War One (The Great War)
Focus Unit - World War One
Geometry is important in military situations. There are many important factors in fields of
battle including: having a large area to base troops; having higher points to attack from
and controlling strategic positions for example bridges, ports, waterways and regions with
sought after resources. The geometry of these areas can have a significant influence on a
battle. This leads to a question:
Does having more area under control lead to victory?
o Select a historical WW1 battlefield (eg Battle of the Somme, Battle of Ypres and
The Gallipoli Campaign)
o Select a date during the conflict
o Capture a map of the field of conflict from the internet (using Google Maps or other
map source) and using digital technologies add the following to the map:
Areas of control of each army (including ‘no man’s land’)
All BOLTSS components
o Border
o Orientation
o Legend
o Title
o Scale
o Source
o Create a Cartesian grid on your map with your origin in the middle of the field
o Determine (x,y) coordinates for both armies’ headquarters/command posts
o Find the distance between these two points. Convert it to metres using your map
scale
o Calculate (showing all working) the area that each army controlled (the methods
required to do this will depend on the shape of the area)
o Compare the amount of area held by each army.
o Determine the victor of the battle. Make a conclusion about area under control and
victory
o Present all of this information in a maths report
o You must reference all information sources
9 AIL Geometry of WW1
Folland 2013
The key task will be a mapping and measurement task based on historic battle field data. The skills that students will
require will vary depending on which battle field they choose.
Maths Concepts
T2 sessions will be needed for all of these, some topics may require two sessions.
For this task you will be examining the geometry of historical battlefields World War One
o
o
Assessment Task
Page 1 of 1
Curriculum Area
1. Number and Algebra
a.
Linear and nonlinear relationships
i.
Review of Cartesian plane and plotting points
ii.
Plot linear relationships on the Cartesian plane with and without the
use of digital technologies (ACMNA193)
iii.
Find the distance between two points located on a Cartesian plane
using a range of strategies, including graphing software
(ACMNA214)
2. Measurement and Geometry
a.
Using units of measurement
i.
Choose appropriate units of measurement for area and volume and
convert from one unit to another (ACMMG195)
ii.
Review of areas of triangles and simple quadrilaterals
iii.
Find perimeters and areas of parallelograms, trapeziums,
rhombuses and kites (ACMMG196)
iv.
Investigate the relationship between features of circles such as
circumference, area, radius and diameter. Use formulas to solve
problems involving circumference and area (ACMMG197)
v.
Calculate the areas of composite shapes (ACMMG216)
b.
Geometric reasoning
i.
Define congruence of plane shapes using transformations
(ACMMG200)
ii.
Develop the conditions for congruence of triangles (ACMMG201)
iii.
Establish properties of quadrilaterals using congruent triangles and
angle properties, and solve related numerical problems using
reasoning (ACMMG202)
iv.
Use the enlargement transformation to explain similarity and
develop the conditions for triangles to be similar (ACMMG220)
v.
Solve problems using ratio and scale factors in similar figures
(ACMMG221)
c.
Pythagoras and trigonometry
i.
Investigate Pythagoras’ Theorem and its application to solving
simple problems involving right angled triangles(ACMMG222)
ii.
Use similarity to investigate the constancy of the sine, cosine and
tangent ratios for a given angle in right-angled triangles
(ACMMG223)
iii.
Apply trigonometry to solve right-angled triangle problems
(ACMMG224)
9 AIL Term 3 Maths Outline
Folland 2013
T2 to be prepared/presented by
Page 1 of 1
17. Criteria for
Success
Birdwood AIL2013
Maths Information Report Rubric
5
Ideas
4
Ideas
3
Ideas
2
Ideas
1
Ideas
Clearly responds to the meaning and Responds to the meaning and
Attempts to respond to the intention of Does not respond to the intention
intention of the question.
intention of the set question. Discusses the set question. Relies too heavily on of the set question. Relies on the
Demonstrates a thorough
topic beyond a simple recall of facts. the recall of facts.
recount of facts.
understanding of the topic.
Does not address the topic and
discusses aspects of the topic
briefly.
No evidence=No score
Text Structure
Text Structure
Text Structure
Text Structure
Text Structure
Introduction clearly outlines topic in
opening statement. Excellent details.
Diagrams, photos, illustrations, tables
and maps enhance text. Body
discusses key issues in detail and
with clarity. Conclusion summarises
main ideas and includes a valid
judgement on question.
Introduction clearly outlines topic in
opening statement. Very good details
for. Diagrams, photos, illustrations,
tables and maps enhance text. Body
discusses key issues. Conclusion
summarises main ideas and attempts
a valid judgement on question.
Introduction provides a sound outline
in opening statement. Good details.
Diagrams, photos, illustrations, tables
and maps used. Body discusses
points raised in introduction.
Conclusion summarises main ideas
briefly and attempts to make a basic
judgement or comment.
A basic outline in introduction. Bare
detail. Diagrams, photos,
illustrations, tables and maps not
used. Conclusion does not
summarise all arguments and final
judgement/comment is absent.
Introduction does not introduce
topic effectively, body is not
coherent or well constructed and
conclusion does not summarise the
points raised or absent.
No evidence=No score
Language
Language
Language
Language
Language
Language choice is sophisticated and
well matched to the genre. Precise
and effective words/phrases used in a
natural and articulate manner.
All sentences are consistently
effective, fluent and correct and
express precise meaning
Correct spelling of common words.
Mostly correct spelling of difficult and
challenging words
Language choice is well matched to
the genre. Phrases are expressed in
an articulate manner but limited in
range.
Sentences are mostly correct and
express precise meaning
Correct spelling of simple words and
most common and difficult words.
Errors are minimal.
Language choice occasionally
matches the scientific genre but range
is limited. Errors in vocabulary choice
are also evident
Sentences are mostly correct and
express precise meaning
Correct spelling of all simple and most
common words. Difficult words contain
errors.
Language choice is limited and
mostly simple. Key scientific words
and phrases are not used
effectively or consistently.
Sentences structure and
effectiveness are inconsistent.
Errors are evident in simple and
common words.
Language choice is consistently
incorrect.
Few correct sentences.
Minimal correct spelling.
Evidence
Evidence
Evidence
Evidence
Evidence
Uses detailed and appropriate
evidence from sources. References
correctly.
Uses evidence and quotes to enhance Evidence lacks detail/relevance/
discussion/argument. Sources are
substance. Sources are limited.
referenced correctly.
Evidence is limited. Sourcing of
information is incorrect.
Evidence is extremely limited and
used incorrectly. Sourcing is
absent.
No evidence=No score
BOLTSS
BOLTSS
BOLTSS
BOLTSS
BOLTSS
All BOLTSS are present and
All BOLTSS are present and displayed All BOLTSS are present but displayed BOLTSS are present but displayed BOLTSS not evident in any
displayed in an outstanding manner - in a clear and neat manner.
in poor manner OR Missing 1-2
in completely unsatisfactory
capacity.
enhanced presentation.
BOLTSS.
manner OR Missing 3 + BOLTSS.
Coordinates
Coordinates
A Cartesian grid is placed on the map
with highly appropriate scaling and
origin in the centre. All grid references
are calculated correctly.
A Cartesian grid is placed on the map A Cartesian grid is placed on the map
with appropriate scaling and origin in with origin in the centre. Most grid
the centre. All grid references are
references are calculated correctly.
calculated correctly.
Coordinates
Coordinates
A Cartesian grid is placed on the No Cartesian grid or grid references
map; origin is not at the centre.
are presented.
Grid references are not calculated
correctly.
Coordinates
Areas
Areas
Areas
Areas
Areas
The geometric areas selected for the
composite shapes are highly
appropriate approximations of the
area under control.
The geometric areas selected for the
composite shapes are appropriate
approximations of the area under
control.
The geometric areas selected for the
composite shapes are somewhat
appropriate approximations of the
area under control.
The geometric areas selected are
simple shapes that do not
approximate of the area under
control.
Geometric areas are not selected.
Formula and Substitutions
Formula and Substitutions
Formula and Substitutions
Formula and Substitutions
Formula and Substitutions
Appropriate formula chosen for
solving areas are presented, all
substitutions are shown and correct.
Appropriate formula chosen for solving Most formula chosen are correct; all
areas are presented, all substitutions substitutions are shown however
are shown but some may be in error
some may be in error.
Most formula chosen are correct,
substitutions are not shown
Few correct formulas are used.
No evidence=No score
Calculations
Calculations
Calculations
Calculations
Calculations
All calculations are performed
All calculations are performed
accurately, showing all worked steps. accurately, showing most worked
steps
Most calculations are performed
accurately, showing some worked
steps
A few errors are found in the
calculations
Calculations contain many errors.
Solution
Solution
Solution
Solution
Solution
All solutions contain highly
appropriate units and are correct
based on information presented
Most solutions contain appropriate
units and are correct based on
information presented
Some solutions contain appropriate
units and are correct based on
information presented
Few solutions contain units or are
correct
No units are given for solutions.
Mathematical Presentation
Constructing data display
Constructing data display
Constructing data display
Constructing data display
All mathematical objects and
equations are presented neatly,
following general presentation
conventions.
Most mathematical objects and
equations are presented neatly,
following general presentation
conventions.
Some mathematical objects and
equations are presented neatly,
following general presentation
conventions.
Mathematical objects and
Mathematical objects and equations
equations are presented but do not are not neat and do not follow
follow mathematical conventions or conventions.
are not neat.
Analysis
Analysis
Analysis
Analysis
Includes a detailed analysis of
context/themes/issues.
Conclusions/analyses are explained in
detail and are clearly relevant.
Attempts a detailed analysis of text of
context/themes/issues.
Conclusions/analyses are not
explained in enough detail.
Analysis is lacking and does not assist Analysis is limited. Conclusions are
reader to navigate the text.
not relevant to the topic or
Conclusions/analyses are simple or
expressed in any detail.
not relevant to the topic.
No evidence=No score
Analysis
Analysis is irrelevant or lacking
basic detail. An adequate
conclusion has not been attempted.
No score = No evidence
Feedback
/60
18. Quilt Sheet- World War One Geometry
Quilt Sheets
Name_______________________
Advisory______
What patches do you already know? Circle your evaluation of your current
knowledge for each of the boxes based on the codes below.
N- Novice (This is new to me)
B-Beginning learner (I am only familiar with this)
L- Learner (I have a solid knowledge of this)
A- Advanced (I can apply this knowledge to a mathematical problem)
I can find slopes of
lines on the Cartesian
Plane
I can Find the distance
between points on the
Cartesian Plane
N B L A
N B L A
I can find the area of
squares and rectangles
I can find the area of
kites and rhombuses
N B L A
N B L A
I can find the area of
triangles
I can find the
circumference of circles
I can find the area of
circles
N B L A
N B L A
N B L A
N B L A
I can use my
knowledge of other
types of area to find
areas of composite
shapes
I can identify similar
triangles
I can identify
congruent triangles
I can solve scale
problems involving
similar triangles
N B L A
N B L A
I know what
Pythagoras’ Theorem
is
I know how to make
use of Pythagoras’
Theorem
I know how to find
sine, cosine and
tangent ratios.
N B L A
N B L A
N B L A
I know about the
Cartesian Plane
I can plot points on the
Cartesian Plane
N B L A
N B L A
I can convert between
units of area
I can convert between
units of volume
N B L A
N B L A
I can find the area of
trapeziums
N B L A
N B L A
I know how to use sine,
cosine and tangent
ratios to solve
problems
N B L A
19. Sign up
Sheets
2
T Sign Up Sheet
Topic __Lines on the Cartesian Plane___________
Day __Tuesday___ Date _20/8__ Slot _3_ Time __9:35__
Room __Booth_________
Name
Teacher ___Mr Folland___
Advisory Attended Take away finished
20. 2
T
Takeaway
Teaching Focus
Teaching Example
& Touch Base Task
T2 Teaching Example
Pythagoras’ formula is used for finding the
length of the third side of a right angled
triangle
1. Identify which side is the unknown
(hypotenuse or shorter side)
2. Place the known values into the
appropriate formula
6cm
3. Solve for the unknown side length
ℎ=
�+�
ℎ=
6 +4
ℎ = 36 + 16
ℎ = 52
ℎ = 7.21�
�
4cm
In this case it is the hypotenuse
Touch Base Tasks:
1.
Find the lengths of the unknown
sides on each of the following
triangles. (You may use a
calculator to solve the square
roots)
a. Find h
c. Find h
8cm
h cm
h cm
h cm
8cm
8cm
6cm
d. Find a
14cm
8cm
b. Find a
a cm
8cm
6cm
a cm
e. Find h
h cm
3.5cm
c.
3.5cm
These tasks will be reviewed in the
Tutorial Session in the next Maths T2
9 AIL Maths – Pythagoras and Right Angled Triangles Folland 2013
Page 1 of 1
22. Testing
3.
Create values tables for the following equations
13.
Which pairs of triangles are congruent, explain giving reason (not all diagrams to scale)
a. y=2x-3
x
-3
-2
-1
0
1
2
3
4cm
4cm
2cm
y
A
2cm
B
1cm
80
C
1cm
60
Ordered pair
20
b. y=-3x +4
x
-3
-2
-1
0
1
2
3
G
5cm
5cm
y
4cm
6cm
D
5cm
Ordered pair
F
4cm
E
80
/8
4.
60
Plot the lines from 3 on the Cartesian plane, label them a and b
4cm
5
4
1cm
H
3
60
4cm
80
I
J
1cm
5cm
60
2
5cm
5cm
1
-5
-4
-3
-2
-1
3cm
5cm
1
2
3
4
80
5
3cm
K
5cm
5cm
M
L
-1
4cm
4cm
-2
Pair
Reason
-3
-4
-5
/4
/8
9 AIL Maths – Geometry Test
Folland and Verma 2013
Page 2 of 7
9 AIL Maths – Geometry Test
Folland and Verma 2013
Page 7 of 7
23. Year 9 AIL Targeted Teaching Mathematics - Takeaway
A
2
T
Session
Probability
Name:____________________ Advisory:________ T2 Teacher:_______________
T2 Teaching Focus:
Probability is a measure of how likely something is to happen.
Many events can't be predicted with total certainty. The best we can say is how
likely they are to happen, using the idea of probability.
Tossing a coin
When a coin is tossed, there are two possible outcomes:
Heads (H) or Tails (T)
We say the probability of the coin landing H is ½
And the probability of the coin landing T is ½
Throwing a dice
When a single die is thrown, there are six possible outcomes:
1,2,3,4,5,6
And the probability of any one of them is 1/6
In general
Probability (P) of an event happening =
Number of ways it can happen
Total number of outcomes
T2 Example 1: The chances of rolling a "4" with a die
Number of ways it can happen: 1 (there is only 1 face with a "4" on it)
Total number of outcomes: 6 (there are 6 faces altogether)
So the probability P(4) =
1
6
Traditional schooling often uses a One size Fits all model as described by Sir Ken Robinson, however it has been the experience of Birdwood High School that this is not the case
This is why we are trying to personalize learning to help the whole range of students improve their learning and achieve at their best.
In the first years of AIL maths skills are developed through in context problem solving as part of the integrated units and the Khan academy system.
Online video and practice resource. Original videos just maths. Now science, history, finance, programming.
The key focus ofstudents time on Khan academy was the completion of problems in Practice Modules.
The lessons in Kahn Academy include primary school areas such as telling time, through addition and subtraction to Exponents and radicals, Triangles, Trigonometry and up to calculus. Selecting challenges give the students questions from a range of modules in the challenge section. To achieve completion of a module students must successfully complete at least eight questions, if students get some wrong the number they need to do increases as Khan Academy seeks to confirm mastery of a skill.
The lessons are matched with videos from the library which explain how to solve the problems. However many of the students didn’t use the video resource wisely and so struggled to develop the skills we desired from them. Some students found the presentation style of Sal Kahn to be not to their liking.
As teachers students could add us as coaches and we could see the number of skills students achieved over time.
Student skill summaries ware also useful to look at to enable teachers to see which areas students are having difficulty in. However these were most useful when students actually attempted units.
At last year we set our year eights (whom I was responsible for) goals in both challenges and numbers of modules. These challenges were designed to support the integrated units the students were working on.
You will notice the use of past tense about Kahn Academy, while it worked adequately with our first cohort, our second group did not perform as well.
We when Steve first described this model to us at the end of last year I was skeptical, however the Khan model that I had thought would work didn’t, so I was willing to investigate and trial it. It has required revisions to allow it to work in a space with 120 students and 5-6 teachers.
To plan our T2 for the term we started with two thoughts what do we want students to learn and how can they show this learning. We tried to find links to the other units that were being covered in the AIL. In in term 2 we linked data and graphing with gender, geometry with WWI in T3 and Number and probability with the Australian Gold Rush.
Rubric – for repeated units, exemplars
An opportunity for students to consider the key ideas of the unit. Specialized mathematical language is bolded and italicized. Students on N or B are strongly recommended to attend the relevant Target Teaching lesson.
Once students have determined which units they need to study they sign up for 10 minute T2 sessions for the topics they need to do, each maths lesson they undertake 1 or 2 topics in 5-6 slots.
The Takeaway sheets are all based on a format template to help students find a common point of connection with them. Reviewed by a team including Maths teachers, Language specialists and students. They are often revised after first use.
We do use testing to confirm learning
We now have the opportunity to have a T2 session for the new topic Probability. You will have a chance top ask the students some questions at the end.