The presentation has first a drill on signed numbers. Then, it provides a definition examples and activities for the topics, " Finding the nth term of an Arithmetic Sequence, Arithmetic Mean and Arithmetic Series.".
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The presentation has first a drill on signed numbers. Then, it provides a definition examples and activities for the topics, " Finding the nth term of an Arithmetic Sequence, Arithmetic Mean and Arithmetic Series.".
For more instructional resources, CLICK me here and DON'T FORGET TO SUBSCRIBE!
https://tinyurl.com/y9muob6q
LIKE and FOLLOW me here!
https://tinyurl.com/ycjp8r7u
https://tinyurl.com/ybo27k2u
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Model Attribute Check Company Auto PropertyCeline George
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. Arithmetic sequences
Contents
1. Linear sequences.
2. Formula for the next term of an
arithmetic sequence.
3. Formula for the sum of an arithmetic
sequence.
4. Questions and problem solving.
Objectives: to be able to,
•find the nth term of an arithmetic
sequence,
•find the sum of an arithmetic sequence.
Prior knowledge: you should already know
how to,
•solve of quadratic equations,
•solve simultaneous equations.
2. Find thenext two terms and aformulafor thenth termof thesequences below.
Arithmetic sequences
1. 5, 8, 11, 14, 17, .......
2.
1
2
, 1,
3
2
, 2,
5
2
, .......
3. 15, 13, 11, 9, 7, .......
20,23 3n2
3,
7
2
1
2
n
5,3 172n
Each sequence is known as linear or arithmetic.
We are adding on a common difference, d, in each sequence.
d 3
d
1
2
d 2
In theabovewehavegiven theformulaein terms of n. At IB thenotation is slightly different.
3. The nth term of an arithmetic sequence.
Consider thesequence5, 8, 11, 14, 17, ....... We need two numbers to find the nth term
- the difference, d and the first term u1
.
u1
5, d 3
Write down u2
(the second term) in
terms of u1
and d.
u2
53u1
d
Write down u3
(the third term) in
terms of u1
and d.
Write down u4
(the fourth term) in
terms of u1
and d.
What about the nth term un
?
u3
56 u1
2d
u4
59u1
3d
1 1
n
u u n d
4. The nth term of an arithmetic sequence.
1
Use the general formula 1 to write the th term of each of the following
arithmetic sequences.
n
u u n d n
1. 7, 12, 17, 22, 27, .....
2. 6, 8, 10, 12, 14, .....
3. 20, 17, 14, 11, 8, .....
4.
1
4
,
1
2
,
3
4
,1,
5
4
, ......
5. 1,
7
8
,
3
4
,
5
8
,
1
2
......
un
75(n1)un
25n
un
42n
un
233n
un
1
4
n
un
9
8
1
8
n
5. The Gauss Problem
This is the 18th century German mathematician
Johann Carl Friedrich Gauss. A story is told of how
his lazy mathematics teacher set the class a
problem of adding all the integers from
1 to 100.
His teacher sat back for a rest expecting the class to
spend an hour doing this calculation, but Gauss
gave him the answer in a matter of minutes.
How did he do it?
The answer is 5050. How can you do it without a
calculator in a matter of minutes like Gauss?
6. The Gauss Problem continued
1 + 2 + 3 + 4 + 5 + ………….. 95 + 96 + 97 + 98 + 99 +100
Gauss started to pair off numbers at
the start and end of the sum.
1 + 100=101
2 + 99=101
3 + 98=101
4 + 97=101
How many pairs of these numbers
did Gauss have?
101
50
5050
50 pairs of 101
Gauss’ method can be applied to
any arithmetic sequence.
7. Sum of an arithmetic sequence
Use the Gauss technique to add up the sequence, 1 + 3 + 5 + 7 + …. + 23.
How many terms in this sequence?
un
u1
d(n1)
12(n1)23
2n2 22
2n 24
n 12
We have 12 terms, or 6 pairs.
The sum of each pair?
1 + 3 + 5 + 7 + …. + 21+ 23
1 + 23=24
3 + 21=24
24
6
144
What is the relationship between the number
of terms, n, and the number of pairs. Number of pairs =
n
2
8. Sum of an arithmetic sequence
Add up the first 9 terms of the sequence 5 + 9 + 13 + …. + 37.
Pair off the numbers 5 + 9 + 13 + 17 + 21 + 25 + 29 + 33 + 37 5 + 37=42
9 + 33=42
13 + 29=42
17 + 25=42
We have 4 pairs of 42 and 21.
or 4
1
2
pairs of 42.
Sum = 4
1
2
42 = 189
Can we now develop a general formula for the sum of an arithmetic sequence.
9. The general sum of an arithmetic sequence
Sn
u1
u2
u3
.........un
1 1 1 1 1
2 3 ......... ( 1)
n
S u u d u d u d u n d
From previous work we have found that
we add together the first and last term and
multiply by the number of pairs -
n
2
.
1 1 ( 1)
2
n
n
S u u n d
1 1 ( 1)
2
n
n
S u u n d
1
2 ( 1)
2
n
n
S u n d
Thegeneral termfor thesumof an arithmetic sequence.
10. Sum of an arithmetic sequence un
u1
n1
d
1
2 ( 1)
2
n
n
S u n d
1. Find the sum of the first 21 terms of the
sequence 5, 7, 9, 11, 13, ......
2. Calculate the sum of
1
2
1
3
2
2......42
u1
5 d 2 n 21
1
2 ( 1)
2
n
n
S u n d
21
21
(2)(5) (20)(2)
2
S
S21
525
We need the value of .
n un
u1
n1
d
u1
1
2
d
1
2
un
42
1 1
42 1
2 2
n
42
1
2
n
n 84
42
84 1 1
2 (83)
2 2 2
S
u1
1
2
d
1
2
n 84
S42
1785
11. Questions un
u1
n1
d
1
2 ( 1)
2
n
n
S u n d
1. A sequence is defined by un
253n.
a) Write down the first three terms of the
sequence.
b) Calculatethe30th termof thesequence.
c) Calculate the sum of the first 25 terms of
the sequence.
2. A sequence is defined by un
5n3
2
.
a) Write down the first term u1
and the
common difference, d.
b) Write down the formula for the sum of
the first n terms of this sequence.
c) Calculate down the sum of the first 31
terms of the sequence.
22, 19, 16
65
S25
350
u1
4, d
5
2
11 5
11 5
2 2 2 4
n
n n
S n n
S31
1286.5
12. Questions
1 1
n
u u n d
1
2 ( 1)
2
n
n
S u n d
3. An arithmetic sequence has the first 3
terms k 1, 3k -8, 2k.
Find the value of k and hence find the sum
of the first 25 terms of the sequence.
4. An arithmetic sequence has the first 3
terms 5, k2
-1, 4k -1.
Find two possible solutions for the sum of
the first 10 terms of this sequence.
5. Find the formula for the nth term of an
arithmetic sequence given that u20
88
and u25
108.
6. By first calculating the number of terms
find the sum of
3
11
7
22
4
11
...
23
11
.
k 5 S25
1000
See solution
k 1 and k 3
S10
175 and S10
185
See solution
un
4n8
See solution
n 41 S41
533
11
48.45
See solution
13. Questions
1 1
n
u u n d
1
2 ( 1)
2
n
n
S u n d
7. The sum of the first 3 terms of an arithmetic
sequence is 69 and the sum of the first 5 terms
is 130.
Find the first term and the common difference
of the sequence.
8. An arithmetic sequence is defined as
4, 15, 26, 37, ....
Calculate the first term to exceed 500.
9. The sequence shown below is arithmetic.
5, ..... , ..... , ..... , ..... , 26.
Find the missing numbers in the sequence.
10. Find the smallest value of n such that
the sum of the arithmetic sequence defined
by un
4n1
3
exceeds 100.
u1
20 d 3 See solution
n 48 is the first term
See solution
5, 9.2, 13.4, 17.6, 21.8, 26
See solution
n 13 is the smallest term.
See solution
14. Worked solutions
An arithmetic sequence has the first 3 terms k 1, 3k -8, 2k.
Find the value of k and hence find the sum of the first 25 terms of the sequence.
k 1, 3k-8, 2k
3 8 1
d k k
d 2k 7 equation 1
2 3 8
d k k
d 8k equation 2
2k 7 8k
3k 15
k 5
k 1, 3k-8, 2k and k 5
4, 7, 10, ....
u1
4 d 3 n 25
25
25
2 4 (24) 3
2
S
S25
1000
Return
15. Worked solutions
An arithmetic sequence has the first 3 terms 5, k2
-1, 4k -1.
Find two possible solutions for the sum of the first 10 terms of this sequence.
5, k2
-1, 4k -1
2
1 5
d k
d k2
6 equation 1
2
4 1 1
d k k
d 4k k2 equation 2
k2
6 4k k2
2k2
4k 6 0
k2
2k 3 0
(k 3)(k 1) 0
k 1 and k 3
Using k -1: 5, 0, -5
u1
5, d -5, n 10
10
10
2 5 (9) 5
2
S
S10
175
Using k 3: 5, 8, 11
u1
5, d 3, n 10
10
10
2 5 (9) 3
2
S
S10
185 Return
16. Worked solutions
Find the formula for the nth term of an arithmetic sequence given that u20
88 and u25
108.
u20
88
u1
19d 88
u25
108
u1
24d 108
equation 1
equation 2
5d 20 eqn 2 - eqn 1
d 4
u1
4(19) 88
u1
12
u1
12 d 4
un
12 4(n1)
un
4n8
Return
17. Worked solutions
By first calculating the number of terms find the sum of
3
11
7
22
4
11
...
23
11
.
3
11
7
22
4
11
...
23
11
u1
3
11
d
7
22
3
11
d
76
22
d
1
22
3 1
1
11 22
n
u n
23 3 1
1
11 11 22
n
20
11
n
22
1
22
41
22
n
22
n 41
u1
3
11
d
1
22
n 41
41
41 3 1
2 (40)
2 11 22
S
S41
533
11
48.45
Return
18. Worked solutions
The sum of the first 3 terms of an arithmetic sequence is 69 and the sum of the first 5 terms is 130.
Find the first term and the common difference of the sequence.
1
2 ( 1)
2
n
n
S u n d
S3
69
1
3
2 2 69
2
u d
u1
d 23 equation 1
S5
130
1
5
2 4 130
2
u d
u1
2d 26 equation 2
d 3 eqn 2 - eqn 1
u1
20
u1
20 d 3
Return
19. Worked solutions
An arithmetic sequence is defined as 4, 15, 26, 37, ...
Calculate the first term to exceed 500.
4, 15, 26, 37
u1
4 d 11
un
411(n1)
un
11n7
11n7 500
11n 507
n
507
11
n 47.09
n 48 is the first term
Return
20. Worked solutions
The sequence shown is arithmetic 5, ..... , ..... , ..... , ..... , 26.
Find the missing numbers in the sequence.
5, ..... , ..... , ..... , ..... , 26
5, 5d, 52d, 53d, 54d, 55d
55d 26
5d 21
d
21
5
Return
5, 9.2, 13.4, 17.6, 21.8, 26
21. Worked solutions
Find the smallest value of n such that the sum of the arithmetic sequence defined
by un
4n1
3
exceeds 100.
un
4n1
3
u1
4(1)1
3
5
3
u2
4(2)1
3
3
u3
4(3)1
3
13
3
5
3
3
13
3
... 100
u1
5
3
d
4
3
5 4
2 ( 1) 100
2 3 3
n
n
6 4
200
3 3
n n
4n2
6 600
2n2
3 300
n2
297
2
n 12.19
n 13 is the smallest term.
Return