Investigate how to find the gradient of a line given two coordinates
Starter questions on first slide of PowerPoint.
Go through the lesson objective and outcomes with the class then ask students to complete the worksheet plotting coordinates. Tell the class they have 2-3 minutes to do this. The task is to recap on plotting coordinates and iron out any misconceptions. Ask pupils to have a think about what is the same and what is different about these triangles. Ask which quadrant each triangle is in and if any lines are parallel or perpendicular. Ask pupils to show how many triangles they drew correctly by number of fingers.
10-15 mins - Go through slides 9-12 explaining gradient then pupils do the question shown on slide 13 (mini-whiteboards). Give out worksheets while pupils are doing this so they can move onto that when they finish question on the board. Pupils swap papers and mark. Ask for hands up who got one/two/three/four/five answers correct. Ask pupils what is the same and what is different about these lines emphasising negative/positive gradient. Extension worksheets prepared for anyone that finishes.
10-15 mins – Go through slides 16-17 then ask pupils to do the next two questions on laminated grid (whiteboard).
In algebra, polynomial long division is an algorithm for dividing a polynomial by another polynomial of the same or lower degree, a generalized version of the familiar arithmetic technique called long division. It can be done easily by hand, because it separates an otherwise complex division problem into smaller ones.
In algebra, the synthetic division is a method for manually performing Euclidean division of polynomials, with less writing and fewer calculations than the long division. It is mostly taught for division by linear monic polynomials, but the method can be generalized to division by any polynomial.
References:
https://en.wikipedia.org/wiki/Polynomial_long_division
https://en.wikipedia.org/wiki/Synthetic_division
Investigate how to find the gradient of a line given two coordinates
Starter questions on first slide of PowerPoint.
Go through the lesson objective and outcomes with the class then ask students to complete the worksheet plotting coordinates. Tell the class they have 2-3 minutes to do this. The task is to recap on plotting coordinates and iron out any misconceptions. Ask pupils to have a think about what is the same and what is different about these triangles. Ask which quadrant each triangle is in and if any lines are parallel or perpendicular. Ask pupils to show how many triangles they drew correctly by number of fingers.
10-15 mins - Go through slides 9-12 explaining gradient then pupils do the question shown on slide 13 (mini-whiteboards). Give out worksheets while pupils are doing this so they can move onto that when they finish question on the board. Pupils swap papers and mark. Ask for hands up who got one/two/three/four/five answers correct. Ask pupils what is the same and what is different about these lines emphasising negative/positive gradient. Extension worksheets prepared for anyone that finishes.
10-15 mins – Go through slides 16-17 then ask pupils to do the next two questions on laminated grid (whiteboard).
In algebra, polynomial long division is an algorithm for dividing a polynomial by another polynomial of the same or lower degree, a generalized version of the familiar arithmetic technique called long division. It can be done easily by hand, because it separates an otherwise complex division problem into smaller ones.
In algebra, the synthetic division is a method for manually performing Euclidean division of polynomials, with less writing and fewer calculations than the long division. It is mostly taught for division by linear monic polynomials, but the method can be generalized to division by any polynomial.
References:
https://en.wikipedia.org/wiki/Polynomial_long_division
https://en.wikipedia.org/wiki/Synthetic_division
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
4. Solve 5 + 4 b < 21. 5 + 4 b – 5 < 21 – 5 Subtract 5 from each side. 4 b < 16 Simplify. b < 4 Simplify. Check: 5 + 4 b = 21 Check the computation. 5 + 4 b < 21 Check the direction of the inequality. 5 + 4( 3 ) < 21 Substitute 3 for b . Solving Multi-Step Inequalities LESSON 3-4 5 + 4( 4 ) 21 Substitute 4 for b . 21 = 21 17 < 21 < Divide each side by 4. 4 b 4 16 4
5. The band is making a rectangular banner that is 20 feet long with trim around the edges. What are the possible widths the banner can be if there is no more than 48 feet of trim? Solving Multi-Step Inequalities LESSON 3-4 twice the the length length of trim Relate: plus twice the width can be no more than Write: 2(20) + 2 w 48 <
6. (continued) The banner’s width must be 4 feet or less. Solving Multi-Step Inequalities LESSON 3-4 2(20) + 2 w 48 < 40 + 2 w 48 Simplify 2(20). < 40 + 2 w – 40 48 – 40 Subtract 40 from each side. < 2 w 8 Simplify. < w 4 Simplify. < Divide each side by 2. < 2 w 2 8 2
7. Solve 3 x + 4(6 – x ) < 2. 3 x + 24 – 4 x < 2 Use the Distributive Property. – x + 24 < 2 Combine like terms. – x + 24 – 24 < 2 – 24 Subtract 24 from each side. – x < –22 Simplify. x > 22 Simplify. Solving Multi-Step Inequalities LESSON 3-4 > Divide each side by –1. Reverse the inequality symbol. – x – 1 – 22 – 1
8. Solve 8 z – 6 < 3 z + 12. 8 z – 6 – 3 z < 3 z + 12 – 3 z Subtract 3 z from each side. 5 z – 6 < 12 Combine like terms. 5 z – 6 + 6 < 12 + 6 Add 6 to each side. 5 z < 18 Simplify. Solving Multi-Step Inequalities LESSON 3-4 < Divide each side by 5. 5 z 5 18 5 z < 3 Simplify. 3 5
9. Solve 5(–3 + d ) 3(3 d – 2). Solving Multi-Step Inequalities LESSON 3-4 < – 15 – 4 d + 15 –6 + 15 Add 15 to each side. < – 4 d 9 Simplify. < – 15 + 5 d – 9 d 9 d – 6 – 9 d Subtract 9 d from each side. < – 15 – 4 d –6 Combine like terms. < – 15 + 5 d 9 d – 6 Use the Distributive Property. < d –2 Simplify. > 1 4 Divide each side by –4. Reverse the inequality symbol. – 4 d – 4 9 – 4 >
