Solves Multi- step Routine and Non-routine Problems involving Division and an...Nerisa Herman
solve multi-step routine and non-routine problems involving division and any of the other operations of decimals, mixed decimals, and whole numbers including money using appropriate problem solving strategies and tools. M6NS-If-113.3
Solves Multi- step Routine and Non-routine Problems involving Division and an...Nerisa Herman
solve multi-step routine and non-routine problems involving division and any of the other operations of decimals, mixed decimals, and whole numbers including money using appropriate problem solving strategies and tools. M6NS-If-113.3
Grade: 1
Subject: Math
Lesson: Counting Numbers 0 - 10
Description: In this lesson, you will review basic counting with your child using different techniques shown in the lesson
Happy Counting!
Grade: 1
Subject: Math
Lesson: Counting Numbers 0 - 10
Description: In this lesson, you will review basic counting with your child using different techniques shown in the lesson
Happy Counting!
STI Course A Closer Look at Singapore Math by Yeap Ban HarJimmy Keng
This weekend course conducted at Scarsdale Teachers Institute, New York focused on the use of anchor problem to enhance the teaching and learning of mathematics.
If kids come to us from strong, healthy functioning families, it makes our job easier. If they do not come to us from strong, healthy, functioning families, it makes our job more important.
308. Don't FAL out;Techno IN!
This session will share several formative assessment lessons, activities and strategies that we have used within our classes as well as technology resources we have found very useful. Handouts are available online. You will feel like a kid leaving a candy shop!
Presenter(s): Jo Harris, Olivia Valk, Cody Powell
Location: Biltmore
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.
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”.
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.
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.
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.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
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 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
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Comparing three digit numbers math lesson plan 12-20-2017
1. Teacher: Michele .H. Grades: 2nd & 3rd Week of: 10/2-10/6/2017
Standard: 2.NSBT.4, 3.NSBT.4-Compare two numbers with up to three digits using
words and symbols (i.e, <, =, >).
Lesson Objectives/Goals:
Students will be able to compare two three-digit numbers at a time using the >, <, or = signs
to record their answers.
Materials:
Dry erase board
Number lines
Computer with internet access
Worksheets on comparing numbers
Pencils and paper
Procedure:
Introduction:
Give students a short number comparison problem to introduce them to the
lesson. For example: My brother and I went bowling over the weekend. I scored
105 points and he scored 131 points. Ask your students who won and have
them explain their answers (Different word problems will be used throughout the
week).
Tell students that today they will be learning how to compare three-digit numbers
by using <,>, or = to show their answers.
Teacher Modeling:
Referring back to the above example, the teacher will share with students how
to write this comparison. Tell them that you would write "105 < 131" because
105 is less than 131. Tell students that you know this because when you
compared the hundreds value of both numbers, they were equal.
Then moved on to comparing the numbers in the tens place, and found my
brother's number to be larger. Tell students how to prove this same finding on a
number line.
Draw a number line labeled 100 to 200 with intervals of 10 on the board. Draw a
star approximately where 105 and 131 would fall on the number line. Ask your
students how this shows that 105 is less than 131.
2. Guided Practice/Interactive Modeling:
Write number lines on the board.
Give students another short word problem: Sam got $185 for his birthday and Sarah got
$149. Who got more money for their birthday?
Plot each number on the number line. A star or dot where each number should go on
the number line.
Students will be asked to check which number is closer to 100, or closer to the left,
because 100 is the smallest number on this line plot.
Students will be asked who got less money for their birthday. Have them explain.
Show students how to write the comparisons sentence on the blank lines. For example:
185 > 149.
Ask students to justify this answer.
Give students two numbers, 330 and 705, and ask them to use the number line to
compare them. Advise students to number the dash marks on the number line before
completing the problem.
Have students work in pairs to complete this task.
Ask a group to come up to the board and explain to the class how they labeled the
number line, where they put the points, and what symbol they included in their final
answer. Ask another group to either explain why they agree or disagree with the first
group's answer.
Independent Practice:
Give students the number pairs 250 and 295 and 784 and 725 to compare.
Have students use the number lines to compare these numbers on their own.
Remind students to label their number line first, then add the points, and then write the
correct comparison symbol.
Introduce and explain and students will complete a worksheet on comparing
three digit numbers using a number line. Students will log on to
www.khanacademy.org/search?referer=%2Fcoach%2Fdashboard&page_search
_query=comparing+three-digit+numbers continue to practice comparing three-
digit numbers.
Reflection/Closure:
Ask students to give a final summary of the lesson. Remind them to include plotting
points on a number line, figuring out which number is greater, and which each of the
comparison symbols represent.
Assessment:
Observation and student work samples from independent practice.
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