This document covers properties of exponents, including reviewing the multiplication property and introducing the division property. It provides examples of simplifying expressions using exponents by adding exponents when multiplying terms with the same base or subtracting exponents when dividing terms with the same base. It also has reminders about the goal and agenda for the lesson which is applying exponent properties to generate equivalent numerical expressions.
This presentation is an introduction to Exponents. Students will begin with repeated multiplication. They will then be reminded about a base an exponent. They will learn the term Exponential Form.
Sum and Difference of Cubes. The sum or difference of two cubes can be factored into a product of a binomial times a trinomial. That is, x3 + y3 = (x + y)(x2 − xy + y2) and x3 − y3 = (x − y)(x2 + xy + y2) .
At the end of this lesson, student should be able to:
Recognize the general form for linear equations
Solve the linear equations
Recognize the general form for quadratic equations
Solve quadratic equations using the technique of factorization, quadratic formula and completing the square
Solve simultaneous equations for 2 x 2 systems using substitution and elimination methods
Identify the notation of inequalities and properties of inequalities
Express the solution in inequality notation, real number line, interval notation or sets notation
Solve linear inequalities
Identify the absolute value
Solve the absolute value equations
Determine what additional information is needed to prove two triangles congruent by a given theorem.
Create two-column proofs to show that two triangles are congruent.
This presentation is an introduction to Exponents. Students will begin with repeated multiplication. They will then be reminded about a base an exponent. They will learn the term Exponential Form.
Sum and Difference of Cubes. The sum or difference of two cubes can be factored into a product of a binomial times a trinomial. That is, x3 + y3 = (x + y)(x2 − xy + y2) and x3 − y3 = (x − y)(x2 + xy + y2) .
At the end of this lesson, student should be able to:
Recognize the general form for linear equations
Solve the linear equations
Recognize the general form for quadratic equations
Solve quadratic equations using the technique of factorization, quadratic formula and completing the square
Solve simultaneous equations for 2 x 2 systems using substitution and elimination methods
Identify the notation of inequalities and properties of inequalities
Express the solution in inequality notation, real number line, interval notation or sets notation
Solve linear inequalities
Identify the absolute value
Solve the absolute value equations
Determine what additional information is needed to prove two triangles congruent by a given theorem.
Create two-column proofs to show that two triangles are congruent.
2 Speed IT powered by Microsoft Azure and MinecraftSriram Hariharan
In this session, Mike will show how a model reference architecture in Azure and Minecraft can be used by architects to visualize solutions that you want your teams to build.
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the innate potential of each individual to live a life of enduring happiness, penetrating wisdom, optimal well being, and authentic love and compassion.
Find out why is it so important in your organization and how can you develop it (while you manage stress and use it in a positive way).
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An Uncertainty-Aware Approach to Optimal Configuration of Stream Processing S...Pooyan Jamshidi
https://arxiv.org/abs/1606.06543
Finding optimal configurations for Stream Processing Systems (SPS) is a challenging problem due to the large number of parameters that can influence their performance and the lack of analytical models to anticipate the effect of a change. To tackle this issue, we consider tuning methods where an experimenter is given a limited budget of experiments and needs to carefully allocate this budget to find optimal configurations. We propose in this setting Bayesian Optimization for Configuration Optimization (BO4CO), an auto-tuning algorithm that leverages Gaussian Processes (GPs) to iteratively capture posterior distributions of the configuration spaces and sequentially drive the experimentation. Validation based on Apache Storm demonstrates that our approach locates optimal configurations within a limited experimental budget, with an improvement of SPS performance typically of at least an order of magnitude compared to existing configuration algorithms.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Chapter 3 - Islamic Banking Products and Services.pptx
Division of numbers in exponential form
1. HOUSEKEEPING
Yesterday we looked at the multiplication property of
exponents. You learned that when multiplying powers
with the same bases, you simply add the exponents.
Today & Friday – MAP testing 9:00 am or 2:00 pm
3. GOAL FOR TODAY…….
Goal:
Be able to apply
properties of
exponents to
generate
equivalent
numerical
expressions
Agenda:
Review –
Multiplication
Property
Division Property
4.
5.
6. Simplify the expression by writing the product of
two powers as one power.
56 ∙ 53
a.) 259
b.) 59
c.) 518
d.) 253
e.) none of the above
9. GOAL FOR TODAY…….
Goal:
Be able to apply
properties of
exponents to
generate
equivalent
numerical
expressions
Agenda:
Review –
Multiplication
Property
Division Property
10. 5 5 5
55
53
=
5 5 5 5 5
= 5 5 = 52=
5 5 5
5 5 5 5 5
Notice what occurs when you divide powers
with the same base.
11. 5 5 5
55
53
=
5 5 5 5 5
= 5 5 = 52=
5 5 5
5 5 5 5 5
Notice what occurs when you divide powers
with the same base.
18. 3
-5
3
-2
Example: Dividing Powers with the Same
Base
Divide. Write the quotient as one power.
Subtract exponents.
3
-3
3-5 – (-2)
* Use caution with negative exponents!!!
21. Can the following be simplified? If yes, write
an equivalent expression. If not, explain why
not.
22. Can the following be simplified? If yes, write
an equivalent expression. If not, explain why
not.
23. Can the following be simplified? If yes, write
an equivalent expression. If not, explain why
not.
24. Can the following be simplified? If yes, write
an equivalent expression. If not, explain why
not.
25. Example: Multiplication & Division with
Exponents
Simplify. Express your answer as a single term,
without a denominator
𝑞4
𝑞5 ∙ 𝑞3
26. Example: Multiplication & Division with
Exponents
Simplify. Express your answer as a single term,
without a denominator
𝑑3 ∙ 𝑑9
𝑑5
27. Example: Multiplication & Division with
Exponents
Simplify. Express your answer as a single term,
without a denominator
𝑏8 ∙ 𝑏3 ∙ 𝑏8
28. Example: Multiplication & Division with
Exponents
Simplify. Express your answer as a single term,
without a denominator
29. GOAL FOR TODAY…….
Goal:
Be able to apply
properties of
exponents to
generate
equivalent
numerical
expressions
Agenda:
Review –
Multiplication
Property
Division Property
30. WRAP UP
If you have the same bases, add the exponents
when multiplying.
If you have the same bases, subtract the
exponents when dividing
