Proper; Improper & Mixed Number FractionsLorenKnights
How many equal parts of a whole. We call the top number the Numerator, it is the number of parts we have.
We call the bottom number the Denominator, it is the number of parts the whole is divided into.
Proper; Improper & Mixed Number FractionsLorenKnights
How many equal parts of a whole. We call the top number the Numerator, it is the number of parts we have.
We call the bottom number the Denominator, it is the number of parts the whole is divided into.
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.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
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
6. Division
The steps in division is as simple as memorizing
the people in this family.
Dad Mom Sister Brother
Rover
7. Division
• Each person represents a step in the division
process.
Dad
Mom
Sister
Brother
Rover
1. Divide
2. Multiply
3. Subtract
4. Bring down
5. Repeat or
Remainder
9. Step 1
• Divide first number in the
dividend, 6, by 3
3 ) 6 5 5
• Think how many 3’s will
fit into 6.
2
How many 3’s
will go into 6?
• Write that number directly
above the number you divided
into.
Dad
1. Divide
10. Step 2
• Multiply the first number in
the quotient to the divisor.
3 ) 6 5 5
• Write your answer directly
under the 6 or the number
you just divided into.
2
2 x 3 = 6
2. Multiply
Mom
6
11. Step 3
• Draw a line under the 6.
3 ) 6 5 5
• Write a subtraction sign
next to the 6.
2
3. Subtract
6
Sister
• Subtract 6 from 6.
• Write your answer directly below the 6.
0
12. Step 4
• Go to the next number in
the dividend to the right of
the 5.
3 ) 6 5 5
2
4. Bring
down
6
• Bring the 4 down next to
the 1.
Brother
5
13. Step 5
• This is where you decide
whether you repeat the 5 steps
of division.
3 ) 6 5 5
• If your new number, 5, can be divided into your
divisor , or if you have numbers in the dividend
that have not been brought down, you repeat the 5
steps of division.
2
5. Repeat or
Remainder
6
5
Rover
14. Back to Step 1
• Divide your new number,5,
by 3.
3 ) 6 5 5
• Place your answer directly
above the 5 in your quotient.
2
1. Divide
6
5
Dad
1
15. Step 2
• Multiply quotient, 7 , to the
divisor 3.
3 ) 6 5 5
• Place your answer directly
under the 5.
2
2. Multiply
6
5
1
Mom
3
16. Step 3
• Draw a line under the
bottom 3.
3 ) 6 5 5
• Draw a subtraction sign.
2
3. Subtract
6
5
1
3
Sister
• Subtract & place answer
under the line. 2
17. Step 4
3 ) 6 5 5
• Bring the 5 down
next to the 2.
2
4. Bring down
6
5
1
3
2
Brother
5
18. Step 5
• If the new number, 25, can
be divided into 3, then
repeat the steps of division.
3 ) 6 5 5
2
5. Repeat or
Remainder
6
5
1
3
2 5
Rover
19. Step 1
• Divide your new number,
25, by the divisor, 3.
3 ) 6 5 5
2
1. Divide
6
5
1
3
2 5
Dad
• Place your answer in the
quotient next to the 1.
8
20. Step 2
• Multiply the new quotient,
8, by 3.
3 ) 6 5 5
2
2. Multiply
6
5
1
3
2 5
• Place your answer under
the number 25.
8
Mom
2 4
21. Step 3
• Draw a line under the
number 24.
3 ) 6 5 5
2
3. Subtract
5
1
3
2 5
• Place your subtraction sign.
8
2 4
Sister
• Subtract & put your answer
directly under the 24.
1
22. Step 4
• Look at your dividend to
see if there are any
more numbers to bring
down.
3 ) 6 5 5
2
4. Bring
down
6
5
1
3
2 5
8
2 4
• If not, move to step 5.
1
Brother
23. Step 5
• Since there are no more
numbers to bring down & 1
cannot be divided by 3, you do
not repeat the steps of
division.
3 ) 6 5 5
2
5. Repeat or
Remainder
6
5
1
3
2 5
8
2 4
• The number left over, 1,
becomes the remainder.
1
Rover
r.1
24. To check the answer in
division, multiply the
quotient and the divisor.
Add the remainder, if any.
The result should be equal
to the dividend.
27. Step 1
• Look at the first in the
dividend, since 3 cannot be
divided 5, you need to pair it up
number next to it, so it will
become 37 divided by 5
5 ) 3 7 5
• Think how many 5’s will
fit into 37.
7
How many 5’s
will you get
in 37?
• Write that number directly
above the number 7 you divided
into.
Dad 1. Divide
28. Step 2
• Multiply the first number in
the quotient to the divisor.
5 ) 3 7 5
• Write your answer directly
under the 37 or the number
you just divided into.
7
7 x 5 = 35
2. Multiply
Mom
3 5
29. Step 3
• Draw a line under the 35.
5 ) 3 7 5
• Write a subtraction sign
next to the 35.
2
3. Subtract
3 5
Sister
• Subtract 35 from 37.
• Write your answer directly below the 35.
2
30. Step 4
• Go to the next number in
the dividend to the right of
the 7.
5 ) 3 7 5
2
4. Bring
down
• Bring the 5 down next to
the 2.
Brother
3 5
5
2
31. Step 5
• This is where you decide
whether you repeat the 5 steps
of division.
5 ) 3 7 5
• If your new number, 25, can be divided into your
divisor, or if you have numbers in the dividend that
have not been brought down, you repeat the 5 steps
of division.
7
5. Repeat or
Remainder
2
Rover
5
3 5
32. Back to Step 1
• Divide your new
number,25, by 5.
5 ) 3 7 5
• Place your answer directly
above the 5 in your quotient.
7
1. Divide
3 5
2 5
Dad
5
33. Step 2
• Multiply quotient, 5 , to the
divisor 5.
5 ) 3 7 5
• Place your answer directly
under the 25.
7
2. Multiply
3 5
2 5
5
Mom
2 5
34. Step 3
• Draw a line under the
bottom 25.
5 ) 3 7 5
• Draw a subtraction sign.
7
3. Subtract
3 5
2 5
5
2 5
Sister
• Subtract & place answer
under the line. 0
35. Step 4
• Look at your dividend to
see if there are any
more numbers to bring
down.
5 ) 3 7 5
4. Bring down
3 5
2 5
7
2 5
0
5
• If not, move to step 5.
Brother
36. Step 5
• Since there are no more
numbers to bring down you do
not repeat the steps of
division.
5 ) 3 7 5
5. Repeat or
Remainder
3 5
7
2 5
5
2 5
• And since there is no leftover,
that means there is no remainder
Rover
0