The first two days of a three-day course on User Experience delivered at the iHub, Nairobi, Kenya, 9 - 10 September. With great thanks to Darelle van Gruenen and others for permission to use their materials in this not-for-profit course.
The first two days of a three-day course on User Experience delivered at the iHub, Nairobi, Kenya, 9 - 10 September. With great thanks to Darelle van Gruenen and others for permission to use their materials in this not-for-profit course.
Experience Mining and Dialogues with a Pattern Language for Creative LearningTakashi Iba
Presentation in the workshop held at the International Conference on Collaborative Innovation Networks (COINs2011) in Basel, Switzerland, Sep. 9, 2011. In this workshop, participants talk about their experiences of learning with other participants, using the vocabulary provided in the Learning Patterns. The video of this presentation is available at the Livestream site http://www.livestream.com/coinsconference
One planet action plan sustainability toolkitActionGood
One Planet Vision is a website from BioRegional that provides tools and inspiration to help companies, organisations and individuals use the One Planet Living framework to live and work within a fair share of the earth's resources. The site is filled with real life case studies and useful free tools like our One Planet Action Plan sustainability toolkit for businesses and ecological footprint calculator for individuals.
To download the toolkit, please go to the website shown below:
http://www.oneplanetvision.org/organisations/one-planet-action-plans/free-toolkit/
Experience Mining and Dialogues with a Pattern Language for Creative LearningTakashi Iba
Presentation in the workshop held at the International Conference on Collaborative Innovation Networks (COINs2011) in Basel, Switzerland, Sep. 9, 2011. In this workshop, participants talk about their experiences of learning with other participants, using the vocabulary provided in the Learning Patterns. The video of this presentation is available at the Livestream site http://www.livestream.com/coinsconference
One planet action plan sustainability toolkitActionGood
One Planet Vision is a website from BioRegional that provides tools and inspiration to help companies, organisations and individuals use the One Planet Living framework to live and work within a fair share of the earth's resources. The site is filled with real life case studies and useful free tools like our One Planet Action Plan sustainability toolkit for businesses and ecological footprint calculator for individuals.
To download the toolkit, please go to the website shown below:
http://www.oneplanetvision.org/organisations/one-planet-action-plans/free-toolkit/
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.
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
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.
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.
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.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
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.
1. DepedK12.blogspot.com
DepedK12.blogspot.com
PRECALCULUS
PRECALCULUS
DAILY
DAILY
LESSON LOG
LESSON LOG
School
School
CALAYOG CI!Y NA!IONAL "IG"
CALAYOG CI!Y NA!IONAL "IG"
SC"OOL #
SC"OOL #
SENIOR "IG" SC"OOL DEPAR!$EN!
SENIOR "IG" SC"OOL DEPAR!$EN!
G%&
G%&de
de le'
le'el
el GRA
GRADE
DE 11 (
11 ( S!E
S!E$ A
$ A
!
!e&che%
e&che% ENGR
ENGR. CES
. CESAR $.
AR $. DEL R
DEL ROSAR
OSARIO )
IO )R.
R.
Le&%*+*g
Le&%*+*g
A%e&
A%e&
PRECALCULUS # 21
PRECALCULUS # 21S!
S!
CEN!URY $
CEN!URY $
!e&ch+*g D&tes &*d
!e&ch+*g D&tes &*d
!+me
!+me
SEP!E$ER 2,(-/ 21,/ -0-(0-
SEP!E$ER 2,(-/ 21,/ -0-(0-
P$
P$
$o*d&3!4esd&35ed*esd&3!h4%sd
$o*d&3!4esd&35ed*esd&3!h4%sd
&
&
6
64&
4&%t
%te%
e% 7I
7IRS
RS!
!
I. OBJECTIVES
I. OBJECTIVES $
$O
ON
ND
DA
AY
Y !
!U
UE
ES
SD
DA
AY
Y 5
5E
ED
DN
NE
ES
SD
DA
AY
Y !
!"
"U
UR
RS
SD
DA
AY
Y
A. Co*te*t St&*d&%ds
A. Co*te*t St&*d&%ds !he le&%*e%s demo*st%&te &* 4*de%st&*d+*g o8 9e co*cepts o8
!he le&%*e%s demo*st%&te &* 4*de%st&*d+*g o8 9e co*cepts o8 se%+es &*d m&them&t+c&l +*d4ct+o* &*d the +*om+&l !heo%em.
se%+es &*d m&them&t+c&l +*d4ct+o* &*d the +*om+&l !heo%em.
. Pe%8o%m&*ce
. Pe%8o%m&*ce
St&*d&%ds
St&*d&%ds
!he le&%*e%s sh&ll be &ble to 9ee*l obse%'e &*d +*'est+g&te p&tte%*s/ &*d
!he le&%*e%s sh&ll be &ble to 9ee*l obse%'e &*d +*'est+g&te p&tte%*s/ &*d 8o%m4l&te &pp%op%+&te m&them&t+c&l st&teme*ts &*d
8o%m4l&te &pp%op%+&te m&them&t+c&l st&teme*ts &*d
C. Le&%*+*g
C. Le&%*+*g
Compete*c+es3 Ob:ect+'es
Compete*c+es3 Ob:ect+'es
;5%+te the LC Code 8o%
;5%+te the LC Code 8o%
e&ch<
e&ch<
At the e*d o8 the
At the e*d o8 the
lesso*/ the le&%*e%s
lesso*/ the le&%*e%s
=+ll sol'e p%oblems
=+ll sol'e p%oblems
4s+*g m&them&t+c&l
4s+*g m&them&t+c&l
+*d4ct+o* &*d the
+*d4ct+o* &*d the
+*om+&l !heo%em.
+*om+&l !heo%em.
S!E$>PC11S$I(I:(2
S!E$>PC11S$I(I:(2
At the e*d o8 the
At the e*d o8 the lesso*/
lesso*/
the st4de*t +s &ble to0
the st4de*t +s &ble to0
;1< +ll4st%&te the 4*+t
;1< +ll4st%&te the 4*+t
c+%cle &*d the
c+%cle &*d the
%el&t+o*sh+p bet=ee* the
%el&t+o*sh+p bet=ee* the
l+*e&% &*d &*g4l&%
l+*e&% &*d &*g4l&%
me&s4%es o8 &%cs +* &
me&s4%es o8 &%cs +* &
4*+t c+%cle/ &*d
4*+t c+%cle/ &*d
;2< co*'e%t deg%ee
;2< co*'e%t deg%ee
me&s4%e to
me&s4%e to
%&d+&* me&s4%e/ &*d '+ce
%&d+&* me&s4%e/ &*d '+ce
'e%s&.
'e%s&.
S!E$>PC11!(II&(1 &*d
S!E$>PC11!(II&(1 &*d
II&(2
II&(2
II. CONTENT
II. CONTENT
Se%+es &*d
Se%+es &*d
$&them&t+c&l
$&them&t+c&l
I*d4ct+o*
I*d4ct+o*
A*gles +* & U*+t C+%cle
A*gles +* & U*+t C+%cle
III. LEARNING
III. LEARNING
RESOURCES
RESOURCES
A. Re8e%e*ces
A. Re8e%e*ces
1.
1. T
Teacher’s Guide
eacher’s Guide pages
pages Precalculus,
Precalculus,
Teacher’s Guide,
Teacher’s Guide,
paes !!" # !$
paes !!" # !$!
!
Precalculus, Teacher’s
Precalculus, Teacher’s
Guide, paes !$% & !$
Guide, paes !$% & !$
2. DepedK12.blogspot.com
2. Learner’s Materials
pages
Precalculus,
Lear'er’s (a)erial,
paes !!*#!$!
Precalculus, Lear'er’s
(a)erial, paes !$% #
!$
3. Textbook pages
4. Additional Materials fro
Learning !esource "L!#
portal
+++.
a'al-ea)h.c/
+++.ale0ra.c/
+++.
a'al-ea)h.c/
+++.ale0ra.c/
. Othe% Le&%*+*g
Reso4%ces
IV. PROCE1URES
A. Re'+e=+*g p%e'+o4s
lesso* o% p%ese*t+*g the
*e= lesso*
!e$ie% the concepts
discussed last eeting
. Est&bl+sh+*g & p4%pose
8o% the lesso*
&'ind the nth ter of
"x()#*n’
&'ind the linear and
angular easure of arcs+
&,on$ert degree
easure to radian- and
$ice $ersa+
C. P%ese*t+*g e?&mples3
+*st&*ces
Co*'e%t deg/ m+*/ sec
to deg0
Co*'e%t deg to deg/
m+*/ sec.0
D. D+sc4ss+*g *e=
co*cepts &*d p%&ct+c+*g
Co*cept0 Co*cept0
3. DepedK12.blogspot.com
*e= s9+lls @1 The ascal’s T
riangle
does not allo% us to
%rite the general
expansion of the nth
po%er of a binoial.
/e need a %a) of
expressing the
coe0cients in
algebraic s)bols.
/e can obtain the
forula for expansion
using cobinations.
'or exaple- %e can
get the forula for
"x()#* b) using the
forula for the r
cobination of n
obects.
1* ( x*4 ) (
1x*3 )*2 ( 1x*2
)*3 ( x)*4 ( 1 )*
Angles in trigonoetr)
di5er
fro angles in 6uclidean
geoetr) in the sense of
otion.
An angle in geoetr) is
dened
as a union of ra)s "that
is- static# and has
easure
bet%een and 17.
An angle in trigonoetr)
is a rotation of a ra)-
and- therefore- has no
liit. 8t has positi$e and
negati$e directions and
easures.
(easuree')s
2c/'3ersi/'45
A central angle of a circle
easures one degree-
%ritten 19- if it intercepts
1:3; of the
circuference of the
circle. <ne minute-
%ritten 1’- is
1:; of 19- %hile one
second- %ritten 1’’- is
1:; of 1’.
179 = > radian
1 radian = ?.39
E. D+sc4ss+*g *e=
co*cepts &*d p%&ct+c+*g
Co*cept0
Using the formula of
Co*cept0
4. DepedK12.blogspot.com
*e= s9+lls @2 combination C(n, r)
where n=5 because we
have 5,4,3,2,1
,"-# = 1
,"-2# = 1
,"-4# =
,"-1# =
,"-3# = 1
,"-# = 1
7o%m4l&0 C ;*/ %<
*B 3 % B ;*(%<B
n angle is said to be
!ositive if the ra" (terminal
side) rotates in a
countercloc#wise direction
from the initial side, and the
angle is negative if it
rotates in a cloc#wise
direction$
a)
b)
c)
7. De'elop+*g m&ste%
;Le&ds to 7o%m&t+'e
Assessme*t 2<
P%oblem0
'ind the fourth ter of
"2x@)#*;.
2 "2x#*3 "@)#*3 =
= 2 "7x*3# "@)*3#
= @1; x*3 )*3
"A*s=e%<
P%oblem0
8n the follo%ing Bgure-
identif) the terinal side
of an angle in
standard position %ith
gi$en easure.
5. DepedK12.blogspot.com
G. 7+*d+*g p%&ct+c&l
&ppl+c&t+o*s o8 co*cepts
&*d s9+lls +* d&+l l+'+*g
". $&9+*g ge*e%&l+&t+o*s
&*d &bst%&ct+o*s &bo4t
the lesso*
%im!lif" the discussed
conce!ts
%im!lif" the discussed
conce!ts
I. E'&l4&t+*g le&%*+*g
). Add+t+o*&l &ct+'+t+es 8o%
&ppl+c&t+o* Se&t=o%9 &t pp. 11 to
12
Se&t=o%9 &t pp. 12 to
12
V. RE(AR6S INDUC!ION INDUC!ION3$A!" 6UIF INDUC!IO
VI. RE7LECTION
A. No. o8 le&%*e%s =ho
e&%*ed +* the
e'&l4&t+o*.
. No. o8 le&%*e%s =ho
%eH4+%e &dd+t+o*&l
&ct+'+t+es 8o% %emed+&t+o*
=ho sco%ed belo=
C. D+d the %emed+&l
lesso*s =o%9 No. o8
le&%*e%s =ho h&'e c&4ght
4p =+th the lesso*.
D. No. o8 le&%*e%s =ho
co*t+*4e to %eH4+%e
%emed+&t+o*.
6. DepedK12.blogspot.com
E. 5h+ch o8 m te&ch+*g
st%&teg+es =o%9ed =ell
5h d+d these =o%9
7. 5h&t d+Jc4lt+es d+d I
e*co4*te% =h+ch m
p%+*c+p&l o% s4pe%'+so%
c&* help me sol'e
G. 5h&t +**o'&t+o* o%
loc&l+ed m&te%+&ls d+d I
4se3d+sco'e% =h+ch I =+sh
to sh&%e =+th othe%
te&che%s
repared b)C ,hecked b)C
Ces&% $. del Ros&%+o/ CE C&l+c9 D. A%%+et&/ PhD
%&% '1 %chool rinci!al *
