Okay, let's break this down step-by-step:
* Original weight: 220 lbs
* He lost 20% of 220 lbs
* To calculate 20% of 220, change 20% to a decimal: 20% = 0.20
* Multiply the whole (220 lbs) by the percent (0.20):
220 x 0.20 = 44
* So he lost 44 lbs
* His weight after losing 20% was: 220 - 44 = 176 lbs
* Then he gained 5 lbs back
* So his new weight is: 176 + 5 = 181 lbs
The answer is C.
Does this make sense? Let me know if you need any part explained further.
This document discusses Just in Time Teaching (JiTT), an evidence-based instructional strategy where students complete online pre-class assignments called "warm-ups" and the instructor modifies their lesson plan based on the student responses. Research shows JiTT improves student preparation, engagement, learning, and retention compared to traditional lecture-based methods. The presenter advocates that JiTT is easy for instructors to implement and addresses important areas often neglected in teaching like student metacognition and holding students accountable for pre-class work.
The Education for Employment Sector Development Project (EESDP) of the Ministry of Education and Sports, Lao PDR with support from the Asian Development Bank and the project implementation consultants (INTEM Philippines/Intem Laos) begins its series of webinars to continue in-service trainings despite the Covid 19 Pandemic by developing open educational resources and creative use of social media platforms. #LaoLifelongLearners
The document provides a list of over 50 potential plenary activities that teachers can use at the end of a lesson. Some of the suggested plenaries include having students answer questions about the lesson, write instructions for a task related to the lesson content, tell the teacher three things they learned, and create a comic strip or storyboard summarizing the key points. The list aims to give teachers varied options for reviewing and assessing student understanding of the lesson material in an engaging way.
The document provides a long list of ideas and suggestions for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions about the lesson topic, play word games like hangman or Pictionary that involve lesson concepts, do peer assessments of classmates' work, take on the role of "teacher" by summarizing the lesson, or providing creative responses involving lesson ideas in new contexts through activities like storytelling or drawing. The document also provides links to additional online resources with more plenary activity ideas.
The document provides a long list of ideas for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions to review the lesson content, participate in games like Pictionary or Hangman using vocabulary from the lesson, write summaries of the lesson, or create comics, poems or stories to illustrate their learning. The document also includes links to additional online resources with more ideas for lesson plenaries and closing activities.
This document discusses using a flipped classroom model to teach medical coding using ICD-10. It describes a flipped classroom as students watching lectures outside of class and doing activities in class. The author created audiovisual lectures for students in a health information technology program to review outside of class. In class, students would do coding activities and collaborate. The document outlines the advantages of a flipped model like increased coding proficiency but also challenges like student access to technology. It provides details on how the author set up the flipped unit in an online learning system, including learning modules, assessments, and student feedback. Based on the feedback, most students felt they learned as much or more in the flipped format and would take another flipped unit, though some found
This document discusses Just in Time Teaching (JiTT), an evidence-based instructional strategy where students complete online pre-class assignments called "warm-ups" and the instructor modifies their lesson plan based on the student responses. Research shows JiTT improves student preparation, engagement, learning, and retention compared to traditional lecture-based methods. The presenter advocates that JiTT is easy for instructors to implement and addresses important areas often neglected in teaching like student metacognition and holding students accountable for pre-class work.
The Education for Employment Sector Development Project (EESDP) of the Ministry of Education and Sports, Lao PDR with support from the Asian Development Bank and the project implementation consultants (INTEM Philippines/Intem Laos) begins its series of webinars to continue in-service trainings despite the Covid 19 Pandemic by developing open educational resources and creative use of social media platforms. #LaoLifelongLearners
The document provides a list of over 50 potential plenary activities that teachers can use at the end of a lesson. Some of the suggested plenaries include having students answer questions about the lesson, write instructions for a task related to the lesson content, tell the teacher three things they learned, and create a comic strip or storyboard summarizing the key points. The list aims to give teachers varied options for reviewing and assessing student understanding of the lesson material in an engaging way.
The document provides a long list of ideas and suggestions for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions about the lesson topic, play word games like hangman or Pictionary that involve lesson concepts, do peer assessments of classmates' work, take on the role of "teacher" by summarizing the lesson, or providing creative responses involving lesson ideas in new contexts through activities like storytelling or drawing. The document also provides links to additional online resources with more plenary activity ideas.
The document provides a long list of ideas for concluding or "plenary" activities that can be used at the end of a lesson. Some of the suggested plenary activities include having students answer questions to review the lesson content, participate in games like Pictionary or Hangman using vocabulary from the lesson, write summaries of the lesson, or create comics, poems or stories to illustrate their learning. The document also includes links to additional online resources with more ideas for lesson plenaries and closing activities.
This document discusses using a flipped classroom model to teach medical coding using ICD-10. It describes a flipped classroom as students watching lectures outside of class and doing activities in class. The author created audiovisual lectures for students in a health information technology program to review outside of class. In class, students would do coding activities and collaborate. The document outlines the advantages of a flipped model like increased coding proficiency but also challenges like student access to technology. It provides details on how the author set up the flipped unit in an online learning system, including learning modules, assessments, and student feedback. Based on the feedback, most students felt they learned as much or more in the flipped format and would take another flipped unit, though some found
The document provides an introduction and rationale for using whole class feedback as part of assessment for learning. It then lists and briefly describes 25 examples of techniques teachers can use to obtain whole class feedback, such as post-it notes, mini whiteboards, exit passes, and traffic lights. The examples allow teachers to assess student understanding efficiently and involve students in peer assessment.
The document provides guidance on preparing for exams through effective revision strategies. It discusses common revision mistakes to avoid, such as not starting to revise early enough in the term. The document emphasizes revising over time in order to better retain information and make links between topics. It also stresses the importance of preparing a realistic revision timetable and taking breaks when revising.
A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
This document contains feedback from two students regarding a course on American politics taught by Professor J. Schaefer in the fall of 2006. Both students found the lectures interesting and felt the assignments, including papers and debates, added value. One student enjoyed the guest speakers. While finding the textbook dry, both felt the professor did not show bias. One suggested adding pop quizzes to ensure students do the readings. Overall, both thought it was a good course that made the material engaging.
This document provides information about an introductory programming course including meeting times, instructor details, required materials, course description, expectations, assignments, and policies. The course introduces programming concepts and skills through weekly readings, tutorials, in-class challenges, and creative projects. Students will complete labs, exams, quizzes and larger projects throughout the semester and be evaluated based on technical and creative merits. Academic integrity, collaboration, and disability accommodation policies are also outlined.
This decidedly nonacademic presentation will present research findings and resources related to creating engaging instruction using the same techniques that are used in video games. The presentation will discuss why games and gamification are appropriate tools for presenting learning content and how using only a small part of games can lead to increased learning motivation. This presentation isn't about games, it is about using the same techniques and tricks that video games use to engage our students.
This document appears to be a course packet for PSY 1000 Honors at Western Michigan University. It includes information about the course procedures, schedule, assignments, grading policies, and instructor contact details. The course will cover one chapter from the textbook per class meeting, with quizzes held biweekly in seminar sections. Students will also conduct rat lab experiments weekly, for which they can earn points. Academic integrity is strictly enforced, and there are penalties for missed classes, late assignments, and not properly cleaning up the rat lab area.
The document summarizes an information evening for Year 11 students and parents. It introduces the new Key Stage 4 structure and contacts for academic and pastoral support. It provides tips on good working habits, tackling coursework, aiding revision, and early signs of stress. Department sections outline the GCSE courses for Mathematics, Languages, and Sciences.
What is thinking & higher order thinking?
How to improve higher order thinking?
Why do we ask questions?
Principles of questioning
Strategies to use when student respond?
Strategies to use when student don’t respond
Strategies for responding to student questions
Smashing VCE: How To Study and Still Have A Life (2nd. Edition)jpinnuck
'Smashing VCE: How To Study And Still Have A Life' is Ticking Mind’s refreshing new take on study skills which is designed as a resource for students and tool for teachers. The study guide takes students through the ins and outs of what study is, how to set specific study goals, and how to study effectively for each of their subjects in VCE. Written in an engaging tone, the book can be used as the basis for teaching students study skills in their form or tutorial groups sessions or to teach them study skills within specific subjects.
Smashing VCE: How To Study And Still Have A Life (No Planner)jpinnuck
This document provides an overview and advice for effective studying in VCE. It discusses:
- The difference between homework assigned by teachers and independent study that students set for themselves.
- The importance of setting specific, measurable study goals to focus on areas of weakness rather than just reviewing what is already known. These goals should target understanding, skills, and memory.
- Strategies for identifying areas of weakness by reviewing past exams and assessments, and using these to form study goals in topics to better understand, skills to improve, and information to remember.
- The need to set strategy goals that are specific, relevant and achievable in order to make effective progress, such as committing to 5-15 minutes of
Smashing VCE: How To Study And Still Have A Life (With Planner)jpinnuck
This document provides study tips and strategies for VCE students. It includes sections on study skills, core study strategies, subject-specific strategies, and planning study around other commitments. Some key points covered are:
- The difference between homework assigned by teachers and independent study tasks set by students themselves.
- The importance of setting specific and achievable study goals, such as improving understanding of topics, skills, or memory in a subject.
- Core strategies like pre-viewing content before class, asking questions, and summarizing rather than just highlighting, to aid understanding.
- Subject-specific strategies and checklists of topics from past exams to identify areas to focus study on.
- A study
Smashing VCE: How To Study and Still Have A Life (2nd Ed)jpinnuck
Smashing VCE: How To Study And Still Have A Life (2nd Edition) offers an engaging, humorous and visual guide to senior Victorian students on how to balance school life and study with actual life. With lots of detailed examples from a range of VCE subjects and plenty of jokes, this book guides students through:
*What study is
*How to set effective study goals
*A whole range of practical study strategies for improving understanding and recall of concepts as well as practising skills
*How to organise both study and life
*Information about how theATAR is calculated
Included in Smashing VCE is a study planner formatted to help students plan for doing both homework and study.
The document discusses strategies for using a "no hands up" policy in the classroom to encourage participation from all students. It describes potential issues that could arise, such as quiet students not being called on enough or disruptive students dominating discussions. It then provides examples of alternative questioning techniques, such as using mini whiteboards, phone a friend, or thumbs up/thumbs down responses, to help address these issues and promote inclusion when not using traditional hand raising.
My top v100 tips for classroom successSusan Pinion
The document provides 100 tips for classroom success. It discusses the importance of previewing lessons before class through flipped learning videos. It also recommends note-taking apps for lectures and using phone apps to take photos of whiteboards. Students are advised to ask instructors questions instead of classmates to avoid disruption. Outside help from sources like Khan Academy is also suggested for reinforcement. Finally, the document stresses the importance of focus, homework, minimizing absences, preparation for assessments, getting enough sleep, and seeking help when needed.
When They DO It, They've GOT It! How to Use Concrete Practice When TrainingMaster Certified Trainers
By Sharon Bowman. FINAL VERSION. Created for the South Carolina Child Care Center for Career Development. Also for trainers and instructors who want to improve their teaching skills.
The document discusses good study habits such as organizing, identifying learning styles, scheduling time, managing time effectively, and using different memorization techniques. It provides tips for creating an effective study environment and schedule. Various learning styles and time management models are presented. Different memorization techniques are explained such as acronyms, acrostics, keywords, rhyming, association, imagery, loci method, and flashcards. Students are encouraged to reflect on their study habits and identify areas for improvement.
Student support at Lambert High School consists of counseling, 504 plans and IEPs, lunch and learn programs, and MTSS. Counseling provides support for graduation requirements and student well-being. 504 plans and IEPs outline accommodations for students with medical diagnoses or disabilities. Lunch and learn offers remediation tables, a testing room, and referrals for students who do not complete assignments. MTSS is a framework that provides tiered academic and behavioral strategies to meet the needs of all students.
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
Playing and learning with Kahoot and SocrativeFernando Romeu
This document provides an overview of the Kahoot learning platform, including its different types (quiz, survey, discussion), how to create and share quizzes, question types, and how teachers and students can use Kahoot in the classroom. It discusses features like visualizing student understanding in real-time, generating room codes, editing questions, using different media like images and videos, analyzing results, and sharing quizzes publicly or privately with other teachers and students. The document concludes by comparing Kahoot to the Socrative platform.
Tips and Tricks Irvine Valley College 2013Fred Feldon
This document provides tips and tricks for teaching math online from Fred Feldon of Coastline Community College. It discusses why students take online classes, how success and retention rates compare to face-to-face classes, and what is different about teaching online. It also addresses questions about using a course management system versus building a course from scratch, supplementing courses with original materials, and preventing cheating in online assessments.
The document provides an introduction and rationale for using whole class feedback as part of assessment for learning. It then lists and briefly describes 25 examples of techniques teachers can use to obtain whole class feedback, such as post-it notes, mini whiteboards, exit passes, and traffic lights. The examples allow teachers to assess student understanding efficiently and involve students in peer assessment.
The document provides guidance on preparing for exams through effective revision strategies. It discusses common revision mistakes to avoid, such as not starting to revise early enough in the term. The document emphasizes revising over time in order to better retain information and make links between topics. It also stresses the importance of preparing a realistic revision timetable and taking breaks when revising.
A pupil volunteers to teach part of the lesson to their peers. This provides an opportunity for the pupil to consolidate and demonstrate their understanding, while also engaging their classmates. It encourages active participation from learners and helps evaluate how well the key ideas have been understood.
This document contains feedback from two students regarding a course on American politics taught by Professor J. Schaefer in the fall of 2006. Both students found the lectures interesting and felt the assignments, including papers and debates, added value. One student enjoyed the guest speakers. While finding the textbook dry, both felt the professor did not show bias. One suggested adding pop quizzes to ensure students do the readings. Overall, both thought it was a good course that made the material engaging.
This document provides information about an introductory programming course including meeting times, instructor details, required materials, course description, expectations, assignments, and policies. The course introduces programming concepts and skills through weekly readings, tutorials, in-class challenges, and creative projects. Students will complete labs, exams, quizzes and larger projects throughout the semester and be evaluated based on technical and creative merits. Academic integrity, collaboration, and disability accommodation policies are also outlined.
This decidedly nonacademic presentation will present research findings and resources related to creating engaging instruction using the same techniques that are used in video games. The presentation will discuss why games and gamification are appropriate tools for presenting learning content and how using only a small part of games can lead to increased learning motivation. This presentation isn't about games, it is about using the same techniques and tricks that video games use to engage our students.
This document appears to be a course packet for PSY 1000 Honors at Western Michigan University. It includes information about the course procedures, schedule, assignments, grading policies, and instructor contact details. The course will cover one chapter from the textbook per class meeting, with quizzes held biweekly in seminar sections. Students will also conduct rat lab experiments weekly, for which they can earn points. Academic integrity is strictly enforced, and there are penalties for missed classes, late assignments, and not properly cleaning up the rat lab area.
The document summarizes an information evening for Year 11 students and parents. It introduces the new Key Stage 4 structure and contacts for academic and pastoral support. It provides tips on good working habits, tackling coursework, aiding revision, and early signs of stress. Department sections outline the GCSE courses for Mathematics, Languages, and Sciences.
What is thinking & higher order thinking?
How to improve higher order thinking?
Why do we ask questions?
Principles of questioning
Strategies to use when student respond?
Strategies to use when student don’t respond
Strategies for responding to student questions
Smashing VCE: How To Study and Still Have A Life (2nd. Edition)jpinnuck
'Smashing VCE: How To Study And Still Have A Life' is Ticking Mind’s refreshing new take on study skills which is designed as a resource for students and tool for teachers. The study guide takes students through the ins and outs of what study is, how to set specific study goals, and how to study effectively for each of their subjects in VCE. Written in an engaging tone, the book can be used as the basis for teaching students study skills in their form or tutorial groups sessions or to teach them study skills within specific subjects.
Smashing VCE: How To Study And Still Have A Life (No Planner)jpinnuck
This document provides an overview and advice for effective studying in VCE. It discusses:
- The difference between homework assigned by teachers and independent study that students set for themselves.
- The importance of setting specific, measurable study goals to focus on areas of weakness rather than just reviewing what is already known. These goals should target understanding, skills, and memory.
- Strategies for identifying areas of weakness by reviewing past exams and assessments, and using these to form study goals in topics to better understand, skills to improve, and information to remember.
- The need to set strategy goals that are specific, relevant and achievable in order to make effective progress, such as committing to 5-15 minutes of
Smashing VCE: How To Study And Still Have A Life (With Planner)jpinnuck
This document provides study tips and strategies for VCE students. It includes sections on study skills, core study strategies, subject-specific strategies, and planning study around other commitments. Some key points covered are:
- The difference between homework assigned by teachers and independent study tasks set by students themselves.
- The importance of setting specific and achievable study goals, such as improving understanding of topics, skills, or memory in a subject.
- Core strategies like pre-viewing content before class, asking questions, and summarizing rather than just highlighting, to aid understanding.
- Subject-specific strategies and checklists of topics from past exams to identify areas to focus study on.
- A study
Smashing VCE: How To Study and Still Have A Life (2nd Ed)jpinnuck
Smashing VCE: How To Study And Still Have A Life (2nd Edition) offers an engaging, humorous and visual guide to senior Victorian students on how to balance school life and study with actual life. With lots of detailed examples from a range of VCE subjects and plenty of jokes, this book guides students through:
*What study is
*How to set effective study goals
*A whole range of practical study strategies for improving understanding and recall of concepts as well as practising skills
*How to organise both study and life
*Information about how theATAR is calculated
Included in Smashing VCE is a study planner formatted to help students plan for doing both homework and study.
The document discusses strategies for using a "no hands up" policy in the classroom to encourage participation from all students. It describes potential issues that could arise, such as quiet students not being called on enough or disruptive students dominating discussions. It then provides examples of alternative questioning techniques, such as using mini whiteboards, phone a friend, or thumbs up/thumbs down responses, to help address these issues and promote inclusion when not using traditional hand raising.
My top v100 tips for classroom successSusan Pinion
The document provides 100 tips for classroom success. It discusses the importance of previewing lessons before class through flipped learning videos. It also recommends note-taking apps for lectures and using phone apps to take photos of whiteboards. Students are advised to ask instructors questions instead of classmates to avoid disruption. Outside help from sources like Khan Academy is also suggested for reinforcement. Finally, the document stresses the importance of focus, homework, minimizing absences, preparation for assessments, getting enough sleep, and seeking help when needed.
When They DO It, They've GOT It! How to Use Concrete Practice When TrainingMaster Certified Trainers
By Sharon Bowman. FINAL VERSION. Created for the South Carolina Child Care Center for Career Development. Also for trainers and instructors who want to improve their teaching skills.
The document discusses good study habits such as organizing, identifying learning styles, scheduling time, managing time effectively, and using different memorization techniques. It provides tips for creating an effective study environment and schedule. Various learning styles and time management models are presented. Different memorization techniques are explained such as acronyms, acrostics, keywords, rhyming, association, imagery, loci method, and flashcards. Students are encouraged to reflect on their study habits and identify areas for improvement.
Student support at Lambert High School consists of counseling, 504 plans and IEPs, lunch and learn programs, and MTSS. Counseling provides support for graduation requirements and student well-being. 504 plans and IEPs outline accommodations for students with medical diagnoses or disabilities. Lunch and learn offers remediation tables, a testing room, and referrals for students who do not complete assignments. MTSS is a framework that provides tiered academic and behavioral strategies to meet the needs of all students.
Effective questioning plays a key role in delivering outstanding learning, teaching, and assessment. Questions should draw students into the learning process and check their knowledge acquisition. Bloom's Taxonomy provides a framework for ensuring questions target different levels of thinking. Strategies like wait time, no hands up, phone a friend, and four corners can make questioning more effective. The session taught applying questioning strategies at different stages and having students teach others can improve learning.
Playing and learning with Kahoot and SocrativeFernando Romeu
This document provides an overview of the Kahoot learning platform, including its different types (quiz, survey, discussion), how to create and share quizzes, question types, and how teachers and students can use Kahoot in the classroom. It discusses features like visualizing student understanding in real-time, generating room codes, editing questions, using different media like images and videos, analyzing results, and sharing quizzes publicly or privately with other teachers and students. The document concludes by comparing Kahoot to the Socrative platform.
Tips and Tricks Irvine Valley College 2013Fred Feldon
This document provides tips and tricks for teaching math online from Fred Feldon of Coastline Community College. It discusses why students take online classes, how success and retention rates compare to face-to-face classes, and what is different about teaching online. It also addresses questions about using a course management system versus building a course from scratch, supplementing courses with original materials, and preventing cheating in online assessments.
An abridged version of the staff training resource delivered at West Cheshire College in summer 2015. The full set of slides plus accompanying resources can be found at http://mycourse.west-cheshire.ac.uk/teacherstoolkit/?page_id=666
Grade: 6 & 7
School: Any school
Description: You will be able to read and understand the importance of 4 topics; claim evidence and reasoning, main idea, fact and opinion, and cause and effect. This teaches students about the importance of scientific arguments. Can be used in SST, SCI, and ENG.
Thank you so much
How'd you do that? Long Beach Presentation for ITCkfrisch
This is my powerpoint presentation from the 2012 ITC National Conference in Long Beach, CA on eLearning. The presentation was titled, "How'd You Do That? Tips and Tricks that might account for my 95% retention rate. Slides have more data on them then I'd like, but I tried to provide you with just the right amount of information to match what I talked about in the presentation itself. Thanks!
learning strategies for business studiessainikhita2
The document discusses effective learning strategies, including some that are proven to work and some that are ineffective. It provides details on Feynman's learning technique, a 4-step method involving selecting a concept, teaching it to others, reviewing and refining understanding, and organizing notes for future review. The technique aims to develop a deep understanding that can be simply explained. Other effective strategies mentioned include distributed practice, short bursts of study followed by testing, writing what you remember after study, and connecting ideas through mind maps.
Effective Use of Surveys in UX | Triangle UXPA WorkshopAmanda Stockwell
On a scale of 1-10, how much do you love this workshop?
Ok, hopefully that is an obviously bad question, both because it hasn't happened yet and because it has some bias baked right in. But take a quick look around all the surveys floating out in the world, and they often don't seem much better. Surveys can be a powerful tool for a UX researcher, but many of us haven't learned how to get the most out of them. In this workshop we'll cover:
Best use cases for surveys (and when to avoid them)
An overview of question types
Guidelines for writing effective, unbiased survey questions
Tips to increase overall engagement and participation
Hands on practice crafting surveys
Basic survey analysis
This document discusses research methods and instrument design. It covers sampling procedures, data gathering, research instruments, and statistical analysis. It focuses on questionnaire design, providing tips for writing clear, unbiased questions. These tips include using simple language, short questions, common terms, and scales. The document emphasizes pretesting questionnaires to identify issues before full data collection.
The document outlines the agenda and expectations for a geography class. It includes an introduction activity where students create alliterative descriptors for themselves. The agenda also details goals for increasing writing, summarization, cognitive and group work skills. Classroom rules, formats, units of study and supply requirements are provided. Daily schedules incorporate response writing, activities, and clean up.
The document provides information about the TOEFL speaking section. It takes 20 minutes and consists of 6 questions that assess delivery, use of English, response to the question, and ability to summarize information from readings and lectures. The tasks include speaking independently about experiences, preferences, or opinions; reading a passage and responding to a related conversation; and summarizing a lecture on an academic topic while providing examples. Raters evaluate clarity, grammar, vocabulary, question response, and summarization skills.
The document provides information about an English teaching skills program, including its aims and some common teaching skills. It discusses 10 teaching skills - warm up, questioning, reinforcement, class management, using aids, feedback, closure, motivation, attention gaining devices, and follow up. For each skill, it provides definitions, examples, and purposes. The document aims to help trainees recognize and apply various teaching skills in the classroom by the end of the program.
Powerful questions for learning and innovationAngela Peery
This document outlines an agenda for a seminar on powerful questions for learning and innovation. The seminar aims to (1) explore the power of effective questions, (2) investigate how listening is more critical than asking questions, and (3) connect questioning to innovation. Various questioning techniques are discussed, such as open-ended, reflective, clarifying and divergent questions. The role of listening in questioning is also addressed. The seminar concludes by relating questioning to different types of innovative thinking and problem-solving templates.
This document discusses preparing for exams. It emphasizes the importance of:
- Committing to learning the material from the start of the academic session, not just cramming before exams.
- Creating a study schedule and sticking to it, including reviewing notes after class and doing homework.
- Assessing difficult topics to spend extra time studying those areas.
- Practicing recalling information and simulating exams to prepare for the testing environment.
This document provides an overview and schedule for Week 1 of the Aberdeen 2040 course. It outlines the expected workload of around 20 hours per week and assignments due each day. Students are instructed to complete self-study materials from the Oxford EAP textbook and prepare for seminars on topics like taking part in discussions, asking questions, and answering questions. The purpose of questions in seminars is also briefly explained as understanding ideas, highlighting flaws, and developing critical thinking.
1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
The document provides tips for studying more effectively through good note-taking habits and study methods. It recommends taking notes in 3 stages: preparing before class, active note-taking during class, and rewriting notes after class. Specific study habits are outlined, such as studying in the same place without distractions, setting goals, and reviewing notes. Various study methods are described, including using acronymic sentences, acronyms, pegwords, flashcards, the loci method, and study groups. Studying in an organized way with effective note-taking and multiple study methods allows students to learn and retain information more efficiently.
This document discusses reasons for teaching and strategies for effective teaching. It provides 10 reasons for teaching, including to enthuse students, give them needed information, cover the syllabus, and help them learn. It suggests methods like putting yourself in students' shoes, mixing information with other materials, getting students to reflect and revise, and stopping class for discussions. The document also covers instructional design, the zone of proximal development, scaffolding, and results of a short pop quiz on teaching techniques.
1) POW is an acronym that stands for being Prepared, Organized, and having a Willingness to Succeed when studying for exams.
2) Preparation is key - students should prepare before the night before the test by reviewing materials, developing memory techniques, and comprehending course concepts. Two to three hours the night before is enough time for final review.
3) Students should ask professors specific questions like what topics will be covered and what grade is needed to raise their current grade to optimize exam preparation.
1) POW is an acronym that stands for being Prepared, Organized, and having a Willingness to Succeed when studying for exams.
2) Preparation is key - students should prepare before the night before the test by reviewing materials, developing memory techniques, and comprehension can be achieved with 2-3 hours of focused study the night before.
3) Students should ask professors specific questions like what topics will be covered and what grade is needed to raise their current grade to optimize their studying efficiently.
The document provides information about preparing for and taking the IELTS exam. It discusses the different parts of the exam including Listening, Reading, Writing and Speaking. It provides exam strategies and tips for each section. Sample questions, passages and tasks are presented to demonstrate the exam format. Key vocabulary and useful phrases for the exam are also defined.
Here are the steps to solve this word problem:
1) What is the question being asked?
Altogether how much did Amanda spend?
2) What information is necessary to solve the problem?
- She spent $25 for a table cloth
- She spent $35 for balloons
- She spent $12 for a centerpiece
- She spent $144 for groceries
3) Decide what information in the question is NOT necessary.
- She invited 20 of Red's friends
- The menu details
4) What math operations will be needed to solve the problem?
Addition (to find the total/altogether amount spent)
5) Does the answer
This document provides an introduction to algebra concepts including expressions, equations, inequalities, and order of operations. It uses word problems to demonstrate how algebra can be used to solve for unknown values. Step-by-step examples are provided to show algebraic operations like combining like terms, distributing, and substituting values. Key terms are defined to build a foundation for algebraic thinking and problem solving.
The document provides instruction on the Pythagorean theorem. It defines squares and square roots, provides examples of perfect squares, and explains how to find the square root of a number. It then introduces the Pythagorean theorem, which states that in a right triangle, the square of the hypotenuse is equal to the sum of the squares of the other two sides. The document provides examples of when the theorem can be used and how to set up and solve Pythagorean theorem problems and word problems. Finally, it provides examples of solving word problems using the Pythagorean theorem.
This document provides instruction on calculating the perimeter and area of basic shapes like triangles, rectangles, squares and circles. It defines key terms, provides formulas and examples for finding perimeter and area. Step-by-step worked examples are included to demonstrate calculating perimeter and area of different shapes.
The document provides information about calculating percentages. It defines percent as parts out of 100 and explains that percent problems involve solving for the percent, whole, or part. It demonstrates how to change percents to decimals and decimals to percents by moving the decimal point. The document uses examples and guided practice problems to illustrate how to set up and solve percent problems using a percent pyramid diagram. It emphasizes understanding what each number represents and whether to multiply or divide to solve the problem.
This document provides instruction on ratios, proportions, and solving proportions with variables. It begins with defining ratios as comparisons between two sets of numbers and provides examples of common ratios like miles per hour. It then discusses the different ways to write ratios, such as using "to", a colon, or as a fraction. The document also covers reducing ratios, determining if two ratios form a proportion by cross-multiplying, and using proportions to solve for unknown values. Examples are provided to demonstrate setting up and solving proportions step-by-step.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1. Fast Track
9 am – 12 p.m.
1-4 p.m.
5 - 8 p.m.
What to expect on the O.P.T.
(Official Practice Test for the G.E.D.)
2. The Process
GED
OPT
TABE
Test
Locator
Test
You must complete Fast Track before you can take
the O.P.T. If you miss a day, you will need to re-
take Fast Track.
3. Studies show that people who complete the Fast Track
class score higher on the G.E.D.
4. The Process
1. Fast Track
2. Official Practice Test
Re:Start
Focus Classes
3. Take G.E.D.
5. Notes
• This class only meets two times this week.
• At the end of class today you will sign up to
take the OPT next week.
• You will get two opportunities to take the OPT
test before you need to sign up for classes.
“Success is not a doorway. It’s a
staircase. Take it one step at a time.”
6. O.P.T. Testing Times
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
9am - 1pm 3pm – 7pm
If you need to get off work or arrange your schedule, you may call us when you are ready to
make an appointment.
*You need to make an appointment before you come into test.
7. = 4 hours
*The O.P.T. is required before the G.E.D. in Tennessee.
= 8 hours
*Currently you may only take the G.E.D. 3 times a year.
* Different forms of the test are given each time.
8. How the scoring works……
-You need an average of 450 to
pass with no subject below a
410.
-You only have to retake
subjects you don’t pass- not the
entire test.
We will pay for you to take
your G.E.D. if you pass!
10. GED Subjects
• Reading
• Writing
– Part 1: Grammar
– Part 2: Essay
• Social Studies
• Science
• Math
– Part 1: (calculator)
– Part 2: (no calculator)
12. The essay has more
weight!
If you get a high essay score it can overcome missed
questions on the grammar portion of the test.
13. 1 2 3 4
Inadequate Marginal Adequate Effective
• Answering the Question
• Being Organized
• Writing Clearly
• Being specific
14. 5 Paragraph Essay
Introduction
+
Thesis
Point 1
Point 2
Point 3
Conclusion
15. Steps to Writing an Essay….
1. Read the question carefully.
2. Answer the question.
3. Brainstorm three reasons why
you think the way you do.
4. Write your Thesis or Blueprint.
5. Write your essay.
16. Essay Question
Our world today is changing fast. Sometimes it’s
hard to keep up with all the changes.
Has modern technology, such as a
computer, made people’s lives better or worse?
Write an essay to explain your view on that topic.
Use your personal observations, experience, and
knowledge to support your view.
17. Steps to Writing an Essay….
1. Read the question carefully.
2. Answer the question.
3. Brainstorm three reasons why
you think the way you do.
4. Write your Thesis or Blueprint.
5. Write your essay.
19. Steps to Writing an Essay….
1. Read the question carefully.
2. Answer the question.
3. Brainstorm three reasons why
for your answer.
4. Write your Thesis or Blueprint.
5. Write your essay.
20. Brainstorm!
• More organized •Medical Advancements
• Broader world view •Facebook
•Better entertainment
• Easier communication
•Internet
• Videogames •Stay in touch with family
• Better education Which points are examples
• Faster transportation and which are reasons? Do
not use examples as your
• Access to information three points!
21. Make sure your three points are different from each other.
22. Steps to Writing an Essay….
1. Read the question carefully.
2. Answer the question.
3. Brainstorm three reasons why
for your answer.
4. Write your Thesis or Blueprint.
5. Write your essay.
23. Thesis?
= Question answered + 3 points
I believe modern technology has made people’s lives better
because it keeps people organized, improves
education, and makes communication easier.
24. Steps to Writing an Essay….
1. Read the question carefully.
2. Answer the question.
3. Brainstorm three reasons why
for your answer.
4. Write your Thesis or Blueprint.
5. Write your essay.
25. Has Modern Technology, such as the computer, made people’s lives better or worse?
Write an essay to explain your view on that topic. Use your personal observations, experience, and
knowledge to support your view.
Has modern technology made your life better? I believe modern technology has made people’s
lives better because it keeps people organized, improves education, and makes communication easier.
First, modern technology makes people’s lives better because it helps them keep organized. Cell
phones have alarms so that people never forget about meetings. Computers have calendars where you can
keep track of all your appointments and important dates. Technology definitely helps people keep organized.
Also, modern technology makes people’s lives better because it improves education. Classrooms
can now have projectors where students can watch videos online. Students can even access school outside
the classroom using computers and the internet. This has allowed many people to get an education while
working and raising a family.
Finally, modern technology makes people’s lives better because it makes communication easier.
With cell phones today families and friends can stay in touch whenever they want with a simple call.
Also, facebook allows people to stay connected and even find classmates and old friends.
In conclusion, modern technology has made people’s lives better. With technology people can
keep organized every day. Technology also improves education and helps make communication easier. I look
forward to new technology and wonder how it will continue to make our lives better.
26. Essay Tips
• Begin introduction with a question, story, or fact. End
introduction with thesis.
• Start each paragraph off with a transition and your key
point.
– Use exact wording from thesis.
– DO NOT include details or stories in this sentence.
• In your conclusion, do not state your thesis in one
sentence. Spread it out over two or three sentences.
– Include a final thought.
– Don’t add new ideas here.
28. What does it take to be a good parent?
In your essay, describe the characteristics of a good parent. Give
specific details to explain your views. Use your personal
observations, experience, and knowledge.
29. What has been the happiest day of your life so far?
In your essay, tell what happened that made it so wonderful. Use
your personal observations, experience, and knowledge.
The day my daughter was born because……..
30. Today our workplaces and neighborhoods are composed of
people of diverse backgrounds. For this reason it is important for
people to find ways to get along with each other.
Write an essay explaining how people of diverse backgrounds can
get along better.
31. Math
• Part 1
– 13 questions / 23minutes
– Calculator allowed
*most of the fractions are on this section
• Part 2
– 12 questions / 22 minutes
– No calculator allowed
* you will need to be able to multiply, divide, add, and
subtract (also know decimals)
32. -No mixed numbers on answer sheet.
-Write in the bubble TOO.
-No negative numbers.
34. X, Y charts
Coordinate Plane
Vocabulary
X axis = the horizontal axis ( )
Y axis = the vertical axis ( ) 5
4 (2 , 4)
Coordinates = are a set of points 3
that give a specific location on a 2
map or a chart. (x, y) -5 -4 -3 -2 -1 1
For example: ( 2, 4) x
• The first number is the x. Begin -1
1 2 3 4 5
at 0. Since the number is -2
positive move to the right to the -3
2. -4
-5
• The second number is the y.
y
Start from the 2. Since the
number is positive, move up 4.
35. Guided Practice Directions: Plot
the following
points.
1. (0, 3)
2. (7, 1)
3. (-9, 6)
4. (-12, 0)
5. (-6, -5)
6. (9, -6)
39. Most Common Types of Word
Problems
• Multi-step
• Percent
• Graphs & Tables
• Algebra
• Geometry
• Ratios
40. Statistic Key Terms
• mean (average) = sum ÷ # of items
1,1,7, 3, 8, 9 = 1+1+7+3+8+9 ÷ 6
• median = order from least to greatest
» if two numbers are in the middle find their average
1,1,5,7,8,9 = 5+7 ÷ 2
• mode = number that repeats the most
1,1,5,7,8,9 = 1
42. Multi-Step Word Problems
1. Sam bought 8 gallons of gas that cost $3.85 a
gallon, and Sue bought 7 gallons of gas that
cost $3.95 a gallon. Who spent less money?
Operation: Multiplication
Solution: Sam = 3.85 x 8 =
Sue = 3.95 x 7 =
43. Multi-Step Word Problems
2. Mel and Pam are looking to buy a new car.
They can buy a new BMW for $90,000 in
cash, or they can make a down payment of
$1,500 and make monthly payments of $4,500
for 22 months. How much more money will they
pay if they don’t pay in cash?
Operation:
Solution:
44. Elapsed Time
Elapsed time is the actual time it takes to complete a task. It is
finding the difference between to specific times, or adding to a
specific time. When adding, you may have to carry into another
unit. When subtracting, you may have to borrow from another
unit. This can make finding elapsed time very difficult for some.
Below is a chart with the measurements of time:
1 minute = 60 seconds
1 hour = 60 minutes
24 hours = 1 day
7 days = 1 week
45. Let’s Practice
1. An airplane left the Nashville International
Airport at 9:50 A.M. and arrived at
Tampa, Florida at 11:45 A.M. Nashville is one
hour behind Tampa. How long did the trip
take?
2. If Mrs. Tays leaves home at 6:45 A.M. and
arrives at school at 7:51A.M., how long did it
take her to get to school?
3. Callie can create 200 widgets an hour. If she
gets an order for 1200 widgets and takes a 30
minute break, what time will she be finished
with her order if she starts at 9:00 a.m.
47. Before solving percent problems, it is necessary to change the
percent to a decimal.
When given the percent, always move the decimal 2 places to
the left.
For example: 13% = .13
Tenths
Ones
Hundredths
Tens Thousandths
Hundreds
000 130 .
decimal
Let’s practice changing the following percents to decimals.
1. 62% = _____ 2. 122% = _____ 3. 2% = _____
48. At the end of problems, you may need to change from a decimal
back into a percent.
When you have a decimal, always move the decimal 2 places to
the right to make a percent.
For example: .6 = 60%
Tenths
Ones
Hundredths
Tens Thousandths
Hundreds
000 600 .
decimal
Let’s practice changing the following decimals to percents.
1. .33 = _____ 2. .6 = _____ 3. .03 = _____
49. Percent Word Problems
1. The price of a gallon of heating oil rose from
$1.60 a gallon to $1.92. By what percent did the
price increase?
A) 5%
B) 10%
C) 15%
D) 20%
E) 25%
51. Percent Word Problems
1. The price of a gallon of heating oil rose from
$1.60 a gallon to $1.92. By what percent did the
price increase?
A) 5%
B) 10% 1.92 – 1.60
C) 15% 1.60
D) 20%
E) 25%
52. Percent Word Problems
1. A t-shirt was on sale for $10.50. This week the
shirt price was further reduced to $9.00. What is
the percentage of the price decrease?
A) 5%
B) 10%
C) 14%
D) 20%
E) 25%
53. Percent Word Problems
2. A shirt is on sale for $29.95. What will the
sales tax on the shirt be if the sales tax rate is
7.5%?
A) $1.99
3 parts:
B) $2.10
Percent = %
C) $2.25
D) $2.99 Part = % in dollars
E) $3.10 Whole = Total Price
54. One way to solve percent problems is to use the Percent
Pyramid. The pyramid will explain what operation is
necessary to solve the problem.
In other words:
Part •When given the PART,
you must divide.
÷
•When given the
WHOLE and the
X PERCENT, you must
Whole Percent multiply.
55. The following charts provide key words that will
help identify what each number represents in a
word problem.
Whole Part
•Follows the word “of” •Follows the word “is”
•Original •Discounted Price
•Principal •Interest
•Beginning •Down Payment
•Overall •Amount Paid
•Total •Taxes
•Tips
•Change in price (can be an
increase or a decrease)
56. Percent Word Problems
2. A shirt is on sale for $29.95. What will the
sales tax on the shirt be if the sales tax rate is
7.5%?
A) $1.99
3 parts:
B) $2.10
Percent = %
C) $2.25
D) $2.99 Part = % in dollars
E) $3.10 Whole = Total Price
57. Percent Word Problems
3. Mr. Sanchez weighed 220 lbs. He went on a
diet and lost 20% of his weight. Then he gained
5 lbs back. What is his new weight?
A) 205
B) 185
C) 181
D) 165
E) 160
58. Percent Word Problems
4. Which of the following expressions represents
one month’s interest on an outstanding credit card
debt of $2700 if the annual interest rate is 18%?
A) $2700 x 0.18 / 12
B) 12 x 0.18 / $2700
C) $2700 x 12 / 0.18
D) $2700 x 1.8 / 12
E) $2700 x 18 / 12
59. Algebra
• You will use order of operations to solve three
kinds of problems:
– Substitution
– Solving for variable
– Word Problems
60. Algebra - Order of Operations
When expressions have more than one operation, we have to follow
rules for the order of operations:
Purple Elephants Marching Down A Street
Parenthesis Exponents Multiplying or Addition or
Division Subtraction
• First, do all operations inside parentheses.
• Next, solve the exponents.
• Working from left to right, do all multiplication
and division (whichever comes first)
• Finally, working from left to right, do all
addition and subtraction. (whichever comes first)
61. Order of Operations with a Calculator
The GED calculator allows its users to
[2+6] x 3 ÷ 6 solve problems that have multiple
operations. The entire problem can be
entered as it appears on the test. This is
an excellent resource for checking your
answers.
For example: (2 + 6) x 3 ÷ 6
Enter: [(---
Enter: 2 + 6
Enter: ---)]
Enter: x 3 ÷ 6
Equals: 4
70. Algebra Rules
1. What you do to one side you must do to the other. This keeps
them equal.
2. You must get the variable by itself to find out what number
value it equals. The variable must be ALONE with nothing
else touching it.
71. Solving for variable
One Step: Multi-Step:
-4 = x + 2 ½ n -4 = 9-2
-2 -2 ½ n -4 = 7
x = -6 +4 +4
½ n = 11
Multi-Step: 2( ½ n) = 11(2)
3 + 2n = 43 n = 22
-3 -3
2n = 40 Like Terms:
2 2 2x + 3x + 4 = 6
n = 20
72. Algebra – Solving for Variables
1. Solve for s in 6s – 1 = 2s + 1
A) s=2
B) s=1
C) s = 2/3
D) s=½
E) s = 1/3
73. Algebra – Word Problems
1. Steve makes $42 a week more than his wife, Karen. Karen’s
father, Joe, who lives with Steve and Karen, works part-time and makes
$150 a week less than Karen. Together, the three of them bring home
$1212 a week. How much does Steve make each week?
A) $440
B) $482
C) $492
D) $504
E) $524
74. Geometry
• You will use what you know about geometry
to solve word problems and diagrams:
– length of triangles (Pythagorean theorem)
– angle measurements
– area
– perimeter
*may be combined with algebra
75. Pythagorean Theorem
•Is used to find the third side of a right triangle when the
other two sides are known.
•Key Terms: c
•a & b are known as the legs. a
• c is known as the hypotenuse.
b
•The hypotenuse will always be the opposite side of the
right angle.
•The formula for solving Pythagorean problems is:
a² + b² = c²
76. Pythagorean Theorem
•When you are solving Pythagorean word
problems you will need to identify what sides you
are looking for. The following words be used to
refer to the hypotenuse, side c:
The hyptenuse =
• diagonal
• direct distance
• directly
• any intermediary directions (NW,NE,SW,SE)
• original destination
77. Pythagorean Theorem
1. Barnstable is directly west of Appleton by 48 miles,
and Chatham is directly south of Barnstable. To go
directly from Chatham to Appleton is 52 miles. How
far is it from Barnstable to Chatham?
A) 20
B) 24
C) 36
D) 40
E) 70
78. Pythagorean Theorem
2. A temporary brace is built to support a new
wall. The brace is 12 m long. The brace touches
wall 10 m above the ground. How far out is the
brace from the wall?
79. Triangles
Why do I need to know about triangles?
The GED Test will ask testers to identify missing angles. In order to
answer those questions, a person must have an understanding of
triangles and their characteristics.
A triangle has three sides and three angles
The three angles always add up to 180°
a
a + b + c = 180⁰
b c
80. Equilateral, Isosceles and Scalene
There are three special names given to triangles that tell
how many sides are equal.
Equilateral Triangle
Three equal sides
Three equal angles, always 60°
Isosceles Triangles
Two equal sides
Two equal angles
Scalene Triangle
No equal sides
No equal angles
81. • Triangles can also have names that tell you
what type of angle is inside:
Acute Triangle
All angles are less
than 90°
Right Triangle
Has a right angle (90°)
Obtuse Triangle
Has one angle
more than 90°
93. Graphs
• A graph is a visual picture used to compare data. They allow us to see trends and make predictions on future occurrences.
Steps To Understanding Bar Graphs
* Read the title!
* Read the Vertical Axis Title :
* What do the numbers or words represent?
* Read the Horizontal Axis Title:
* What do the numbers or words represent?
* Look for a key! The key will explain what the bars or colors of the bars
represent.
* Look for trends on the graph.
* Finally, read and answer the questions!!!
94. Bar Graphs
• A bar graph is a visual picture used to compare data. They allow us to see trends and
make predictions on future occurrences.
Steps To Understanding Bar Graphs
* Read the title!
* Read the Vertical Axis Title :
* What do the numbers or words represent?
* Read the Horizontal Axis Title:
* What do the numbers or words represent?
* Look for a key! The key will explain what the bars or
colors of the bars represent.
* Look for trends on the graph.
* Finally, read and answer the questions!!!
95. Total Rainfall in inches from 2008 - 2011
80
70
Average rainfall in inches
60
50
Crossville
40
Nashville
30 Knoxville
20
10
0
2008 2009 2010 2011
Year
96. 1. Based on the information provided on the
graph, which city reported the most rainfall from
2008 to 2011?
2. Which city reported the least amount of rainfall in
2011?
3. Approximately, what was the average rainfall for
Crossville from 2008 to 2011?
4. In what year was the least amount of rainfall
reported?
5. What is the main idea of the graph provided?
97. 2011 Sales for Oldies but Goodies
Toy Factory
6
5
Sales in Thousands
4
Barrel of Monkeys
3
Marbles
Jacks
2
1
0
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
98. Line Graphs
1. Based on the graph provided, which toy had the best
sales in 2011?
2. Based on the 4th quarter, will the Barrel of Monkeys’
sales increase or decrease in 2012?
3. Which toy was the least popular in 2011?
4. Approximately, what was the difference in sales for
the Marbles and the Jacks in the second quarter?
99. Mrs. Gossett’s Geology 1420
Annual Field Trip
(Analyzing Earth Contents)
16
Distance from Trail Entrance (miles)
14
12
10
8
6
4
2
0
8 AM 9 AM 10 AM 11 AM 12 PM 1 PM 2 PM 3 PM 4 PM
Time
100. 1. From which two points did the students travel at the lowest rate of speed?
a) 8:00 am to 9:00 am
b) 9:00 am to 11:00 am
c) 12:30 pm to 2:00 pm
d) 2:00 pm to 4:00 pm
2. At what average speed did students travel from 12:30 pm to 2:00 pm?
a) 5.25 mph
b) 2.6 mph
c) 2.5 mph
d) 1.5 mph
3. At what average speed did the students travel from 11:00 to 12:30?
Alternate format (fill in the blank)
101. Mr. Potato Head - Math 101
Available Class Points
5%
15%
Attendance
40%
Projects
Quizzes
20% Homework
Tests
20%
102. 1. If there were a total of 375 points for
projects, how many points would be available for
quizzes?
2. If there were a total of 635 points available for
tests, how many points would be available for
homework?
3. Based on the question #2 above, what are the
total points available for Mr. Potato Head’s Class?
4. What total percentage points are used for
homework, projects, and quizzes?
5. What is the average points available for
homework, projects, and quizzes?
103. Scatter Plot
• Scatter Plots are based on individual items. It is
important to remember that each dot represents
ONE.
• Like all other graphs, it is very important to read
all the information presented on the graph.
• Most of the time, a scatter plot is used to
determine the future trends or to show
comparisons between two items.
– A scatter plot has an imaginary line on the graph that is called the Line of
Best Fit. It gives a visual picture of the trend(s) for that specific chart.
104. HS Diploma vs Bachelors’ Degree Annual
Salary Survey
$70,000.00
$60,000.00
$50,000.00
Annual Income
$40,000.00
BS Degree
$30,000.00
High School
$20,000.00
$10,000.00
$0.00
25 30 35 40 45 50 55 60 65
Ages of People Surveyed
105. 1. What is the main idea of this scatter plot?
2. Looking at the line of best fit, what do you think the
salary will be for a man who is 75 and does not have a
college degree?
3. If this same man has a Bachelor’s Degree, what do you
think his salary would be?
4. Based on the graph, why do you think there are more
plots from the ages of 25 to 40?
5. What does the key tell us about the graph?
106. Charts/Menus/Tables
Types of Questions asked about Menus:
Percents
Taxes for food
Tips
Combinations
How many different combinations of entrees can be made from the
menu?
Critical Thinking
What is the better buy between single items/combo items?
Basic
Subtraction
Addition
Multiplication
Division
Averages (mean), Median, Mode, Range
107. Pete’s Grill
Entrees Price Sides Price Drinks Price
Shrimp & Steak $12.50 Loaded Potato $2.59 Pepsi $1.59
Shrimp Scampi $8.50 Broccoli & Cheese $2.00 Diet Pepsi $1.59
Rib eye Steak $13.50 Smashed Potatoes $1.00 Mt. Dew $1.59
Rack o Ribs $21.50 Broccoli & Cauliflower $2.00 Orange $1.59
Tea or Coffee $0.50
1. How many different combinations of the entrees can Eric make?
2. Jennie ordered a Rib eye, a Loaded Potato, and a Pepsi for dinner. If
she had to pay 9% sales tax, what was the total of her order?
3. If Jennie added a 15% tip, what would her total be now?
108. June Temperatures for Maui
Days of the Week
Sun Mon Tue Wed Thur Fri Sat
Week 1 75 77 85 80 87 90 92 83.7
Week 2 88 92 90 95 100 98 99 94.6
Week 3 102 97 95 96 94 97 99 97.1
Week 4 95 92 89 89 91 88 87 90.1
Week 5 89 91 90 90
1. What is the total average temperature for week 4 in June?
2. What was the range of temperature for week 3?
3. Sheri is going to Maui on vacation. She is not a big fan of heat. Which week
would be the best week for her to go?
4. What is the median of temperatures for week 2?
109. A clown handed out balloons to the first one hundred fifty children at a local mall. He
gave them one balloon a piece, and he let them choose the color they wanted. In the
chart below is the total number of balloons handed out and their colors.
Number of Colors of 1. What is the median number of balloons
Children Balloons handed out to the children at the mall?
32 % Red
2. How many children liked the color of Blue
29 % Blue Balloons?
18 % Green
3. What is the percent of children who liked both
7% Yellow Purple and Red balloons?
14 % Purple
4. How many children liked both Blue and Green
balloons?
5. What is the probability of a child choosing a
green balloon?