integers_distance and absolute value (1).pptShefaCapuras1
This document defines integers and discusses their properties and real-world applications. It begins by defining integers as whole numbers and their opposites, such as 6 and -6. Negative numbers are then introduced as numbers less than zero, and examples are given of how they are used to represent temperatures below zero, locations below sea level, and debt. The key concepts of opposites, absolute value, and comparing integers are explained. Real-world examples of distance are provided to introduce the concept of finding the distance between integers on a number line.
The document provides guidance and resources for teaching a lesson on identifying adjectives and adverbs in sentences. It includes notes on the key terms, example sentences for students to practice identifying word classes, and questions teachers can ask to check understanding. Students are asked to underline adjectives and circle adverbs, sort words into columns, improve passages by adding descriptive words, and explain how changing a comparative affects meaning. The resources are meant to help teach the objectives of identifying adjectives and adverbs.
This presentation explains the difference between adjectives and adverbs and provides examples of their correct usage. It includes a quiz with 10 multiple choice items where the reader must identify errors in adjective or adverb usage and select the option that makes the necessary correction. The presentation emphasizes that while something may sound right, it is not always grammatically correct, and adverbs are needed to modify adjectives rather than nouns. It aims to help the reader discriminate between adjectival and adverbial forms.
Adverbs are words that describe verbs by indicating how, when, or where an action occurs. This document provides examples of sentences with adverbs and instructs students to identify the adverb in each sentence and write it down with a partner. The students are to take turns identifying adverbs from sentences about running quickly, brushing teeth before school, playing soccer outside, walking quietly, barking loudly, playing hide and seek inside, going to the park after school, a turtle moving slowly, riding a bike over here, and doing homework soon.
grade 6-1a-Ratio and proportion-.powerpointShefaCapuras1
The document discusses ratios, proportions, and solving proportions. It provides examples of ratios, defines a proportion as two equal ratios, and explains how to check if proportions are true by seeing if the fractions are equal in lowest terms. It also discusses using cross multiplication to solve proportions, finding missing terms in proportions, similar figures and proportional sides, and applying proportions to find missing angle measures and side lengths.
The sly fox outsmarts the hungry wolf in the forest. The wolf threatens to eat the fox, but the fox claims to be too skinny and offers to lead the wolf to a delicious piece of meat in a nearby well. When they arrive at the well, the fox tricks the wolf into looking inside and pushes him in. The fox escapes while the wolf is trapped at the bottom of the well.
integers_distance and absolute value (1).pptShefaCapuras1
This document defines integers and discusses their properties and real-world applications. It begins by defining integers as whole numbers and their opposites, such as 6 and -6. Negative numbers are then introduced as numbers less than zero, and examples are given of how they are used to represent temperatures below zero, locations below sea level, and debt. The key concepts of opposites, absolute value, and comparing integers are explained. Real-world examples of distance are provided to introduce the concept of finding the distance between integers on a number line.
The document provides guidance and resources for teaching a lesson on identifying adjectives and adverbs in sentences. It includes notes on the key terms, example sentences for students to practice identifying word classes, and questions teachers can ask to check understanding. Students are asked to underline adjectives and circle adverbs, sort words into columns, improve passages by adding descriptive words, and explain how changing a comparative affects meaning. The resources are meant to help teach the objectives of identifying adjectives and adverbs.
This presentation explains the difference between adjectives and adverbs and provides examples of their correct usage. It includes a quiz with 10 multiple choice items where the reader must identify errors in adjective or adverb usage and select the option that makes the necessary correction. The presentation emphasizes that while something may sound right, it is not always grammatically correct, and adverbs are needed to modify adjectives rather than nouns. It aims to help the reader discriminate between adjectival and adverbial forms.
Adverbs are words that describe verbs by indicating how, when, or where an action occurs. This document provides examples of sentences with adverbs and instructs students to identify the adverb in each sentence and write it down with a partner. The students are to take turns identifying adverbs from sentences about running quickly, brushing teeth before school, playing soccer outside, walking quietly, barking loudly, playing hide and seek inside, going to the park after school, a turtle moving slowly, riding a bike over here, and doing homework soon.
grade 6-1a-Ratio and proportion-.powerpointShefaCapuras1
The document discusses ratios, proportions, and solving proportions. It provides examples of ratios, defines a proportion as two equal ratios, and explains how to check if proportions are true by seeing if the fractions are equal in lowest terms. It also discusses using cross multiplication to solve proportions, finding missing terms in proportions, similar figures and proportional sides, and applying proportions to find missing angle measures and side lengths.
The sly fox outsmarts the hungry wolf in the forest. The wolf threatens to eat the fox, but the fox claims to be too skinny and offers to lead the wolf to a delicious piece of meat in a nearby well. When they arrive at the well, the fox tricks the wolf into looking inside and pushes him in. The fox escapes while the wolf is trapped at the bottom of the well.
Vertebrates are animals with backbones and include fish, amphibians, reptiles, birds, and mammals. They can be ectothermic (cold-blooded) or endothermic (warm-blooded). Invertebrates lack backbones and make up 97% of animal species, with bodies that have radial, bilateral, or asymmetric symmetry. They are divided into phyla including sponges, cnidarians, worms, arthropods like crustaceans and insects, mollusks, and echinoderms.
The document provides a reading passage and questions to help students identify the tone, mood, and purpose of speakers. It begins with a drill where students read sentences and identify the mood. The document then provides a short story about a lion and mouse and questions to check comprehension. It discusses how to infer tone, mood, and purpose from a text. Several exercises follow where students choose words and phrases that indicate the tone, mood, or purpose of different speakers. The document aims to help students determine an author's attitude, the atmosphere aroused in readers, and the reason an author wrote something.
Order of Operations.powerpoint presentationShefaCapuras1
This document explains the order of operations, which is a set of rules for evaluating mathematical expressions with multiple operations. It introduces PEMDAS/GEMDAS as a mnemonic to remember the order: 1) Grouping symbols (parentheses), 2) Exponents, 3) Multiplication/Division (left to right), 4) Addition/Subtraction (left to right). Several examples are provided to demonstrate applying the order of operations to evaluate expressions step-by-step according to this sequence.
The document classifies animals into vertebrates and invertebrates. Vertebrates include mammals, fish, reptiles, birds, and amphibians. They are further broken down by their characteristics, such as birds having feathers and laying eggs. Invertebrates do not have backbones and make up 97% of the animal kingdom. They are grouped into sponges, jellyfish, worms, starfish, mollusks, and arthropods based on their physical traits.
421970525-DEGREE OF Adjectives.pOWERPOINTShefaCapuras1
The document discusses the different types of adjectives in English grammar: descriptive adjectives describe nouns by telling their kind or quality; adjectives of number/quantity indicate how many of a noun there is; demonstrative adjectives point out nouns and are followed by the noun; interrogative adjectives ask questions and come before a noun; possessive adjectives show possession. The three degrees of comparison - positive, comparative, and superlative - are also explained. Finally, the proper order of adjectives in a sentence is outlined as determiners, opinion/fact, size, shape, age, color, origin, material, purpose/qualifiers, noun.
This document defines and provides examples of ratios. Key points:
- A ratio compares two quantities and shows their relationship. Order matters in a ratio.
- Ratios can be written in three equivalent forms: a:b, a to b, or a/b.
- Equivalent ratios can be formed by simplifying ratios or multiplying the original ratio by a number.
- Examples show calculating and comparing ratios of different groups.
This document provides instructions for using a story called "Pip the Penguin: Pip's first day at school" to help early learners and students with augmentative and alternative communication (AAC) devices. The story is about a penguin named Pip experiencing her first day of school, including eating breakfast, attending class, using the bathroom, eating lunch, feeling sick, taking a nap, and returning to class happy and ready to play. Comprehension questions are included on each page to guide students through the story using common AAC words. A communication board for answering the questions can be found on the author's profile.
This document provides information about various tools used for sewing household linens. It discusses measuring tools like tape measures, rulers, gauges, and yardsticks. Cutting tools mentioned include shears, scissors, seam rippers and pinking shears. Marking tools include tracing wheels, tailor's chalk and tracing paper. Sewing tools discussed are needles, pins, thread, thimbles and needle threaders. The document also provides tips for maintaining these tools such as keeping them organized and oiled.
This document discusses rules for subject-verb agreement in English grammar. It explains that verbs must agree with their subjects in number, either being singular or plural. It provides examples of regular and irregular plural forms, and covers special cases like compound subjects, sentences beginning with "there" or "here", and expressions involving time, money, weight or volume. The document aims to help the reader properly select the correct verb form to match the subject in various situations.
09.19.217 Daily Lesson Converting Fractions to decimals.pptxShefaCapuras1
The document outlines an agenda for a math lesson that includes reviewing converting fractions to decimals and decimals to fractions through Cornell note-taking, guided practice problems to convert between fractions and decimals, and an activity to sort Skittles by color and convert the fractional amounts to decimals. Step-by-step examples are provided for how to convert fractions like 3/8 and 100/23 to decimals by placing the digits in the appropriate place values.
The document contains a collection of random words with no clear meaning or narrative. It jumps between unrelated terms with no obvious connections between the ideas. The document provides little substantive information that could be summarized due to its nonsensical and incoherent nature.
This document provides information about and examples of using adjectives:
- Adjectives are used to describe nouns and usually come before the noun. They can also come after linking verbs like "be", "seem", "look".
- Examples are given of matching adjectives like "healthy", "sour", "sweet" to pictures.
- Adjectives are used to complete sentences and describe differences between things, like one boy having brown shoes while the other has red shoes.
The document discusses adjectives and their purpose and use. It notes that adjectives describe nouns by providing information about attributes like size, color, shape, etc. It also mentions that adjectives usually come before the nouns they modify but sometimes follow linking verbs. The document provides examples of adjectives being used in sentences to describe nouns.
Adjectives are describing words that can provide additional details about nouns. The document provides examples of sentences with and without adjectives to illustrate how adjectives make descriptions more vivid, such as describing a boy as tall and skinny, lightning as white and flashing, and snow as freezing cold.
The document discusses how adjectives can be used to describe nouns and make sentences more descriptive. It provides examples of sentences with and without adjectives added, such as "There was a spider in the bathroom" becoming "There was a huge, hairy spider in the bathroom." The purpose is to show how adjectives make descriptions more vivid and interesting by providing extra details about objects and scenes.
The document provides instructions for a worksheet where students are asked to circle adjectives and underline nouns in sentences. For each sentence, it identifies the nouns and adjectives by having students circle or underline them. It then asks questions to help students determine whether a word is acting as a noun or adjective in the sentence. The document contains 15 sentences for students to practice identifying nouns and adjectives.
This document provides an introduction to adjectives for 6th grade grammar. It defines adjectives as words that answer questions like what kind, how much, how many, which, and whose. It then lists and describes the main kinds of adjectives: qualities (color, size), quantities (how much), numbers (how many), demonstratives (this, that), distributives (each), interrogatives (what, which), and possessives (my, their). Examples are provided for each type of adjective. The document aims to teach students the different classes of adjectives and their uses.
This document outlines an active reading skills teacher training session which aims to demonstrate how to make reading an active skill for students. The session includes modeling a reading lesson, identifying the stages of a reading lesson, providing class activities, and discussing different approaches to teaching reading. It demonstrates several pre-reading, while-reading, and post-reading activities including ordering life stages, quickly looking at a passage and answering questions, writing a summary, and discussing related topics. The session re-caps the sequence of activities and discusses whether the approaches used were top-down or bottom-up reading.
Vertebrates are animals with backbones and include fish, amphibians, reptiles, birds, and mammals. They can be ectothermic (cold-blooded) or endothermic (warm-blooded). Invertebrates lack backbones and make up 97% of animal species, with bodies that have radial, bilateral, or asymmetric symmetry. They are divided into phyla including sponges, cnidarians, worms, arthropods like crustaceans and insects, mollusks, and echinoderms.
The document provides a reading passage and questions to help students identify the tone, mood, and purpose of speakers. It begins with a drill where students read sentences and identify the mood. The document then provides a short story about a lion and mouse and questions to check comprehension. It discusses how to infer tone, mood, and purpose from a text. Several exercises follow where students choose words and phrases that indicate the tone, mood, or purpose of different speakers. The document aims to help students determine an author's attitude, the atmosphere aroused in readers, and the reason an author wrote something.
Order of Operations.powerpoint presentationShefaCapuras1
This document explains the order of operations, which is a set of rules for evaluating mathematical expressions with multiple operations. It introduces PEMDAS/GEMDAS as a mnemonic to remember the order: 1) Grouping symbols (parentheses), 2) Exponents, 3) Multiplication/Division (left to right), 4) Addition/Subtraction (left to right). Several examples are provided to demonstrate applying the order of operations to evaluate expressions step-by-step according to this sequence.
The document classifies animals into vertebrates and invertebrates. Vertebrates include mammals, fish, reptiles, birds, and amphibians. They are further broken down by their characteristics, such as birds having feathers and laying eggs. Invertebrates do not have backbones and make up 97% of the animal kingdom. They are grouped into sponges, jellyfish, worms, starfish, mollusks, and arthropods based on their physical traits.
421970525-DEGREE OF Adjectives.pOWERPOINTShefaCapuras1
The document discusses the different types of adjectives in English grammar: descriptive adjectives describe nouns by telling their kind or quality; adjectives of number/quantity indicate how many of a noun there is; demonstrative adjectives point out nouns and are followed by the noun; interrogative adjectives ask questions and come before a noun; possessive adjectives show possession. The three degrees of comparison - positive, comparative, and superlative - are also explained. Finally, the proper order of adjectives in a sentence is outlined as determiners, opinion/fact, size, shape, age, color, origin, material, purpose/qualifiers, noun.
This document defines and provides examples of ratios. Key points:
- A ratio compares two quantities and shows their relationship. Order matters in a ratio.
- Ratios can be written in three equivalent forms: a:b, a to b, or a/b.
- Equivalent ratios can be formed by simplifying ratios or multiplying the original ratio by a number.
- Examples show calculating and comparing ratios of different groups.
This document provides instructions for using a story called "Pip the Penguin: Pip's first day at school" to help early learners and students with augmentative and alternative communication (AAC) devices. The story is about a penguin named Pip experiencing her first day of school, including eating breakfast, attending class, using the bathroom, eating lunch, feeling sick, taking a nap, and returning to class happy and ready to play. Comprehension questions are included on each page to guide students through the story using common AAC words. A communication board for answering the questions can be found on the author's profile.
This document provides information about various tools used for sewing household linens. It discusses measuring tools like tape measures, rulers, gauges, and yardsticks. Cutting tools mentioned include shears, scissors, seam rippers and pinking shears. Marking tools include tracing wheels, tailor's chalk and tracing paper. Sewing tools discussed are needles, pins, thread, thimbles and needle threaders. The document also provides tips for maintaining these tools such as keeping them organized and oiled.
This document discusses rules for subject-verb agreement in English grammar. It explains that verbs must agree with their subjects in number, either being singular or plural. It provides examples of regular and irregular plural forms, and covers special cases like compound subjects, sentences beginning with "there" or "here", and expressions involving time, money, weight or volume. The document aims to help the reader properly select the correct verb form to match the subject in various situations.
09.19.217 Daily Lesson Converting Fractions to decimals.pptxShefaCapuras1
The document outlines an agenda for a math lesson that includes reviewing converting fractions to decimals and decimals to fractions through Cornell note-taking, guided practice problems to convert between fractions and decimals, and an activity to sort Skittles by color and convert the fractional amounts to decimals. Step-by-step examples are provided for how to convert fractions like 3/8 and 100/23 to decimals by placing the digits in the appropriate place values.
The document contains a collection of random words with no clear meaning or narrative. It jumps between unrelated terms with no obvious connections between the ideas. The document provides little substantive information that could be summarized due to its nonsensical and incoherent nature.
This document provides information about and examples of using adjectives:
- Adjectives are used to describe nouns and usually come before the noun. They can also come after linking verbs like "be", "seem", "look".
- Examples are given of matching adjectives like "healthy", "sour", "sweet" to pictures.
- Adjectives are used to complete sentences and describe differences between things, like one boy having brown shoes while the other has red shoes.
The document discusses adjectives and their purpose and use. It notes that adjectives describe nouns by providing information about attributes like size, color, shape, etc. It also mentions that adjectives usually come before the nouns they modify but sometimes follow linking verbs. The document provides examples of adjectives being used in sentences to describe nouns.
Adjectives are describing words that can provide additional details about nouns. The document provides examples of sentences with and without adjectives to illustrate how adjectives make descriptions more vivid, such as describing a boy as tall and skinny, lightning as white and flashing, and snow as freezing cold.
The document discusses how adjectives can be used to describe nouns and make sentences more descriptive. It provides examples of sentences with and without adjectives added, such as "There was a spider in the bathroom" becoming "There was a huge, hairy spider in the bathroom." The purpose is to show how adjectives make descriptions more vivid and interesting by providing extra details about objects and scenes.
The document provides instructions for a worksheet where students are asked to circle adjectives and underline nouns in sentences. For each sentence, it identifies the nouns and adjectives by having students circle or underline them. It then asks questions to help students determine whether a word is acting as a noun or adjective in the sentence. The document contains 15 sentences for students to practice identifying nouns and adjectives.
This document provides an introduction to adjectives for 6th grade grammar. It defines adjectives as words that answer questions like what kind, how much, how many, which, and whose. It then lists and describes the main kinds of adjectives: qualities (color, size), quantities (how much), numbers (how many), demonstratives (this, that), distributives (each), interrogatives (what, which), and possessives (my, their). Examples are provided for each type of adjective. The document aims to teach students the different classes of adjectives and their uses.
This document outlines an active reading skills teacher training session which aims to demonstrate how to make reading an active skill for students. The session includes modeling a reading lesson, identifying the stages of a reading lesson, providing class activities, and discussing different approaches to teaching reading. It demonstrates several pre-reading, while-reading, and post-reading activities including ordering life stages, quickly looking at a passage and answering questions, writing a summary, and discussing related topics. The session re-caps the sequence of activities and discusses whether the approaches used were top-down or bottom-up reading.
2. “Adopt ícspo⭲sibilitQ roí Qo"í ow⭲
wcll-bci⭲g, tíQ to p"t Qo"í ramilQ
togctkcí, tíQ to scí:c Qo"í
comm"⭲itQ, tíQ to scck roí ctcí⭲al
tí"tk... ľkat's tkc soít or tki⭲g tkat
ca⭲gío"⭲d Qo" i
⭲Qo"í lirc, c⭲o"gk
so tkat Qo" ca⭲witksta⭲d tkc
dirric"ltQ or lirc.”
—Jordan Peterson
3. Community
• Is a gío"p composcd or pcoplc li:i⭲g
togctkcí i
⭲a gi:c⭲ placc a⭲dskaíi⭲g
commo⭲ i⭲tcícsts, c"lt"íal a⭲d
tíaditio⭲al píacticcs a⭲dkistoíical
kcíitagc.
• It ca⭲bc catcgoíizcd accoídi⭲g to
bclicrs, tíaditio⭲s a⭲dc"lt"ícs
6. Organizational – based Communities
● Somc comm"⭲itics aíc roímcd bascd o
⭲
oíga⭲izatio⭲al stí"ct"íc a⭲dbclicrs. ľkcsc
ca⭲ bc ramilQ-ow⭲cd b"si⭲css gío"ps to
moíc complcx stí"ct"ícs likc
coípoíatio⭲s a⭲d⭲atio⭲ala⭲di⭲tcí⭲atio⭲al
oíga⭲izatio⭲s
Sckools
Fast rood ckai⭲s
Pkaímacc"tical compa⭲ics
Political paítics
Global compa⭲ics
7. Environment
• Rcrcís to tkc ⭲at"íal s"íío"⭲di⭲gs o⭲c
li:cs i⭲.
• It is somctki⭲g tkat Qo" aíc :cíQ
ramiliaí witk.
8. Factors in the environment that affect human growth
and development
● Agíic"lt"íal a⭲d iííigatio⭲ mctkod
● Climatc cka⭲cc
● Comm"⭲icablc discascs, watcí a⭲drood boí⭲c discascs a⭲d
tkosc ca"scd bQ:cctoís likc i⭲sccts a⭲díats
● Nat"íal biological agc⭲ts likc pollc⭲ d"st
● Pcíso⭲al kQgic⭲c a⭲dsa⭲itatio⭲
● Aií la⭲d a⭲dwatcí poll"tio⭲
● Ultía:iolct íaQs ríom tkc s"⭲
● Nat"íal a⭲d ma⭲-madc disastcí
9. Characteristics of a Healthy Environment
1. Is clca⭲, sarc a⭲dscc"íc
2. Has acccss to basic to basic ⭲ccds
3. Is pcaccr"l a⭲doídcílQ
4. Has mcmbcís wko aíc pkQsicallQ, mc⭲tallQ a⭲d
cmotio⭲allQ
kcaltkQ
5. I⭲:ol:cs mcmbcís or tkc comm"⭲itQ píogíams, píojccts
a⭲dacti:itics
6. Is píompt a⭲dtimclQ i
⭲ka⭲dli⭲glocal comm"⭲itQ a⭲d
c⭲:iío⭲mc⭲tal kcaltk iss"cs co⭲ccí⭲s, a⭲dtíc⭲ds.
10. Characteristics of a Healthy Environment
7. Rcspccts tkc íigkts a⭲dpíi:ilcgcs or all mcmbcís
®. Píomotcs kcaltkQ i⭲tíapcíso⭲al a⭲d
i⭲tcípcíso⭲al íclatio⭲skips amo⭲g all mcmbcís
9. Is rícc ríom ab"sc a⭲ddiscíimi⭲atio⭲
10. Has opc⭲ comm"⭲icatio⭲, i⭲tcíactio⭲ a⭲d
i⭲tcíco⭲⭲cctcd⭲css amo⭲g mcmbcís
11. Has acccssiblc a⭲darroídablc kcaltk scí:iccs a⭲d
racilitics
12. Pícscí:cs a⭲dcclcbíatcs c"lt"íal a⭲dkistoíical
kcíitagc 1«. Has ad:a⭲ccd a⭲dpíod"cti:c cco⭲omQ
14. Píomotcs s"stai⭲abilitQ or ⭲at"íal ícso"íccs
15. Has wcll – dc:clopcd p"blic i⭲ríastí"ct"íc
