The document provides information about the PSAT/NMSQT, including that it measures skills needed for college, serves as practice for the SAT, and approximately 3.5 million students take it each year, with over half being in 10th grade or below. It also outlines the skills tested, sample question types, how it is scored, and test preparation strategies. The document provides guidance on registering for and preparing for the PSAT/NMSQT, what to expect on test day, and how the test report can help students improve their skills.
The PSAT/NMSQT measures academic skills needed for college through questions on critical reading, writing and math. It provides feedback to students on strengths and weaknesses. Preparation includes taking challenging courses, practicing with sample tests and making educated guesses. On test day, students should read carefully, work steadily and skip questions to return to if time allows.
The PSAT/NMSQT measures academic skills needed for college through questions on critical reading, writing and math. It provides feedback to students on strengths and weaknesses. Preparation includes taking challenging courses, practicing with sample tests and making educated guesses.
The student shouldn't have to spend time deciphering your test questions. Learn the basics on good question writing skills.
Answers to slides are in the Notes section below.
The document provides an overview of the fourth grade mathematics curriculum for Unit 3 on multiplication and division. It includes the big ideas, essential questions, unit vocabulary, and Arizona state standards addressed. It also provides explanations and examples for key concepts around multiplicative comparisons, solving multi-step word problems using the four operations, and interpreting remainders. Students will learn to represent word problems algebraically and assess the reasonableness of their answers.
This document contains a review test for educational assessment consisting of 58 multiple choice questions. The questions cover topics like Bloom's taxonomy, test construction, measurement of central tendency and variation, interpreting test scores, and performance assessment. The test is intended to assess understanding of key concepts in educational measurement and evaluation.
The passage discusses how watching sports on TV can influence children's views on ethics and fair play. It suggests that children may see professional athletes cheating and misbehaving without consequence, and come to believe that winning is all that matters. It advises parents to use sports viewing as a teaching opportunity, discussing with children when players behave poorly and emphasizing role models who exhibit good conduct.
The lesson plan outlines teaching students about solving compound inequalities involving 'OR' over 80 minutes. It involves introducing the concept of 'OR' using an example, solving examples graphically by identifying the combined regions, and practicing solving compound inequalities with 'OR' and the combination of 'AND' and 'OR' using worked examples and worksheets. The objectives are for students to be able to solve compound inequalities involving 'OR' and the combination of 'AND' and 'OR'.
The PSAT/NMSQT measures academic skills needed for college through questions on critical reading, writing and math. It provides feedback to students on strengths and weaknesses. Preparation includes taking challenging courses, practicing with sample tests and making educated guesses. On test day, students should read carefully, work steadily and skip questions to return to if time allows.
The PSAT/NMSQT measures academic skills needed for college through questions on critical reading, writing and math. It provides feedback to students on strengths and weaknesses. Preparation includes taking challenging courses, practicing with sample tests and making educated guesses.
The student shouldn't have to spend time deciphering your test questions. Learn the basics on good question writing skills.
Answers to slides are in the Notes section below.
The document provides an overview of the fourth grade mathematics curriculum for Unit 3 on multiplication and division. It includes the big ideas, essential questions, unit vocabulary, and Arizona state standards addressed. It also provides explanations and examples for key concepts around multiplicative comparisons, solving multi-step word problems using the four operations, and interpreting remainders. Students will learn to represent word problems algebraically and assess the reasonableness of their answers.
This document contains a review test for educational assessment consisting of 58 multiple choice questions. The questions cover topics like Bloom's taxonomy, test construction, measurement of central tendency and variation, interpreting test scores, and performance assessment. The test is intended to assess understanding of key concepts in educational measurement and evaluation.
The passage discusses how watching sports on TV can influence children's views on ethics and fair play. It suggests that children may see professional athletes cheating and misbehaving without consequence, and come to believe that winning is all that matters. It advises parents to use sports viewing as a teaching opportunity, discussing with children when players behave poorly and emphasizing role models who exhibit good conduct.
The lesson plan outlines teaching students about solving compound inequalities involving 'OR' over 80 minutes. It involves introducing the concept of 'OR' using an example, solving examples graphically by identifying the combined regions, and practicing solving compound inequalities with 'OR' and the combination of 'AND' and 'OR' using worked examples and worksheets. The objectives are for students to be able to solve compound inequalities involving 'OR' and the combination of 'AND' and 'OR'.
The document provides information about a 5th grade mathematics curriculum guide from the Isaac School District. It includes:
1) Details on Unit 6 which covers decimals on grids and number lines, including essential questions, vocabulary, and math standards.
2) Explanations and examples for each math standard, such as how to use parentheses and exponents, place value of decimals, comparing and rounding decimals, and algorithms for multiplication and long division.
3) The document is intended to outline the key concepts and skills students should master related to decimals and fractions for 5th grade mathematics.
The document provides an overview of the Psycho Analytics module for assessing various mental skills such as categorization, identification, reasoning, and analytics. It outlines the basic, intermediate, and advanced content levels that are included. The basic level covers topics like numerical identification, alphabetical reasoning, pictorial identification, and analytical questions. Sample activities and exercises are provided for each topic to help learners acquire competencies in different mental skills.
- Kandel's research into memory formation found that biochemical changes in synaptic function form different types of memories.
- Differences in memory ability across individuals' lifespans are due to lower motivation among elderly people to remember new and meaningless information.
- Impairment of memory for events that occur prior to severe head injury is called retrograde amnesia.
- A neurodegenerative disease is best described as a progressive decline in the structure and/or function of neurons in the central nervous system.
Revision for unit 4 multiple choice questionsJanine Poole
This document contains multiple choice questions about various topics in psychology including classical conditioning, operant conditioning, memory, research methods, and more. Some key details that can be summarized are:
- Classical conditioning involves establishing an association between two stimuli, known as the pairing stage. Short term memory lasts around 20 seconds and can hold 7 +/- 2 bits of information. Long term memory involves storage of information according to its meaning through semantic networks.
- Research methods should obtain informed consent, ensure confidentiality, and allow for withdrawal rights. Random sampling provides the best chance for a representative sample. Forgetting occurs most rapidly shortly after learning according to the forgetting curve.
- Memory involves encoding, storage and retrieval processes. The three
1. The document outlines a mathematics curriculum covering the real number system over 20 days. It focuses on helping students understand key concepts like rational and irrational numbers through hands-on activities and solving real-life problems.
2. The curriculum is divided into three stages: exploring real numbers through number lines and games, having students firmly grasp operations and order axioms through investigations, and applying the concepts to daily life problems.
3. Student understanding and performance will be assessed through problems they formulate involving real numbers and multiple solution strategies.
The document describes a discussion between students about the results of their experiment. Student A thinks their conclusion is wrong based on the lecture, while Students B and C believe they should not change the results based on what they observed. Student D suggests repeating the experiment to understand why their findings differ from the lecture.
Basic bsc nursing important exam question NehaNupur8
This document contains instructions for a nursing exam consisting of two sections (A and B). Section A contains long essay questions requiring students to define terms and discuss topics in nursing education. It also contains short answer questions where students must define 10 terms. Section B contains multiple choice and fill in the blank questions. The exam is worth a total of 75 marks and students must answer all questions as directed.
The document provides tips and guidance for scoring well on the UPSR English exam paper. It outlines the different sections of the exam and types of questions asked. For section A questions 1-4, it describes the types of vocabulary that may be tested such as animals, places, objects, and relationships. It provides sample questions and advises spending 4 minutes on this section. The document also provides detailed guidance on each section of the exam, including tips on understanding questions, using context clues, and time management. It describes the grammar, spelling, punctuation, reading comprehension, and writing sections and advises practicing frequently to prepare for the exam.
This document contains a series of questions from various subjects like mastery learning, basic electricity, general education, Tagalog, and others. It tests knowledge in defining key terms, identifying parts of speech, calculating percentages, correcting sentences, comprehending meanings, and recognizing literary devices. The questions range from multiple choice to fill-in-the-blank and require analyzing provided information to select the best possible answer.
Presentation 5 quantity magnitude and numeration january 2jcsmathfoundations
1. The document provides information about teaching quantity, magnitude, and numeration to students. It includes definitions of key concepts, early indicators of difficulties with these topics, and assessments to diagnose students' skills.
2. The research section discusses concrete, representational, and abstract approaches to teaching concepts like subitizing. It recommends hands-on materials and strategies to develop number sense.
3. The classroom application section gives examples of linking physical quantities to numerical representations using tools like number lines and algebra blocks.
Michigan High School Testing Information Nightmsweducational
This document summarizes information presented at a high school about required testing for 9th, 10th, and 11th grade students in Michigan. It outlines the following:
- The PSAT 9 is required for 9th graders, the PSAT 10 for 10th graders, and both the SAT and WorkKeys exams for 11th graders.
- It provides the testing schedules, including that the PSAT 9, PSAT 10 and SAT will take place on April 12th, and the WorkKeys on April 13th.
- Details are given on the new SAT exam for 11th graders, including its length of 3 hours and 50 minutes, scoring range of 400-1600, and section breakdown of
The PSAT/NMSQT is a standardized test that serves as preparation for the SAT and allows juniors to enter the National Merit Scholarship Program. It measures critical reading, math, and writing skills. Students receive a score report after taking the test that shows their performance on each section, projected SAT scores, and suggestions for skills to improve. The report also provides information for students to create a personalized SAT study plan and search for colleges and careers.
Presentation for parents of high school sophomore students to share how their sons and daughters have been planning for college and careers and what to expect/how to prepare for junior year and beyond.
This document discusses 5 strategies for taking math tests like the PSAT and SAT:
1. Substitute friendly numbers for variables to simplify problems.
2. Try the available answer choices one by one to find the correct one.
3. Scan answers to eliminate choices that don't make logical sense.
4. Avoid complex arithmetic if it's not necessary to solve the problem.
5. Fill in known information to help determine unknown values.
A step-to-the-future-prepare-for-the-psat-nmsqtKatelin Esther
The PSAT/NMSQT is a standardized test that measures critical reading, writing, and math skills. It is taken by over 3.5 million high school students each year as practice for the SAT and to qualify for National Merit Scholarships. The document provides an overview of the skills tested on the PSAT/NMSQT, including critical reading, math, and writing sections, and provides sample questions and test preparation strategies to help students succeed.
The document summarizes the key sections and information provided in a PSAT/NMSQT score report. It outlines the 5 main parts of the score report including individual scores, answer review, skill improvement suggestions, information on National Merit Scholarship programs, and educational plans. It also provides resources and next steps for students to utilize after receiving their score report, including online practice tests, college and major matching tools, and information on Advanced Placement courses.
This document provides instructions for students to complete a post-assessment for practice PSAT questions. It tells students to write their identifying information on the booklet, examine questions 21-28 and write the best strategy for each, then answer the questions within 10 minutes by transferring their responses to an answer sheet. It concludes by asking students to self-check their work and reflect on how they have improved from the pre-assessment in struggling areas, and what they can do to continue preparing for the PSAT/SAT.
What is the SAT? What is it good for? What does it tell us? Why do we have a test like this in the first place? In better understanding both the context and content of the SAT, students (and parents) can cultivate a more relaxed and informed approach to taking the test.
This document provides instructions for administering online standardized tests to 11th grade students. It outlines the following key points:
- ELA and math tests will take place over two days in April, with science and social studies tests occurring in one-hour sessions over two days in April.
- Students should use Chrome browsers to access the online testing portal. Proctors must monitor students and ensure all testing procedures are followed.
- No cell phones, outside materials, or extra activities are permitted. Students may use headphones, scratch paper, and graph paper as needed.
- Detailed schedules are provided for starting and ending each testing session, including break times. Proctors must follow secure handling procedures for all testing materials.
This document provides an overview and timeline for implementing the Spring 2016 administration of the SAT, PSAT 8/9, and PSAT 10 in Michigan. It outlines important dates, roles and responsibilities of various staff, and logistical planning details. Key dates include April 12-15 for most SAT testing, April 12-13 for most PSAT 8/9 and PSAT 10 testing, and April 26 for make-up exams. Roles like Test Center Supervisor, Associate Supervisor and Proctor are defined. Steps like setting up test centers, ordering materials, and completing student questionnaires are also summarized.
Richard works various jobs where he faces racism and danger, including being bitten by a dog at a brickyard and witnessing the amputation of fingers at a sawmill. He publishes a short story but his family does not support his writing. As valedictorian, the principal will not let Richard give his own graduation speech. Later jobs also involve racism, such as being attacked by white men while delivering clothes. Richard endures constant intimidation and threats. He eventually decides to steal in order to raise money to escape to the North, where he hopes to find more opportunities free from racism.
The document provides information about a 5th grade mathematics curriculum guide from the Isaac School District. It includes:
1) Details on Unit 6 which covers decimals on grids and number lines, including essential questions, vocabulary, and math standards.
2) Explanations and examples for each math standard, such as how to use parentheses and exponents, place value of decimals, comparing and rounding decimals, and algorithms for multiplication and long division.
3) The document is intended to outline the key concepts and skills students should master related to decimals and fractions for 5th grade mathematics.
The document provides an overview of the Psycho Analytics module for assessing various mental skills such as categorization, identification, reasoning, and analytics. It outlines the basic, intermediate, and advanced content levels that are included. The basic level covers topics like numerical identification, alphabetical reasoning, pictorial identification, and analytical questions. Sample activities and exercises are provided for each topic to help learners acquire competencies in different mental skills.
- Kandel's research into memory formation found that biochemical changes in synaptic function form different types of memories.
- Differences in memory ability across individuals' lifespans are due to lower motivation among elderly people to remember new and meaningless information.
- Impairment of memory for events that occur prior to severe head injury is called retrograde amnesia.
- A neurodegenerative disease is best described as a progressive decline in the structure and/or function of neurons in the central nervous system.
Revision for unit 4 multiple choice questionsJanine Poole
This document contains multiple choice questions about various topics in psychology including classical conditioning, operant conditioning, memory, research methods, and more. Some key details that can be summarized are:
- Classical conditioning involves establishing an association between two stimuli, known as the pairing stage. Short term memory lasts around 20 seconds and can hold 7 +/- 2 bits of information. Long term memory involves storage of information according to its meaning through semantic networks.
- Research methods should obtain informed consent, ensure confidentiality, and allow for withdrawal rights. Random sampling provides the best chance for a representative sample. Forgetting occurs most rapidly shortly after learning according to the forgetting curve.
- Memory involves encoding, storage and retrieval processes. The three
1. The document outlines a mathematics curriculum covering the real number system over 20 days. It focuses on helping students understand key concepts like rational and irrational numbers through hands-on activities and solving real-life problems.
2. The curriculum is divided into three stages: exploring real numbers through number lines and games, having students firmly grasp operations and order axioms through investigations, and applying the concepts to daily life problems.
3. Student understanding and performance will be assessed through problems they formulate involving real numbers and multiple solution strategies.
The document describes a discussion between students about the results of their experiment. Student A thinks their conclusion is wrong based on the lecture, while Students B and C believe they should not change the results based on what they observed. Student D suggests repeating the experiment to understand why their findings differ from the lecture.
Basic bsc nursing important exam question NehaNupur8
This document contains instructions for a nursing exam consisting of two sections (A and B). Section A contains long essay questions requiring students to define terms and discuss topics in nursing education. It also contains short answer questions where students must define 10 terms. Section B contains multiple choice and fill in the blank questions. The exam is worth a total of 75 marks and students must answer all questions as directed.
The document provides tips and guidance for scoring well on the UPSR English exam paper. It outlines the different sections of the exam and types of questions asked. For section A questions 1-4, it describes the types of vocabulary that may be tested such as animals, places, objects, and relationships. It provides sample questions and advises spending 4 minutes on this section. The document also provides detailed guidance on each section of the exam, including tips on understanding questions, using context clues, and time management. It describes the grammar, spelling, punctuation, reading comprehension, and writing sections and advises practicing frequently to prepare for the exam.
This document contains a series of questions from various subjects like mastery learning, basic electricity, general education, Tagalog, and others. It tests knowledge in defining key terms, identifying parts of speech, calculating percentages, correcting sentences, comprehending meanings, and recognizing literary devices. The questions range from multiple choice to fill-in-the-blank and require analyzing provided information to select the best possible answer.
Presentation 5 quantity magnitude and numeration january 2jcsmathfoundations
1. The document provides information about teaching quantity, magnitude, and numeration to students. It includes definitions of key concepts, early indicators of difficulties with these topics, and assessments to diagnose students' skills.
2. The research section discusses concrete, representational, and abstract approaches to teaching concepts like subitizing. It recommends hands-on materials and strategies to develop number sense.
3. The classroom application section gives examples of linking physical quantities to numerical representations using tools like number lines and algebra blocks.
Michigan High School Testing Information Nightmsweducational
This document summarizes information presented at a high school about required testing for 9th, 10th, and 11th grade students in Michigan. It outlines the following:
- The PSAT 9 is required for 9th graders, the PSAT 10 for 10th graders, and both the SAT and WorkKeys exams for 11th graders.
- It provides the testing schedules, including that the PSAT 9, PSAT 10 and SAT will take place on April 12th, and the WorkKeys on April 13th.
- Details are given on the new SAT exam for 11th graders, including its length of 3 hours and 50 minutes, scoring range of 400-1600, and section breakdown of
The PSAT/NMSQT is a standardized test that serves as preparation for the SAT and allows juniors to enter the National Merit Scholarship Program. It measures critical reading, math, and writing skills. Students receive a score report after taking the test that shows their performance on each section, projected SAT scores, and suggestions for skills to improve. The report also provides information for students to create a personalized SAT study plan and search for colleges and careers.
Presentation for parents of high school sophomore students to share how their sons and daughters have been planning for college and careers and what to expect/how to prepare for junior year and beyond.
This document discusses 5 strategies for taking math tests like the PSAT and SAT:
1. Substitute friendly numbers for variables to simplify problems.
2. Try the available answer choices one by one to find the correct one.
3. Scan answers to eliminate choices that don't make logical sense.
4. Avoid complex arithmetic if it's not necessary to solve the problem.
5. Fill in known information to help determine unknown values.
A step-to-the-future-prepare-for-the-psat-nmsqtKatelin Esther
The PSAT/NMSQT is a standardized test that measures critical reading, writing, and math skills. It is taken by over 3.5 million high school students each year as practice for the SAT and to qualify for National Merit Scholarships. The document provides an overview of the skills tested on the PSAT/NMSQT, including critical reading, math, and writing sections, and provides sample questions and test preparation strategies to help students succeed.
The document summarizes the key sections and information provided in a PSAT/NMSQT score report. It outlines the 5 main parts of the score report including individual scores, answer review, skill improvement suggestions, information on National Merit Scholarship programs, and educational plans. It also provides resources and next steps for students to utilize after receiving their score report, including online practice tests, college and major matching tools, and information on Advanced Placement courses.
This document provides instructions for students to complete a post-assessment for practice PSAT questions. It tells students to write their identifying information on the booklet, examine questions 21-28 and write the best strategy for each, then answer the questions within 10 minutes by transferring their responses to an answer sheet. It concludes by asking students to self-check their work and reflect on how they have improved from the pre-assessment in struggling areas, and what they can do to continue preparing for the PSAT/SAT.
What is the SAT? What is it good for? What does it tell us? Why do we have a test like this in the first place? In better understanding both the context and content of the SAT, students (and parents) can cultivate a more relaxed and informed approach to taking the test.
This document provides instructions for administering online standardized tests to 11th grade students. It outlines the following key points:
- ELA and math tests will take place over two days in April, with science and social studies tests occurring in one-hour sessions over two days in April.
- Students should use Chrome browsers to access the online testing portal. Proctors must monitor students and ensure all testing procedures are followed.
- No cell phones, outside materials, or extra activities are permitted. Students may use headphones, scratch paper, and graph paper as needed.
- Detailed schedules are provided for starting and ending each testing session, including break times. Proctors must follow secure handling procedures for all testing materials.
This document provides an overview and timeline for implementing the Spring 2016 administration of the SAT, PSAT 8/9, and PSAT 10 in Michigan. It outlines important dates, roles and responsibilities of various staff, and logistical planning details. Key dates include April 12-15 for most SAT testing, April 12-13 for most PSAT 8/9 and PSAT 10 testing, and April 26 for make-up exams. Roles like Test Center Supervisor, Associate Supervisor and Proctor are defined. Steps like setting up test centers, ordering materials, and completing student questionnaires are also summarized.
Richard works various jobs where he faces racism and danger, including being bitten by a dog at a brickyard and witnessing the amputation of fingers at a sawmill. He publishes a short story but his family does not support his writing. As valedictorian, the principal will not let Richard give his own graduation speech. Later jobs also involve racism, such as being attacked by white men while delivering clothes. Richard endures constant intimidation and threats. He eventually decides to steal in order to raise money to escape to the North, where he hopes to find more opportunities free from racism.
Richard interviews for a job working for a white family. Though he is given the job, he is offered only moldy food to eat while the white family eats plentifully. When Richard says he wants to be a writer, the woman mocks him. His next job is also unpleasant, as the family is rude. However, Richard is able to steal food, which allows him to socialize with his peers. Ella's health improves and they attend church, where pressure from the congregation leads Richard and others to get baptized despite not truly believing.
This document discusses different types of leads for news stories. It identifies the key criteria for a newsworthy story, including significance, interest, conflict, unusualness, proximity, immediacy, and follow-up angles. It outlines best practices for crafting leads, such as using an intriguing fact or question to grab attention in the first sentence. The document also describes common pitfalls to avoid, like including too many details or ordinary information. Finally, it categorizes different lead styles, such as the hard news lead with the 5 W's, soft leads, umbrella leads, delay leads, and statement or question leads.
This document provides 10 strategies for solving math problems on standardized tests like the PSAT and SAT. Some of the key strategies include recognizing when figures are not drawn to scale, testing the extremes of ranges, finding patterns by trying different numbers, avoiding generic answers, and directly doing the math to solve problems.
The document provides guidance on writing a literary essay. It explains that a literary essay involves interpreting a literary work rather than summarizing its plot or elements. It discusses including an introduction with a clear thesis, body paragraphs that prove the thesis with examples and quotes from the work, and a conclusion that restates the thesis. The document also provides formatting guidelines for writing the essay, such as using MLA style and ensuring structural elements like a works cited page are included.
The document provides instructions for a student video journalism assignment. It discusses important deadlines, choosing a newsworthy topic, conducting interviews, shooting footage, and editing the final video package using iMovie. Students are instructed to work in pairs, with one person operating the camera and the other conducting interviews. The final video should be 2-3 minutes and include interviews, b-roll footage, and a voiceover to tell the news story.
This document provides an overview of Delia DeCourcy's middle school literary essay unit. It summarizes the key components and lessons of the unit, which are designed to scaffold students into building theories about literary works, finding evidence to support their theories, drafting claims, and writing body paragraphs to support their argument. The unit utilizes close reading, annotation, discussion, drafting, revision and peer review. It is intended to help students learn skills in analyzing texts and developing written arguments aligned to Common Core standards.
English Literature- How to write a literary analysis essaySizwe Nomgca
This document provides instructions on how to write a literary analysis essay. It explains that the purpose is to carefully examine a work of literature or an aspect of it. A literary analysis essay should break the subject down into three main parts: an introduction, body, and conclusion. The introduction provides an overview of what the essay will discuss. The body paragraphs each analyze a key point using a quotation and explanation. The conclusion summarizes the main points without introducing new information.
A guide to writing the literary analysis essayPato_Ch
This document provides guidance on writing a literary analysis essay, including sections on the introduction, thesis, body paragraphs, and conclusion. The introduction should catch the reader's interest and include background on the work and the theme. The thesis should relate to the overall theme and suggest how the author reveals it. Body paragraphs should each include a topic sentence, textual evidence, commentary, and clincher sentence to support the thesis. The conclusion restates the thesis and reflects on how the essay topic relates to the work as a whole.
The document provides information about PSAT scores and next steps for students. It summarizes that the PSAT is a practice test for the SAT that also qualifies students for National Merit Scholarships. It outlines how PSAT scores are reported and translated to potential SAT scores. The document then discusses using PSAT results to identify strengths and weaknesses, understand National Merit eligibility, and determine a testing timeline. Students are encouraged to prepare for admissions tests through programs like The Princeton Review to help maximize their scores and college application chances.
This document provides advice to students on preparing for and maximizing their performance on GCSE Geography exams. It emphasizes the importance of following exam rubrics and techniques like using command words correctly, writing concise yet detailed answers, practicing time management skills, and thoroughly revising case studies, as getting even one additional mark can make the difference between grades. Not fully preparing case studies or wasting time on questions can negatively impact exam scores.
This document provides information about the 2012 Fryer Contest, a 75-minute mathematics contest for grade 9 students. It contains instructions for the contest, noting it has 4 questions worth 10 marks each. Questions may have short answer parts worth 2-3 marks or full solution parts for the remaining marks. Students are to show all work and write answers in the provided booklet. The document provides examples of short answer and full solution questions asking about percentages, prime factorizations, patterns in tables, and relationships between geometric shapes. It concludes by thanking students for writing the contest and encouraging teachers to register students for future contests.
Grade 9 2010 Assessment Highlights PAT ReviewCathy Campbell
Alberta Education Grade 9 released materials for the math PAT. Teaching notes are included explaining how to use this file with students. In the original Notebook file, the screen shade is used to progressively offer more information for the questions. As well the answer to each question is on the orange tab that can be pulled from the right-hand side of the slide.
Gr 9 2010 assessment highlights pat reviewCathy Campbell
This resource provides teachers with sample math problems from released PAT (Provincial Achievement Test) materials to help prepare their students for the PAT exam. It recommends using 1-2 problems per day as a quick activity and provides guidance on how to structure the problems to increase student engagement and develop various math skills. Key questions are outlined to facilitate sharing strategies and justifying solutions. Extensions include revealing answers first or having students generate their own problems. The goal is to embed PAT practice in daily instruction rather than halting lessons for test prep.
This document contains a daily lesson log for a 7th grade mathematics class. It outlines four sessions on the topics of irrational numbers and principal roots. The objectives are to describe principal roots, determine if they are rational or irrational, estimate square roots to the nearest hundredth, and plot irrational numbers on a number line. Examples and practice problems are provided to help students determine what two integers a square root lies between, estimate square roots, and plot them on a number line.
1.Mr. Smith asked his students to write an equation for the graph .docxcroysierkathey
1.Mr. Smith asked his students to write an equation for the graph shown.
Luke wrote the equation y= ( x-5 ) ( x+1) y=(x−5)(x+1). Which set of scaffolding questions would be the most appropriate for Mr. Smith to ask Luke to help Luke realize his mistake?
A. If you convert your equation to the expanded form of a quadratic, what is the coefficient of x^{2}x2? Where is this value located on the graph?
B. What is the y-intercept of the graph? Where is this value located in your equation?
C. If you evaluate your equation at x=1 what is the value of y? Does this match the y-value at x=1 on the graph?
2. The table below shows selected x and y values for a linear function. What is the y-intercept of the function?
x
4
7
9
y
13
31
43
A. 6
B. -11
C. -5
3. Jim enrolled in a new gym membership this year which required a $50 membership fee and a $70 monthly fee. Jim wrote an equation in the form y=mx+b to find the total amount he has spent on his gym membership this year. What is the meaning of the $70 monthly fee in his equation?
A. 70 is the slope of the line
B. 70 is the total amount he has spent this year
C. 70 is the y-intercept of the line
4. Which four of the following lines are perpendicular to 5x-2y=7?
Select all answers that apply.
A. 2x+5y=13
B. 5y=-2x+10
C. 2/3X +5/3Y=1/3
D. 5X+2Y=7
5. Jason is mowing lawns to save up for a new phone. He mows four lawns a day and for each lawn he mows, he earns $30. The table shows the amount of money he makes each day when he mows lawns. Based on the table, what is the total number of days, d, needed to save m amount of money?
Day
Total Amount of Money Made
1
$120
2
$240
3
$360
4
$480
A. m=120d
B. m=120 (d-1)
C. m=d+120
6. On the first day of this year, Erin deposited $2500 into a savings account that earns 4% annual interest, compounded monthly. If she does not have any plans to deposit or withdraw any money, how much money will be in the account at the end of the year?
A. $4002.58
B. $2600.00
C. $2601.85
7. The local radio station is giving away free concert tickets to the 104th person who calls in. Andrew and John want to win the concert tickets, so Andrew calls into the station 6 times and John calls in x times. If the probability that either Andrew or John wins the concert tickets is 0.125, what is the value of x?
A. 6
B. 7
C. 4
8. The ΔADB is inscribed in circle C with radius 8.
If DB=x, find AD.
A. AD=sqrt{64-x^{2}}
B. AD=sqrt{256-x^{2}}
C. AD=16-x
9. The parabola f(x) = -3/2X^2 + 4X is graphed below along with a tangent line at (2,F(2)). What is the slope of the tangent line?
A. -3
B. 0
C. -2
10. In the past several years, the number of students enrolled at a local university has decreased by 14% each year. Currently, there are 23,562 students enrolled. If this trend continues, how many students will be enrolled in 5 years?
A. 20,263
B. 11,084
C. 3,299
11. Student work is shown below.
Step 1: 6x-8=10x+4
Step 2: -8=4x+4
Step 3: -12=4x
Step 4: -3=x
What property listed below c.
1.Mr. Smith asked his students to write an equation for the graph .docxjeremylockett77
1.Mr. Smith asked his students to write an equation for the graph shown.
Luke wrote the equation y= ( x-5 ) ( x+1) y=(x−5)(x+1). Which set of scaffolding questions would be the most appropriate for Mr. Smith to ask Luke to help Luke realize his mistake?
A. If you convert your equation to the expanded form of a quadratic, what is the coefficient of x^{2}x2? Where is this value located on the graph?
B. What is the y-intercept of the graph? Where is this value located in your equation?
C. If you evaluate your equation at x=1 what is the value of y? Does this match the y-value at x=1 on the graph?
2. The table below shows selected x and y values for a linear function. What is the y-intercept of the function?
x
4
7
9
y
13
31
43
A. 6
B. -11
C. -5
3. Jim enrolled in a new gym membership this year which required a $50 membership fee and a $70 monthly fee. Jim wrote an equation in the form y=mx+b to find the total amount he has spent on his gym membership this year. What is the meaning of the $70 monthly fee in his equation?
A. 70 is the slope of the line
B. 70 is the total amount he has spent this year
C. 70 is the y-intercept of the line
4. Which four of the following lines are perpendicular to 5x-2y=7?
Select all answers that apply.
A. 2x+5y=13
B. 5y=-2x+10
C. 2/3X +5/3Y=1/3
D. 5X+2Y=7
5. Jason is mowing lawns to save up for a new phone. He mows four lawns a day and for each lawn he mows, he earns $30. The table shows the amount of money he makes each day when he mows lawns. Based on the table, what is the total number of days, d, needed to save m amount of money?
Day
Total Amount of Money Made
1
$120
2
$240
3
$360
4
$480
A. m=120d
B. m=120 (d-1)
C. m=d+120
6. On the first day of this year, Erin deposited $2500 into a savings account that earns 4% annual interest, compounded monthly. If she does not have any plans to deposit or withdraw any money, how much money will be in the account at the end of the year?
A. $4002.58
B. $2600.00
C. $2601.85
7. The local radio station is giving away free concert tickets to the 104th person who calls in. Andrew and John want to win the concert tickets, so Andrew calls into the station 6 times and John calls in x times. If the probability that either Andrew or John wins the concert tickets is 0.125, what is the value of x?
A. 6
B. 7
C. 4
8. The ΔADB is inscribed in circle C with radius 8.
If DB=x, find AD.
A. AD=sqrt{64-x^{2}}
B. AD=sqrt{256-x^{2}}
C. AD=16-x
9. The parabola f(x) = -3/2X^2 + 4X is graphed below along with a tangent line at (2,F(2)). What is the slope of the tangent line?
A. -3
B. 0
C. -2
10. In the past several years, the number of students enrolled at a local university has decreased by 14% each year. Currently, there are 23,562 students enrolled. If this trend continues, how many students will be enrolled in 5 years?
A. 20,263
B. 11,084
C. 3,299
11. Student work is shown below.
Step 1: 6x-8=10x+4
Step 2: -8=4x+4
Step 3: -12=4x
Step 4: -3=x
What property listed below c ...
The document provides guidelines for designing tests. It discusses important considerations when writing a test such as determining the purpose and scope of the test. It also covers different types of test items like multiple choice questions, matching, true/false, and open questions. For each type of item, it provides examples and discusses what skills the items can be used to test. The document emphasizes writing clear, unambiguous questions and avoiding clues that make the correct answer obvious without real knowledge of the subject matter.
Statistical Inference I J. Lee Assignment 1Problem 1. An .docxwhitneyleman54422
Statistical Inference I: J. Lee Assignment 1
Problem 1. An exam has 10 multiple choice questions where each question has 5 possible answers.
(a) If student goes into exam completely unprepared and guesses on all 10, what is the probability of
getting at least 5 answers right?
(b) Suppose for each question, the student has probability .60 of knowing the answer, and the student
randomly guesses on the remaining questions that he/she does not know. Assuming independence of
each question, what is the probability of getting at least 5 answers right?
Problem 2. Suppose that A and B are mutually exclusive events for which P (A) = 0.35 and P (B) = 0.51.
What is the probability that
(a) either A or B occurs;
(b) A occurs but B does not;
(c) both A and B occur;
(d) neither A nor B occurs?
Problem 3. Consider two events, A and B. You are told that P (A) = 0.75 and that P (B) = 0.81.
(a) What is the maximum possible value for P (A∩B)? Justify.
(b) What is the minimum possible value for P (A∩B)? Justify.
(c) What is the maximum possible value for P (A∪B)? Justify.
(d) What is the minimum possible value for P (A∪B)? Justify.
Problem 4. A row of 15 cars is stopped at a traffic light. 6 of them are Toyotas, 7 are Hondas, and 2 are
Mercedes. Assuming they are ordered randomly, we want to compute the probability that the fifth car in
the row is a Mercedes.
(a) Describe the sample space, S, you would use to solve this problem. Make sure to define any notation
you use to describe elements of the sample space.
(b) Compute the probability that the fifth car is a Mercedes.
Problem 5. A bookstore receives six boxes of books per month on six random days of each month. Suppose
that two of those boxes are from one publisher, two from another publisher, and the remaining two from a
third publisher. Our goal is to compute the probability that the last two boxes of books received last month
are from the same publisher.
(a) Describe the sample space, S, you would use to solve this problem. Make sure to define any notation
you use to describe elements of the sample space.
(b) Compute the probability that the last two boxes of books received last month are from the same
publisher.
Problem 6. Consider an experiment in which two fair dice are rolled. What is the conditional probability
that at least one lands on 6, given that the dice land on different numbers?
Problem 7. Suppose that 5 percent of men and 0.25 percent of women are color-blind. A color-blind person
is chosen at random. What is the probability of this person being male? Assume that there are an equal
number of males and females.
Problem 8. A woman has agreed to participate in an ESP experiment. She is asked to pick, randomly, two
distinct integers between 1 and 6 (inclusive).
(a) What is the probability that the first number she picks is 3 and that the second number is greater than
4?
(b) What is the probability that both numbers are less than 3?
(c) What is the probability that both n.
A medical conundrum presents statistics about patients presenting with chest pain at an emergency room. Approximately 50% have acute coronary syndrome (ACS) and 10% have lung cancer. Smoking history provides some information about likelihood of conditions. An ECG test detects ACS with 66.67% sensitivity but information is incomplete. The problem is determining the probability a patient has ACS given a positive or negative ECG result.
The document provides information about the Georgia Milestones standardized test administered to students in grades 3-5. It discusses ways to help students prepare and feel relaxed, such as getting plenty of rest, eating breakfast, and wearing comfortable clothes. It also provides an overview of the tests subjects and question types at each grade level, including selected response, technology-enhanced, constructed response, and extended writing prompts. Students are advised to read all directions carefully, eliminate wrong answers, and show their work.
Measures of Position DECILES for ungrouped dataBabyAnnMotar
The document discusses calculating quartiles and deciles from data sets. It provides examples of finding the third quartile, seventh decile, and other measures of central tendency and dispersion. It also includes activities that ask students to match definitions of statistical concepts, calculate deciles from ungrouped data, and solve puzzles by determining indicated decile positions from data sets.
This document summarizes a workshop on effectively using clickers in university courses. The workshop covered clicker basics, benefits of clickers, stages of clicker use from simple factual questions to complex conceptual questions, how to write good clicker questions, how to respond to student clicker responses, planning clicker use, and resources for support. Participants practiced writing clicker questions and responding to simulated student answer histograms. The goal was to help instructors think through how to integrate clickers in a way that enhances student learning.
This document provides a daily lesson log for a Grade 9 mathematics class. It outlines the objectives, content, learning resources and procedures for lessons on the nature of roots of quadratic equations, including the sum and product of roots, and equations that can be transformed into quadratic equations. Key concepts covered are using the discriminant to characterize roots, the relationship between coefficients and roots, and solving various types of equations. Examples and follow-up questions are provided to discuss and practice the new skills.
The document discusses measurement and evaluation of higher order thinking skills (HOTS) in science teaching and assessment. It outlines several key points:
1. Developing good assessment requires alignment between the curriculum, instruction, and assessment.
2. Multiple choice questions can assess lower order thinking but have limitations for higher order thinking. Constructed response questions are better for assessing analysis, evaluation and creation.
3. To better measure HOTS, questions should use combinations of formats like multiple choice followed by explanation, or performance tasks followed by multiple choice. Factual statements, diagrams, or data can be provided to ask students to analyze, identify, develop hypotheses, or evaluate statements.
This document is a test for high school students in Quang Ninh province, Vietnam for the 2012-2013 school year. It contains instructions for the test, which has sections on listening, phonology/vocabulary/grammar, and reading in English. The listening section contains tasks like filling out a survey based on an interview, identifying true/false statements about weekend plans from phone calls, and answering short questions about London Heathrow Airport. The phonology section asks students to identify words pronounced differently. The vocabulary section contains tasks like choosing the best word to complete sentences and identifying incorrectly used words in sentences. The reading comprehension section provides passages to read and questions to answer about topics like European cuisine, garbage disposal, and types of music.
The document provides guidelines for developing teacher-made tests, including how to write different types of test items such as multiple choice, true/false, matching, and essay questions. It offers tips for writing clear and effective question stems, alternatives, and rubrics while avoiding common pitfalls. Rules are presented for constructing various item types as well as ensuring overall test quality.
This document summarizes a daily lesson plan for a Grade 8 mathematics class on probability. The lesson plan covers key concepts of probability including calculating the probability of simple events and appreciating its importance in daily life. Example probability problems are provided to help students understand concepts like determining possible outcomes and calculating probabilities. A quiz is used to evaluate student learning, and additional activities are suggested for students requiring remediation.
This document contains an 80 question practice exam for the Vietnamese university entrance exam in English. The exam covers topics like word stress, vocabulary, grammar, reading comprehension and more. It is divided into 6 sections testing different language skills over a 90 minute period.
The document provides information about applying to universities in the UK through UCAS. It discusses the application process and timeline, including choosing courses, writing a personal statement, getting recommendation letters, and meeting application deadlines from September to January. Statistics are given about the number of UK institutions and courses available. Tips are provided for students on course selection, requirements and alternative application options if initial choices are not successful.
This document provides information about the college application process for students at the International School of Manila. It discusses application regulations, requirements, deadlines, components, and next steps. Key points include: the 10 application limit per cycle; importance of meeting deadlines and requirements; differences between the US and Canadian application systems; components of applications like essays, recommendations, and testing; application timelines and options like early decision; and assistance available from counselors.
This document provides guidance on writing a personal statement for university applications in the UK. It explains that a personal statement is meant to demonstrate why the applicant is a good fit for a particular subject area. The statement has a maximum length of four thousand characters and should be academically focused, discussing skills and interests relevant to the desired course of study. Specific examples and evidence should be provided to illustrate attributes like research abilities, time management, or collaboration skills. Both academic achievements and extracurricular activities can be discussed as long as they relate to skills gained. The document concludes by offering tips on structure, such as including five paragraphs about interests in the subject, academic experience, other accomplishments, extracurriculars, and a concluding statement.
This document outlines a presentation for grade 9 parents on navigating high school. It discusses the counseling program and team, diploma options, graduation requirements, course pathways, standardized tests, college admissions factors, and upcoming events. Counselors provide social/emotional, academic, and career guidance. They encourage finding balance, self-discovery, and autonomy while providing support. Counselors help students develop organization skills and explore interests through various activities and course options. College admissions considers grades, test scores, activities, and essays. The goal is helping students find their best-fit university.
This document provides information and deadlines for college application requirements and workshops. It lists important to-dos like seeing your counselor, completing your senior profile, and finalizing your college list. Key deadlines include September 7th for teacher recommendations for early programs, September 10th for the UCAS and USA/Canada application workshops, and October 15th for applications to Cambridge, Oxford, and other programs. It reminds students of workshops on the Common App and writing essays, and to attend college visits. Other reminders include the rule of applying to no more than 10 schools, asking teachers for predicted scores by October 9th, and registering for required tests like the TOEFL and SATs.
Freshmen Application Tips and Tools for International StudentsIS Manila
This document provides information and instructions for international students applying to undergraduate programs at the University of California system. It discusses gathering application materials, researching degree program options, applying broadly to multiple UC campuses, writing personal statements, submitting test scores, and important application deadlines. Key tips include having all information ready before starting the application, applying to schools with varying admit rates to increase chances, and designating an email that will be regularly checked for UC communications.
The document provides guidance on completing and submitting the UC undergraduate application. It discusses each section of the application in detail, including academic history, activities, test scores, and personal statements. It emphasizes starting early, getting feedback, and the importance of accuracy. The application process involves completing biographical information, academic records, activities, personal statements, fee payment, and final submission by the November 30th deadline.
This document provides information for junior students about the upcoming school year. It discusses the role of counselors, important dates and tasks for the first semester including taking the PSAT, SAT/ACT tests, and having individual meetings with counselors. It also covers standardized testing, what colleges look for in applications, registering for tests, using Naviance, attending college visits, and ways to stay informed including the counseling website and social media. Students are encouraged to complete the Junior College Survey, attend college representative visits, and meet regularly with their counselor.
This document provides guidance on developing a college list by reflecting on priorities and interests in academics, student life, and finances. It emphasizes self-reflection on learning style, activities, social interests and geographic preferences. Key factors to consider include academic reputation and strength of major, student culture and diversity, financial aid and cost. Rankings should be one small factor compared to input from counselors, alumni, and campus visits. The process involves thorough research into curriculum, programs, faculty and determining a balanced application strategy.
This document provides information on financial aid for international students attending colleges in the United States. It defines key terms, outlines the types and sources of financial aid including need-based aid and merit scholarships. The application process involves completing forms like the International Student Financial Aid Application, CSS Profile, and providing tax documents. Creative ways to reduce costs include taking community college courses first, pursuing scholarships, and attending schools with tuition waivers for international students. Proper planning and applying early is advised to maximize aid eligibility.
This document provides an overview of the application process for studying in the UK. It discusses finding courses on the UCAS website, applying to a maximum of five courses, and receiving conditional offers. Key deadlines are outlined, such as October 15th for applications to medicine and dentistry programs. The document also reviews fees, costs of living, and resources for students to research UK universities and plan their applications.
This document provides guidance for parents on supporting their child through the college application process during their junior and senior years of high school. It recommends that parents act as consultants, guides, and supporters rather than doing the work for their child. Specifically, it suggests encouraging time management and organization, helping prepare for standardized tests, initiating conversations about college criteria, teaching financial independence, and staying informed while avoiding doing the applications themselves.
This document provides information and a timeline for the US college application process. It outlines the key steps from sophomore year through acceptance, including researching colleges, standardized testing, activities exploration, application essays, submissions, decisions and deposits. Various types of US institutions are defined as well as factors to consider like cost, location, size, majors and selectivity. The roles of grades, test scores, essays, recommendations and other application components in admissions decisions are also summarized.
This document provides information about studying in Canada for international students from ISM Manila. It begins with the speaker's background and credentials as a Canadian education expert. It then outlines the top reasons for studying in Canada, including affordable tuition costs, high standard of living, and diverse campuses. The document provides details about the university application process in Canada, typical requirements, and timelines for juniors to follow over the next 1-2 years to prepare their applications.
This document provides information about an event for students and parents on college counseling. It includes the schedule for the day which has sessions on topics like studying in different countries, financial aid, and college testing. The document notes when food will be available and provides information on resources available from the college counseling team like their website and Naviance. It discusses the roles and expectations for students, parents, and the school in the college application process.
Family Connection is an online resource available through Naviance that allows students to access college and career planning tools, communicate with counselors, and collaborate on activities. It includes features such as researching and comparing colleges, creating a resume, requesting transcripts and recommendations, exploring careers and clusters, and more. Students are encouraged to explore the college search and career matching tools, update their resume, and add colleges and careers to their profile.
This document provides information about financial aid for US citizens seeking to pay for higher education. It defines financial aid as money from outside the family to help pay for college costs, with students and parents expected to contribute what they are able. The document outlines the various sources of financial aid including federal, state, institutional, and private sources. It also describes the application process for financial aid, including forms like the FAFSA and deadlines students should meet. Creative ways to reduce costs like dual enrollment programs are also mentioned.
This document provides information about standardized testing requirements for college admissions in the US and other countries. It outlines the SAT Reasoning Test, SAT Subject Tests, ACT, TOEFL, IELTS, and IB Diploma requirements. It recommends meeting with your counselor to create a testing plan, taking the SAT for the first time in junior year, and balancing testing with schoolwork to find the best timeline.
The document provides guidance for students preparing for a university admissions interview. It emphasizes that the interview allows the interviewer to get to know the applicant beyond just their application and gives the applicant a chance to highlight aspects of themselves not evident in writing. Some key points the document suggests students focus on are their interests, strengths, goals, fit with the university, and questions they have. It also provides examples of positive and negative feedback an interviewer may provide and suggests students be prepared with specific examples and answers to common interview questions.
This document summarizes a parent workshop held on October 7, 2014 at PS-12. The workshop covered spheres of control that parents and children have over various topics like food, curfew and academics. It included role playing family scenarios to practice communication skills like active listening and clarifying. Parents then discussed which topics they felt were in their own or their children's control to reflect on setting appropriate boundaries. The goal was to help parents have productive discussions with their children.
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby...Donc Test
Solution Manual For Financial Accounting, 8th Canadian Edition 2024, by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting, 8th Canadian Edition by Libby, Hodge, Verified Chapters 1 - 13, Complete Newest Version Solution Manual For Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Ebook Download Stuvia Solution Manual For Financial Accounting 8th Canadian Edition Pdf Solution Manual For Financial Accounting 8th Canadian Edition Pdf Download Stuvia Financial Accounting 8th Canadian Edition Pdf Chapters Download Stuvia Financial Accounting 8th Canadian Edition Ebook Download Stuvia Financial Accounting 8th Canadian Edition Pdf Financial Accounting 8th Canadian Edition Pdf Download Stuvia
Independent Study - College of Wooster Research (2023-2024) FDI, Culture, Glo...AntoniaOwensDetwiler
"Does Foreign Direct Investment Negatively Affect Preservation of Culture in the Global South? Case Studies in Thailand and Cambodia."
Do elements of globalization, such as Foreign Direct Investment (FDI), negatively affect the ability of countries in the Global South to preserve their culture? This research aims to answer this question by employing a cross-sectional comparative case study analysis utilizing methods of difference. Thailand and Cambodia are compared as they are in the same region and have a similar culture. The metric of difference between Thailand and Cambodia is their ability to preserve their culture. This ability is operationalized by their respective attitudes towards FDI; Thailand imposes stringent regulations and limitations on FDI while Cambodia does not hesitate to accept most FDI and imposes fewer limitations. The evidence from this study suggests that FDI from globally influential countries with high gross domestic products (GDPs) (e.g. China, U.S.) challenges the ability of countries with lower GDPs (e.g. Cambodia) to protect their culture. Furthermore, the ability, or lack thereof, of the receiving countries to protect their culture is amplified by the existence and implementation of restrictive FDI policies imposed by their governments.
My study abroad in Bali, Indonesia, inspired this research topic as I noticed how globalization is changing the culture of its people. I learned their language and way of life which helped me understand the beauty and importance of cultural preservation. I believe we could all benefit from learning new perspectives as they could help us ideate solutions to contemporary issues and empathize with others.
1. Elemental Economics - Introduction to mining.pdfNeal Brewster
After this first you should: Understand the nature of mining; have an awareness of the industry’s boundaries, corporate structure and size; appreciation the complex motivations and objectives of the industries’ various participants; know how mineral reserves are defined and estimated, and how they evolve over time.
STREETONOMICS: Exploring the Uncharted Territories of Informal Markets throug...sameer shah
Delve into the world of STREETONOMICS, where a team of 7 enthusiasts embarks on a journey to understand unorganized markets. By engaging with a coffee street vendor and crafting questionnaires, this project uncovers valuable insights into consumer behavior and market dynamics in informal settings."
In a tight labour market, job-seekers gain bargaining power and leverage it into greater job quality—at least, that’s the conventional wisdom.
Michael, LMIC Economist, presented findings that reveal a weakened relationship between labour market tightness and job quality indicators following the pandemic. Labour market tightness coincided with growth in real wages for only a portion of workers: those in low-wage jobs requiring little education. Several factors—including labour market composition, worker and employer behaviour, and labour market practices—have contributed to the absence of worker benefits. These will be investigated further in future work.
BONKMILLON Unleashes Its Bonkers Potential on Solana.pdfcoingabbar
Introducing BONKMILLON - The Most Bonkers Meme Coin Yet
Let's be real for a second – the world of meme coins can feel like a bit of a circus at times. Every other day, there's a new token promising to take you "to the moon" or offering some groundbreaking utility that'll change the game forever. But how many of them actually deliver on that hype?
OJP data from firms like Vicinity Jobs have emerged as a complement to traditional sources of labour demand data, such as the Job Vacancy and Wages Survey (JVWS). Ibrahim Abuallail, PhD Candidate, University of Ottawa, presented research relating to bias in OJPs and a proposed approach to effectively adjust OJP data to complement existing official data (such as from the JVWS) and improve the measurement of labour demand.
1. • Skills Tested on the PSAT/NMSQT
• Sample PSAT/NMSQT Questions
• Scoring the PSAT/NMSQT
• Test Preparation Strategies
2. • Measures academic skills you’ll need for college
• Co-sponsored by the College Board and National Merit
Scholarship Corporation
• Serves as an entry point to National Merit Scholarship
Corporation competitions and practice for the SAT
• Approximately 3.5 million students participate each year
(44% eleventh-graders and 56% tenth-graders or
younger)
3. • Preparation for the SAT®
• Scholarship and recognition opportunities (11th grade)
• College and career planning tools
• Admissions and financial aid information from colleges
• Feedback on academic skills
4. The test assesses the academic skills that you’ve developed
over the years, primarily through your course work.
These skills are considered essential for success in high
school and college:
•Critical Reading
•Mathematics
•Writing Skills
8. • Question Types:
The same, except the PSAT/NMSQT does not have an
essay component.
• Length:
The PSAT/NMSQT is 2 hours, 10 minutes.
The SAT is 3 hours, 45 minutes.
• Level of Difficulty:
The PSAT/NMSQT does not have 11th grade-level math
questions.
9.
10. Roger said the report was significant; Heather contradicted him, saying that all the
information presented was _______ .
Because Heather is contradicting Roger, the correct
response is the word that is most nearly the opposite
of “significant.”
(A)
contemporary
Choice (E) is correct.
(B) scintillating
(C) objective
“Immaterial” means inconsequential or irrelevant.
(D) irrevocable
(E) immaterial
Information that is immaterial is by definition not
significant.
11. Passage Excerpt:
After I left the room, I began to sift my impressions. Only the day before, an
acquaintance had warned me to watch carefully for sleight-of-hand tricks, especially as
the man had earlier been a stage conjuror.
Question:
The “acquaintance” mentioned in line 2 can best be described as a
The acquaintance mentioned in line 2 warns the author to
(A) skeptic “watch carefully for sleight-of-hand tricks.”
(B) hypocrite
(C) hoaxer
(D) confidant Choice (A) is correct.
(E) mystic
In warning the author to watch out for tricks, the
acquaintance is showing that he is skeptical about the
telepathist's supposed powers.
12. If ax + bx = 36, what is the value of x when a + b = 12?
(A) 3 The expression ax + bx is equivalent to (a + b) x, so the equation
(B) 6 ax + bx = 36 is equivalent to (a + b) x = 36.
(C)12
When a + b = 12, the equation becomes 12x = 36, which can be
(D) 24
solved to get x = 3.
(E) 48
13. h 1 5h
If 4 + 3 = 6 , then what is the value of h?
4 / 7 • Multiply each member of the equation by 12
(the common denominator) to get 3h + 4 = 10h
• Subtract 3h from both sides to get 7h = 4
• Divide by 7
• h = 4/7.
Know the Student-Produced Response Directions!
The correct answer must be gridded correctly to receive credit.
What is written in the boxes cannot be scored.
15. A scientific or graphing calculator is recommended.
Bring a familiar calculator. Test day is not the time
to figure out how to use a new calculator.
16. A few barges still move oil up to Hartford, but in the old days they had more
traffic then.
(A) but in the old days they had more traffic then
(B) but in the old days traffic was heavier
(C) but in the old days they had a lot more
(D) whereas the traffic was a lot more in the old days
(E) whereas then there was more traffic in the old days
(Note: In this question type, the first choice (A) always repeats the underlined phrase
exactly, indicating that there should be no change.)
Choice (B) is correct. It avoids the errors of the original by eliminating both the
unnecessary adverb, “then,” and the vague pronoun, “they.”
17. The electronic computer is a technological triumph that scientists have developed,
mastered, and then put it to constantly increasing use. No Error.
A B C D E
The error in this sentence occurs at (B), where an unnecessary pronoun is used.
The object of the verb “have . . . put” (like the object of the verbs “have developed” and
“have . . . Mastered”) is the relative pronoun “that,” which refers to “technological
triumph.”
The pronoun “it” is therefore unnecessarily inserted after “put.”
18. (1) The last century was a time of great technological progress. (2) Life is more
convenient, comfortable, and efficient today than ever before. (3) Yet this has created
new concerns.
Which of the following versions of sentence 3 (reproduced below) is most effective?
Yet this has created new concerns.
(A)Although this has created new concerns.
(B)Yet this progress has created new concerns.
(C)Yet these have created new concerns.
(D)Yet this has created new concerns to worry about.
(E)New concerns have been created.
Choice (B) is correct. The vague pronoun “this” is replaced by “this progress,” which
clearly refers to the progress mentioned in sentence 1.
19.
20.
21. The PSAT/NMSQT Score Report:
• contains information to help you
improve your academic skills.
• lists skills that you have the
best chance of improving with
additional work.
• includes advice, written by
teachers, on how to improve
those skills.
22. READ!
•Continuous reading improves vocabulary and develops essential skills.
•Read more books than just those required for class.
Take Challenging Courses!
•This will help you to develop and strengthen your critical thinking skills.
23. • Take the practice test in the Official
Student Guide to the PSAT/NMSQT.
• Understand scoring and “educated
guessing.”
• Familiarize yourself with the test’s format,
questions types, and directions.
24. When you sit down to take the test:
• Read all of the directions.
• Read all of each question’s answer choices.
• Do scratch work in the test book.
• Work at a steady pace.
If you skip a question:
• Note it in the test book.
• Leave it blank on the answer sheet.
• Return to it if there is time.
• Remember: you don’t have to answer every question to score well.
25. In most sections, the questions are arranged from easy to more difficult (except
for passage-based reading in the critical reading section and improving
paragraphs in the writing skills section).
Wild guessing is discouraged, but students should make educated guesses when
answer choices can be eliminated.
26. 1. A B C D E
2. A B C D E
3. A B C D E
4. A B C D E
5. A B C D E
6. A B C D E
7. A B C D E
8. A B C D E
9. A B C D E
10. A B C D E
27. 1. A B C D E
2. A B C D E
3. A B C D E
4. A B C D E
5. A B C D E
6. A B C D E
7. A B C D E
8. A B C D E
9. A B C D E
10. A B C D E
28. 1. A B C D E
2. A B C D E
3. A B C D E
4. A B C D E
5. A B C D E
6. A B C D E
7. A B C D E
8. A B C D E
9. A B C D E
10. A B C D E
29.
30. Go to the Cashier (Plaza level)
How to Sign Up: _____________________________________
Test Day/Date: Wednesday October 17, 2012
_____________________________________
Be at school no later than 7:00am
Time: _____________________________________
Location: Various
_____________________________________
Bring:
• Two #2 Pencils
• Calculator (with fresh batteries)
Due date to Register is October 1st by 4pm
Editor's Notes
Note to Presenter: This PowerPoint presentation contains information about preparing for the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT ® ). Use the presentation along with the Official Student Guide to the PSAT/NMSQT to familiarize your students with the test and types of questions it contains. Additional materials for preparing students, parents, and school staff are available at www.collegeboard.org/psatdownloads.
Preparation for the SAT: Same question types, format, and testing conditions as the SAT. Scholarship and recognition opportunities: Entry point for National Merit Scholarship Corporation programs (usually in 11 th grade) and other scholarship and recognition opportunities, including the National Hispanic Recognition Program. Feedback on academic skills: Personalized feedback on critical reading, mathematics, and writing skills, including specific suggestions for improvement. College and career planning tools: Free access to My College QuickStart™, an online tool that provides personalized information and interactive college and career planning resources. Admissions and financial aid information: Students who say “Yes” to Student Search Service ® when they take the test will be eligible to receive free information from colleges and scholarship services.
There are two 25-minute critical reading sections that contain a total of 48 questions.
There are two 25-minute mathematics sections that contain a total of 38 questions.
There is one 30-minute writing section that contains a total of 39 questions.
Additional sample questions and test taking tips are available in the Official Student Guide to the PSAT/NMSQT .
SENTENCE COMPLETIONS measure knowledge of the meaning of words and ability to understand how the different parts of a sentence fit logically together. Choice (A) is incorrect. To say that the information is contemporary, or current, is not to contradict its significance. Choice (B) is incorrect. "Scintillating" means sparkling or brilliant. It is possible for a report to be both significant and scintillating, so Heather would not be contradicting Roger if she described the report in this way. Choice (C) is incorrect. Heather would not be contradicting Roger if she said the report was objective, or unbiased. A report can easily be both significant and objective. Choice (D) is incorrect. "Irrevocable" means unable to be taken back. This term is not the opposite of "significant" and therefore doesn't indicate a contradiction.
PASSAGE-BASED READING questions measure the ability to understand words, recognize significant information, make inferences, recognize implications, and follow the author’s logic or argument. Choice (B) is incorrect. There is nothing in the passage to suggest that the acquaintance is a hypocrite; rather, it is the acquaintance who suggests that the telepathist may be a hypocrite. Choice (C) is incorrect. The acquaintance tries to warn the author about a potential hoaxer. But there is nothing to indicate that the acquaintance is a hoaxer. Choice (D) is incorrect. The acquaintance cannot be described as a "confidant" because nothing indicates that he has been the recipient of confidences. Choice (E) is incorrect. Nothing indicates that the acquaintance can be described as a mystic, or one who practices mysticism.
STUDENT-PRODUCED RESPONSE questions do not have answer choices. Answers are recorded on this grid. To put the answer (4/7) on the grid, first write 4, then the fraction bar (slash), and then 7 in the spaces above the grid. It does not matter whether you start at the first space at the left or finish in the last space at the right. If the answer were 2, we could put the 2 in any one of the four answer spaces and bubble in the 2 below it. THE ANSWER MUST BE BUBBLED on the grid in order to receive credit. Incorrect gridding of the answer (ending up different from the one written in the spaces) is one of the most common errors and a sure way to lose points. Note to Presenter: The directions for recording answers to STUDENT-PRODUCED RESPONSE questions are written in the test booklet and in the Official Student Guide to the PSAT/NMSQT . Students should read the directions before test day.
Note to Presenter: These are practice grids. The correct answers should be gridded as 1.75, 7/3 (or 2.33), .444, and .2. 20% can also be bubbled in as 1/5. NOTE: If it is a repeating decimal, as in .44444…, it MUST extend to the last column. If it were to stop at .44, it would be scored as wrong.
Additional calculator tips: Don't try to use the calculator on every question. No question requires one. Decide how to solve each problem; then decide whether to use a calculator. Make sure your calculator is in good working order and that batteries are fresh. You will not be permitted to use a pocket organizer; laptop or handheld electronic device; cell phone calculator; or calculator with QWERTY (typewriter-like) keypad, with paper tape, that makes noise or “talks,” or that requires an electrical outlet.
Note to Presenter: The Writing Skills section of the PSAT/NMSQT does not require students to write an essay. However, through multiple-choice questions, it tests the ability to identify effective expressions in standard written English, to recognize faults in usage and structure, and to chose effective revisions in sentences and paragraphs. IMPROVING SENTENCES questions require you to choose the best, most effective form of a sentence. Choice (A) involves a pronoun error and creates redundancy. The pronoun "they" has no logical antecedent in the sentence. The adverb "then" is unnecessary, conveying nothing more than was earlier conveyed by the adverbial phrase "in the old days." Choice (C) introduces a vague pronoun. The sentence contains no noun to which the pronoun "they" can logically refer. Choice (D) involves improper predication. The phrase "a lot more" is inappropriately used as a predicate adjective; its proper use is as an attributive adjective modifying a noun, as in "there was a lot more traffic." Choice (E) involves redundancy. The adverb "then" unnecessarily duplicates the meaning of the subsequent adverbial phrase "in the old days."
In IDENTIFYING SENTENCE ERRORS questions, certain parts of the sentence are underlined. Read the entire sentence and determine if there is an error. Note that some sentences contain no error and that no sentence contains more than one error. If the sentence contains an error, choose the letter under the underlined mistake as the answer choice. Correct answer is on the next slide. There is no error at (A). The past participle "mastered" properly joins the helping verb "have" to form the present perfect tense. There is no error at (C). The adverb "constantly" appropriately modifies the participle "increasing." There is no error at (D). The participle "increasing" functions properly, modifying the noun "use."
IMPROVING PARAGRAPHS questions ask students to make choices about improving the logic, coherence, or organization in a flawed passage. The directions explain that the test taker is looking at an early draft of an essay and that some parts need to be rewritten. This process of revision is what students do to improve their own writing or critique the writing of others. The correct answer to this question is on the next slide. Choice (A) is unsatisfactory because it creates a sentence fragment--a subordinate clause that is unattached to a main clause. Choice (C) is unsatisfactory because the plural pronoun "these" is vague and does not agree with the singular noun to which it presumably refers, "progress." Choice (D) is unsatisfactory because it fails to clarify the reference of the demonstrative pronoun "this" and introduces a redundancy with the unnecessary addition of the modifier "to worry about" to the word "concerns." Choice (E) is unsatisfactory because the weak passive construction fails to identify the cause of the new concerns and therefore establishes no link with the previous sentences.
Note to Presenter: Students can make an educated guess by eliminating one or more wrong choices; they increase their chances of choosing the correct answer and earning one point. However, students should avoid wild or random guessing.
Note to Presenter: Use this grid to show the impact of wild guessing. The answer grid represents a series of 10 questions. Ask students to write the numbers 1-10 and then guess the answers without seeing the questions.
Note to Presenter: When you click this slide a second time, two answers are removed for each question, just as students would eliminate any choices that were definitely wrong. To test educated guessing, ask students to write guesses to questions 1-10 again. This time, they know that answers A and D can been eliminated as wrong.
Note to Presenter: Now have students score both tests, comparing their wild guess and educated guess answers to the answer key. In each case, the number of right answers minus 1/4 the number of wrong = total score. Unless students are very unlucky--and some will be--they should end up with a higher score with educated guessing.
Note to Presenter : Use this slide to inform your students about the PSAT/NMSQT test day by editing the slide in Microsoft PowerPoint. Provide the important facts, such as day, date, and location of testing, as well as a reminder to bring a calculator (optional) and #2 pencils. Remember, Social Security numbers and email addresses are optional. You may also want to include information about the cost of the test; where and when they register (with a deadline date); and anything else that you think they’ll need to know.