Lesson Transcript - Surface Area Of a Cubesupriyamahesh
The document describes a lesson on teaching 8th grade students how to calculate the surface area of a cube. It includes:
1) An introduction where the teacher reviews rectangular prisms and squares to build on previous knowledge.
2) A presentation where students examine cube models and determine all sides are equal, defining it as a cube.
3) An activity where students use the surface area formula for a rectangular prism to derive the formula for a cube: Surface Area = 6a2, where a is the length of one side.
4) Practice problems are assigned to reinforce calculating the surface area of cubes using the formula.
1. The document provides a lesson template for teaching 8th standard students about calculating the surface area of a rectangular prism.
2. It explains that the surface area is the sum of the areas of each rectangular face, and provides the formula: Surface Area = 2(lb + bh + lh).
3. As an example, it calculates the surface area of a prism with dimensions of length 8cm, breadth 5cm, and height 10cm to be 340cm^2.
This document outlines a mathematics teaching plan focusing on types of knowledge, creating a diverse curriculum, levels of understanding, and analysis in teaching mathematics. It provides examples for each:
1) Types of knowledge include declarative (facts, concepts, principles) and procedural knowledge. Examples given include concepts of Pythagoras' theorem and prisms.
2) Creating a diverse curriculum considers teaching diverse content, being inclusive, and connecting to students' lives. Examples relate trigonometry to daily life and use student interests.
3) Levels of understanding range from introductory to developing thorough understanding to strengthening prior knowledge. Examples introduce triangles and use exercises to reinforce cubes.
4) Analysis includes subject matter outlines, concept analysis
A cuboid is a 3D shape defined by three measurements: length, width, and height. The volume of a cuboid can be calculated using the formula Volume = Length × Width × Height (or V = lwh), where the order of the measurements does not matter as long as they are all multiplied together. For example, a cuboid measuring 10 meters by 4 meters by 5 meters would have a volume of 200 cubic meters.
Mathematics teaching requires consideration of several factors:
1) Content knowledge including facts, concepts, and principles as well as procedural knowledge of how to apply techniques.
2) Creating curriculum that is diverse, inclusive, and connects to students' lives by using relevant examples and addressing different backgrounds and skills.
3) Ensuring different levels of understanding from introductory knowledge to developing a thorough understanding and strengthening retention of prior learning.
4) Analyzing the subject matter through outlines, concepts, principles, and breaking problems into sequential steps.
This document provides information about perimeter and examples of finding the perimeter of different shapes. It contains instructions to use a geoboard to recreate shapes and find their perimeters. Examples are provided with the side lengths of shapes and the calculations to find their total perimeters. Readers are prompted to complete a perimeter worksheet and given additional online resources for practice.
Volume measures the amount of space inside a three-dimensional object, just as area measures space within a two-dimensional object. Volume is calculated using length, width, and height and is measured in cubic units. The general formula for volume is the area of the base multiplied by the height. For example, the figure shown has a volume of 120 cubic units, which is calculated by multiplying the area of the base, 30 square units, by the height of 4 units.
Lesson Transcript - Surface Area Of a Cubesupriyamahesh
The document describes a lesson on teaching 8th grade students how to calculate the surface area of a cube. It includes:
1) An introduction where the teacher reviews rectangular prisms and squares to build on previous knowledge.
2) A presentation where students examine cube models and determine all sides are equal, defining it as a cube.
3) An activity where students use the surface area formula for a rectangular prism to derive the formula for a cube: Surface Area = 6a2, where a is the length of one side.
4) Practice problems are assigned to reinforce calculating the surface area of cubes using the formula.
1. The document provides a lesson template for teaching 8th standard students about calculating the surface area of a rectangular prism.
2. It explains that the surface area is the sum of the areas of each rectangular face, and provides the formula: Surface Area = 2(lb + bh + lh).
3. As an example, it calculates the surface area of a prism with dimensions of length 8cm, breadth 5cm, and height 10cm to be 340cm^2.
This document outlines a mathematics teaching plan focusing on types of knowledge, creating a diverse curriculum, levels of understanding, and analysis in teaching mathematics. It provides examples for each:
1) Types of knowledge include declarative (facts, concepts, principles) and procedural knowledge. Examples given include concepts of Pythagoras' theorem and prisms.
2) Creating a diverse curriculum considers teaching diverse content, being inclusive, and connecting to students' lives. Examples relate trigonometry to daily life and use student interests.
3) Levels of understanding range from introductory to developing thorough understanding to strengthening prior knowledge. Examples introduce triangles and use exercises to reinforce cubes.
4) Analysis includes subject matter outlines, concept analysis
A cuboid is a 3D shape defined by three measurements: length, width, and height. The volume of a cuboid can be calculated using the formula Volume = Length × Width × Height (or V = lwh), where the order of the measurements does not matter as long as they are all multiplied together. For example, a cuboid measuring 10 meters by 4 meters by 5 meters would have a volume of 200 cubic meters.
Mathematics teaching requires consideration of several factors:
1) Content knowledge including facts, concepts, and principles as well as procedural knowledge of how to apply techniques.
2) Creating curriculum that is diverse, inclusive, and connects to students' lives by using relevant examples and addressing different backgrounds and skills.
3) Ensuring different levels of understanding from introductory knowledge to developing a thorough understanding and strengthening retention of prior learning.
4) Analyzing the subject matter through outlines, concepts, principles, and breaking problems into sequential steps.
This document provides information about perimeter and examples of finding the perimeter of different shapes. It contains instructions to use a geoboard to recreate shapes and find their perimeters. Examples are provided with the side lengths of shapes and the calculations to find their total perimeters. Readers are prompted to complete a perimeter worksheet and given additional online resources for practice.
Volume measures the amount of space inside a three-dimensional object, just as area measures space within a two-dimensional object. Volume is calculated using length, width, and height and is measured in cubic units. The general formula for volume is the area of the base multiplied by the height. For example, the figure shown has a volume of 120 cubic units, which is calculated by multiplying the area of the base, 30 square units, by the height of 4 units.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
This lesson plan is about solids in mathematics for 9th standard. It aims to introduce students to solids, their properties and characteristics from a mathematical perspective. The teacher will engage students in a discussion about solids using mathematical terms and visual aids like models. Students will be divided into groups where each group will be assigned a solid to present its distinguishing features and applications to the class. At the end, the teacher will summarize the key points about solids and give students a homework activity to identify solids of different shapes and answer questions related to solids.
This document discusses experiential learning in mathematics education. It defines experiential learning as learning based on direct experience, and notes that it allows for thorough, immediate, and retained learning. The document outlines the role of teachers in facilitating experiential learning, and describes how manipulatives and problem solving can incorporate experience into mathematical understanding. Finally, it concludes that while experiential learning is subjective, it aims to enhance learning retention and transfer to new situations.
The document discusses mobile learning and the opportunities it provides for teaching and learning. It describes how mobile devices like phones can be used to deliver content like podcasts and support learning outside the classroom. It outlines the capabilities of basic and advanced phones and discusses challenges like varying devices and formats. It provides examples of using phones to create multimedia and engage with location-based activities. While interoperability issues exist, mobile learning allows new opportunities to be explored.
This document discusses experiential learning in mathematics education. It defines experiential learning as learning based on direct experience, where knowledge is gained through personal and environmental experiences. It describes benefits of experiential learning like thorough learning, retention of concepts, and joy in learning. The document also discusses the role of teachers in facilitating experiential learning and using manipulatives to help students understand mathematical concepts concretely before moving to more abstract levels.
This document provides information about the Nordic IT Security 2014 conference that will take place on November 5th, 2014 in Stockholm, Sweden. The one-day conference will focus on key topics related to IT security, such as building security frameworks, automating compliance processes, and addressing security issues related to cloud environments, mobile devices, and the Internet of Things. It will include sessions, demonstrations, roundtable discussions, and a keynote on securing and protecting user information online. Over 300 security professionals from the Nordic region are expected to attend to learn and network.
This document discusses techniques from Vedic mathematics for quickly multiplying numbers mentally. It describes methods for multiplying by 11, 15, and single-digit numbers without using long multiplication. For two-digit numbers between 89-100, it shows how to subtract each number from 100 before multiplying the results and adding diagonally to find the full product. With practice, these methods allow for multiplying two-digit and some three-digit numbers mentally. Examples are provided to illustrate the techniques.
This document discusses exponents and powers. It begins with an introduction that explains how exponents are used to write very large numbers in a shorter form. It then defines exponents and bases. Several laws of exponents are covered, including multiplying and dividing powers with the same base, taking powers of powers, and multiplying powers with the same exponent. Examples are provided to illustrate each law and concept. The document appears to be from a textbook on exponents and powers for students.
The document discusses mobile learning and the opportunities it provides for teaching and learning. It describes how mobile devices like phones can be used to deliver content like podcasts and support learning outside the classroom. It outlines the capabilities of modern mobile phones for tasks like creating media and accessing the internet. The document discusses challenges like varying phone features and formats, and explores how mobile learning can be applied in contexts like math education. It concludes that mobile learning is still emerging but that acknowledging students' use of mobile devices and incorporating some mobile experiences into course design can enhance teaching and learning.
The document analyzes the antioxidant capacity and total phenol content of four types of banana peels. Extracts were tested for their ability to scavenge free radicals using several assays. Results showed the peels had high antioxidant capacity and contained phenolic compounds like dopamine and L-dopa. The Rasthali peel extract exhibited the highest free radical scavenging ability and phenol content, while Pachainadan had the highest total antioxidant activity. The study demonstrates banana peels can be a potential source of natural antioxidants.
Reflexology is ancient way of affecting specific zones on our feet, hands, sometimes ears, in order to bring our bodies in perfect balance and wellbeing. According to reflexologists there are specific points on our hands, feet and ears, that correspond to our organs. Another words these areas present maps of our internal organs.
The document defines polynomials as expressions involving variables, coefficients, and operations of addition, subtraction, multiplication, and exponents. It discusses key concepts such as like terms, polynomial addition by combining like terms, polynomial subtraction by subtracting like terms, and polynomial multiplication by multiplying each term of one polynomial by each term of the other and combining like terms. The document also covers the degree of a polynomial as the largest exponent occurring in its terms and concludes that polynomials are an important topic in mathematics that help develop thinking skills.
The document describes a lesson plan for teaching 8th grade students about the volume of rectangular prisms. The teacher will have students identify rectangular prisms, determine their lengths, breadths, heights, base areas, and volumes. Examples of rectangular prisms in different units will be provided for students to practice calculating volume. A formula is presented: Volume of a rectangular prism equals length times breadth times height. Students will complete practice problems, such as calculating the volume of a prism with given dimensions, to reinforce understanding of using measurements to determine volume.
1. The document presents a lesson plan for teaching students how to calculate the area of a trapezium.
2. It defines a trapezium as a quadrilateral with one pair of parallel sides and provides the formula to calculate the area as half the product of the distance between the parallel sides and the sum of the lengths of the parallel sides.
3. The lesson plan outlines checking prior knowledge, presenting a model and example calculation, having students derive the formula, and providing practice problems for students to apply the formula to find the area of different trapeziums.
The teacher showed students different shapes and a rectangular prism model. Students learned that the surface area of a rectangular prism with length l, breadth b, and height h is calculated as 2(lb + bh + lh). In an activity, students used this formula to find the surface area of a rectangular prism with given dimensions of length 24cm, breadth 15cm, and height 32cm, which they calculated as 3216cm^2.
The document outlines a lesson plan for teaching students how to calculate the volume of a square pyramid. It describes using physical models of square pyramids and prisms filled with sand to demonstrate that the volume of a pyramid is one-third the volume of a prism with the same base and height. The lesson concludes by having students practice calculating pyramid volumes using the formula that the volume of a square pyramid is one-third base area multiplied by height.
The document outlines an innovative lesson plan for teaching students how to calculate the volume of a square pyramid. It describes filling a glass square pyramid with sand and pouring it into a square prism to demonstrate that the volume of a square pyramid is one-third the volume of a square prism with the same base area and height. The lesson concludes by having students practice calculating volumes of square pyramids using the formula that the volume is one-third the base area multiplied by the height.
This lesson plan is for a 45 minute mathematics class on finding the volume of a square pyramid. The teacher will begin by reviewing square pyramids and the volume formula for a square prism. Students will observe glass models of a square pyramid and prism. The teacher will demonstrate that the volume of a pyramid is 1/3 the volume of a prism with the same base and height by filling them with sand. Students will then practice calculating the volume of sample pyramids using the formula: the volume of a square pyramid with base area a2 and height h is 1/3a2h.
This lesson plan outlines a mathematics class on Heron's formula for calculating the area of a triangle. The teacher will begin with an introductory activity to recall what students know about finding the area of polygons and triangles. Through an example, the teacher will demonstrate calculating the area of a triangle without Heron's formula. The content analysis defines Heron's formula and its terms. Learning outcomes include understanding and applying Heron's formula through examples. Students will work in groups and individually, with guidance from the teacher, to understand and use Heron's formula to find the area of triangles.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
This lesson plan is about solids in mathematics for 9th standard. It aims to introduce students to solids, their properties and characteristics from a mathematical perspective. The teacher will engage students in a discussion about solids using mathematical terms and visual aids like models. Students will be divided into groups where each group will be assigned a solid to present its distinguishing features and applications to the class. At the end, the teacher will summarize the key points about solids and give students a homework activity to identify solids of different shapes and answer questions related to solids.
This document discusses experiential learning in mathematics education. It defines experiential learning as learning based on direct experience, and notes that it allows for thorough, immediate, and retained learning. The document outlines the role of teachers in facilitating experiential learning, and describes how manipulatives and problem solving can incorporate experience into mathematical understanding. Finally, it concludes that while experiential learning is subjective, it aims to enhance learning retention and transfer to new situations.
The document discusses mobile learning and the opportunities it provides for teaching and learning. It describes how mobile devices like phones can be used to deliver content like podcasts and support learning outside the classroom. It outlines the capabilities of basic and advanced phones and discusses challenges like varying devices and formats. It provides examples of using phones to create multimedia and engage with location-based activities. While interoperability issues exist, mobile learning allows new opportunities to be explored.
This document discusses experiential learning in mathematics education. It defines experiential learning as learning based on direct experience, where knowledge is gained through personal and environmental experiences. It describes benefits of experiential learning like thorough learning, retention of concepts, and joy in learning. The document also discusses the role of teachers in facilitating experiential learning and using manipulatives to help students understand mathematical concepts concretely before moving to more abstract levels.
This document provides information about the Nordic IT Security 2014 conference that will take place on November 5th, 2014 in Stockholm, Sweden. The one-day conference will focus on key topics related to IT security, such as building security frameworks, automating compliance processes, and addressing security issues related to cloud environments, mobile devices, and the Internet of Things. It will include sessions, demonstrations, roundtable discussions, and a keynote on securing and protecting user information online. Over 300 security professionals from the Nordic region are expected to attend to learn and network.
This document discusses techniques from Vedic mathematics for quickly multiplying numbers mentally. It describes methods for multiplying by 11, 15, and single-digit numbers without using long multiplication. For two-digit numbers between 89-100, it shows how to subtract each number from 100 before multiplying the results and adding diagonally to find the full product. With practice, these methods allow for multiplying two-digit and some three-digit numbers mentally. Examples are provided to illustrate the techniques.
This document discusses exponents and powers. It begins with an introduction that explains how exponents are used to write very large numbers in a shorter form. It then defines exponents and bases. Several laws of exponents are covered, including multiplying and dividing powers with the same base, taking powers of powers, and multiplying powers with the same exponent. Examples are provided to illustrate each law and concept. The document appears to be from a textbook on exponents and powers for students.
The document discusses mobile learning and the opportunities it provides for teaching and learning. It describes how mobile devices like phones can be used to deliver content like podcasts and support learning outside the classroom. It outlines the capabilities of modern mobile phones for tasks like creating media and accessing the internet. The document discusses challenges like varying phone features and formats, and explores how mobile learning can be applied in contexts like math education. It concludes that mobile learning is still emerging but that acknowledging students' use of mobile devices and incorporating some mobile experiences into course design can enhance teaching and learning.
The document analyzes the antioxidant capacity and total phenol content of four types of banana peels. Extracts were tested for their ability to scavenge free radicals using several assays. Results showed the peels had high antioxidant capacity and contained phenolic compounds like dopamine and L-dopa. The Rasthali peel extract exhibited the highest free radical scavenging ability and phenol content, while Pachainadan had the highest total antioxidant activity. The study demonstrates banana peels can be a potential source of natural antioxidants.
Reflexology is ancient way of affecting specific zones on our feet, hands, sometimes ears, in order to bring our bodies in perfect balance and wellbeing. According to reflexologists there are specific points on our hands, feet and ears, that correspond to our organs. Another words these areas present maps of our internal organs.
The document defines polynomials as expressions involving variables, coefficients, and operations of addition, subtraction, multiplication, and exponents. It discusses key concepts such as like terms, polynomial addition by combining like terms, polynomial subtraction by subtracting like terms, and polynomial multiplication by multiplying each term of one polynomial by each term of the other and combining like terms. The document also covers the degree of a polynomial as the largest exponent occurring in its terms and concludes that polynomials are an important topic in mathematics that help develop thinking skills.
The document describes a lesson plan for teaching 8th grade students about the volume of rectangular prisms. The teacher will have students identify rectangular prisms, determine their lengths, breadths, heights, base areas, and volumes. Examples of rectangular prisms in different units will be provided for students to practice calculating volume. A formula is presented: Volume of a rectangular prism equals length times breadth times height. Students will complete practice problems, such as calculating the volume of a prism with given dimensions, to reinforce understanding of using measurements to determine volume.
1. The document presents a lesson plan for teaching students how to calculate the area of a trapezium.
2. It defines a trapezium as a quadrilateral with one pair of parallel sides and provides the formula to calculate the area as half the product of the distance between the parallel sides and the sum of the lengths of the parallel sides.
3. The lesson plan outlines checking prior knowledge, presenting a model and example calculation, having students derive the formula, and providing practice problems for students to apply the formula to find the area of different trapeziums.
The teacher showed students different shapes and a rectangular prism model. Students learned that the surface area of a rectangular prism with length l, breadth b, and height h is calculated as 2(lb + bh + lh). In an activity, students used this formula to find the surface area of a rectangular prism with given dimensions of length 24cm, breadth 15cm, and height 32cm, which they calculated as 3216cm^2.
The document outlines a lesson plan for teaching students how to calculate the volume of a square pyramid. It describes using physical models of square pyramids and prisms filled with sand to demonstrate that the volume of a pyramid is one-third the volume of a prism with the same base and height. The lesson concludes by having students practice calculating pyramid volumes using the formula that the volume of a square pyramid is one-third base area multiplied by height.
The document outlines an innovative lesson plan for teaching students how to calculate the volume of a square pyramid. It describes filling a glass square pyramid with sand and pouring it into a square prism to demonstrate that the volume of a square pyramid is one-third the volume of a square prism with the same base area and height. The lesson concludes by having students practice calculating volumes of square pyramids using the formula that the volume is one-third the base area multiplied by the height.
This lesson plan is for a 45 minute mathematics class on finding the volume of a square pyramid. The teacher will begin by reviewing square pyramids and the volume formula for a square prism. Students will observe glass models of a square pyramid and prism. The teacher will demonstrate that the volume of a pyramid is 1/3 the volume of a prism with the same base and height by filling them with sand. Students will then practice calculating the volume of sample pyramids using the formula: the volume of a square pyramid with base area a2 and height h is 1/3a2h.
This lesson plan outlines a mathematics class on Heron's formula for calculating the area of a triangle. The teacher will begin with an introductory activity to recall what students know about finding the area of polygons and triangles. Through an example, the teacher will demonstrate calculating the area of a triangle without Heron's formula. The content analysis defines Heron's formula and its terms. Learning outcomes include understanding and applying Heron's formula through examples. Students will work in groups and individually, with guidance from the teacher, to understand and use Heron's formula to find the area of triangles.
The lesson plan is for an 8th grade mathematics class on the Pythagorean theorem. It will be taught over three 40-minute periods. Students will investigate the Pythagorean theorem, learn to use it to determine lengths of sides in right triangles, and solve real-world problems involving right triangles. The lesson will begin with reviewing squares and triangles from 7th grade. Students will then work in groups to explore examples and applications of the Pythagorean theorem, present their findings, and have their understanding assessed through problems solving exercises.
farm area perimeter volume technology and livelihood educationmamvic
area perimeter and volume lesson in mathematics technology and livelihood education helps students about mathematics in farm activities easy to understand lesson about area perimeter and volume. has something to do about how students will study and understand lesson related to technology and livelihood education and mathematics relationship.
1) The lesson plan is for grade 5 mathematics and covers measuring the volume of cubes and rectangular prisms. It aims to teach students to name appropriate volume units, find the volume of basic 3D shapes, and convert between units.
2) The lesson will include interactive activities like games and group work to reinforce concepts of finding diameters, radii, and using formulas to calculate circumferences of circles.
3) Students will practice using pi to calculate circumferences of various circles with different diameters or radii. They will also apply these formulas to word problems involving circular paths.
Lesson 80 area of a rectangle and a squareSAO Soft
This lesson plan teaches students about the area of rectangles and squares. It begins with reviewing multiplying whole numbers and measuring length. Students are shown examples of rectangles and squares and asked to identify the shapes and number of sides. Formulas for calculating the area of a rectangle (length x width) and square (side x side) are then derived. Students practice finding the areas of example figures using the formulas and measuring given lengths and widths. They also complete worksheets measuring and calculating the areas of real-world objects. The lesson ends with students solving additional area problems independently.
Running head Aligning standards and objectives1GC.docxhealdkathaleen
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Aligning standards and objectives 10
Aligning standards and objectives
ELM-210
Vanessa Gonzalez
10.27.19
Part 1: Lesson Plan Analysis
What is the academic standard?
To utilize information gained from illustrations such as maps and photographs and the words in text to illustrate comprehension of the text. This entails identifying when, where and how major events occur.
· What is the learning objective?
At the end of the lesson students should be able to explain the importance of illustration in understanding a text. They should be able to utilize the pictures and words in the text to illustrate their comprehension of material with an accuracy of 80%.
· Are the standard and objective aligned? How do you know? Provide a rationale.
The standard and objective are entirely aligned. To determine whether standards and objective are aligned, one is supposed to determine to what level the learning objectives support and interact with the academic standards (Estes, 2015). The academic standards pay attention on utilization of illustrations to understand a text and the learning objectives support this because they focus on students being able to explain the importance of illustrations in comprehending a text.
· What is the lesson about? What does this lesson cover?
The lesson is about a medieval feast study. It focusses on reading information text. Students are supposed to utilize illustrations and words acquired from the Medieval Feast text to illustrated their understanding of the text.
· Do the assessments effectively measure the academic standard and learning objective? Justify your response.
The assessments adequately measure the academic standard and learning objective. Assessments adequately measure standards and objectives in case they are able to determine how well students have mastered what they were taught in the classroom (York, 2017). By completing a vocabulary activity, the instructor will be able to evaluate the results and determine how well the students mastered the concepts taught in class. By developing a list of vocabulary words and trying to determine their meanings, the instructor will be able to determine the areas students have understood and areas that he/she should teach.
Part 2
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Grade level 3
Date:
October 27th 2019.
Unit/Subject:
Perimeter.
Instructional Plan Title:
Mathematical problems involving perimeters.
Lesson Summary and Focus:
The lesson focuses on how to determine the perimeter of polygons. The polygons range from three sided figures to even 10 sided figures. Students will practice how to measure the length of each side of a polygon and adding the measurements to determine the perimeter of the figure.
National/State Learning Standards:
Solve actual world and ma ...
This lesson plan aims to teach students how to calculate the volume of a rectangular prism in 60 minutes. The lesson begins with reviewing the formula for volume (V=l×w×h) and identifying the dimensions of a rectangular prism. Students then work in groups to solve volume problems and build a jigsaw puzzle as a group activity. The lesson demonstrates solving multiple volume problems step-by-step and discusses how working as a team helps students succeed. Students are then assigned additional practice problems to solve for homework.
This document outlines a lesson plan for teaching students how to calculate the area of a parallelogram. It includes the learning objectives, which are for students to understand that the area of a parallelogram can be calculated as the product of one of its side lengths and its corresponding height. The lesson plan involves showing students models of parallelograms, having them draw diagonals and calculate triangle areas, and ultimately teaching them the formula that the area of a parallelogram is equal to base times height (A=bh). Examples are worked through to demonstrate how to apply this formula to find the numerical area of different parallelograms.
Lp visualizing and finding the area of trapezoidDeped Tagum City
This document outlines a lesson plan for teaching 5th grade students about finding the area of trapezoids. The objectives are for students to visualize and calculate trapezoid areas. The lesson will include reviewing related concepts, demonstrating how to derive and apply the trapezoid area formula, and an activity where students estimate and calculate the areas of different trapezoids. Formative assessment questions are provided to check students' understanding of trapezoid properties and applying the area formula to word problems.
This lesson plan aims to teach students about finding the sum of angles in polygons. It includes 7 activities: 1) defining polygons and reviewing triangle angles; 2) calculating sums for quadrilaterals and pentagons; 3) dividing into groups to find sums for 6-, 7-, and 8-sided polygons; 4) deriving the formula for an n-sided polygon; 5) reviewing the formula; 6) concluding; and 7) following up with example problems. The teacher uses discussion, diagrams, and grouping to help students understand how to divide polygons into triangles and add the triangle angles to find the total sum.
This document contains the weekly lesson plan for a 3rd grade mathematics class taught by Teacher LIONELL G. DE SAGUN during the week of February 10-14, 2020. The plan covers content on conversion of time, linear, mass and capacity measures and the area of squares and rectangles. Each day focuses on a different learning competency, such as finding the capacity of containers using milliliters/liters or deriving the formula for the area of a rectangle. The teacher outlines objectives, content, learning resources, teaching procedures including examples and activities, and assessments to evaluate student learning.
The lesson plan outlines a mathematics lesson for 9th standard students on calculating the curved surface area of cylinders. The teacher will introduce the concept through examples and a chart, then provide practice problems for students to work through individually and discuss as a class. The goal is for students to understand how to find the curved surface area of a cylinder by multiplying the base perimeter by the height.
This document summarizes the key insights and lessons learned from a maths department's lesson study process. It discusses three separate lesson plans: 1) using geometry to solve a real-world problem of designing cheerleader skirts, 2) hands-on scaling of crocheted owls to demonstrate dimensional concepts, and 3) a video explaining derivatives and tangents to curves. Data collected showed that students were highly motivated when lessons had real-life applications and that peer-to-peer learning and discussion aided understanding. The process helped teachers strengthen their conceptual grasp of topics and encouraged more student questioning.
The document outlines a mathematics lesson plan about irrational areas, including the learning objectives which are to understand how to calculate the areas of geometric shapes with irrational sides through examples and explanations provided by the teacher. The lesson involves several activities where the teacher demonstrates calculating the areas of rectangles and triangles with irrational lengths or bases and asks students to observe, take notes, and work through sample problems.
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Take eight matches to form a 2x2 square. The goal is to divide this square into two parts of equal area and shape using four additional matches without cutting, breaking, or overlapping the matches.
Comparing Evolved Extractive Text Summary Scores of Bidirectional Encoder Rep...University of Maribor
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The use of Nauplii and metanauplii artemia in aquaculture (brine shrimp).pptxMAGOTI ERNEST
Although Artemia has been known to man for centuries, its use as a food for the culture of larval organisms apparently began only in the 1930s, when several investigators found that it made an excellent food for newly hatched fish larvae (Litvinenko et al., 2023). As aquaculture developed in the 1960s and ‘70s, the use of Artemia also became more widespread, due both to its convenience and to its nutritional value for larval organisms (Arenas-Pardo et al., 2024). The fact that Artemia dormant cysts can be stored for long periods in cans, and then used as an off-the-shelf food requiring only 24 h of incubation makes them the most convenient, least labor-intensive, live food available for aquaculture (Sorgeloos & Roubach, 2021). The nutritional value of Artemia, especially for marine organisms, is not constant, but varies both geographically and temporally. During the last decade, however, both the causes of Artemia nutritional variability and methods to improve poorquality Artemia have been identified (Loufi et al., 2024).
Brine shrimp (Artemia spp.) are used in marine aquaculture worldwide. Annually, more than 2,000 metric tons of dry cysts are used for cultivation of fish, crustacean, and shellfish larva. Brine shrimp are important to aquaculture because newly hatched brine shrimp nauplii (larvae) provide a food source for many fish fry (Mozanzadeh et al., 2021). Culture and harvesting of brine shrimp eggs represents another aspect of the aquaculture industry. Nauplii and metanauplii of Artemia, commonly known as brine shrimp, play a crucial role in aquaculture due to their nutritional value and suitability as live feed for many aquatic species, particularly in larval stages (Sorgeloos & Roubach, 2021).
The ability to recreate computational results with minimal effort and actionable metrics provides a solid foundation for scientific research and software development. When people can replicate an analysis at the touch of a button using open-source software, open data, and methods to assess and compare proposals, it significantly eases verification of results, engagement with a diverse range of contributors, and progress. However, we have yet to fully achieve this; there are still many sociotechnical frictions.
Inspired by David Donoho's vision, this talk aims to revisit the three crucial pillars of frictionless reproducibility (data sharing, code sharing, and competitive challenges) with the perspective of deep software variability.
Our observation is that multiple layers — hardware, operating systems, third-party libraries, software versions, input data, compile-time options, and parameters — are subject to variability that exacerbates frictions but is also essential for achieving robust, generalizable results and fostering innovation. I will first review the literature, providing evidence of how the complex variability interactions across these layers affect qualitative and quantitative software properties, thereby complicating the reproduction and replication of scientific studies in various fields.
I will then present some software engineering and AI techniques that can support the strategic exploration of variability spaces. These include the use of abstractions and models (e.g., feature models), sampling strategies (e.g., uniform, random), cost-effective measurements (e.g., incremental build of software configurations), and dimensionality reduction methods (e.g., transfer learning, feature selection, software debloating).
I will finally argue that deep variability is both the problem and solution of frictionless reproducibility, calling the software science community to develop new methods and tools to manage variability and foster reproducibility in software systems.
Exposé invité Journées Nationales du GDR GPL 2024
EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...Sérgio Sacani
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
Remote Sensing and Computational, Evolutionary, Supercomputing, and Intellige...University of Maribor
Slides from talk:
Aleš Zamuda: Remote Sensing and Computational, Evolutionary, Supercomputing, and Intelligent Systems.
11th International Conference on Electrical, Electronics and Computer Engineering (IcETRAN), Niš, 3-6 June 2024
Inter-Society Networking Panel GRSS/MTT-S/CIS Panel Session: Promoting Connection and Cooperation
https://www.etran.rs/2024/en/home-english/
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
Nucleophilic Addition of carbonyl compounds.pptxSSR02
Nucleophilic addition is the most important reaction of carbonyls. Not just aldehydes and ketones, but also carboxylic acid derivatives in general.
Carbonyls undergo addition reactions with a large range of nucleophiles.
Comparing the relative basicity of the nucleophile and the product is extremely helpful in determining how reversible the addition reaction is. Reactions with Grignards and hydrides are irreversible. Reactions with weak bases like halides and carboxylates generally don’t happen.
Electronic effects (inductive effects, electron donation) have a large impact on reactivity.
Large groups adjacent to the carbonyl will slow the rate of reaction.
Neutral nucleophiles can also add to carbonyls, although their additions are generally slower and more reversible. Acid catalysis is sometimes employed to increase the rate of addition.
ANAMOLOUS SECONDARY GROWTH IN DICOT ROOTS.pptxRASHMI M G
Abnormal or anomalous secondary growth in plants. It defines secondary growth as an increase in plant girth due to vascular cambium or cork cambium. Anomalous secondary growth does not follow the normal pattern of a single vascular cambium producing xylem internally and phloem externally.
Deep Behavioral Phenotyping in Systems Neuroscience for Functional Atlasing a...Ana Luísa Pinho
Functional Magnetic Resonance Imaging (fMRI) provides means to characterize brain activations in response to behavior. However, cognitive neuroscience has been limited to group-level effects referring to the performance of specific tasks. To obtain the functional profile of elementary cognitive mechanisms, the combination of brain responses to many tasks is required. Yet, to date, both structural atlases and parcellation-based activations do not fully account for cognitive function and still present several limitations. Further, they do not adapt overall to individual characteristics. In this talk, I will give an account of deep-behavioral phenotyping strategies, namely data-driven methods in large task-fMRI datasets, to optimize functional brain-data collection and improve inference of effects-of-interest related to mental processes. Key to this approach is the employment of fast multi-functional paradigms rich on features that can be well parametrized and, consequently, facilitate the creation of psycho-physiological constructs to be modelled with imaging data. Particular emphasis will be given to music stimuli when studying high-order cognitive mechanisms, due to their ecological nature and quality to enable complex behavior compounded by discrete entities. I will also discuss how deep-behavioral phenotyping and individualized models applied to neuroimaging data can better account for the subject-specific organization of domain-general cognitive systems in the human brain. Finally, the accumulation of functional brain signatures brings the possibility to clarify relationships among tasks and create a univocal link between brain systems and mental functions through: (1) the development of ontologies proposing an organization of cognitive processes; and (2) brain-network taxonomies describing functional specialization. To this end, tools to improve commensurability in cognitive science are necessary, such as public repositories, ontology-based platforms and automated meta-analysis tools. I will thus discuss some brain-atlasing resources currently under development, and their applicability in cognitive as well as clinical neuroscience.
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
1. Name of the Teacher : KAVITHA.M Standard : VIII
Name of the School : M.C.H.S.S Kumarapuram Division :
Subject : Mathematics Strength :
Unit : Prism Duration : 45’
Topic : Volume of rectangular prism Date : 16.07.2014
CURRICULAR STATEMENT
The Students get an opportunity to attain and apply the following ideas.
i) To understand the term rectangular prism.
ii) To find the volume of rectangular prism.
CONTENT ANALYSIS
Terms : Volume, rectangular prism, length, breadth, height
Fact : Volume of the rectangular prism is the product of its length, breadth and
height.
Volume of the rectangular prism = 2 (lb +bh +lh)
Concept : Finding the volume of rectangular prism.
Process : Volume of the rectangular prism is the product of its length, breadth and
height.
Formulae : V =lbh
V- volume, l- length, b- breadth, h- height
Learning Outcome :
Remembering : The student will be able to recall about surface area of rectangular
prism and volume of rectangular prism
The student will be able to recognize about formulae of volume of
rectangular prism
LESSON TRANSCRIPT
2. Understanding : The student will be able to explain ideas about volume of
rectangular prism
The student will be able to interpreting volume of rectangular prism
Applying : The student will be able to using information in solving problems
The student will be able to implementing about volume of
rectangular prism
Analysing : The student will be able to breaking information into parts to
explore volume of rectangular prism
Evaluating : The student will be able to justifying decision about volume of
rectangular prism
Creating : The student will be able to generating new ideas about volume of
rectangular prism
Interest : The students will be able to develop interest to identifying the
models of rectangular prism, volume of rectangular prism
Skill : The student will be able develop skill in solving problems of
volume of rectangular prism
Pre – requisties :Surface area of rectangular prism, volume, area of rectangular base,
base area.
Teaching learning resource : Model of rectangular prism, chart containing the formula
volume of rectangular prism
3.
4. Class room Interaction Procedure Pupil’s response
Introduction:
To check the previous knowledge of the students,
teacher asks few questions.
Teacher shows the model of a rectangular prism and
asks what is the name of this geometrical figure?
Rectangular Prism
Tell some example for rectangular prism
What are the speciality of rectangular prism?
What is the formula to find out the surface area of
rectangular prism.
Surface area of rectangular prism = 2 (lb + bh + lh)
l – length
b – breath
h – height
Presentation :
Activity 1:
Teacher divide the students into 4 groups and name each
group as triangle, rectangle, square and cube.
Rectangular Prism
Soap cover, toy cover
Two bases and four lateral
faces are rectangles
Surface area of rectangular
prism
2 (lb + bh + lh)
5. Classroom Interaction Procedure
Teacher gives the model of rectangular prism to each
group
Teacher ask the students to marks the length, breadth and
height
h
b
l
What do you mean by volume?
Which measurements are necessary to find volume.
What all measurements are needed to find the volume of
rectangular prism.
Length, breadth and height of rectangular prism.
Pupil’s response
l – length
b – breath
h – height
Volume is the capacity of
an object
Length,breadth,height
6. Classroom Interaction Procedure
We can tell that volume of rectangular prism is the
product of length, breadth and height
.ie; volume of rectangular prism, v= lbh.
l – length, b- breadth, h- height.
Activity -2
Teacher give, the model of rectangular prism to
each group, mark ‘l’ as length, ‘b’ as breadth, ‘h’ as height
on the model.
F G
E H
h
D C
A b
l B
What is the volume of rectangular prism ?
Volume of rectangular prism = lbh
We can write lbh as lb x h
In the given model, what is the name of the geometrical
shape ABCD ?
Rectangle
What is the formula to find the area of rectangle?
Length x breadth
Pupil ’s response
Length,breadth,height
lbh
Rectangle
l x b
7. Classroom Interaction Procedure
If l is length, b is breadth, then what is the area of
rectangle?
Area of rectangle = lb
In the figure, lb is the area of rectangle ABCD? So, what
we called it?
Base Area
ie; volume of rectangular prism = lb x h
= Base area x height
So, with the help of teacher, students came into
conclusion that volume of rectangular prism is the product
of base area and height.
Generalisation:
The volume of rectangular prism is the product of base
area and height.
Teacher shows the chart.
Teacher asks students to read the chart loudly
Pupils Response
lb
base area
Students read the chart
loudly
Volume of Rectangular Prism
Volume of rectangular prism = lbh
l – length, b- breadth, h- height
8. Class room Interaction Procedure
Application:
Class Assignment:
If length 8cm, breadth 5cm and height 10 cm for a
rectangular prism. What is the volume of rectangular
prism.
What is given? l = 8cm, b = 5cm, h = 10cm
What is the formula of rectangular prism?
V = lbh
= 8 x 5x 10
= 400cm3
Pupil’s response
l = 8cm, b= 5cm, h = 10cm
V = lbh
Volume = lbh
=8x5x10
= 400cm3
Review:
What is the formula to find the volume of rectangular prism?
Home Assignment:
For a rectangular prism, length is 10cm, breadth is 15 cm and height is 25cm. How
can we find the volume?