This document provides guidance on teaching students to interpret and solve problems using line graphs. It includes examples of line graphs with questions for students to answer. Teachers are instructed to have students work through routine problems step-by-step using addition, subtraction, division and other operations. Students are also taught to make inferences based on trends in the data. The overall goal is for students to be able to solve both routine and non-routine problems presented in line graphs.
Visualize the volume of a cube and rectangular prismJefte Galut
This document describes the dimensions and volume of a rectangular prism. It has dimensions of 3 cm by 1 cm by 6m, with a total volume of 24 cubic meters.
This document discusses organizing data using frequency distributions. It explains how to construct a frequency table and histogram. A frequency table lists data grouped into intervals and the frequency of each interval. It is made by tallying data values and counting the tally marks. A histogram is a bar graph that shows the frequency distribution of interval data, with bar height proportional to frequency. The document provides an example and instructions for making a frequency table and histogram from a set of shoe size data.
This document discusses sequences, which are sets of terms in a definite order obtained by some rule. A sequence can be either finite, ending after a certain number of terms, or infinite, continuing indefinitely. Examples of sequences include the sequence of odd numbers 1, 3, 5, 7, etc. and recurrence relations, which define the first term and the relation between successive terms, such as the sequence 5, 8, 11, 14, etc. The document provides examples and strategies for finding the rule that defines a given sequence, such as looking for a constant difference, signs that alternate, or powers of numbers.
Measures of Variability of Grouped and Ungrouped DataJunila Tejada
Here are the scores of the three students in their Mathematics quizzes:
Student A: 75, 80, 85, 90
Student B: 70, 72, 78, 82
Student C: 65, 68, 73, 77
Range of Student A: 90 - 75 = 15
Range of Student B: 82 - 70 = 12
Range of Student C: 77 - 65 = 12
Mean Deviation of Student A: |75 - 82.5| + |80 - 82.5| + |85 - 82.5| + |90 - 82.5| = 17.5
Mean Deviation of Student B: |70 - 76| + |72 - 76| + |
Divisibility Rules for 2, 5, and 10. Grade 5 Math Lesson Week 1.
Divisibility Rules. The rules are shortcuts for finding out whether numbers are exactly divisible without doing division calculations.
Follow us on the following social media:
https://www.facebook.com/eliahsclassroom/
1. The document discusses different temperature scales and how to convert between Celsius and Fahrenheit units. It introduces the Celsius scale developed by Anders Celsius in 1742 and the Fahrenheit scale developed earlier by Gabriel Fahrenheit.
2. Formulas are provided to convert between Celsius and Fahrenheit: Celsius = 5/9 (Fahrenheit - 32) and Fahrenheit = 9/5 Celsius + 32.
3. Examples are given applying the formulas to convert specific temperatures like 80°C to F° and 98.6°F to C°.
1. Algebra uses variables, constants, and symbols to represent quantities in mathematical expressions that model real-world situations. Variables represent unknown values, constants represent fixed values, and symbols represent operations.
2. Algebraic expressions are made up of terms separated by plus or minus signs. A term contains variables or constants and can be a single number, variable, or combination. Monomials have one term, binomials have two terms, and trinomials have three terms.
3. The degree of a polynomial indicates the highest exponent of any variable in its terms. For polynomials with one variable, the degree is the highest power of that variable. For polynomials with multiple variables, the degree is the sum of
1. The document defines and provides examples of different types of lines including perpendicular, intersecting, concurrent, parallel, and skew lines. It also defines perpendicularity.
2. Perpendicular lines intersect to form right angles. If two lines intersect to form right angles at a point, they are perpendicular. The perpendicular bisector of a line segment is the line perpendicular to the segment at its midpoint.
3. Parallel lines never intersect and have the same slope when graphed on a coordinate plane. They are shown with double lines or slanted lines symbols.
Visualize the volume of a cube and rectangular prismJefte Galut
This document describes the dimensions and volume of a rectangular prism. It has dimensions of 3 cm by 1 cm by 6m, with a total volume of 24 cubic meters.
This document discusses organizing data using frequency distributions. It explains how to construct a frequency table and histogram. A frequency table lists data grouped into intervals and the frequency of each interval. It is made by tallying data values and counting the tally marks. A histogram is a bar graph that shows the frequency distribution of interval data, with bar height proportional to frequency. The document provides an example and instructions for making a frequency table and histogram from a set of shoe size data.
This document discusses sequences, which are sets of terms in a definite order obtained by some rule. A sequence can be either finite, ending after a certain number of terms, or infinite, continuing indefinitely. Examples of sequences include the sequence of odd numbers 1, 3, 5, 7, etc. and recurrence relations, which define the first term and the relation between successive terms, such as the sequence 5, 8, 11, 14, etc. The document provides examples and strategies for finding the rule that defines a given sequence, such as looking for a constant difference, signs that alternate, or powers of numbers.
Measures of Variability of Grouped and Ungrouped DataJunila Tejada
Here are the scores of the three students in their Mathematics quizzes:
Student A: 75, 80, 85, 90
Student B: 70, 72, 78, 82
Student C: 65, 68, 73, 77
Range of Student A: 90 - 75 = 15
Range of Student B: 82 - 70 = 12
Range of Student C: 77 - 65 = 12
Mean Deviation of Student A: |75 - 82.5| + |80 - 82.5| + |85 - 82.5| + |90 - 82.5| = 17.5
Mean Deviation of Student B: |70 - 76| + |72 - 76| + |
Divisibility Rules for 2, 5, and 10. Grade 5 Math Lesson Week 1.
Divisibility Rules. The rules are shortcuts for finding out whether numbers are exactly divisible without doing division calculations.
Follow us on the following social media:
https://www.facebook.com/eliahsclassroom/
1. The document discusses different temperature scales and how to convert between Celsius and Fahrenheit units. It introduces the Celsius scale developed by Anders Celsius in 1742 and the Fahrenheit scale developed earlier by Gabriel Fahrenheit.
2. Formulas are provided to convert between Celsius and Fahrenheit: Celsius = 5/9 (Fahrenheit - 32) and Fahrenheit = 9/5 Celsius + 32.
3. Examples are given applying the formulas to convert specific temperatures like 80°C to F° and 98.6°F to C°.
1. Algebra uses variables, constants, and symbols to represent quantities in mathematical expressions that model real-world situations. Variables represent unknown values, constants represent fixed values, and symbols represent operations.
2. Algebraic expressions are made up of terms separated by plus or minus signs. A term contains variables or constants and can be a single number, variable, or combination. Monomials have one term, binomials have two terms, and trinomials have three terms.
3. The degree of a polynomial indicates the highest exponent of any variable in its terms. For polynomials with one variable, the degree is the highest power of that variable. For polynomials with multiple variables, the degree is the sum of
1. The document defines and provides examples of different types of lines including perpendicular, intersecting, concurrent, parallel, and skew lines. It also defines perpendicularity.
2. Perpendicular lines intersect to form right angles. If two lines intersect to form right angles at a point, they are perpendicular. The perpendicular bisector of a line segment is the line perpendicular to the segment at its midpoint.
3. Parallel lines never intersect and have the same slope when graphed on a coordinate plane. They are shown with double lines or slanted lines symbols.
This document discusses how to calculate the volumes of various three-dimensional geometric figures. It provides formulas for finding the volumes of rectangular prisms, triangular prisms, cylinders, pyramids, and cones. Examples are given for each figure to demonstrate how to apply the volume formulas. A reference sheet at the end lists the key volume formulas for quick reference.
Detailed Lesson Plan on Measures of Variability of Grouped and Ungrouped DataJunila Tejada
The document provides a detailed lesson plan for teaching measures of variability of grouped and ungrouped data to 7th grade mathematics students. The objectives are for students to be able to identify and calculate measures of variability, apply the concepts to real-life contexts, and solve problems involving grouped and ungrouped data. The lesson plan outlines teacher and student activities including an introductory activity to review key concepts, a lesson on different measures of variability, and a group activity for students to practice calculating various measures of variability from tables of grouped and ungrouped data.
We can estimate square roots in three ways:
1. To the nearest whole number by finding the square root of the nearest perfect square number
2. To the nearest tenth by considering numbers smaller and larger than the target number and rounding the calculator value
3. Using a calculator, which provides an estimate even for perfect squares if we round the answer
This document summarizes the rules and results of rounds in a mental math quiz competition. It describes three rounds: 1) an individual round with multiple choice questions testing basic addition, subtraction and number sense, 2) a team round with multiple choice questions on shapes, place value, time, patterns and sequences, and 3) a team problem solving round requiring multi-step word problems. The rounds tested participants' ability to do math mentally and either provide number answers or select the right multiple choice response within a 30 second time limit.
The document provides examples and explanations for translating word problems and phrases into algebraic expressions. It gives examples such as "18 less than a number" being translated to "x - 18" and "the product of a number and 5" being "5n". It also provides word problems like writing an expression for the total cost of admission plus rides at a county fair. The document teaches learners how to identify keywords that indicate mathematical operations when translating word phrases into algebraic notation.
The document provides a Definitive Budget of Work (DBOW) in Mathematics for Grades 1 to 10 in the Philippines. It outlines the Most Essential Learning Competencies (MELCs) that should be taught each quarter to ensure full coverage of the curriculum given pandemic-related constraints. The DBOW includes the content and performance standards, numbered MELCs, the number of days each should be taught, and remarks on prerequisites and tips. It is intended to guide teachers on topics to teach to meet standards. The document also lists the technical working group who developed the DBOW.
This document provides objectives and activities for a lesson on organizing and presenting data using appropriate graphs. The objectives are to enumerate different graph types, organize data using suitable graphs, and apply the lesson through a survey. Example graphs shown include histograms, pie charts, bar graphs and line graphs. Descriptions of each graph type are provided. Students are instructed to conduct a survey to identify the most popular teacher and organize the results in a graph. Additional practice with graphing real data from websites is suggested.
This lesson plan is for a 5th grade mathematics class. The objectives are for students to solve word problems involving the volume of prisms, write formulas for finding the volume of cubes and rectangular solids, and develop patience when solving word problems. Students will practice measuring and calculating the volume of objects. They will then solve word problems to find the volume of a swimming pool, aquarium, and rectangular box. Students will generalize how to find the volume of cubes and rectangular prisms. An evaluation involves reading problems and calculating volumes of a sewing box, gift box, and swimming pool. Students are assigned a homework problem calculating the number and total volume of boxes donated as relief supplies.
Math 7 | Lesson 2 Set Operations and the Venn DiagramAriel Gilbuena
This lesson is about Set Operations and Venn Diagram. Examples, and assessments are included. For more presentation visit https://www.youtube.com/channel/UCltDbhOXh6r9FyYE52rWzCQ/playlists?shelf_id=18&view_as=subscriber&sort=dd&view=50
Here are the steps to arrange the fractions in ascending order:
1) Write the fractions:
2) , , ,
3) Compare the fractions using a common denominator or cross-multiplication:
> > >
4) Arrange the fractions in ascending order:
< < <
Therefore, the fractions arranged in ascending order are: , , , .
Scientific notation is a way to write very large or small numbers as a product of a number between 1 and 10 and a power of 10. To convert a number to scientific notation, the decimal is moved to place one non-zero digit before the decimal point, and the number of places the decimal is moved determines the exponent of 10. Numbers greater than 1 have positive exponents, while numbers less than 1 have negative exponents. Converting back to standard form moves the decimal right for positive exponents and left for negative exponents by the value of the exponent.
The document provides examples and instructions for adding and subtracting integers using a number chip method. It explains that to add integers with the same sign, the numbers are added together, while to add integers with different signs, the smaller number is subtracted from the larger number and the sign of the larger number determines the sign of the answer. For subtracting integers, the opposite of the number being subtracted is added instead. Several examples are worked through to demonstrate these methods.
The document discusses exponential notation and powers. It introduces exponential notation as a way to represent repeated multiplication more concisely using exponents. Examples show how to write numbers raised to powers using exponential notation and the use of parentheses with fractional or negative bases. A practice section reinforces understanding of exponential notation and when to use parentheses.
Dividing a 3 digit Number by a 2 Digit Number Chris James
This document provides step-by-step instructions for dividing a 3-digit number by a 2-digit number using long division. It uses the example of 895 divided by 15. It shows how to place the numbers in the division bar, find the closest multiple of the divisor to divide each column, bring down remaining digits, and provide the quotient and remainder. The full division is shown with a quotient of 59 and remainder of 10, so 895 divided by 15 equals 59 remainder 10.
Math 8 - Linear Inequalities in Two VariablesCarlo Luna
This document is a math lesson plan on linear inequalities in two variables taught by Mr. Carlo Justino J. Luna at Malabanias Integrated School in Angeles City. The lesson introduces linear inequalities and their notation, defines them as having two linear expressions separated by symbols like greater than and less than, and shows examples of inequalities in two variables. It then discusses how to determine if an ordered pair is a solution by substituting into the inequality. Finally, it explains how to graph linear inequalities in two variables by first rewriting them as equations and then plotting intercepts and shading the appropriate region based on a test point.
The document discusses the concept of the least common multiple (LCM). It defines the LCM as the lowest number that is a multiple of two or more numbers. It provides examples of finding the LCM of different pairs of numbers by listing their multiples and circling the first number that is common to both lists. The document also discusses how the LCM can be used to find patterns involving multiples and to add or subtract fractions by finding a common denominator.
Simplification of Fractions and Operations on FractionsVer Louie Gautani
The document discusses various operations involving fractions, including simplifying, converting between mixed and improper fractions, multiplying, dividing, adding, and subtracting fractions. It provides examples of performing each operation step-by-step and simplifying the resulting fraction. Rules for working with fractions are reviewed and examples of applying the rules are shown.
This document contains 10 multiple choice questions covering various math and statistics topics, including functions, geometry, probability, percentages, sequences, trigonometry, ellipses, and bank interest. It also contains 5 more difficult problems involving arithmetic sequences, trigonometric equations, modeling bacterial growth, finding distances on an ellipse, and comparing interest earned at different banks over 10 years. The questions range from easy to more challenging high school level math.
This document provides guidance on interpreting line graphs. It begins with an overview of line graphs, noting they have a title, scale, labels, points, and line. It then discusses how to interpret data presented in line graphs by comparing the data in terms of size and amount. Several examples of line graphs are presented along with questions to help students practice interpreting the data shown. The document emphasizes that line graphs are useful for tracking changes over time.
This document outlines a daily lesson log for a 7th grade mathematics class. The objectives are for students to draw conclusions from graphic and tabular data on measures of central tendency and variability. The lesson content includes graphic and tabular data on these measures. Learning resources listed include textbooks, additional materials, and a laptop/LCD projector. The procedures describe introducing, demonstrating, practicing, and evaluating the concepts. The reflection section considers student performance and ways to improve instruction.
This document discusses how to calculate the volumes of various three-dimensional geometric figures. It provides formulas for finding the volumes of rectangular prisms, triangular prisms, cylinders, pyramids, and cones. Examples are given for each figure to demonstrate how to apply the volume formulas. A reference sheet at the end lists the key volume formulas for quick reference.
Detailed Lesson Plan on Measures of Variability of Grouped and Ungrouped DataJunila Tejada
The document provides a detailed lesson plan for teaching measures of variability of grouped and ungrouped data to 7th grade mathematics students. The objectives are for students to be able to identify and calculate measures of variability, apply the concepts to real-life contexts, and solve problems involving grouped and ungrouped data. The lesson plan outlines teacher and student activities including an introductory activity to review key concepts, a lesson on different measures of variability, and a group activity for students to practice calculating various measures of variability from tables of grouped and ungrouped data.
We can estimate square roots in three ways:
1. To the nearest whole number by finding the square root of the nearest perfect square number
2. To the nearest tenth by considering numbers smaller and larger than the target number and rounding the calculator value
3. Using a calculator, which provides an estimate even for perfect squares if we round the answer
This document summarizes the rules and results of rounds in a mental math quiz competition. It describes three rounds: 1) an individual round with multiple choice questions testing basic addition, subtraction and number sense, 2) a team round with multiple choice questions on shapes, place value, time, patterns and sequences, and 3) a team problem solving round requiring multi-step word problems. The rounds tested participants' ability to do math mentally and either provide number answers or select the right multiple choice response within a 30 second time limit.
The document provides examples and explanations for translating word problems and phrases into algebraic expressions. It gives examples such as "18 less than a number" being translated to "x - 18" and "the product of a number and 5" being "5n". It also provides word problems like writing an expression for the total cost of admission plus rides at a county fair. The document teaches learners how to identify keywords that indicate mathematical operations when translating word phrases into algebraic notation.
The document provides a Definitive Budget of Work (DBOW) in Mathematics for Grades 1 to 10 in the Philippines. It outlines the Most Essential Learning Competencies (MELCs) that should be taught each quarter to ensure full coverage of the curriculum given pandemic-related constraints. The DBOW includes the content and performance standards, numbered MELCs, the number of days each should be taught, and remarks on prerequisites and tips. It is intended to guide teachers on topics to teach to meet standards. The document also lists the technical working group who developed the DBOW.
This document provides objectives and activities for a lesson on organizing and presenting data using appropriate graphs. The objectives are to enumerate different graph types, organize data using suitable graphs, and apply the lesson through a survey. Example graphs shown include histograms, pie charts, bar graphs and line graphs. Descriptions of each graph type are provided. Students are instructed to conduct a survey to identify the most popular teacher and organize the results in a graph. Additional practice with graphing real data from websites is suggested.
This lesson plan is for a 5th grade mathematics class. The objectives are for students to solve word problems involving the volume of prisms, write formulas for finding the volume of cubes and rectangular solids, and develop patience when solving word problems. Students will practice measuring and calculating the volume of objects. They will then solve word problems to find the volume of a swimming pool, aquarium, and rectangular box. Students will generalize how to find the volume of cubes and rectangular prisms. An evaluation involves reading problems and calculating volumes of a sewing box, gift box, and swimming pool. Students are assigned a homework problem calculating the number and total volume of boxes donated as relief supplies.
Math 7 | Lesson 2 Set Operations and the Venn DiagramAriel Gilbuena
This lesson is about Set Operations and Venn Diagram. Examples, and assessments are included. For more presentation visit https://www.youtube.com/channel/UCltDbhOXh6r9FyYE52rWzCQ/playlists?shelf_id=18&view_as=subscriber&sort=dd&view=50
Here are the steps to arrange the fractions in ascending order:
1) Write the fractions:
2) , , ,
3) Compare the fractions using a common denominator or cross-multiplication:
> > >
4) Arrange the fractions in ascending order:
< < <
Therefore, the fractions arranged in ascending order are: , , , .
Scientific notation is a way to write very large or small numbers as a product of a number between 1 and 10 and a power of 10. To convert a number to scientific notation, the decimal is moved to place one non-zero digit before the decimal point, and the number of places the decimal is moved determines the exponent of 10. Numbers greater than 1 have positive exponents, while numbers less than 1 have negative exponents. Converting back to standard form moves the decimal right for positive exponents and left for negative exponents by the value of the exponent.
The document provides examples and instructions for adding and subtracting integers using a number chip method. It explains that to add integers with the same sign, the numbers are added together, while to add integers with different signs, the smaller number is subtracted from the larger number and the sign of the larger number determines the sign of the answer. For subtracting integers, the opposite of the number being subtracted is added instead. Several examples are worked through to demonstrate these methods.
The document discusses exponential notation and powers. It introduces exponential notation as a way to represent repeated multiplication more concisely using exponents. Examples show how to write numbers raised to powers using exponential notation and the use of parentheses with fractional or negative bases. A practice section reinforces understanding of exponential notation and when to use parentheses.
Dividing a 3 digit Number by a 2 Digit Number Chris James
This document provides step-by-step instructions for dividing a 3-digit number by a 2-digit number using long division. It uses the example of 895 divided by 15. It shows how to place the numbers in the division bar, find the closest multiple of the divisor to divide each column, bring down remaining digits, and provide the quotient and remainder. The full division is shown with a quotient of 59 and remainder of 10, so 895 divided by 15 equals 59 remainder 10.
Math 8 - Linear Inequalities in Two VariablesCarlo Luna
This document is a math lesson plan on linear inequalities in two variables taught by Mr. Carlo Justino J. Luna at Malabanias Integrated School in Angeles City. The lesson introduces linear inequalities and their notation, defines them as having two linear expressions separated by symbols like greater than and less than, and shows examples of inequalities in two variables. It then discusses how to determine if an ordered pair is a solution by substituting into the inequality. Finally, it explains how to graph linear inequalities in two variables by first rewriting them as equations and then plotting intercepts and shading the appropriate region based on a test point.
The document discusses the concept of the least common multiple (LCM). It defines the LCM as the lowest number that is a multiple of two or more numbers. It provides examples of finding the LCM of different pairs of numbers by listing their multiples and circling the first number that is common to both lists. The document also discusses how the LCM can be used to find patterns involving multiples and to add or subtract fractions by finding a common denominator.
Simplification of Fractions and Operations on FractionsVer Louie Gautani
The document discusses various operations involving fractions, including simplifying, converting between mixed and improper fractions, multiplying, dividing, adding, and subtracting fractions. It provides examples of performing each operation step-by-step and simplifying the resulting fraction. Rules for working with fractions are reviewed and examples of applying the rules are shown.
This document contains 10 multiple choice questions covering various math and statistics topics, including functions, geometry, probability, percentages, sequences, trigonometry, ellipses, and bank interest. It also contains 5 more difficult problems involving arithmetic sequences, trigonometric equations, modeling bacterial growth, finding distances on an ellipse, and comparing interest earned at different banks over 10 years. The questions range from easy to more challenging high school level math.
This document provides guidance on interpreting line graphs. It begins with an overview of line graphs, noting they have a title, scale, labels, points, and line. It then discusses how to interpret data presented in line graphs by comparing the data in terms of size and amount. Several examples of line graphs are presented along with questions to help students practice interpreting the data shown. The document emphasizes that line graphs are useful for tracking changes over time.
This document outlines a daily lesson log for a 7th grade mathematics class. The objectives are for students to draw conclusions from graphic and tabular data on measures of central tendency and variability. The lesson content includes graphic and tabular data on these measures. Learning resources listed include textbooks, additional materials, and a laptop/LCD projector. The procedures describe introducing, demonstrating, practicing, and evaluating the concepts. The reflection section considers student performance and ways to improve instruction.
Mathematics- KPUP Sample Test Items- Mr. Marjune M. NepayaMarjune Nepaya
This document summarizes a teachers' symposium on developing an in-depth understanding of mathematics concepts through KPUP questions. It includes sample multiple choice questions that assess learning competencies related to quadratic equations, variations, trapezoids, similar triangles, and solving real-life problems using trigonometric ratios or quadratic functions. The document also provides process questions to check understanding and transfer questions to evaluate students' ability to apply concepts to new situations.
Here are the steps to make a frequency table for the ages at which some Filipinos drop out of school:
1. List the raw data:
18, 21, 17, 15, 34, 42, 32, 24, 28, 27, 21, 18, 17, 32, 34, 36, 37, 23, 25, 45, 22, 19, 20, 21, 19, 19, 20, 29, 30, 31, 17, 35, 25, 25, 8, 14, 7, 9, 8, 7, 17, 12, 9, 12, 12, 11, 16, 15, 14, 13, 9, 10, 10, 15, 17, 16, 16, 12,
Higher modern studies extended responses inductionmrmarr
This document provides information about the Higher Modern Studies course in Scotland. It outlines the course content, which is divided into three subject areas: political issues in Scotland and the UK, social issues in the UK, and international issues focusing on poverty. It describes the skills developed in the course, such as writing extended responses and conclusions. Students must pass internal assessments, an added value assignment, and an external exam to complete the course successfully. The document provides examples of PEEL and PEEREEL paragraphs for analyzing issues, and explains how to structure extended response answers for the exam.
The document presents results from an analysis of differential item functioning (DIF) in 2010 New Zealand National Certificate of Educational Achievement (NCEA) exam data. 379 items across 75 standards were analyzed for DIF based on gender and ethnicity. 41 items (10.8%) displayed DIF, with 15 showing gender DIF and 21 showing DIF between ethnic groups. The results suggest that the NCEA's pre-exam sensitivity reviews are effective, as DIF was only found in a small minority of items. Continued analysis of DIF can help identify areas for improving exam fairness and item quality.
The document provides information and exercises about writing summaries for IELTS exams. It discusses summarizing graphs, tables, charts and diagrams, with at least 150 words in 20 minutes. Exercises include matching data visualization types to their names, writing introductory sentences for different visuals, answering questions about a chart, identifying paragraphs that answer specific questions, and correcting common mistakes in summarizing percentages and comparisons. The purpose is to practice key skills for the IELTS writing task of summarizing information from visuals and making relevant comparisons.
The document provides information and exercises about writing summaries for IELTS exams. It discusses summarizing graphs, tables, charts and diagrams, with at least 150 words in 20 minutes. Exercises include matching information types to their names, writing introductory sentences for different data visualizations, answering questions about a chart, identifying paragraphs that answer specific questions, and correcting common mistakes in summarizing percentages and comparisons. The purpose is to practice key skills needed for the IELTS writing task of summarizing multiple data sources in a concise yet informative way.
The document provides tips and techniques for data interpretation and approximation including reading questions carefully, analyzing data, paying attention to units, and learning to approximate and skim data. Examples demonstrate approximating values, identifying missing values in equations, and calculating averages, ratios, and using graphs including bar graphs, stacked graphs, tables, line graphs, and pie charts to organize and present data. Key concepts are defined for average, ratio, and different types of graphs. Sample questions are provided for practice interpreting various types of graphs.
1.MATH 221 Statistics for Decision MakingWeek 2 iLabName.docxAlyciaGold776
This document provides instructions for a statistics lab assignment. Students are asked to analyze survey data provided in an Excel spreadsheet. The assignment involves creating graphs in Excel, including a pie chart for car color, a histogram for heights, and a stem-and-leaf plot for money. Students then calculate descriptive statistics for heights by gender and answer questions interpreting the graphs and statistics.
De vry math 399 ilabs & discussions latest 2016 novemberlenasour
This document provides materials and instructions for several weekly discussions and iLabs for a DeVry University MATH 399 course. It includes discussion prompts and questions for weeks 1 through 7 on topics such as descriptive statistics, regression, probability, confidence intervals, and hypothesis testing. It also provides instructions and questions for iLabs on related statistical concepts involving Excel, probability distributions, descriptive statistics, and confidence intervals. Students are asked to perform calculations, create graphs and charts, interpret results, and answer questions demonstrating their understanding of the statistical content.
De vry math 399 ilabs & discussions latest 2016lenasour
This document provides information and discussion questions for several weeks of a statistics course (MATH 399) at DeVry University. It includes discussion questions and assignments related to topics like descriptive statistics, regression, probability, confidence intervals, and hypothesis testing. For each week, it provides the discussion question, any relevant instructions, and sometimes a short summary of the statistical concept being covered. It also includes information about completing iLabs (interactive labs) and assignments in Excel to reinforce these statistical topics.
Psychometric success numerical ability data interpretation practice test 1Pooja Kapoor
This document provides a 25 question practice test on data interpretation. It includes tables of data on motorcycle sales, steel imports, nanotechnology research publications, university enrollments, and music preferences. The questions require examining the data to determine percentages, totals, averages, changes over time, and ratios. The document also advertises eBooks to help with psychometric tests for employment assessments.
Psychometric success numerical ability data interpretation practice test 1 (1)Roselito Baclay
This document provides a 25 question practice test on data interpretation. It includes tables of data on motorcycle sales, steel imports, nanotechnology research publications, university enrollments, and music preferences. The questions require examining the data tables and graphs to obtain and manipulate information to answer questions about percentages, totals, averages, ratios, and changes over time. The document also advertises eBooks and practice tests to help succeed on psychometric and data interpretation tests for employment assessments.
Psychometric success numerical ability data interpretation practice test 1 ...Roselito Baclay
This document provides a 25 question practice test on data interpretation. It includes tables of data on motorcycle sales, steel imports, nanotechnology research publications, university enrollments, and music preferences. The questions require examining the data to determine percentages, totals, averages, changes over time, and ratios. The document also advertises eBooks to help with psychometric tests for employment assessments.
Psychometric success numerical ability data interpretation practice test 1Roselito Baclay
This document provides a 25 question practice test on data interpretation. It includes tables of data on motorcycle sales, steel imports, nanotechnology research publications, university enrollments, and music preferences. The questions require examining the data to determine percentages, totals, averages, changes over time, and ratios. The document also advertises eBooks to help with psychometric tests for employment assessments.
Psychometric success numerical ability data interpretation practice test 1 ...Roselito Baclay
This document provides a 25 question practice test on data interpretation. It includes tables of data on motorcycle sales, steel imports, nanotechnology research publications, university enrollments, and music preferences. The questions require examining the data to determine percentages, totals, averages, changes over time, and ratios. The document also advertises eBooks to help with psychometric tests for employment assessments.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
1. Interprets data presented in different kinds of line graphs
(single to doubleline graph)
M5SP-IVh-3.5/Page 65 of 109
2. 1.Drill
Drill on skip counting by 2s, 5s, 10s, etc.
2.Review
Conduct a review on interpreting data presented in
a bar graph.
3. Gemma’s First Quarter Grade on the Major Subjects
a. In what subject did Gemma have the highest grade?
b. In what subject did she have the lowest grade?
c. In what subjects did she get the same average grade?
d. What is the difference between the highest and lowest grade she got on
the first quarter?
e. What was her average score on the five subjects?
4. Motivation
How many of you are observant with the day’s
temperature?
Why does a weatherman inform us about
temperature readings?
Why do you think there is a need to check the
day’s temperature from time to time?
5. Present a line graph with complete parts and let
the pupil interpret the data.
Ask:
1.What are the parts of a line graph?
2.Looking at the data, can you interpret what is
presented by the graph? How?
3.How does a line graph help in data presentation?
4.Is it important to have an accurate data? Why?
6. Performing the Activities
Group the pupils into five.
Give activity sheets involving line graph to each
group for interpretation.
Ask each group to work together in interpreting
the data on the graph. Once finished, the assign
member will post their work on the board and
discuss their answer.
7.
8. Explore and Discover!
A line graph is a visual comparison of how
two variables-shown on the x- and y-axes-are related or
varies with each other. It is useful in displaying data or
information that changes continuously overtime. The points
on a line graph are connected by a line.
Five parts of the line graph must be present
for the graph to be complete.
Title
Scale
Labels
Points
Line
9. Below is an example of a line graph. Study its parts and
answer some of the questions below.
0
10
20
30
40
50
60
70
80
90
5 10 15 20 25 30 35 40 45 50
Distance vs. Time
Time ( sec)
Distance (meters)
10. What is the title of the line graph?
What information is placed along the vertical axis? On
the horizontal axis?
What is the distance covered by the car after 45 seconds?
At what time did the car reach 80 meters?
What is the speed of the car after 15 seconds?
11. Study the line graph below. Then, answer the questions
that follow.
NUMBER OF HOUSES CONSTRUCTED FOR FIVE YEARS
0
50
100
150
200
250
2011 2012 2013 2014 2015
Number of Houses
Year
12. 1. What is the graph about?
2. How many houses were constructed in 2012?
3. How many more houses were constructed in 2013
than in 2011?
4. How many houses were constructed from 2011 to
2015?
5. On what year/years was there the same number of
houses constructed?
13. Study this graph carefully, and then answer the questions
that follow.
0
100
200
300
400
500
600
700
800
900
1000
Sun Mon Tues Wed Thurs Fri Sat
Daily Sales at AlingTaling’s Store
Pesos
Days
14. 1. What is the title of the graph?
2. How much was the sale on Wednesday?
3. On what day was the highest sale?
4. On what day was the sale lowest?
5. How much was the total sales for the week?
15. Use the graph below to answer the questions below.
COMPARISON OF PLANT GROWTH
0
1
2
3
4
5
6
7
8
Day 1 Day 2 Day 3 Day 4 Day 5
plant outside
plant near the window
Height (centimeters)
1. What is the title of the graph?
2. What is the height of both plants at day 2?
3. Which plant shows great increase in height? Why?
4. What happen to the plant near the window?
16. 1. What is the title of the graph?
2. How much was the sale on Wednesday?
3. On what day was the highest sale?
4. On what day was the sale lowest?
5. How much was the total sales for the week?
17. What are the parts of a line graph? Why is it useful? How do
we interpret data presented on a line graph?
•A line graph has a title, information on the x-axis (horizontal
axis) and information on the y- axis (vertical axis).
•Changes in the data presented are easily seen on a line
graph.
•To read and interpret the data presented in a line graph, we
usually compare the data in terms of size and amount.
18. Assessment
Study the line graph, and then answer the question below.
a. What is the title of the graph?
b. How many mangoes were harvested for the first two weeks?
c. In what week was there the greatest amount of harvest?
d. What is the least amount of mango harvested?
e. What is the total amount of harvest for six weeks?
19. Study this graph carefully, and then answer the questions
that follow.
1. What is the graph about?
2. How much was her initial deposit?
3. In which month was her bank deposit greatest?
4. What was her average deposit??
5. What was her total deposit for six months?
20. Solves routine and non-routine problems using data
presented in a line graph.
M5SP-IVh-4.5/ Page 65 of 109
21. Drill
Conduct a drill on reading and interpreting a graph.
1. What is the graph about?
2. On what day did he get the lowest score in Math?
3. On what days were his scores the same?
4. When did he get a perfect score?
5. What was his average score for the week?
22. Review
Conduct review onthe parts of a line graph.
Have them construct a line graph using the following
data:
Results in an Experiment
Weeks Height of Plant
1 1 cm
2 2 cm
3 2.5 cm
4 3.5 cm
5 4 cm
6 6 cm
23. Motivation
Is it important to keep track of your performance in
school? What do you do in order to maintain good
performance track?
24. Presentation
Present a line graph to the class.
Ella’s Grade in Math
Ask:
In what quarter did Ella get the lowest grade? What about the highest grade?
Why do you think Ella got the lowest grade during the 2nd Quarter?
What will you do in order to get good grades?
25. Performing the Activities
Mr. Sanchez’s Monthly Sales
answer the following questions.
1. What was the sale for the first three consecutive
months?
2. How much more was his sale in March than in
February?
3. What was the difference between the highest
and lowest sale?
4. What was his total sale from January to June?
5. What was his average sale for six months?
26. Allow each group to present their output.
Ask: How did you find the activity?
How did you solve the problem?
Expected Answer:
Using the four-step plan in solving the problem
• Understand
• Plan
• Solve
• Check and Look Back
Discuss how to solve routine and non-routine problems.
28. Use the four-step plan to solve the problem.
Steps Answer
Understand:
What does the problem ask for? The difference between highest and lowest
temperature
What are the given data?
40⁰C and 37⁰C
Plan
What operation is/are to be used?
Subtraction
What is the mathematical sentence?
40-37= N
Show how the solution is done using the operation.
40-37= 3
Check
Check if the answer is correct.
State the final answer. The difference between the highest and
lowest temperature is 3⁰C.
29. What is the average temperature in Metro Manila for five
days?
Steps Answer
Understand:
What does the problem ask for?
The average temperature in Metro Manila for five days
What are the given data?
39⁰C, 37⁰C, 40 ⁰C, 38⁰C and 40⁰ C
Plan
What operation is/are to be used?
Addition and Division
What is the mathematical sentence?
(39+ 37 + 40 +38 +40)÷ 5= N
Show how the solution is done using the operation. 39+ 37 + 40 +38 +40=194
194 ÷5=38.8
Check
Check if the answer is correct.
State the final answer. The average temperature in Metro Manila for five days is
38.8⁰ C.
30. Study the table then answer the questions that follow.
0
0.5
1
1.5
2
2.5
3
3.5
Day 1 Day 2 Day 3 Day 4 Day 5
Height of Seedlings
Heigh (cm)
31. 1. What is the change in height after three days?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
2. What is the difference in height at day five as
compared to day 1?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
32. Use the data in the line graph to answer the questions
below.
600
650
700
750
800
850
900
Jan Feb Mar Apr May
Customer in a Saloon
Number of Customers
33. 1. What is the total number of customers at the first three months?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
2. What was the average number of customers from February to April?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
3. About how many more customers came into the saloon during the fifth month than
during the fourth month?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
34. Use the graph below to answer the questions below.
100
105
110
115
120
125
130
6 7 8 9 10 11
Joel's Height
Height in centimeters
Age
1. What was the increase in Joel’s height from six-year old up to eight-year old?
2. What is the change in his height from seven to eleven-year old?
35. Lead the pupils in generalizing the following:
Routine problems are problems that follow standard procedure in solving word
problems:
Understand:
•What does the problem ask for?
•What are the given data?
•What is the word clue?
Plan
•What operation is/are to be used?
•What is the mathematical sentence?
Solve
•Show how the solution is done using the operation.
Check
•Check if the answer is correct.
•State the final answer.
Nonroutine problems are problems that can be solved even without following
the steps or procedure
36. Assessment
Use the data in the line graph to answer the
following questions.
Ramon’s Electric Consumption
1. What is the total electric consumption from
January to June?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
37. 2.If the cost of electricity per kilowatt is Php. 14.00,
how much would Ramon pay for the month of
May?
a. What is asked?
b. What facts are needed to solve the problem?
c. What operation will you use?
d. What is the number sentence?
e. What is the complete answer?
38. Immigrants Admitted in One Country from 2010-2015
1.What is the total number of immigrants starting
2010 up to 2015?
2.What is the average number of immigrants for the
last three years?
40. Drill
Each group will use the grid board to plot several points
on the graph.
At the signal “Go”, they will start plotting. The first group
to finish will win the game. Let the first group describe
the figure they form based on the points they plotted on
the graph.
(1, 20)
(3, 40)
(4, 60)
(5, 120)
(7, 120)
(7, 60)
(4, 60)
41.
42. Review
Which of the following line graphs below best describe
the height of a child? Defend your answer.
44. Presentation
Ana’s Grade in Math
a. At what quarter did Ana get the highest grade in Math?
b. What is the lowest grade she got?
c. Why do you think Ana got low grade on the second
quarter?
45. Give each group activity sheets involving line graph for
interpretation. Ask the group to work together in
interpreting the data and make inferences out of it. After
they have finished, the leader of each group will display
the output on the board and discuss their answers.
47. Each group will discuss their work. After all the groups
have presented their answers to the task given, ask:
How did you find the activity?
How did you make inferences based on the data
observed on the line graph?
Discuss with the pupils how to make inferences
based on the data.
48. Make a graph out of the given data below. Use the
gridline to plot the points.
HEIGHT OF MONGO PLANT
Number of Weeks Height in centimeter
1 3.5 cm
2 6.5 cm
3 9.5 cm
4 12.5 cm
5 15.5 cm
1. What is the height of the plant on the first week?
2. How do you describe the height of the mongo plant from first to fifth week?
3. What could be its height on week 6? Why did you say so?
49. Study the graph below and then answer the questions
that follow.
100
150
200
250
300
350
2010 2011 2012 2013 2014 2015
Deworming of Grade V Pupils
Number of Pupils Dewormed
1. How many grade five pupils were dewormed on the first three years?
2. What is the average number of pupils dewormed from 2010 to 2015?
3. If there is a total of 300 pupils in grade V, how many pupils were not dewormed in 2013?
4. What is the difference in the number of grade five pupils dewormed in 2015 than 2014?
5. Why do you think there is a sudden increased in the number of pupils dewormed in
2015?
50. Metro Manila’s Heat Index in April
30
31
32
33
34
35
36
37
38
39
40
1 8 15 22 29
2011
2010
Temperature (Celsius)
Date in April
1. What was the heat index in Metro Manila on April 15 in 2010? 2011?
2. Did the temperature increase on April 8 in 2010 and 2011?
3. What date in April was the highest heat index for the year 2010? What about in 2011?
4. How do you compare the average heat index in 2010 as compared to 2011?
5. Do you think the heat index in 2012 or 2013 will increase or decrease? Why do you say so?
51. Summarizing the Lesson
Guide the pupils to give the following generalization.
To draw inferences it is important to:
•observe the parts of the graph
•understand the relationship being illustrated on the
graph
•make prediction based on the describe situation
presented by the data on the graph
52. Study the line graph them answer the question below.
Baskets Made During Practice
a. How many baskets did each one
make during the third session?
b. Who made more baskets on the
fourth session?
c. What is their average number of
baskets during the five-day
session of practice?
d. How many baskets did each one
make all throughout the
session?
e. Who is more successful in making
a basket?
53. Solves routine and non-routine problems using data
presented in a line graph
Code M5SP-IVh-4.5, Page 65 of 109
54. What is the usual temperature in
our country during:
a. Summer days
b. Christmas season
55. Strategy: Group Activity
a. Divide the class into group of 5s.
b. Give each group activity cards wherein graphs
reflected
and let them interpret the graph and answer questions
such as:
- What data is presented on the x and y-axis?
- Which is the dependent quantity?
- On what axis will you find it?
- How will you find the average of this given
quantities in the line graph?
c. Each group will present their solution on a manila
paper followed by a short discussion or explanation
of their findings.
56. Directions: Use the graph below to answer the questions
that follow.
a. How many schools were constructed in 1996?
b. How many more schools were constructed in
1998 than in 1997?
c. How many schools were constructed from 1996 to
2 000?
57. Directions: The graph below shows Carlo’s weight in
kilograms for six months.
Study the graph and answer the questions that follow
58. How will you solve routine and non-routine problems
Involving line graphs?
59. Study the graph carefully, then answer the questions
that follow
1. What is the title of the graph?
2. On what day was the sale lowest?
3. On what days were the decrease of sale occur?
4. How much was the total sales?
5. Looking at the data, what can you say about the
average
daily sales of Mang Ben’s Sari-Sari Store?
6. If you were Mang Ben, what will you do to increase the
sales every day?
7. In your opinion, do you think opening business on
Sunday. Is acceptable or not? Why?
60. 1. Chart the following:
- Your own scores in your 5 Math quizzes
- Your own savings in your 5 school days
2. Present these data on a line graph
3. Construct questions based on the data presented
on each line graph