- The teacher introduced a lesson on probability to 8th grade students.
- Examples were provided to demonstrate how to calculate probabilities based on observed outcomes from coin tosses and dice rolls.
- Homework problems were assigned involving calculating probabilities for cricket matches and student birthdays.
This document describes a crossword puzzle activity conducted to review linear data structures with computer science students. The activity's objectives were to familiarize students with linear data structure concepts and improve problem-solving skills. Students were given a 10 question crossword puzzle and took 15 minutes to individually complete it. Their answers were then discussed as a class. An analysis found most students were familiar with basic list concepts. The activity helped students recall information and think independently, improving problem-solving skills.
This document contains a group assignment from a mathematics teaching planning course. The group is asked to provide examples of convergent and divergent questions, questions at different Bloom's Taxonomy levels, and questions that follow guidelines for effective questioning, all based on a video about teaching critical thinking skills for focusing attention. They provide sample questions addressing the various prompts. The questions relate to topics like shapes, linear equations, and problem solving approaches.
This document discusses mathematics teaching planning and examples of content knowledge, pedagogical content knowledge, diversity responsive curriculum, and levels of understanding in teaching mathematics. It provides examples for declarative, procedural, and pedagogical knowledge. It also gives examples for creating an inclusive curriculum, connecting content to students' lives, and analyzing subject matter, concepts, principles, and tasks in mathematics teaching.
This document outlines a mathematics teaching plan that focuses on:
1. Developing different types of mathematical knowledge and connecting content to students' lives.
2. Ensuring teaching content is diverse, complete, and inclusive of all perspectives.
3. Guiding students from introductory to thorough understanding of concepts.
4. Analyzing subject matter, concepts, and giving tasks to assess student comprehension.
The plan emphasizes understanding students and relating content to their experiences to improve learning mathematics. It also stresses teaching content that is representative of all voices and viewpoints.
This lesson plan is for a class on Karnaugh Maps (K maps) which are used to simplify logic circuits. The plan outlines the learning conditions including the trainer, classroom, and college. It discusses the curriculum, content, didactic, and methodology analyses. The objectives are defined for students to understand the purpose and types of K maps, and summarize them. The plan details the opening, body with lecture and examples, individual and group work exercises, and closing reflection. Students will define K maps, list types, and summarize them through interactive lecture, note taking, example problems, and a handout.
1. The document summarizes a lesson taught by the instructor Lorie Jane L. Letada on similar triangles. The lesson introduces the concept of using similar triangles and ratio and proportion to measure the height of objects without climbing them.
2. Examples are provided to demonstrate using ratio and proportion to solve for missing values in similar triangles. A video is shown that illustrates measuring the height of a tree by setting up similar triangles between the observer's eye level, a mirror placed below the tree, and the top of the tree.
3. Students are assigned a homework task that asks them to apply this method to measure the height of an object in an open field using a mirror. Diagrams and labeling are required.
This lesson plan is about teaching students about quadrilaterals. It involves several hands-on activities and discussions to help students understand the different types of quadrilaterals, including squares, rectangles, parallelograms, rhombi, trapezoids, and isosceles trapezoids. The students are divided into groups to describe shapes and identify properties. The teacher also tells a story about "King Quadrilateral" and his family to reinforce the names and relationships between the different quadrilaterals. The lesson aims to help students comprehend the key concepts and properties of quadrilaterals.
The document proposes a project-based learning activity to teach students about Fermat's problem for Torricelli. Students will form groups and use dynamic geometry software to investigate Viviani's theorem. They will then perform an experiment involving drilling holes in acrylic boards and attaching strings to masses to measure angles. Finally, students will research the Fermat point online and present their findings to the class. The teacher's role is to facilitate learning through questioning rather than simply providing answers. ICT tools like dynamic geometry software and videos are used to enhance collaboration and make the activities more interactive.
This document describes a crossword puzzle activity conducted to review linear data structures with computer science students. The activity's objectives were to familiarize students with linear data structure concepts and improve problem-solving skills. Students were given a 10 question crossword puzzle and took 15 minutes to individually complete it. Their answers were then discussed as a class. An analysis found most students were familiar with basic list concepts. The activity helped students recall information and think independently, improving problem-solving skills.
This document contains a group assignment from a mathematics teaching planning course. The group is asked to provide examples of convergent and divergent questions, questions at different Bloom's Taxonomy levels, and questions that follow guidelines for effective questioning, all based on a video about teaching critical thinking skills for focusing attention. They provide sample questions addressing the various prompts. The questions relate to topics like shapes, linear equations, and problem solving approaches.
This document discusses mathematics teaching planning and examples of content knowledge, pedagogical content knowledge, diversity responsive curriculum, and levels of understanding in teaching mathematics. It provides examples for declarative, procedural, and pedagogical knowledge. It also gives examples for creating an inclusive curriculum, connecting content to students' lives, and analyzing subject matter, concepts, principles, and tasks in mathematics teaching.
This document outlines a mathematics teaching plan that focuses on:
1. Developing different types of mathematical knowledge and connecting content to students' lives.
2. Ensuring teaching content is diverse, complete, and inclusive of all perspectives.
3. Guiding students from introductory to thorough understanding of concepts.
4. Analyzing subject matter, concepts, and giving tasks to assess student comprehension.
The plan emphasizes understanding students and relating content to their experiences to improve learning mathematics. It also stresses teaching content that is representative of all voices and viewpoints.
This lesson plan is for a class on Karnaugh Maps (K maps) which are used to simplify logic circuits. The plan outlines the learning conditions including the trainer, classroom, and college. It discusses the curriculum, content, didactic, and methodology analyses. The objectives are defined for students to understand the purpose and types of K maps, and summarize them. The plan details the opening, body with lecture and examples, individual and group work exercises, and closing reflection. Students will define K maps, list types, and summarize them through interactive lecture, note taking, example problems, and a handout.
1. The document summarizes a lesson taught by the instructor Lorie Jane L. Letada on similar triangles. The lesson introduces the concept of using similar triangles and ratio and proportion to measure the height of objects without climbing them.
2. Examples are provided to demonstrate using ratio and proportion to solve for missing values in similar triangles. A video is shown that illustrates measuring the height of a tree by setting up similar triangles between the observer's eye level, a mirror placed below the tree, and the top of the tree.
3. Students are assigned a homework task that asks them to apply this method to measure the height of an object in an open field using a mirror. Diagrams and labeling are required.
This lesson plan is about teaching students about quadrilaterals. It involves several hands-on activities and discussions to help students understand the different types of quadrilaterals, including squares, rectangles, parallelograms, rhombi, trapezoids, and isosceles trapezoids. The students are divided into groups to describe shapes and identify properties. The teacher also tells a story about "King Quadrilateral" and his family to reinforce the names and relationships between the different quadrilaterals. The lesson aims to help students comprehend the key concepts and properties of quadrilaterals.
The document proposes a project-based learning activity to teach students about Fermat's problem for Torricelli. Students will form groups and use dynamic geometry software to investigate Viviani's theorem. They will then perform an experiment involving drilling holes in acrylic boards and attaching strings to masses to measure angles. Finally, students will research the Fermat point online and present their findings to the class. The teacher's role is to facilitate learning through questioning rather than simply providing answers. ICT tools like dynamic geometry software and videos are used to enhance collaboration and make the activities more interactive.
This lesson plan is about teaching students about quadrilaterals. It involves several hands-on activities and discussions to help students understand the different types of quadrilaterals, including squares, rectangles, parallelograms, rhombi, trapezoids, and isosceles trapezoids. The students are divided into groups to describe shapes and identify properties. The teacher tells a story about "King Quadrilateral" and his family to reinforce the names and relationships between the different quadrilaterals. At the end, students review what they learned by identifying true or false statements about quadrilaterals.
An Efficient Automated Timetable for Distance Education of the Open Universit...ChilomaSubasinghe
Abstract-This paper presents an efficient automated timetable suitable for universities that follow the distance learning education methodology. This study generates a first semester automated timetable and shifts the weekday schedule of the faculty of Natural Science (NSC) at Open University of Sri Lanka (OUSL) to weekends and Fridays. The timetable was modeled considering all three levels. Initially, graph colouring approaches were used to derive course groups, and then those groups were assigned to available time periods using the Binary Integer Linear Programming(BILP)model. A growing number of student registration and introducing new courses yearly made this problem harder which also result in many variables and constraints to the model. The quality of the solution improves according to the date and the time slot allocated to the set of course groups. The model results in a feasible timetable that optimizes the effectiveness of the student’s academic performances and it can be implemented with the lecture halls currently available in the faculty of NSC, The OUSL. Changes to this model can be done according to faculty requirements.
This document outlines the assessment components and written examination for a course. The written examination makes up 30% of the total grade and consists of 3 essay questions, with students required to answer 2 out of the 3 questions. Scoring rubrics are provided for evaluating essay responses. Sample essay questions and suggested answers are also provided covering topics like conducting an educational research study and an action research proposal. Guidelines for data analysis of quantitative and qualitative data from an action research are demonstrated. Several practice questions related to conducting research in educational settings are also included at the end.
This document outlines a mathematics teaching plan for presenting information to students. It includes 5 group members' names and details of the course such as the lecturer and university. It then lists 4 sections of comments and examples for the group to discuss regarding a video on teaching skills, demonstrating concepts using props, responding to student diversity, and providing clear directions. The plan aims to help the group think through effective strategies for presenting mathematical content to students.
GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS 8 CẢ NĂM (WORD + POWERPOINT) NĂM HỌC 2023-20...Nguyen Thanh Tu Collection
This document provides teaching materials for an English lesson on leisure time for grade 8 students. It includes 5 stages: 1) Warm-up with a matching game to review likes and dislikes; 2) Presentation of vocabulary related to hobbies and leisure activities; 3) Practice with exercises matching activities to pictures and completing sentences; 4) Pronunciation practice distinguishing the sounds /ʊ/ and /u:/; 5) Consolidation with students summarizing what they learned. The lesson aims to develop students' communication skills through discussing their interests and practicing related vocabulary and pronunciation.
The lesson plan is for a grade 9 natural sciences class and focuses on the topic of energy and change, specifically series and parallel circuits. It will take place on September 13, 2017 from 09:15-10:00 am in the grade 12 science lab blocks. The lesson aims to teach students to differentiate between series and parallel circuits, draw models of each, and calculate effective resistance. To begin, the teacher will ask students about how electric bulbs in homes are connected to test their prior knowledge of series vs parallel circuits. New content will be introduced through explanation, drawing circuit diagrams, and working example problems. Students will participate by taking notes, drawing diagrams, and solving problems. The lesson will conclude with a question and answer session
The document outlines an educational activity for students to learn about area and perimeter. It is divided into multiple sessions where students will: 1) be introduced to the topic and split into groups; 2) use an app to calculate the area and perimeter of shapes; 3) go on a scavenger hunt at a university to find shapes and calculate their dimensions in real life; 4) create a video trailer and poster presenting their findings. In the final session, students will present their work to the class.
The document discusses two approaches to teaching students about the area of a circle - using ICT tools or a traditional non-ICT method. Using ICT tools like Mathematica Player allows the teacher to demonstrate incrementally increasing the number of sectors in a circle to show the limiting case of a rectangle, which helps students understand that the area is πr2. The traditional method involves students physically cutting a paper circle into sectors but is more time consuming and limited. While ICT tools save time and help demonstrate the limiting concept, the traditional approach allows students to physically manipulate the materials.
The document outlines a detailed lesson plan for a 10th grade mathematics class on the Remainder Theorem. It includes objectives, content, learning resources, and procedures. The procedures involve preliminary activities like prayer and attendance, followed by activities to elicit prior knowledge on polynomials and engage students in proving the Remainder Theorem. Examples are provided to help students explore and explain the concept, with the goal of developing mastery of finding remainders when polynomials are divided.
The document summarizes a mathematics lesson taught by teacher Aswathy A about equations. The 40 student class focused on understanding different problems in equations through discussion, observation, and analyzing notes. Students learned about algebraic methods of solving problems and the concept of algebraic methods in equations. Through various classroom activities using word problems, students practiced forming and solving algebraic equations to find unknown values like the number of children among a group or the number of original boys and girls in a class. The lesson aimed to help students recall terms like algebra and algebraic form, explain equations, and learn to form and solve different types of algebraic equations.
This document contains : Lesson Plans, Student's Worksheets, Test, and Rubrics Test for 9th grade Junior High School for subject mathematics, sub material: cylinder, cone, sphere, statistics, and opportunity. And At Least there are some lesson plans for 7th Grade Junior High School sub material about fraction. Hope This math shared can useful for everybody needs.
The document outlines a lesson plan for teaching 20 11-12 year old students about identifying subjects and objects in sentences and different sentence types. The 50-minute lesson includes warm-up activities, teaching the concepts of nouns, verbs and adjectives, presenting three sentence patterns, a quiz, and assigning homework. Student learning will be evaluated based on participation, a quiz, assignment, midterm and final exam.
1) The document outlines a lesson plan for teaching students about circles and solving problems related to circles. It includes learning outcomes, pre-requisites, teaching-learning activities, and a step-by-step description of how the teacher will present the problem and guide students to prove that if the bisector of an angle formed by two chords is a diameter, then the chords are equal in length.
2) The teacher will begin by reviewing concepts like congruent triangles and presenting the problem. Through a series of activities, the teacher will have students recognize that two triangles formed are congruent, which allows them to prove the chords are equal in length.
3) The lesson concludes with the teacher summar
The lesson plan is for an 8th standard mathematics class about equations. The teacher will discuss different types of equation problems and their importance in mathematics. Students will analyze notes and organize information in a chart. They will work individually and in groups to understand and solve sample equation problems. The learning outcomes are for students to understand algebraic equations and be able to form, explain, observe, discuss, and plan problems using algebraic equations.
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.
Spiral Approach For Mathematics Teaching Manila Jan2010Jimmy Keng
The document discusses Singapore's approach to teaching mathematics which focuses on developing students' conceptual understanding through problem solving. It uses a spiral curriculum where concepts are revisited at increasing levels of difficulty. This helps students extend their knowledge over time based on Piaget's theories of learning. The approach aims to develop students' mathematical thinking skills for the 21st century workplace. International test results show Singapore students outperforming their peers in other countries.
BBS April 2010 Singapore Math in Indonesia by BBS Maths Consultant Dr Yeap Ba...Jimmy Keng
Teachers in Bina Bangsa School, from Kindergarten to Junior College, had their mathematics professional development with a focus on student engagement and designing problem-based lessons.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This lesson plan is about teaching students about quadrilaterals. It involves several hands-on activities and discussions to help students understand the different types of quadrilaterals, including squares, rectangles, parallelograms, rhombi, trapezoids, and isosceles trapezoids. The students are divided into groups to describe shapes and identify properties. The teacher tells a story about "King Quadrilateral" and his family to reinforce the names and relationships between the different quadrilaterals. At the end, students review what they learned by identifying true or false statements about quadrilaterals.
An Efficient Automated Timetable for Distance Education of the Open Universit...ChilomaSubasinghe
Abstract-This paper presents an efficient automated timetable suitable for universities that follow the distance learning education methodology. This study generates a first semester automated timetable and shifts the weekday schedule of the faculty of Natural Science (NSC) at Open University of Sri Lanka (OUSL) to weekends and Fridays. The timetable was modeled considering all three levels. Initially, graph colouring approaches were used to derive course groups, and then those groups were assigned to available time periods using the Binary Integer Linear Programming(BILP)model. A growing number of student registration and introducing new courses yearly made this problem harder which also result in many variables and constraints to the model. The quality of the solution improves according to the date and the time slot allocated to the set of course groups. The model results in a feasible timetable that optimizes the effectiveness of the student’s academic performances and it can be implemented with the lecture halls currently available in the faculty of NSC, The OUSL. Changes to this model can be done according to faculty requirements.
This document outlines the assessment components and written examination for a course. The written examination makes up 30% of the total grade and consists of 3 essay questions, with students required to answer 2 out of the 3 questions. Scoring rubrics are provided for evaluating essay responses. Sample essay questions and suggested answers are also provided covering topics like conducting an educational research study and an action research proposal. Guidelines for data analysis of quantitative and qualitative data from an action research are demonstrated. Several practice questions related to conducting research in educational settings are also included at the end.
This document outlines a mathematics teaching plan for presenting information to students. It includes 5 group members' names and details of the course such as the lecturer and university. It then lists 4 sections of comments and examples for the group to discuss regarding a video on teaching skills, demonstrating concepts using props, responding to student diversity, and providing clear directions. The plan aims to help the group think through effective strategies for presenting mathematical content to students.
GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS 8 CẢ NĂM (WORD + POWERPOINT) NĂM HỌC 2023-20...Nguyen Thanh Tu Collection
This document provides teaching materials for an English lesson on leisure time for grade 8 students. It includes 5 stages: 1) Warm-up with a matching game to review likes and dislikes; 2) Presentation of vocabulary related to hobbies and leisure activities; 3) Practice with exercises matching activities to pictures and completing sentences; 4) Pronunciation practice distinguishing the sounds /ʊ/ and /u:/; 5) Consolidation with students summarizing what they learned. The lesson aims to develop students' communication skills through discussing their interests and practicing related vocabulary and pronunciation.
The lesson plan is for a grade 9 natural sciences class and focuses on the topic of energy and change, specifically series and parallel circuits. It will take place on September 13, 2017 from 09:15-10:00 am in the grade 12 science lab blocks. The lesson aims to teach students to differentiate between series and parallel circuits, draw models of each, and calculate effective resistance. To begin, the teacher will ask students about how electric bulbs in homes are connected to test their prior knowledge of series vs parallel circuits. New content will be introduced through explanation, drawing circuit diagrams, and working example problems. Students will participate by taking notes, drawing diagrams, and solving problems. The lesson will conclude with a question and answer session
The document outlines an educational activity for students to learn about area and perimeter. It is divided into multiple sessions where students will: 1) be introduced to the topic and split into groups; 2) use an app to calculate the area and perimeter of shapes; 3) go on a scavenger hunt at a university to find shapes and calculate their dimensions in real life; 4) create a video trailer and poster presenting their findings. In the final session, students will present their work to the class.
The document discusses two approaches to teaching students about the area of a circle - using ICT tools or a traditional non-ICT method. Using ICT tools like Mathematica Player allows the teacher to demonstrate incrementally increasing the number of sectors in a circle to show the limiting case of a rectangle, which helps students understand that the area is πr2. The traditional method involves students physically cutting a paper circle into sectors but is more time consuming and limited. While ICT tools save time and help demonstrate the limiting concept, the traditional approach allows students to physically manipulate the materials.
The document outlines a detailed lesson plan for a 10th grade mathematics class on the Remainder Theorem. It includes objectives, content, learning resources, and procedures. The procedures involve preliminary activities like prayer and attendance, followed by activities to elicit prior knowledge on polynomials and engage students in proving the Remainder Theorem. Examples are provided to help students explore and explain the concept, with the goal of developing mastery of finding remainders when polynomials are divided.
The document summarizes a mathematics lesson taught by teacher Aswathy A about equations. The 40 student class focused on understanding different problems in equations through discussion, observation, and analyzing notes. Students learned about algebraic methods of solving problems and the concept of algebraic methods in equations. Through various classroom activities using word problems, students practiced forming and solving algebraic equations to find unknown values like the number of children among a group or the number of original boys and girls in a class. The lesson aimed to help students recall terms like algebra and algebraic form, explain equations, and learn to form and solve different types of algebraic equations.
This document contains : Lesson Plans, Student's Worksheets, Test, and Rubrics Test for 9th grade Junior High School for subject mathematics, sub material: cylinder, cone, sphere, statistics, and opportunity. And At Least there are some lesson plans for 7th Grade Junior High School sub material about fraction. Hope This math shared can useful for everybody needs.
The document outlines a lesson plan for teaching 20 11-12 year old students about identifying subjects and objects in sentences and different sentence types. The 50-minute lesson includes warm-up activities, teaching the concepts of nouns, verbs and adjectives, presenting three sentence patterns, a quiz, and assigning homework. Student learning will be evaluated based on participation, a quiz, assignment, midterm and final exam.
1) The document outlines a lesson plan for teaching students about circles and solving problems related to circles. It includes learning outcomes, pre-requisites, teaching-learning activities, and a step-by-step description of how the teacher will present the problem and guide students to prove that if the bisector of an angle formed by two chords is a diameter, then the chords are equal in length.
2) The teacher will begin by reviewing concepts like congruent triangles and presenting the problem. Through a series of activities, the teacher will have students recognize that two triangles formed are congruent, which allows them to prove the chords are equal in length.
3) The lesson concludes with the teacher summar
The lesson plan is for an 8th standard mathematics class about equations. The teacher will discuss different types of equation problems and their importance in mathematics. Students will analyze notes and organize information in a chart. They will work individually and in groups to understand and solve sample equation problems. The learning outcomes are for students to understand algebraic equations and be able to form, explain, observe, discuss, and plan problems using algebraic equations.
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.
Spiral Approach For Mathematics Teaching Manila Jan2010Jimmy Keng
The document discusses Singapore's approach to teaching mathematics which focuses on developing students' conceptual understanding through problem solving. It uses a spiral curriculum where concepts are revisited at increasing levels of difficulty. This helps students extend their knowledge over time based on Piaget's theories of learning. The approach aims to develop students' mathematical thinking skills for the 21st century workplace. International test results show Singapore students outperforming their peers in other countries.
BBS April 2010 Singapore Math in Indonesia by BBS Maths Consultant Dr Yeap Ba...Jimmy Keng
Teachers in Bina Bangsa School, from Kindergarten to Junior College, had their mathematics professional development with a focus on student engagement and designing problem-based lessons.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
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
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.)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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1. JSS MAHAVIDYAPEETHA Mysore-04
JSS INSTITUTE OF EDUCATION, Sakleshpura
Name: Devraj K N Class: -8th Duration: 15 minutes
Subject: Mathematics Unit: -Probability
Sub Unit: Probability Teaching mode: Offline
Teaching
points
Pupil teacher learning activities Online
resources
*
Introduction
about
probability
* Meaning
and
definition
of the
probability
T: Good morning, Students
P: Good morning sir
T : according to Pierre Simon Laplace It
is remarkable that a science, which began
with the consideration of games of
chance should be elevated to the rank of
the most important subject of Knowledge
[ Showing the video about probability
and explaining the topic]
In everyday life, we come across
statements such as
(1) It will probably rain today.
(2) I doubt that he will pass the test.
https://images
.app.goo.gl/3
AQ69QrFTV
9bvbeq8
2. (3) Most probably, Kavita will stand
first in the annual examination.
(4) Chances are high that the prices of
diesel will go up.
(5) There is a 50-50 chance of India
winning a toss in today's match.
P: sir actually what is the meaning of the
word probability ?
T: The words 'probably', 'doubt', 'most
probably', 'chances, etc., used in the
statements above involve an element of
uncertainty.
For example, in (1), 'probably rain' will
mean it may rain or may not rain today.
We are predicting rain today based on
our past experience when it rained under
similar conditions. Similar predictions
are also made in other cases listed in (2)
to (5).
The uncertainty of 'probably' etc. can be
measured numerically by means of
'probability' in many cases. Though
probability started with gambling, it has
been used extensively in the fields of
Video link of
the
Probability
https://youtu.
be/8cEB3dW
W7IM
3. Physical Sciences, Commerce, Biological
Sciences, Medical Sciences, Weather
Forecasting, etc.
T: ok students we will continue this topic
in the next class.
JSS MAHAVIDYAPEETHA Mysore-04
JSS INSTITUTE OF EDUCATION, Sakleshpura
Name: Devraj K N Class: -8th Duration: 15 min
Subject : Mathematics Unit: -Probability
Sub Unit: Probability Teaching mode: Offline
Teaching
points
Pupil teacher learning activity Online
resource’s
Solving
probability
Problems
with
example
T: Good afternoon, students.
P: Good Afternoon, Sir
T: in yesterday’s class we have studied
about what is probability
In this class we are going to do problems
based on probability
P: ok Sir.
T:
problem
example video
https://y
outu.be/
yUaI0Jr
iZty
4. Example 1-A coin is tossed 1000 times
with the following frequencies:
Head: 455. Tail: 545
Compute the probability for each event.
Solution: Since the coin is tossed 1000
times, the total number of trials is 1000.
Let us call the events of getting a head and
of getting a tail as E and F, respectively.
Then, the number of times E happens, ie,
the number of times a head come up, is
455,
So,
the probability of
E=
i.e., P(E)= =0.455
Similarly, the probability of the event of
getting a tail=
5. P(F)=
= 0.545
Note that in the example above, P(E) +
P(F)=0.455+0.545=1, and E and F are the
only two possible outcomes of each trial.
T: Are you all understand this problem.
P: Yes. Sir
T: let me take another example
Example 2: Two coins are tossed
simultaneously 500 times, and we get
Two heads: 105 times
One head: 275 times
No head: 120 times
Find the probability of occurrence of each
of these events.
Solution: Let us denote the events of
getting two heads, one head and no head
6. by E1 E2, and E3, respectively. So,
P(E1) = =0.21
P(E2)= = 0.55
P(E3)= =0.24
Observe that P(E1)+P(E2) + P(E3) = 1. Also
E1 E2 and E3 cover all the outcomes of a
trial.
Homework
1. In a cricket match, a batswoman hits a
boundary 6 times out of 30 balls she plays.
Find the probability that she did not hit a
boundary.
2. Refer to Example 5, Section 14.4,
Chapter 14. Find the probability that a
7. student of the class was born in August.
3)A die is thrown 1000 times with the
frequencies for the outcomes 1,2,3, 4, 5
and 6 as given in the following table:
Outcome 1 2 3 4 5 6
Frequency 179 150 157 149 175 190
T: let me continue this topic in the next
class
8. JSS MAHAVIDYAPEETHA Mysore-04
JSS INSTITUTE OF EDUCATION, Sakleshpura
Name: Devraj K N Class: -8th
Unit: -Area of parallelograms and triangles
Sub Unit: Area of parallelograms and triangles
Teaching mode: Offline Duration: 15 minutes
Teaching
points
Pupil Teacher learning
activity
Online Resource’s
Introduction
Of the topic
T: Good Morning students
P: Good morning, sir
T: Dear students
In Chapter 2, you have seen
that the study of Geometry,
originated with the
measurement of earth (lands)
in the process of recasting
boundaries of the fields and
dividing them into
appropriate parts. For
example, a farmer Budhia
9. had a triangular field and she
wanted to divide it equally
among her two daughters
and one son. Without
actually calculating the area
of the field, she just divided
one side of the triangular
field into three equal parts
and joined the two points of
division to the opposite
vertex. In this way, the field
was divided into three parts
and she gave one part to each
of her children. Do you think
that all the three parts so
obtained by her were
P: in fact, equal in area?
T: yes To get answers to this
type of questions and other
related problems, there is n
need to have a relook at
areas of plane figures, which
you have already studied in
earlier classes.
https://images.app.go
o.gl/s4bZckbXcFUQX1
RX6
10. You may recall that the part
of the plane enclosed by a
simple closed figure is called
a planar region
corresponding to that figure.
The magnitude or measure of
this planar region is called its
area. This magnitude or
measure is always expressed
with the help of a number (in
some unit) such as 5 cm, 8
m³. 3 hectares etc. So, we
can say that area of a figure
is a number (in some unit)
associated with the part of
the plane enclosed by the
figure.
We are also familiar with the
concept of congruent figures
from earlier classes and from
Chapter 5. Two figures are
called congruent, if they
have the same shape and the
same size. In other words, if
two figures A and B are
https://youtu.be/PKzE
3OWxDfq
From text book
12. JSS MAHAVIDYAPEETHA Mysore-04
JSS INSTITUTE OF EDUCATION, Sakleshpura
Name: Devraj K N Class: -8th
Unit: -Area of parallelograms and triangles
Sub Unit: Area of parallelograms
Teaching mode: Offline Duration: 15 minutes
Teaching
points
Pupil teacher learning activity Online
resource’s
Explaining
theorem
T: Good morning students
P: Good morning, Sir
T: dear students in yesterdays class we
have studied about introduction of area
of parallelograms
Today based on that we have to do some
theorems
P: ok sir
T: : Parallelograms on the same base and
between the same parallels are equal in
13. area.
Proof: Two parallelograms ABCD and
EFCD, on the same base DC and
between the same parallels AF and DC
are given (see Fig.11.12).
We need to prove that ar (ABCD)=ar
(EFCD).
In ∆ADE and ∆BCF
<DAE= <CBF (Corresponding angles
from AD || BC and transversal
AF) ...........(1)
<AED=<BFC (Corresponding angles
from ED || FC and transversal
AF) ..........(2)
Therefore, <ADE=<BCF (Angle sum
property of a triangle)
Also,
AD=BC (Opposite sides of the
parallelogram ABCD ).......(4)
So,
∆ADE =∆BCF [By ASA rule, using
https://images
.app.goo.gl/Rh
pzQbXavjZWT5
2A
https://youtu.b
e/MvfmQHxw8
A
14. (1), (3), and (4)]
Therefore, ar (ADE)= ar (BCF)
(Congruent figures have equal
areas).........(5)
Now,
ar (ABCD)=ar(ADE)+ar(EDCB)
=ar (BCF)+ar (EDCB)
=ar (EFCD)
So, parallelograms ABCD and EFCD are
equal in area.
T: OK students we will continue this
topic in the next class
15. JSS MAHAVIDYAPEETHA Mysore-04
JSS INSTITUTE OF EDUCATION, Sakleshpura
Name : Devraj K N Class: -8th
Unit: -Area of parallelograms and triangles
Sub Unit: Area of parallelograms and triangles
Teaching mode: Offline Duration: 15 minutes
Teaching
points
Teacher pupil learning activity Online resources
Explaining
the theorem
T: Good afternoon students
P: Good afternoon, Sir
T:In yesterdays class we have
studied about the parallelogram
theorem let me do another
theorem
16. Triangles on the same Base
and between the same
Parallels
Let us look at Figure In it, you
have two triangles ABC and
PBC on the same base BC and
between the same parallels BC
and AP.
P: What can you say about the
areas of such triangles?
T: To answer this question, you
may perform the activity of
drawing several pairs of
triangles on the same base and
between the same parallels on
the graph sheet and find their
areas by the method of counting
the squares: Each time, you will
find that the areas of the two
triangles are (approximately)
equal. This activity can be
performed using a geoboard
also. You will again find that the
two areas are (approximately)
equal.
https://images.app.go
o.gl/cP9BEuDhrHBzmu
ou9
17. Figure
To obtain a logical answer to the
above question, you may
proceed as follows:
In Fig. 1, draw CD ||BA and CR
|| BP such that D and R lie on
line AP(see the second figure).
From this, you obtain two
parallelograms PBCR
and ABCD on the same hase BC
and between the
same parallels BC and AR
Fig. 2
Therefore,
ar (ABCD) ar (PBCR)
P:Why?
https://images.a
pp.goo.gl/rub3F3
modrTTiHoe7
https://youtu.
be/yyP3IXw4g
ZQ
18. T: Now
∆ ABC= ∆CDA and ∆PBC=
∆CRP
P: Why?
So.
ar (ABC)=(1/2)ar (ABCD) and
ar (PBC)=(1/2ar) (PBCR)
P:Why?
T: Therefore,
ar (ABC)= ar (PBC)
In this way, you have arrived at
the following theorem:
T: dear students let me continue
this topic in the next class