This document describes a project between Italian and Spanish schools to teach mathematics concepts to students in English. The project aims to make math more fun and engaging while also improving English skills. Teachers from both countries collaborated to provide students weekly math puzzles, games and activities to solve online in English. Examples of puzzles and games covered topics like logic, numbers, geometry and more. Student motivation increased as they learned in a playful context.
This document contains a home learning document for year 3 students. It includes lessons on money, spelling, punctuation, science experiments, and subtraction of pounds, pence and pennies. Some key points:
- Lessons on adding and subtracting money using place value partitioning. Examples include £3.40 + 20p = £3.60.
- A spelling activity where students correct mistakes in sample text messages from teachers.
- A lesson on using commas in lists, with examples like "The fruit bowl has oranges, bananas, pears, kiwis and apples in it."
- A paper airplane science experiment where students make different airplanes and record how far each flies.
-
The document provides instructions and materials for a math lesson on fractions. It includes learning reminders on equivalent fractions, practice sheets with questions to complete, and a "bit stuck" section for additional support. The practice sheets contain questions about identifying equivalent fractions using a fraction wall, writing fractions with the same denominator to order them, and circling equivalent fractions among options. Checking understanding questions ask students to write fractions as fractions with the same denominator and order them.
Very good Cris, you divided 372 into 372-60=312 and 312/20=16 crates. Well done!
Cr: Thank you!
R: Well done Cris, you found the right way! Who else wants to try?
M: I will try Miss. 372 kilos. Every crate holds 20 kilos. I will divide 372 by 20. The result is 18 with a remainder of 12. So the crates needed are 19.
R: Excellent Maria! You used the standard algorithm of division. I am proud of you all for finding different ways to solve this problem. You showed your understanding through drawings, repeated addition and the standard algorithm. Well done students
This presentation shows elementary school teachers how to teach basic math concepts like addition, subtraction, multiplication and division using hands-on activities with everyday objects. It provides examples of using pencils or butterflies to demonstrate addition and subtraction by counting objects in sets. Multiplication is shown by counting the total number of pencils in multiple sets of the same number. Division is explained using the example of splitting a pizza among students to calculate the cost per slice. Interactive online games are also suggested for students to practice different math operations.
The document describes a slow autumn in Viadana, Italy. Viadana is a small town located in northern Italy. The town experiences a gradual change of seasons as autumn arrives, with the leaves slowly changing colors and gently falling to the ground over an extended period.
This document discusses cultural events and annual fairs that are traditions in rural areas. It provides examples of different types of fairs, including those held in conjunction with religious or seasonal events, and those that function as important business events where products are traded or showcased. Specific fairs mentioned include the Gonzaga fair in September, which began in 1448, and the annual Casalmaggiore fair in November, dating back to the 20th century. Both fairs last a week and provide opportunities to showcase local culture, products, and pass down traditions between generations.
I.S.S. G. Bosco is located in Viadana, Italy in the Lombardia region. Lombardia is divided into three geographical areas - the northern mountains, central pedemontana zone, and southern Po valley where Viadana is located. While Viadana is in the province of Mantova, it is closer to the cities of Parma and Reggio than Mantova. I.S.S. G. Bosco is a vocational/technical school that offers courses in electronics, mechanics, social health, catering, and agriculture.
This document contains a home learning document for year 3 students. It includes lessons on money, spelling, punctuation, science experiments, and subtraction of pounds, pence and pennies. Some key points:
- Lessons on adding and subtracting money using place value partitioning. Examples include £3.40 + 20p = £3.60.
- A spelling activity where students correct mistakes in sample text messages from teachers.
- A lesson on using commas in lists, with examples like "The fruit bowl has oranges, bananas, pears, kiwis and apples in it."
- A paper airplane science experiment where students make different airplanes and record how far each flies.
-
The document provides instructions and materials for a math lesson on fractions. It includes learning reminders on equivalent fractions, practice sheets with questions to complete, and a "bit stuck" section for additional support. The practice sheets contain questions about identifying equivalent fractions using a fraction wall, writing fractions with the same denominator to order them, and circling equivalent fractions among options. Checking understanding questions ask students to write fractions as fractions with the same denominator and order them.
Very good Cris, you divided 372 into 372-60=312 and 312/20=16 crates. Well done!
Cr: Thank you!
R: Well done Cris, you found the right way! Who else wants to try?
M: I will try Miss. 372 kilos. Every crate holds 20 kilos. I will divide 372 by 20. The result is 18 with a remainder of 12. So the crates needed are 19.
R: Excellent Maria! You used the standard algorithm of division. I am proud of you all for finding different ways to solve this problem. You showed your understanding through drawings, repeated addition and the standard algorithm. Well done students
This presentation shows elementary school teachers how to teach basic math concepts like addition, subtraction, multiplication and division using hands-on activities with everyday objects. It provides examples of using pencils or butterflies to demonstrate addition and subtraction by counting objects in sets. Multiplication is shown by counting the total number of pencils in multiple sets of the same number. Division is explained using the example of splitting a pizza among students to calculate the cost per slice. Interactive online games are also suggested for students to practice different math operations.
The document describes a slow autumn in Viadana, Italy. Viadana is a small town located in northern Italy. The town experiences a gradual change of seasons as autumn arrives, with the leaves slowly changing colors and gently falling to the ground over an extended period.
This document discusses cultural events and annual fairs that are traditions in rural areas. It provides examples of different types of fairs, including those held in conjunction with religious or seasonal events, and those that function as important business events where products are traded or showcased. Specific fairs mentioned include the Gonzaga fair in September, which began in 1448, and the annual Casalmaggiore fair in November, dating back to the 20th century. Both fairs last a week and provide opportunities to showcase local culture, products, and pass down traditions between generations.
I.S.S. G. Bosco is located in Viadana, Italy in the Lombardia region. Lombardia is divided into three geographical areas - the northern mountains, central pedemontana zone, and southern Po valley where Viadana is located. While Viadana is in the province of Mantova, it is closer to the cities of Parma and Reggio than Mantova. I.S.S. G. Bosco is a vocational/technical school that offers courses in electronics, mechanics, social health, catering, and agriculture.
This document provides a collection of math games and activities submitted by teachers from different countries. It includes over 50 games and activities focusing on topics like numbers, operations, geometry, patterns, and more. The games are intended to reinforce mathematical concepts while being fun and engaging for students. Suggested games include using dice, puzzles, boards, objects, and more to practice skills like counting, addition, subtraction, place value, and problem solving.
Students participated in various activities during an Erasmus+ event at their school. They played an online quiz game to learn about secure internet use. Students also learned about other countries by presenting on their school systems and cultures, with participants from Turkey, France, Portugal, Britain, and Italy. Some students relaxed by painting mandalas while others learned how to use the Etwinning program to improve spelling and create online pages. Finally, all students visited a manor to make bookmarks, sponges, and candles, having a good time.
A survey of 42 students from 3 schools in Spain, Cyprus, and Greece was conducted for an eTwinning project called MI-SELF. The majority of students were in either 4th or 5th grade. Over half of the students surveyed were from Spain. Most students enjoyed the treasure hunt, Kahoot game, and traveling through Europe activities. Students indicated they enjoyed the hands-on and interactive activities the most. Nearly all students said they would participate in another eTwinning project again. Overall enjoyment of the project was very high, with most students rating it a 9 or 10 out of 10.
Spring and Easter Material Package 2012 by learnwellVeronica Gelfgren
Ready-to-print Spring and Easter worksheets, sets of fun flashcards and an A4 Easter scene picture. Happy Teaching! More material available on our website: www.learnwell.fi
This lesson plan teaches numbers up to 100 to 9-10 year old students over 40 minutes. It begins with reviewing known numbers and identifying missing numbers. New numbers are introduced by demonstrating patterns in the "teens" and "tens". Students then participate in 5 activities: 1) Finding hidden numbers in an image, 2) A quiz game in groups, 3) Passing flashcards with numbers, 4) Coloring in a 100s chart to reveal mystery pictures, 5) A Kahoot game. Formative assessment occurs through observation of students during activities. Additional activities include writing number problems and making drawings out of numbers.
This document reports on a Comenius project conducted by French students to learn about different countries and cultures through folktales. Students in various grade levels worked collaboratively on analyzing and illustrating folktales from France, Russia, Denmark, and other countries. They created written summaries, drawings, audio recordings, and a digital game about the stories. The project aimed to improve students' language skills while fostering cultural understanding. Some challenges included coordinating the large multi-class project and balancing it with regular schoolwork. Overall, the project promoted collaboration, engagement with other European partners, and a better understanding of Europe.
The document outlines a unit plan to introduce colors to a group of 25 kids over 4 sessions. The sessions will incorporate songs, videos, ICT activities, stories and art crafts. The first session introduces colors through a puppet, color game with balloons, and song. The second has a color song video and worksheet. The third tells a story about blue and yellow through painting. The fourth uses ICT games to reinforce colors.
This document provides details about the narrator's classroom at Brissogne Primary School in Aosta Valley, Italy. It describes that there are 8 students (4 girls and 4 boys) in the class, which is taught by 3 teachers who cover various subjects. The classroom contains areas for different subjects like English, math, and French, as well as a library, blackboards, and posters. A daily schedule outlines the classes and breaks. The classroom also participates in various projects and activities throughout the year.
This document provides an overview of a school in Portugal, including its facilities, calendar, subjects, activities, and celebrations. The school has four buildings that house classrooms, a library, computer room, art projects, cafeteria, and locker rooms. It follows a three-term school year from September to June. Students take 15 subjects including core classes like Portuguese, math, and foreign languages as well as arts, sports, and religion. After school activities include clubs, sports, and various cultural celebrations throughout the year.
This lesson plan is for a kindergarten class and focuses on teaching the numbers 8 and 9. The 30 minute lesson will begin with using five-frames to represent numbers up to 6 to introduce the concept. Students will then use ten-frames to explore ways of representing 8 and 9, discussing the relationships between the numbers and 10. They will then practice writing and identifying the numbers and number words. Formative assessments during the lesson and a worksheet at the end will evaluate the students' understanding.
This document provides an overview of assignments and activities for a math and science course for young children. It includes details on assignments due for different classes, as well as descriptions of in-class activities focused on fractions, numbers and place value, geometry, and more. Students are asked to create an original activity integrating math and science concepts for children and present it to the class.
This lesson plan teaches numbers from 10 to 100 by tens to 10-year-olds over 40 minutes. It uses storytelling of "The Very Hungry Caterpillar" to introduce the numbers, with activities like a caterpillar headband game and number dice game for practice. Students create caterpillar number sliders and are assessed at the end using the Plickers app on their understanding of the numbers taught.
Let's retell the story of the Very Hungry CaterpillarSophia Kouzouli
The lesson plan involves students retelling the story of "The Very Hungry Caterpillar" by separating into groups to draw pictures representing parts of the story and writing corresponding descriptions, with the goal of collaboratively creating an ebook of the story across two partner classes; the plan outlines introducing the book, brainstorming what a caterpillar eats, having students decide and create the pictures and text, and then evaluating the activity.
This document provides an overview of Singapore Math pedagogy and instructional practices for grades K-5. It discusses the C-P-A approach of moving from concrete to pictorial to abstract representations. It also references research supporting perceptual variability, relational understanding, and the Singapore Math instructional framework of math tasks, content standards, and mathematical practices. The document outlines typical math blocks and homework minutes for different grades. It concludes with resources for further learning about Singapore Math.
Nine teachers from four schools and two countries participated in surveys about their experiences in the GAPIE eTwinning project. The activities teachers and students engaged in included creating materials for a board game, drawing pictures for a storybook, participating in a karaoke competition, and holding a physical education lesson in English. Teachers indicated that their favorite activities, and those their students most enjoyed, were the karaoke competition and creating materials for the board game. Teachers felt these activities allowed students to learn English while doing something fun and different from traditional lessons. All teachers said they would be willing to participate in another eTwinning project and enjoyed working on this one.
The document provides suggestions for mathematical activities that parents can do at home with their children to apply what is learned in school to real-life situations and enjoy math. Some of the suggested activities include going on a number walk to find and photograph numbers, counting objects around the house or outdoors, using a recipe which requires measuring ingredients, telling time on watches and clocks, and estimating costs when shopping. The goal is for children to have opportunities to experience math outside of school.
The document summarizes Ceip Puig d'en Valls' plurilingual project from 2012-2014. It introduced English language teaching from kindergarten through 6th grade. Current programs include arts and crafts in English for 1st/2nd grade, science for 3rd/4th grade, readings, and participation in the Comenius money matters project. Teacher stability and training in CLIL/English has supported consolidating these bilingual programs.
The document summarizes the English language project at CEIP Puig d'en Valls school from 2012-2014. It discusses how the school introduced English language teaching starting in kindergarten and expanded its English program over time. It also describes the various English activities at different grade levels, including arts and crafts, science experiments, readings, and involvement in Comenius projects. Teacher coordination and stability have helped establish and consolidate the school's bilingual approach.
31 BUS - Preparation and evaluation of the math lessonHolasová Alena
The document describes a flipped math lesson using Mr. Hejny's methodology that was taught to Italian elementary students by Czech student "teachers". [1] The Czech students first rehearsed the lesson with a 3rd grade class in the Czech Republic to prepare. [2] They then taught two math lessons in Italy focused on the "BUS" procedure and digital numbers. [3] Feedback from both the Italian and Czech students suggested that they enjoyed the hands-on lesson and were engaged in developing logical thinking skills.
The document discusses an optimization problem involving bees choosing the shape of their cells. Bees choose a hexagonal shape for their cells in order to save wax by using the least amount of building material needed to construct their cells. The hexagonal shape allows bees to construct cells with the maximum storage capacity using the minimum amount of wax.
This document provides a collection of math games and activities submitted by teachers from different countries. It includes over 50 games and activities focusing on topics like numbers, operations, geometry, patterns, and more. The games are intended to reinforce mathematical concepts while being fun and engaging for students. Suggested games include using dice, puzzles, boards, objects, and more to practice skills like counting, addition, subtraction, place value, and problem solving.
Students participated in various activities during an Erasmus+ event at their school. They played an online quiz game to learn about secure internet use. Students also learned about other countries by presenting on their school systems and cultures, with participants from Turkey, France, Portugal, Britain, and Italy. Some students relaxed by painting mandalas while others learned how to use the Etwinning program to improve spelling and create online pages. Finally, all students visited a manor to make bookmarks, sponges, and candles, having a good time.
A survey of 42 students from 3 schools in Spain, Cyprus, and Greece was conducted for an eTwinning project called MI-SELF. The majority of students were in either 4th or 5th grade. Over half of the students surveyed were from Spain. Most students enjoyed the treasure hunt, Kahoot game, and traveling through Europe activities. Students indicated they enjoyed the hands-on and interactive activities the most. Nearly all students said they would participate in another eTwinning project again. Overall enjoyment of the project was very high, with most students rating it a 9 or 10 out of 10.
Spring and Easter Material Package 2012 by learnwellVeronica Gelfgren
Ready-to-print Spring and Easter worksheets, sets of fun flashcards and an A4 Easter scene picture. Happy Teaching! More material available on our website: www.learnwell.fi
This lesson plan teaches numbers up to 100 to 9-10 year old students over 40 minutes. It begins with reviewing known numbers and identifying missing numbers. New numbers are introduced by demonstrating patterns in the "teens" and "tens". Students then participate in 5 activities: 1) Finding hidden numbers in an image, 2) A quiz game in groups, 3) Passing flashcards with numbers, 4) Coloring in a 100s chart to reveal mystery pictures, 5) A Kahoot game. Formative assessment occurs through observation of students during activities. Additional activities include writing number problems and making drawings out of numbers.
This document reports on a Comenius project conducted by French students to learn about different countries and cultures through folktales. Students in various grade levels worked collaboratively on analyzing and illustrating folktales from France, Russia, Denmark, and other countries. They created written summaries, drawings, audio recordings, and a digital game about the stories. The project aimed to improve students' language skills while fostering cultural understanding. Some challenges included coordinating the large multi-class project and balancing it with regular schoolwork. Overall, the project promoted collaboration, engagement with other European partners, and a better understanding of Europe.
The document outlines a unit plan to introduce colors to a group of 25 kids over 4 sessions. The sessions will incorporate songs, videos, ICT activities, stories and art crafts. The first session introduces colors through a puppet, color game with balloons, and song. The second has a color song video and worksheet. The third tells a story about blue and yellow through painting. The fourth uses ICT games to reinforce colors.
This document provides details about the narrator's classroom at Brissogne Primary School in Aosta Valley, Italy. It describes that there are 8 students (4 girls and 4 boys) in the class, which is taught by 3 teachers who cover various subjects. The classroom contains areas for different subjects like English, math, and French, as well as a library, blackboards, and posters. A daily schedule outlines the classes and breaks. The classroom also participates in various projects and activities throughout the year.
This document provides an overview of a school in Portugal, including its facilities, calendar, subjects, activities, and celebrations. The school has four buildings that house classrooms, a library, computer room, art projects, cafeteria, and locker rooms. It follows a three-term school year from September to June. Students take 15 subjects including core classes like Portuguese, math, and foreign languages as well as arts, sports, and religion. After school activities include clubs, sports, and various cultural celebrations throughout the year.
This lesson plan is for a kindergarten class and focuses on teaching the numbers 8 and 9. The 30 minute lesson will begin with using five-frames to represent numbers up to 6 to introduce the concept. Students will then use ten-frames to explore ways of representing 8 and 9, discussing the relationships between the numbers and 10. They will then practice writing and identifying the numbers and number words. Formative assessments during the lesson and a worksheet at the end will evaluate the students' understanding.
This document provides an overview of assignments and activities for a math and science course for young children. It includes details on assignments due for different classes, as well as descriptions of in-class activities focused on fractions, numbers and place value, geometry, and more. Students are asked to create an original activity integrating math and science concepts for children and present it to the class.
This lesson plan teaches numbers from 10 to 100 by tens to 10-year-olds over 40 minutes. It uses storytelling of "The Very Hungry Caterpillar" to introduce the numbers, with activities like a caterpillar headband game and number dice game for practice. Students create caterpillar number sliders and are assessed at the end using the Plickers app on their understanding of the numbers taught.
Let's retell the story of the Very Hungry CaterpillarSophia Kouzouli
The lesson plan involves students retelling the story of "The Very Hungry Caterpillar" by separating into groups to draw pictures representing parts of the story and writing corresponding descriptions, with the goal of collaboratively creating an ebook of the story across two partner classes; the plan outlines introducing the book, brainstorming what a caterpillar eats, having students decide and create the pictures and text, and then evaluating the activity.
This document provides an overview of Singapore Math pedagogy and instructional practices for grades K-5. It discusses the C-P-A approach of moving from concrete to pictorial to abstract representations. It also references research supporting perceptual variability, relational understanding, and the Singapore Math instructional framework of math tasks, content standards, and mathematical practices. The document outlines typical math blocks and homework minutes for different grades. It concludes with resources for further learning about Singapore Math.
Nine teachers from four schools and two countries participated in surveys about their experiences in the GAPIE eTwinning project. The activities teachers and students engaged in included creating materials for a board game, drawing pictures for a storybook, participating in a karaoke competition, and holding a physical education lesson in English. Teachers indicated that their favorite activities, and those their students most enjoyed, were the karaoke competition and creating materials for the board game. Teachers felt these activities allowed students to learn English while doing something fun and different from traditional lessons. All teachers said they would be willing to participate in another eTwinning project and enjoyed working on this one.
The document provides suggestions for mathematical activities that parents can do at home with their children to apply what is learned in school to real-life situations and enjoy math. Some of the suggested activities include going on a number walk to find and photograph numbers, counting objects around the house or outdoors, using a recipe which requires measuring ingredients, telling time on watches and clocks, and estimating costs when shopping. The goal is for children to have opportunities to experience math outside of school.
The document summarizes Ceip Puig d'en Valls' plurilingual project from 2012-2014. It introduced English language teaching from kindergarten through 6th grade. Current programs include arts and crafts in English for 1st/2nd grade, science for 3rd/4th grade, readings, and participation in the Comenius money matters project. Teacher stability and training in CLIL/English has supported consolidating these bilingual programs.
The document summarizes the English language project at CEIP Puig d'en Valls school from 2012-2014. It discusses how the school introduced English language teaching starting in kindergarten and expanded its English program over time. It also describes the various English activities at different grade levels, including arts and crafts, science experiments, readings, and involvement in Comenius projects. Teacher coordination and stability have helped establish and consolidate the school's bilingual approach.
31 BUS - Preparation and evaluation of the math lessonHolasová Alena
The document describes a flipped math lesson using Mr. Hejny's methodology that was taught to Italian elementary students by Czech student "teachers". [1] The Czech students first rehearsed the lesson with a 3rd grade class in the Czech Republic to prepare. [2] They then taught two math lessons in Italy focused on the "BUS" procedure and digital numbers. [3] Feedback from both the Italian and Czech students suggested that they enjoyed the hands-on lesson and were engaged in developing logical thinking skills.
The document discusses an optimization problem involving bees choosing the shape of their cells. Bees choose a hexagonal shape for their cells in order to save wax by using the least amount of building material needed to construct their cells. The hexagonal shape allows bees to construct cells with the maximum storage capacity using the minimum amount of wax.
The arch in Viadana, Italy was built in 1826 by the noble Avigni Leonardo. In 1838, an plaque was added to commemorate a visit by Emperor Ferdinand I of Austria. The arch was built to facilitate communication between the castle interior and surrounding villages. It later became municipal property with the commitment to preserve it forever. Students are now working to restore the arch, which symbolizes Viadana's openness to diversity and tradition.
This document outlines a Comenius Partnership project between schools in Turkey, Bulgaria, the United Kingdom, Latvia, Romania, and Italy that took place from August 2012 to July 2014. The project aimed to promote understanding of the world through different cultural perspectives. It involved meetings of participating students and teachers in Viadana, Italy in February 2014 and April 2014 to encourage collaboration and develop European friendships across borders.
This document summarizes several pricing games from the game show "The Price Is Right":
1. "It's in the Bag" has contestants match grocery items to prices in bags, with winnings doubling for each correct match up to €16,000.
2. "Pick a Pair" shows grocery items in price-matched pairs, and contestants win a prize for selecting the right pair.
3. "Grand Game" has contestants identify which of six grocery items cost less than a target price, with winnings multiplying for each correct selection up to €10,000 total.
The document provides details about various sights and aspects of life in the town of Viadana, Italy. It mentions the Victoria Theatre and naif paintings outside depicting rural life. It also notes the Museum of Viadana which includes art, history and a library. Additionally, it describes the public garden, First World War monument, streets with porticos, market stalls on Wednesdays selling local products, and vending machines with dairy and fruits. Finally, it states that people in Viadana live "slowly" like the slow flowing river that runs through the town.
Students from several classes at an Italian high school completed questionnaires about their hometowns of Viadana and Mantua as part of a school project. The majority of students reported being happy in their cities due to their quiet, small nature and amenities like restaurants, museums, and friends. Some students felt their cities could be improved with more parks, shops, sports facilities, and transportation. Most observed cultural and historical buildings in their cities, and believed elements like nature, healthy lifestyles, and cultural diversity contribute to the "slow" pace of life.
Le risposte ad un questionario sulle attività sportive a cui hanno risposto 74 studentesse di età compresa fra i 14 i 17 anni, all'interno di un progetto di gemellaggio eTwinning con un Istituto del Belgio.
The document discusses calculating the average speed of a Formula 1 car over a race where half the laps are driven at 100 km/h and half at 300 km/h. It explains that simply taking the average of 100 km/h and 300 km/h would be incorrect. Instead, it calculates the time taken at each speed, sums the times, and divides the total distance by the total time to find the correct average speed is 150 km/h.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
1. “ Math's games in E n g l i s h language” Progetto eTwinning 2009-10
2. OBIETTIVI DEL PROGETTO - avvicinare gli allievi alla Matematica attraverso attività dilettevoli - favorire l'apprendimento della Lingua Inglese in contesti nuovi BREVE DESCRIZIONE Due docenti di Matematica in due Paesi diversi (Italia e Spagna) , in collaborazione con i rispettivi colleghi di Lingua Inglese , hanno quest’anno coinvolto gli allievi di due classi (una per Istituto) in un Laboratorio di semplici idee e giochi in ambito logico-matematico svolti in Lingua Inglese, che ha avuto la sua naturale fase esplosiva e conclusiva con la partecipazione al concorso per festeggiare insieme il quinto compleanno di eTwinning. Semplici contenuti della Matematica sono stati presentati in L2 alternando la lezione frontale con attività pratiche che hanno coinvolto anche altre discipline in cui le allieve hanno svolto attività laboratoriali (Disegno, Musica, Tic). La motivazione degli studenti è man mano sempre più aumentata perché hanno appreso in un contesto ludico. Progetto eTwinning 2009-10
3. Progetto eTwinning 2009-10 IIS “S.G. Bosco” Viadana (MN) - ITALIA IES “L. De Camoens” Ceuta - SPAGNA Classe 1A Biennio Servizi Sociali Viadana (MN) - ITALY Con cadenza settimanale ogni classe ha pubblicato una sua proposta sul Twinspace. Ciò ci ha consentito di cercare la soluzione ai quesiti suggeriti dagli amici spagnoli oltre a quelli predisposti dai nostri docenti.
5. Progetto eTwinning 2009-10 Alcune proposte sono state tratte da Banche dati di prove di allenamento di Competizioni a livello europeo come “Matematica senza Frontiere” o “Kangarou”.
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7. A farmer goes to the market with a hamper of eggs and sells to the first buyer half the eggs of her hamper plus half an egg; then she sells half the eggs left plus half an egg. She does the same operation for the third time and she has 3 eggs left. How many eggs did she have in her hamper at first? Take note of the fact that it was not necessary for the farmer to divide any eggs into two parts. EGGS (by Italian school) Progetto eTwinning 2009-10 Altre proposte sono la traduzione in Inglese di problemi tratti da testi di Matematica italiani
8. A chess game On a 5x5 chessboard, place 5 wolves (who can move like chess queens) and 3 sheep so that all the sheep are safe from being eaten by the wolves. Progetto eTwinning 2009-10 Spain proposal
10. Mary has four number cards: (7), (2), (1), (9). She is asked to arrange them in order to make different, four-digit numbers . How many are they? Which is the smallest number Mary can make? Which is the largest number? GIOCHI MATEMATICI IN LINGUA INGLESE Progetto eTwinning 2009-10
11. Chantal wants to use the bike her friend has lent her. Unfortunately, she has forgotten the anti-theft code which has three numbers. Patiently and methodically she tries to find the combination again. Each attempt takes her about 2 seconds. Chantal thinks she has little chance to find the correct combination in less than 30 minutes. Do you agree with her? Justify. GIOCHI MATEMATICI IN LINGUA INGLESE - Progetto eTwinning 2009-10
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13. How many people didn’t have a cup of coffee, a muffin or an apple? 5 people had a muffin Only 3 people had a cup of coffee, and an apple a muffin and an apple HINT: Do you know the Venn Diagrams? PARTY
17. Il lavoro in classe, durante l’ora di Matematica ma con la compresenza della docente di Inglese, per comprendere il quesito e iniziare una prima riflessione al fine di individuare la/le soluzioni, è spesso continuato nel Laboratorio di Informatica dove abbiamo cercato sempre di illustrare la risposta attraverso l’utilizzo del foglio di calcolo o di diapositive. In questo modo è stato facile comunicare e condividere il nostro lavoro con la classe spagnola, in quanto i file prodotti venivano poi pubblicati nello spazio comune dedicato al progetto. Brevi comunicazioni dei docenti sul Blog (Diario del progetto) sono infine servite per dare tempestività allo scambio di idee e materiali. GIOCHI MATEMATICI IN LINGUA INGLESE Progetto eTwinning 2009-10
19. Addition 1. Which two numbers do you add up to make 100? 38 and 52 53 and 47 22 and 77 2. What is the sum of 200, 300, 150 and 250? 900 850 1000 3. What is the missing number? 87 + ? = 130 35 50 43 4. What do you get if you increase 316 by 500? 616 800 816 GIOCHI MATEMATICI IN LINGUA INGLESE Progetto eTwinning 2009-10 Alcuni esempi di semplici quesiti tratti dal sito della BBC Schools http://www.bbc.co.uk/schools/websites/11_16/
20. Peter has to read a book during his holidays. He calculates that he must read 30 pages a day to succeed. The first day of holidays, he doesn’t keep to this speed: he reads 15 pages a day. Anyway Peter thinks that he can keep this speed until halfway through the book, if he reads the second half at 45 pages every day. What do you think of the way he reasons? Explain From: Matematica senza frontiere 2009 Reading and holidays GIOCHI MATEMATICI IN LINGUA INGLESE Progetto eTwinning 2009-10
21. The supermarket In a supermarket there are two rows of identical trolleys made up as usual, that is by slipping one trolley on the one in front of it . One row is made up of 10 trolleys and is 2,9 metres long; the second one is made up of 20 trolleys and is 4,9 metres long. How long is one trolley? GIOCHI MATEMATICI IN LINGUA INGLESE Progetto eTwinning 2009-10 Tratto da Kangarou 2010
23. Draw a square, a circle and a triangle. They must have a part in common. Write down the number 2 in the part they have in common. Write the number 1 only in the square and the number 3 only in the triangle. Place the remaining numbers from 4 to 10 in the seven divisions of the above figure so that the outer divisions total 30 and each geometric figure totals 30. Help (HINT) 1. Find the sum of the numbers from 1 to 10 2. Into the square and the triangle, thirty must be the sum of six numbers (between 1 and 10). The number 1 is still into the square and the numbers 2 and 3 are still into the triangle. Into the circle, thirty must be the sum of five numbers (between 1 and 10). The number 2 is one of these … TEST 1 GIOCHI MATEMATICI IN LINGUA INGLESE Progetto eTwinning 2009-10
24. Think of a number, double it, then add 3. Multiply your answer by 4 and take away 5. Now take away the number your first thought of. No matter with the first number was, your answer will be a multiply of: TEST 2 A B C D E 2 3 5 7 11 GIOCHI MATEMATICI IN LINGUA INGLESE Progetto eTwinning 2009-10
25. Peter puts six cards down on the table. All of them have an identical back and on the other side they respectively show +1, +2, +3, -1, -2, -3. Then Peter suggests his friend Paul the following game: they both simultaneously turn up one card. If the product of the two numbers is positive Paul will win. If the product is negative Peter will be the winner. After a few games, Paul notices that Peter more often wins. So, in order to increase his chances of success, he proposes Peter to take off one card with a negative number and to start the game again with the five cards left. Is Paul right? Justify your answer . + 1 + 2 + 3 - 1 - 2 - 3 MULTIPLYING NEGATIVE AND POSITIVE NUMBERS GIOCHI MATEMATICI IN LINGUA INGLESE Progetto eTwinning 2009-10