This document summarizes Kathleen Almy's presentation on a new developmental math pathway called Mathematical Literacy for College Students (MLCS). MLCS is a one-semester course that provides students with numeracy, proportional reasoning, algebraic reasoning, and function skills to prepare them for college-level courses in statistics, liberal arts math, or intermediate algebra. The presentation discusses issues with traditional developmental math sequences and provides an overview of MLCS content areas and instructional approaches, which focus on real-world applications, critical thinking, and technology use. Implementation ideas are suggested, such as replacing beginning algebra or augmenting traditional sequences. Student success in the MLCS pilot is also briefly noted.
This document discusses the development of a new math pathway called Mathematical Literacy for College Students (MLCS) designed for non-STEM majors. The pathway was created to address issues with the traditional developmental math sequence, such as large numbers of students placing into and not completing developmental courses. MLCS aims to give students the mathematical maturity needed for statistics and other quantitative courses in one semester. It uses an integrated and layered approach focusing on numeracy, proportional reasoning, algebraic reasoning, functions and applying these concepts to solve open-ended problems in real-world contexts. The course structure and content were designed with student success and engagement in mind. Initial pilots of MLCS showed promising results in preparing students for college-level quantitative courses.
The document summarizes research conducted by a team on the topic of tablet use in classrooms. It describes focus groups that explored the use of portable technology and acceptance of new technology in classrooms. Surveys were distributed to 200 students at Miami University to collect descriptive data on demographics and technology usage. Inferential statistical tests found relationships between class rank, major, and views on clickers and tablets. The team recommends launching an "iClass" tablet at the university, including its cost in tuition, and having incoming students purchase it to gain experience with the technology.
Grade 9: Mathematics Unit 1 Quadratic Equations and Inequalities.Paolo Dagaojes
This document provides an introduction to Module 1 of a mathematics learner's material on quadratic equations and inequalities. It includes 7 objectives that will be covered across 7 lessons. Lesson 1 will illustrate quadratic equations, Lesson 2 will cover solving quadratic equations using extracting square roots, factoring, completing the square, and the quadratic formula. Lesson 3 will discuss the nature of roots of quadratic equations. Lesson 4 will describe the relationship between coefficients and roots. Lesson 5 will solve equations transformable into quadratic equations. Lesson 6 will apply quadratic equations to problems. Lesson 7 will illustrate and solve quadratic inequalities and problems involving them. The document provides the structure and overview of the topics to be discussed in the module.
This document summarizes a study on the perceptual learning styles of hospitality students in Taiwan in a virtual learning environment. The study found that students could be clustered into six groups based on their visual, auditory and kinesthetic learning styles. Students with combined visual, auditory and kinesthetic styles or visual and kinesthetic styles engaged the most with the online course material and received higher grades, while students with only auditory styles engaged the least. The study concludes designers of online courses should consider students' different learning styles when designing course material and activities.
La Catedral de San Pedro de Jaca fue construida entre 1077-1130 en estilo románico. Ha sido modificada y ampliada a lo largo de los siglos, aunque mantiene su estructura románica original de tres naves y ábsides. Destacan sus ricas decoraciones escultóricas y su claustro, parte del museo diocesano que alberga pinturas románicas.
El documento describe la arquitectura románica en España. Se desarrolló en los siglos X-XII, impulsada por el Camino de Santiago. Hubo dos escuelas principales: la catalana, influenciada por Italia, con sillería, arcos de medio punto y decoración lombarda; y la de Castilla y León, más diversa, con influencias cluniacenses, prerrománicas e islámicas. Algunos de los edificios más destacados fueron las catedrales de Jaca, León y Zamora y los mon
This document summarizes the development and goals of Mathematical Literacy for College Students (MLCS), an alternative pathway to college readiness in mathematics. MLCS was developed as part of broader developmental pathways initiatives to create multiple routes to needed college-level math courses beyond algebra. The one-semester MLCS course uses authentic, contextualized problems to build mathematical maturity for statistics and liberal arts math courses. Early outcomes data suggests MLCS students pass subsequent courses at rates comparable or higher than traditional sequences. The document discusses challenges and options in implementing MLCS to better prepare more students for college success.
Functions based algebra 1 pesentation to department 042312maryannfoss
This document provides an overview of a teacher's training, philosophy on teaching algebra, units taught, and results from implementing a functions-based approach to teaching algebra. The teacher has taken several courses related to curriculum, instruction, and assessment. Their philosophy is to use a functions-based approach to help students make their own associations and build patterns, using visualization and context to give meaning to algebra. Units covered include families of functions, linear, absolute value, systems, exponential, quadratic, polynomial, and radical functions. Test results showed students scored higher using the functions-based approach, particularly co-taught students. The teacher reflects on personal and professional growth from implementing this approach.
This document discusses the development of a new math pathway called Mathematical Literacy for College Students (MLCS) designed for non-STEM majors. The pathway was created to address issues with the traditional developmental math sequence, such as large numbers of students placing into and not completing developmental courses. MLCS aims to give students the mathematical maturity needed for statistics and other quantitative courses in one semester. It uses an integrated and layered approach focusing on numeracy, proportional reasoning, algebraic reasoning, functions and applying these concepts to solve open-ended problems in real-world contexts. The course structure and content were designed with student success and engagement in mind. Initial pilots of MLCS showed promising results in preparing students for college-level quantitative courses.
The document summarizes research conducted by a team on the topic of tablet use in classrooms. It describes focus groups that explored the use of portable technology and acceptance of new technology in classrooms. Surveys were distributed to 200 students at Miami University to collect descriptive data on demographics and technology usage. Inferential statistical tests found relationships between class rank, major, and views on clickers and tablets. The team recommends launching an "iClass" tablet at the university, including its cost in tuition, and having incoming students purchase it to gain experience with the technology.
Grade 9: Mathematics Unit 1 Quadratic Equations and Inequalities.Paolo Dagaojes
This document provides an introduction to Module 1 of a mathematics learner's material on quadratic equations and inequalities. It includes 7 objectives that will be covered across 7 lessons. Lesson 1 will illustrate quadratic equations, Lesson 2 will cover solving quadratic equations using extracting square roots, factoring, completing the square, and the quadratic formula. Lesson 3 will discuss the nature of roots of quadratic equations. Lesson 4 will describe the relationship between coefficients and roots. Lesson 5 will solve equations transformable into quadratic equations. Lesson 6 will apply quadratic equations to problems. Lesson 7 will illustrate and solve quadratic inequalities and problems involving them. The document provides the structure and overview of the topics to be discussed in the module.
This document summarizes a study on the perceptual learning styles of hospitality students in Taiwan in a virtual learning environment. The study found that students could be clustered into six groups based on their visual, auditory and kinesthetic learning styles. Students with combined visual, auditory and kinesthetic styles or visual and kinesthetic styles engaged the most with the online course material and received higher grades, while students with only auditory styles engaged the least. The study concludes designers of online courses should consider students' different learning styles when designing course material and activities.
La Catedral de San Pedro de Jaca fue construida entre 1077-1130 en estilo románico. Ha sido modificada y ampliada a lo largo de los siglos, aunque mantiene su estructura románica original de tres naves y ábsides. Destacan sus ricas decoraciones escultóricas y su claustro, parte del museo diocesano que alberga pinturas románicas.
El documento describe la arquitectura románica en España. Se desarrolló en los siglos X-XII, impulsada por el Camino de Santiago. Hubo dos escuelas principales: la catalana, influenciada por Italia, con sillería, arcos de medio punto y decoración lombarda; y la de Castilla y León, más diversa, con influencias cluniacenses, prerrománicas e islámicas. Algunos de los edificios más destacados fueron las catedrales de Jaca, León y Zamora y los mon
This document summarizes the development and goals of Mathematical Literacy for College Students (MLCS), an alternative pathway to college readiness in mathematics. MLCS was developed as part of broader developmental pathways initiatives to create multiple routes to needed college-level math courses beyond algebra. The one-semester MLCS course uses authentic, contextualized problems to build mathematical maturity for statistics and liberal arts math courses. Early outcomes data suggests MLCS students pass subsequent courses at rates comparable or higher than traditional sequences. The document discusses challenges and options in implementing MLCS to better prepare more students for college success.
Functions based algebra 1 pesentation to department 042312maryannfoss
This document provides an overview of a teacher's training, philosophy on teaching algebra, units taught, and results from implementing a functions-based approach to teaching algebra. The teacher has taken several courses related to curriculum, instruction, and assessment. Their philosophy is to use a functions-based approach to help students make their own associations and build patterns, using visualization and context to give meaning to algebra. Units covered include families of functions, linear, absolute value, systems, exponential, quadratic, polynomial, and radical functions. Test results showed students scored higher using the functions-based approach, particularly co-taught students. The teacher reflects on personal and professional growth from implementing this approach.
This document summarizes a math summit that focused on solving single variable equations and inequalities. It includes discussions on using assessment data to identify personal math needs, building math toolboxes with various strategies and concepts, and techniques for solving different types of equations and inequalities through algebraic transformations. Participants worked on practice problems, discussed challenges, and took quizzes to assess their understanding of solving equations and inequalities.
This document provides information about an introductory and intermediate algebra course offered at Montana State University Billings in the fall of 2011, including:
- Details about class meetings, instructors, textbooks, and online resources
- A description of the modular structure and content covered in each of the 5 modules
- Policies on attendance, calculators, cell phones, and disabilities accommodations
- The grading scale and how module grades are determined based on assignments, quizzes, exams, and required mastery levels
In this presentation, principals will engage in a process to make sense of assessment data then lead the process with their staffs.
Learning Target: I can lead analysis of data using a data-driven dialog protocol.
Success Criteria:
* Summarize best practices for data analysis
* Predict what we may see
* Make literal observations
* Draw inferences and ask questions
* Identify possible next steps
Learning Target: I can explain AMOs to my staff.
Success Criteria:
* Describe what AMOs are and how they are calculated
* Interpret AMO calculations
This document is a calculus handbook created by Earl Whitney to provide concise summaries of key calculus concepts and techniques. It contains 13 chapters covering topics like functions, limits, differentiation, integration, differential equations, and more. The handbook is intended to help students prepare for AP Calculus exams or introductory college calculus courses. It also includes some more advanced topics to spark student interest in further study.
The document discusses differentiating instruction to meet the needs of diverse learners. It defines differentiating by content, process, and product. Teachers can differentiate based on students' readiness, interests, and learning profiles. The document provides examples of differentiating content through stations, process by using flexible grouping and choice boards, and product by allowing students to demonstrate their knowledge in various ways. It also includes a sample math lesson plan that differentiates the process and addresses specific learning goals.
Students are performing poorly on the state mathematics test, specifically in explaining the steps to solve problems. The instructional goal is for students to write clear, concise explanations for math problems using symbols, numbers, and words. A lesson plan is outlined that incorporates tools like the SMART Board and computer lab to teach a process for reading, solving, self-evaluating, and extended response writing for math problems. Formative assessment includes a pre-test, KWL chart, and summative assessment to evaluate student learning.
Standards-based assessment (SBA) focuses on measuring students' mastery of specific academic standards. It requires aligning assessments closely with the required competencies in the standards. The process involves defining what competencies will be measured, developing assessments based on a table of specifications that maps items to competencies, and ensuring constructive alignment between competencies and assessment tasks. Scoring is done based on whether students can demonstrate the competencies, and results are used formatively to provide feedback and guide instruction to help students learn. The goal of SBA is to focus more on learning the defined competencies and ensure all students achieve quality work meeting 21st century skills.
This document provides an overview of math activities and resources for migrating to the Common Core Standards and College and Career Readiness Standards for Adult Education. It discusses the key differences between the Common Core State Standards, College and Career Readiness Standards for Alabama, and standards for adult education. The presentation then outlines various math activities that cover topics like fractions, geometry, functions, equations, and more. Resources for teachers and students are also listed.
This document discusses initiatives to improve math literacy for college students by connecting MyMathLab, course redesign, and Quantway programs. It outlines problems with traditional developmental math sequences and solutions being tested, including Statway and Quantway programs. The Quantway approach focuses on numeracy, algebraic reasoning, proportional reasoning, and functions through application-based integrated lessons. It balances instruction methods and assesses students with online homework, projects, and tests emphasizing both skills and concepts. The goal is to give underprepared students mathematical maturity to succeed in college-level courses in one semester through this new quantitative literacy focused curriculum.
Making proofs click: Classroom response systems in transition-to-proof coursesRobert Talbert
[Presentation given at the AMS/MAA Joint Meetings, Boston, MA on 1/4/2012.]
Transition-to-proof courses, designed to prepare students from calculus and other lower-level courses for the methodology
of upper-level mathematics, are often dicult for students in several ways. Students who are used to purely algorithmic
approaches to mathematics experience culture shock at the more open-ended and uncertain mathematical world that such
courses introduce. The elements of communication and writing often play a much larger role in these courses than in
earlier ones. And generally, these courses signal a major change in the way students conceive of the study of mathematics,
which can make further study of mathematics stressfully forbidding.
Technology can help students make this transition. In particular, classroom response systems, or "clickers", open
up the classroom to a range of pedagogical approaches that can help students learn mathematical abstraction and
good mathematical writing practice. In this talk, we discuss some instances of clicker-enabled pedagogy in the author's
Communicating in Mathematics class, including peer instruction, and peer review of writing samples.
- Many children struggle with math, with around 28% of 4th graders and 27% of 8th graders performing below basic level in key areas like numbers and operations.
- Effective math instruction incorporates principles like setting high standards, engaging instruction, and representing numerical concepts visually. It also explicitly teaches key components like problem solving, communication, and applying math to everyday situations.
- Teachers should use instructional methods that make math concrete, like manipulatives, and teach basic math facts through programs that emphasize varied activities to build engagement and mastery.
Mathematics Scope & Sequence for the Common Core State StandardsDorea Hardy
This document provides an overview of scope and sequence in K-12 mathematics curriculum. It defines scope as the extent of the curriculum and sequence as the organized progression of elements. Different types of sequencing approaches are discussed, including psychological and logical methods. Key questions for developing an effective scope and sequence are outlined. An example sequencing chart is provided to illustrate how standards can be organized from grade to grade. The presentation concludes with guidance on how to read and understand the grade level standards.
The document discusses changes to Louisiana's standardized tests to better align with the Common Core State Standards. Key points include:
- Math tests will assess only content common to current standards and the CCSS, narrowing the focus areas.
- Some tests will no longer include the Iowa Test of Basic Skills. Grades 4 and 8 tests will be grade-specific rather than grade-span.
- Test difficulty and cut scores will remain the same during the transition period to the CCSS. New CCSS content will not be added until 2014-2015.
This document outlines a math project on simplifying and solving algebraic fractions. Students will explore resources on algebraic fractions, create a publication explaining how to simplify and solve them, and make a video demonstrating problems. The project addresses standards on rational exponents, operating with algebraic expressions, and using rational equations to model and solve problems. Students will learn to add, subtract, multiply and divide algebraic fractions and solve rational equations.
This document summarizes a presentation about a new developmental math course called Mathematical Literacy for College Students (MLCS). It discusses problems with traditional developmental math sequences, solutions explored through MLCS, and initiatives that led to its development. Key points are that MLCS covers essential math topics in one semester instead of a lengthy sequence, with a focus on understanding through application rather than manipulation alone. The document also outlines the course content areas, development process informed by research, and tips for implementing MLCS at other schools.
This document outlines assessments for a unit on quadratic functions that takes a real-world approach. It will include individual and group assignments, such as creating a quadratic function based on survey data and determining the optimal price for maximizing revenue. Formative assessments include online quizzes and math programs. Summative assessments involve traditional tests as well as presenting findings from a group performance task. The unit aims to help students understand and apply key features of quadratic functions.
Algebra is an area of mathematics that uses symbols to represent numbers in formulas and equations. Understanding these symbols and how they work together and provide structure to equations allows mathematicians to more efficiently write formulas and solve math problems.
See More: https://bit.ly/309ZP8S
The document discusses how student performance standards will increase with the adoption of NAEP equivalency cut scores. It notes that under the previous state standards, many students were considered proficient, but under NAEP standards most would now only be considered basic. The document provides district achievement data compared to state averages and other districts to illustrate that goals will need to be higher to meet the new standards. It acknowledges successes but recognizes significant work is needed to help more students achieve proficiency under the new, more rigorous expectations.
An Alternative Method to Rate Teacher PerformanceNWEA
An Alternative Method to Rate Teacher Performance
Patricio A. Rojas, PH.D. Director of Research, Data & Assessment, Los Lunas, NM
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will provide participants the opportunity to experience an alternative method of rating teachers, under new regulations of New Mexico. This is an updated version of the work presented last year in FUSION 2011. The alternative method is needed because we do not have growth points in the year 2010-2011 in New Mexico.
Learning outcome:
- Learn easy graphs to analyze growth and how to rate teacher performance without using grown points.
Los Lunas is located 35 miles south from Albuquerque, the district has 9,000 students; 17 schools (3 high schools, 2 middle schools, and 12 elementary schools). The district is one of the few nationally accredited districts in the nation. We have been using MAP as short cycle assessment for the last six years. MAP scores are an important piece of data used to rate both schools and teachers.
Audience:
- Experienced data user
- District leadership
- Curriculum and Instruction
This document summarizes a presentation on teaching math courses online. It discusses challenges in online course design, such as mimicking face-to-face interactions and managing workload. Several approaches are described for structuring an online math class, including introducing concepts through videos, assigning book problems, conducting group work, and giving quizzes and tests through an online system. Both successes and challenges are noted, such as students interacting but workload being large. Suggested changes for the next time include adding synchronous components, reworking discussions, and better use of learning management features.
Math Lit and Pathways 5 Years Later AMATYC 2016 v2kathleenalmy
This document discusses lessons learned from 5 years of experience teaching math pathways courses at Rock Valley College. It provides an overview of pathways approaches to developmental math, national updates on their adoption, outcomes data from Rock Valley College's Math Lit course, and lessons learned regarding content, instruction, group work, technology, assessments, and implementation. Key lessons include that algebra content is important but not everything; contexts can motivate students if used creatively; developmental students are capable of solving rich problems; effective group work and pedagogy matter; and technology should be used appropriately to enhance learning. The document advocates for flexibility in pathways courses to best support student success.
This document summarizes a math summit that focused on solving single variable equations and inequalities. It includes discussions on using assessment data to identify personal math needs, building math toolboxes with various strategies and concepts, and techniques for solving different types of equations and inequalities through algebraic transformations. Participants worked on practice problems, discussed challenges, and took quizzes to assess their understanding of solving equations and inequalities.
This document provides information about an introductory and intermediate algebra course offered at Montana State University Billings in the fall of 2011, including:
- Details about class meetings, instructors, textbooks, and online resources
- A description of the modular structure and content covered in each of the 5 modules
- Policies on attendance, calculators, cell phones, and disabilities accommodations
- The grading scale and how module grades are determined based on assignments, quizzes, exams, and required mastery levels
In this presentation, principals will engage in a process to make sense of assessment data then lead the process with their staffs.
Learning Target: I can lead analysis of data using a data-driven dialog protocol.
Success Criteria:
* Summarize best practices for data analysis
* Predict what we may see
* Make literal observations
* Draw inferences and ask questions
* Identify possible next steps
Learning Target: I can explain AMOs to my staff.
Success Criteria:
* Describe what AMOs are and how they are calculated
* Interpret AMO calculations
This document is a calculus handbook created by Earl Whitney to provide concise summaries of key calculus concepts and techniques. It contains 13 chapters covering topics like functions, limits, differentiation, integration, differential equations, and more. The handbook is intended to help students prepare for AP Calculus exams or introductory college calculus courses. It also includes some more advanced topics to spark student interest in further study.
The document discusses differentiating instruction to meet the needs of diverse learners. It defines differentiating by content, process, and product. Teachers can differentiate based on students' readiness, interests, and learning profiles. The document provides examples of differentiating content through stations, process by using flexible grouping and choice boards, and product by allowing students to demonstrate their knowledge in various ways. It also includes a sample math lesson plan that differentiates the process and addresses specific learning goals.
Students are performing poorly on the state mathematics test, specifically in explaining the steps to solve problems. The instructional goal is for students to write clear, concise explanations for math problems using symbols, numbers, and words. A lesson plan is outlined that incorporates tools like the SMART Board and computer lab to teach a process for reading, solving, self-evaluating, and extended response writing for math problems. Formative assessment includes a pre-test, KWL chart, and summative assessment to evaluate student learning.
Standards-based assessment (SBA) focuses on measuring students' mastery of specific academic standards. It requires aligning assessments closely with the required competencies in the standards. The process involves defining what competencies will be measured, developing assessments based on a table of specifications that maps items to competencies, and ensuring constructive alignment between competencies and assessment tasks. Scoring is done based on whether students can demonstrate the competencies, and results are used formatively to provide feedback and guide instruction to help students learn. The goal of SBA is to focus more on learning the defined competencies and ensure all students achieve quality work meeting 21st century skills.
This document provides an overview of math activities and resources for migrating to the Common Core Standards and College and Career Readiness Standards for Adult Education. It discusses the key differences between the Common Core State Standards, College and Career Readiness Standards for Alabama, and standards for adult education. The presentation then outlines various math activities that cover topics like fractions, geometry, functions, equations, and more. Resources for teachers and students are also listed.
This document discusses initiatives to improve math literacy for college students by connecting MyMathLab, course redesign, and Quantway programs. It outlines problems with traditional developmental math sequences and solutions being tested, including Statway and Quantway programs. The Quantway approach focuses on numeracy, algebraic reasoning, proportional reasoning, and functions through application-based integrated lessons. It balances instruction methods and assesses students with online homework, projects, and tests emphasizing both skills and concepts. The goal is to give underprepared students mathematical maturity to succeed in college-level courses in one semester through this new quantitative literacy focused curriculum.
Making proofs click: Classroom response systems in transition-to-proof coursesRobert Talbert
[Presentation given at the AMS/MAA Joint Meetings, Boston, MA on 1/4/2012.]
Transition-to-proof courses, designed to prepare students from calculus and other lower-level courses for the methodology
of upper-level mathematics, are often dicult for students in several ways. Students who are used to purely algorithmic
approaches to mathematics experience culture shock at the more open-ended and uncertain mathematical world that such
courses introduce. The elements of communication and writing often play a much larger role in these courses than in
earlier ones. And generally, these courses signal a major change in the way students conceive of the study of mathematics,
which can make further study of mathematics stressfully forbidding.
Technology can help students make this transition. In particular, classroom response systems, or "clickers", open
up the classroom to a range of pedagogical approaches that can help students learn mathematical abstraction and
good mathematical writing practice. In this talk, we discuss some instances of clicker-enabled pedagogy in the author's
Communicating in Mathematics class, including peer instruction, and peer review of writing samples.
- Many children struggle with math, with around 28% of 4th graders and 27% of 8th graders performing below basic level in key areas like numbers and operations.
- Effective math instruction incorporates principles like setting high standards, engaging instruction, and representing numerical concepts visually. It also explicitly teaches key components like problem solving, communication, and applying math to everyday situations.
- Teachers should use instructional methods that make math concrete, like manipulatives, and teach basic math facts through programs that emphasize varied activities to build engagement and mastery.
Mathematics Scope & Sequence for the Common Core State StandardsDorea Hardy
This document provides an overview of scope and sequence in K-12 mathematics curriculum. It defines scope as the extent of the curriculum and sequence as the organized progression of elements. Different types of sequencing approaches are discussed, including psychological and logical methods. Key questions for developing an effective scope and sequence are outlined. An example sequencing chart is provided to illustrate how standards can be organized from grade to grade. The presentation concludes with guidance on how to read and understand the grade level standards.
The document discusses changes to Louisiana's standardized tests to better align with the Common Core State Standards. Key points include:
- Math tests will assess only content common to current standards and the CCSS, narrowing the focus areas.
- Some tests will no longer include the Iowa Test of Basic Skills. Grades 4 and 8 tests will be grade-specific rather than grade-span.
- Test difficulty and cut scores will remain the same during the transition period to the CCSS. New CCSS content will not be added until 2014-2015.
This document outlines a math project on simplifying and solving algebraic fractions. Students will explore resources on algebraic fractions, create a publication explaining how to simplify and solve them, and make a video demonstrating problems. The project addresses standards on rational exponents, operating with algebraic expressions, and using rational equations to model and solve problems. Students will learn to add, subtract, multiply and divide algebraic fractions and solve rational equations.
This document summarizes a presentation about a new developmental math course called Mathematical Literacy for College Students (MLCS). It discusses problems with traditional developmental math sequences, solutions explored through MLCS, and initiatives that led to its development. Key points are that MLCS covers essential math topics in one semester instead of a lengthy sequence, with a focus on understanding through application rather than manipulation alone. The document also outlines the course content areas, development process informed by research, and tips for implementing MLCS at other schools.
This document outlines assessments for a unit on quadratic functions that takes a real-world approach. It will include individual and group assignments, such as creating a quadratic function based on survey data and determining the optimal price for maximizing revenue. Formative assessments include online quizzes and math programs. Summative assessments involve traditional tests as well as presenting findings from a group performance task. The unit aims to help students understand and apply key features of quadratic functions.
Algebra is an area of mathematics that uses symbols to represent numbers in formulas and equations. Understanding these symbols and how they work together and provide structure to equations allows mathematicians to more efficiently write formulas and solve math problems.
See More: https://bit.ly/309ZP8S
The document discusses how student performance standards will increase with the adoption of NAEP equivalency cut scores. It notes that under the previous state standards, many students were considered proficient, but under NAEP standards most would now only be considered basic. The document provides district achievement data compared to state averages and other districts to illustrate that goals will need to be higher to meet the new standards. It acknowledges successes but recognizes significant work is needed to help more students achieve proficiency under the new, more rigorous expectations.
An Alternative Method to Rate Teacher PerformanceNWEA
An Alternative Method to Rate Teacher Performance
Patricio A. Rojas, PH.D. Director of Research, Data & Assessment, Los Lunas, NM
Fusion 2012, the NWEA summer conference in Portland, Oregon
This session will provide participants the opportunity to experience an alternative method of rating teachers, under new regulations of New Mexico. This is an updated version of the work presented last year in FUSION 2011. The alternative method is needed because we do not have growth points in the year 2010-2011 in New Mexico.
Learning outcome:
- Learn easy graphs to analyze growth and how to rate teacher performance without using grown points.
Los Lunas is located 35 miles south from Albuquerque, the district has 9,000 students; 17 schools (3 high schools, 2 middle schools, and 12 elementary schools). The district is one of the few nationally accredited districts in the nation. We have been using MAP as short cycle assessment for the last six years. MAP scores are an important piece of data used to rate both schools and teachers.
Audience:
- Experienced data user
- District leadership
- Curriculum and Instruction
This document summarizes a presentation on teaching math courses online. It discusses challenges in online course design, such as mimicking face-to-face interactions and managing workload. Several approaches are described for structuring an online math class, including introducing concepts through videos, assigning book problems, conducting group work, and giving quizzes and tests through an online system. Both successes and challenges are noted, such as students interacting but workload being large. Suggested changes for the next time include adding synchronous components, reworking discussions, and better use of learning management features.
Math Lit and Pathways 5 Years Later AMATYC 2016 v2kathleenalmy
This document discusses lessons learned from 5 years of experience teaching math pathways courses at Rock Valley College. It provides an overview of pathways approaches to developmental math, national updates on their adoption, outcomes data from Rock Valley College's Math Lit course, and lessons learned regarding content, instruction, group work, technology, assessments, and implementation. Key lessons include that algebra content is important but not everything; contexts can motivate students if used creatively; developmental students are capable of solving rich problems; effective group work and pedagogy matter; and technology should be used appropriately to enhance learning. The document advocates for flexibility in pathways courses to best support student success.
Math Lit and Pathways 5 Years Later AMATYC 2016kathleenalmy
This document discusses lessons learned from teaching math literacy pathways courses over 5 years. Key points include:
1) Pathways courses like math literacy are an effective alternative to traditional developmental algebra that better prepare students for college-level math while accelerating them through remediation.
2) Data shows students in pathways courses pass at rates comparable to traditional courses and are more likely to complete a college-level math class within one year.
3) Teaching the courses uncovered lessons like the need to balance algebra content with statistics, use novel problem contexts, vary assessments, and plan for implementation challenges.
4) Instructors found success using group work selectively, incorporating more technology, and having flexibility within the curriculum
Math Lit & Pathways: 5 yrs later ORMATYC 2016kathleenalmy
This document summarizes the Math Lit & Pathways program at Rock Valley College over the past 5 years. It provides an overview of developmental math pathways programs, data on student outcomes at RVC, and lessons learned from implementing the Math Lit course. Key findings include that Math Lit outcomes are comparable to other pathways programs, most students complete Math Lit and their next math course within a year, and pathways courses can replace beginning algebra as a gateway to college-level math for many students. The document also outlines lessons related to course content, instruction, group work, technology use, assessment, and implementation.
This document discusses math pathways programs that were developed as alternatives to traditional developmental math sequences. It provides an overview of different pathways options, such as Math Literacy and Statway courses, and how they have grown in popularity over the past 5 years from being used in only some states to nearly all states. The document also shares lessons learned from implementing pathways programs, such as emphasizing both math content and problem-solving skills, providing flexibility for instructors, and ensuring student accountability. Assessment data is presented showing pathways students have pass rates comparable to other programs and are well prepared for subsequent college-level math courses.
This document provides an overview of Math Literacy for College Students (MLCS), an alternative math pathway for developmental education students. MLCS is a one-semester, 3-6 credit course that uses an integrated approach focusing on numeracy, proportional reasoning, algebraic reasoning, and functions to provide students the mathematical maturity needed for college-level statistics, liberal arts math, or intermediate algebra. The document discusses how MLCS differs from the traditional approach through its layered curriculum, emphasis on conceptual understanding over skills, and use of authentic problems and active learning. Data shows students who take MLCS have comparable or better pass rates in subsequent college-level math courses than those who take traditional beginning algebra. The document also provides implementation options for ML
Using Excel to Build Understanding AMATYC 2015kathleenalmy
This document discusses using Excel to help students develop algebraic skills through numeric and graphical approaches. It provides examples of traditional algebra word problems that are modeled and solved using Excel spreadsheets. These include problems about comparing the costs of coffee from a Keurig vs. Starbucks, determining the fuel savings of a hybrid vehicle, analyzing patterns in Sierpinski triangles, projecting the growth of an Ebola outbreak, and using graphs to understand solutions to linear equations. The document argues that Excel allows students to focus on conceptual understanding rather than symbolic manipulations and helps bridge numeric and algebraic approaches. It also provides teacher notes about modeling uncertainties in disease projections.
Mathematical Literacy for College Students (MLCS) is a new course being developed at the national level to provide an alternative path to college-level math courses for non-STEM majors. The course integrates numeracy, proportional reasoning, algebraic reasoning, functions, statistics, and geometry. It focuses on developing problem solving and critical thinking skills. Upon completion, students will be prepared for a statistics course or general education math course, or can take traditional algebra. The course aims to help more students complete their math requirements in one year to improve college completion rates.
AMATYC 2014 Tips and Tricks for a Successful Pathways Implementationkathleenalmy
This document discusses tips and tricks for a successful implementation of Pathways courses at community colleges. It provides an overview of Pathways, including that they create alternative routes through developmental and college-level math courses with a focus on critical thinking, problem solving, and contextualized learning. It then shares the experiences of Rock Valley College and Des Moines Area Community College in piloting Pathways courses, including forming design teams, addressing obstacles to implementation, and providing classroom tips.
This document provides an overview of a mathematical literacy (MLCS) course designed for students who need college-level mathematics but not algebra. The MLCS course takes a contextualized approach, focusing on critical thinking over rote skills. It covers topics like statistics, geometry, and financial mathematics. The course materials include cycles of integrated content centered around problems. Lessons use authentic problems to introduce topics before presenting objectives. The materials provide support for instructors in building the course, lessons, and facilitating group work.
Math Lit 4 Credit Hour Syllabi Optionskathleenalmy
The document provides a suggested syllabus for a 4-credit math literacy course aimed at preparing students for statistics or liberal arts math. The syllabus divides content across 4 cycles and specifies lessons from the Math Lit textbook to cover in each cycle. It allocates class time for each lesson and notes that some lessons should be assigned as homework to save class time. The syllabus emphasizes statistics concepts and excludes some algebra topics.
This document discusses math literacy pathways for college students, including the Math Literacy for College Students (MLCS) course. It provides an overview of the history and goals of developmental math pathways, which aim to better prepare students for non-STEM courses through contextualized learning focusing on critical thinking over deficiencies. The MLCS course covers integrated and layered math topics across one semester to give students the mathematical maturity for statistics and liberal arts math. Early outcomes indicate 60-70% pass rates for MLCS and no significant differences in subsequent gen ed math courses based on taking algebra or MLCS. The document discusses challenges and options for implementing MLCS to replace or augment traditional sequences.
Mathematical Literacy for College Students (MLCS) is a new course being developed at the national level to provide an alternative path to college-level math courses for non-STEM majors. The course integrates numeracy, proportional reasoning, algebraic reasoning, functions, statistics, and geometry. It focuses on developing problem solving, critical thinking, writing, and communication skills. Upon completion, students will be prepared for a statistics course or general education math course, or can take traditional algebra. The course aims to help more students complete their math requirements in one year to improve college completion rates.
This document discusses Math Literacy for College Students (MLCS), an alternative pathway for non-STEM majors to develop mathematical maturity without taking traditional developmental algebra courses. MLCS aims to teach math in a contextualized manner focused on real-world problem solving over isolated skills. It has led to improved outcomes for students needing a general education math course compared to traditional sequences. While implementation challenges remain, early results show MLCS students perform equally well or better in subsequent math courses than those who took traditional algebra prerequisites.
The document provides examples and explanations about calculating averages and means. It discusses using averages in applied problems related to grades. It explains that averages are used to determine grades and can be impacted by subsequent scores. The document also notes that it is often easier to prevent problems than deal with consequences later, relating to the saying that "an ounce of prevention is worth a pound of cure."
This document provides the syllabus for a 16-week Mathematical Literacy for College Students course taught in Spring 2014. It outlines the instructor and contact information, meeting times and location, course description and outcomes, required materials, grading policies, important dates, and policies regarding attendance, academic honesty, withdrawals, and services for students with disabilities. The course aims to develop students' conceptual and procedural tools to support the use of key mathematical concepts in various contexts. Students will be assessed through exams, quizzes, online homework, focus problems, and a final exam.
Math Literacy Course Syllabus Rock Valley Collegekathleenalmy
This document provides information about a course called Mathematical Literacy for College Students. The course is designed for non-math and non-science majors to develop conceptual and procedural tools to support key mathematical concepts. It integrates numeracy, proportional reasoning, algebraic reasoning, functions, and college success content. Upon completion, students may take other math courses. The course objectives are to apply numeracy, proportional reasoning, algebraic reasoning, functions, and develop critical thinking skills using mathematical tools. It covers topics like operations, measurement, proportional relationships, algebraic expressions, linear and quadratic functions. Students will be evaluated through exams, assignments, and online work.
AMATYC Webinar Tips and Tricks for a Successful Pathway Impkathleenalmy
The document summarizes a webinar on implementing developmental math pathways courses. It introduces the presenters, Kathy Almy and Dan Petrak, and provides an overview of pathways courses which create alternative routes through college-level math using contextual problems and emphasizing critical thinking. It then details Des Moines Area Community College's pilot and implementation of their College Prep Math course, including forming a design team, using a Google Community, and scaling the course. Finally, it provides tips for piloting a pathways course, such as communicating, working with advisors, planning for data collection, and expecting to tweak the course over time.
The document describes Mathematical Literacy for College Students (MLCS), a math course for developmental learners. MLCS was developed by the American Mathematical Association of Two-Year Colleges to better prepare students for liberal arts math, statistics, or intermediate algebra. The course focuses on developing flexible problem solving skills over filling gaps, takes only one semester, and uses active learning methods like group work and open-ended problems. Materials for MLCS include detailed instructor notes, answers, and a customizable textbook to support student mastery of algebraic skills and mathematical literacy. The goal is to engage students and teach persistence, flexibility, and problem solving strategies applicable to work and non-STEM courses.
Rvc developmental math model packet 2013kathleenalmy
The Rock Valley College Developmental Math Model outlines a redesigned developmental math program with a focus on placement, advising, courses, instruction, and student support. Key aspects of the model include mandatory testing and placement, modularized courses, common exams and materials, non-lecture course options, and expanded academic support including tutoring and online resources. Evaluation of initial results found pass rates increased from 48-58% to 69-77% following implementation of the redesigned program.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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 presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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.
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
4. Audience Question:
What do you
wish your
statistics or
liberal arts
math students
could do with
this graphic?
Source: http://www.jeffbullas.com/
5. Reading skills
Critical thinking
Numeracy skills
Algebraic base
Function knowledge
Able to integrate concepts
Can use technology
Not intimidated by
problems with words
6. Reading skills
Critical thinking
Numeracy skills
Algebraic base CONNECT
Function knowledge
APPLY
Able to integrate concepts
Can use technology
RETAIN
Not intimidated by
problems with words
8. A train leaves a station at 4 pm traveling 55 mph.
Another train leaves the station at 5 pm traveling 65 mph.
When will the second train catch the first one?
Does this help?
9. Audience Question:
What is the purpose of developmental math?
a. Developmental math should address skills
not learned in high school.
b. Developmental math should prepare
students for college level coursework.
c. Both a and b are correct.
13. A New Pathways Option
In one semester, Mathematical Literacy for
College Students gives a student at the beginning
algebra level the mathematical maturity to be
successful in statistics, liberal arts math, or
intermediate algebra.
14. 2009 2010 2011 2012 2013
AMATYC
New Life
initiative
15. 2009 2010 2011 2012 2013
AMATYC
New Life
initiative
New Life
leads to
Statway &
Quantway
16. 2009 2010 2011 2012 2013
AMATYC Statway
New Life pilots begin
initiative
New Life
leads to MLCS pilot
Statway & begins at
Quantway RVC
17. 2009 2010 2011 2012 2013
AMATYC Statway Quantway
New Life pilots begin pilots begin
initiative
New Life
leads to MLCS pilot
Statway & begins at
Quantway RVC
18. 2009 2010 2011 2012 2013
AMATYC Statway Quantway
New Life pilots begin pilots begin
initiative
New Life
leads to MLCS pilot Project
Statway & begins at begins
Quantway RVC to scale
19. Audience Question:
Which of these pathways are you familiar with?
List your response(s) or none if you are not
familiar with any of them.
MLCS
Statway
Quantway
Statpath
20. Pathways primer
One semester DM course
MLCS Preparation for multiple outcomes
One semester DM course
Quantway Like a quant lit course, just-in-time DM
Statway Two semester DM + CL course
Satisfies a statistics requirement
One semester DM course
Statpath Descriptive statistics, just-in-time DM
21. Pathways primer
MLCS Not semester DM courseoutcomes
One better, different:
Preparation for multiple
Philosophy: DM vs. CL
One semester DM course
Quantway Like a quant lit course, just-in-time DM
Role of algebra
Statway Two semester DM + CL course
Satisfies a statistics requirement
Broad DM course
One semester
vs. narrow goals
Statpath Descriptive statistics, just-in-time DM
22. MLCS
Content Areas
4
1 Numeracy 2 Proportional
reasoning
3 Algebraic 4 Functions
reasoning
*See packet for objectives
27. What about factoring?
FAQs Does this course “dumb
down” developmental
math standards for entry
into college level courses?
Are you pushing students
away from STEM majors?
44. Open-ended problems
Linear equations
Functions
Slope
Algebraic vs.
Combining these perspectives gives more information than one method alone.
numeric methods
45. Geometry
Units
Compounded error
Which produces the greater error if each
cup is filled 1 mm above the 1 teaspoon line?
46. Notation
Order of operations
Calculator skills
Variation
E z / 2
n
What happens to E as n increases?
What happens to E as zα/2 increases?
47. Student success
Statistics foundation
Reading
Graphs
Scaling
A foundation
for a statistics
course
*Full student version of the
lesson is included in the packet.
54. Lessons about
students from
the pilot They want to mimic.
They have to be taught how to study.
If they will work, they can succeed.
Mastery learning in
online systems ≠ learning.
55. Implementation Ideas:
replace beginning algebra
STEM
Intermediate College
Algebra Level Math
Prealgebra MLCS
Non-STEM
College
Level Math
(Statistics,
Liberal Arts
Math)
57. Implementation Ideas:
augment traditional sequence
STEM
Beginning Intermediate College
Algebra Algebra Level Math
Prealgebra
Non-STEM
MLCS College
Level Math
(Statistics, Libe
ral Arts Math)
59. Implementation Ideas:
4th year high school course
Basic Math Prealgebra Algebra 1 MLCS
Non-STEM
Prealgebra Algebra 1 Geometry MLCS College
Level Math
Algebra 1 Geometry Algebra 2 MLCS
61. For More Information
Kathleen Almy
Rock Valley College
kathleenalmy@gmail.com
http://almydoesmath.blogspot.com
Editor's Notes
Timeline graphic with pictures(Intermediate)To reproduce the picture effects on this slide, do the following:On the Home tab, in theSlides group, click Layout, and then click Blank.On the Insert tab, in the Images group, click Picture. In the Insert Picture dialog box, select a picture and then click Insert. Select the picture. Under Picture Tools, on the Format tab, in the Size group, click the Size and Position dialog box launcher.In the Format Picture dialog box, in the Crop tab, in the Crop position section, crop the picture to the following values:Width: 9”Height: 2.65”Left: .5”Top: .5”Adjust the values in the Picture position section to properly position the picture within the cropped image.Under Picture Tools, in the Format tab, in the Size group, click Crop, click Crop to Shape, and then under Rectangles click Round Same Side Corner Rectangle (eighth option from the left).Drag the top yellow diamond adjustment handle slightly to the right to decrease the amount of rounding on the corners. Under Picture Tools, in the Format tab, in the Picture Styles group, click Picture Effects, point to Shadow, and then under Inner click Inside Center (second row, second option from the left).To reproduce the timeline effects on this slide, do the following:On the Home tab, in the Drawing group, click Rectangle.On the slide, drag to draw a rectangle.In the bottom right corner of the Drawing group, click the Format Shape dialog box launcher.In the Format Shape dialog box, do the following:In the Size tab, set the Width of the rectangle to 9”, and then set the Height to .73”In the Line Color tab, select No line.In the Fill tab, select Solid fill, and then set the following values:Color: Black, Text 1, Lighter 35%Transparency: 20%In the Shadow tab, click the button next to Presets, and then under Inner click Inside Center (second row, second option from the left). Drag the rectangle onto the bottom of the picture. Press and hold SHIFT and select the rectangle and the picture. Under Drawing Tools, on the Format tab, in the Arrange group, and then do the following: Click Align and then click Align Selected Objects. Click Align and then click Align Center.Click Align and then click Align Bottom.Click Align and then click Align to Slide.Click Align and then click Align Center. To reproduce the month labels for the timeline, do the following:On the Insert tab, in the Text group, click Text Box, and then on the slide, drag to draw the text box.Type the text you want to appear in the text box (this example uses months of the year, so you might type “JAN”), and then select the text. Format the text in the textbox using the following steps:On the Home tab, in the Font group, choose the Gill Sans MT Condensedfont and a font size of18.Click the arrow next to Font Color, and then under Theme Colors click White, Background 1, Darker 35% (fifth row, first option from the left).In the Paragraph group, click Center.Select the text box. On the Home tab, in the Clipboard group, click the arrow under Copy, and then click Duplicate. Repeat the process until there is a total of six text boxes. On the slide, drag the text boxes onto the rectangle to form a row. Press and hold CTRL and select all six text boxes and the rectangle.Under Drawing Tools, on the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Middle. Press and hold CTRL and cancel the selection of the rectangle, keeping the text boxes selected. Under Drawing Tools, on the Format tab, in the Arrange group, do the following:Click Align, and then click Align to Slide.Click Align, and then click Distribute Horizontally. To change the text in the duplicate text boxes, click in each text box and edit the text (this example uses months of the year).To change the color of a text box, select the text in the text box, and then on the Home tab, in the Font group, click the arrow next to Font Color, and then under Theme Colors click White, Background 1 (first row, first option from the left). To reproduce the vertical line with text effects on this slide, do the following:On the Home tab, in the Drawing group, click Line, and then, in the slide, draw a line.On the Home tab, in the drawing group, click the Format Shape dialog box launcher.In the Format Shape dialog box, in the Size tab, under Size and rotate, set the following values:Height: 1.2”Width: 0”Rotation: 0˚Also in the Format Shape dialog box, in the Line Style tab, set the Width to .75 pt and then, under Arrow settings, set the following values:Begin type: Oval Arrow (second row, third option from the left).Begin size: Arrow L Size 1 (first row, first option from the left).End type: Oval Arrow (second row, third option from the left).End size: Arrow R Size 1 (first row, first option from the left).Also in the Format Shape dialog box, in the Line Color tab, select Solid line, and then set the Color option to White, Background 1, Darker 25% (fourth row, first option from the left).Close the Format Shape dialog box.On the Home tab, in the Clipboard group, click the arrow under Copy, and then click Duplicate. Select the duplicate line. Under Drawing Tools, on the Format tab, in the Size group, in the Shape Height box, enter 2.6”.Press and hold SHIFT and select both lines. On the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Center.Click Align, and then click Align Top.Drag both lines together on the slide to position them under one of the timeline month labels. Press and hold SHIFT and select both lines and the text box they are under. On the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Center.Create the subtext boxes:On the Insert tab, in the Text group, click Text Box, and then on the slide, drag to draw the text box.Type the text you want to appear in the text box, and then select the text. Format the text in the textbox using the following steps:On the Home tab, in the Font group, choose the Gill Sans MT font and a font size of 20.Click the arrow next to Font Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).In the Paragraph group, click Align Text Left.On the Home tab, in the Paragraph group, click Align Text Left to align the text left in the text box.On the slide, drag the text box to position it to the right of the vertical line. To reproduce the background on this slide, do the following:Right-click the slide background area, and then clickFormat Background.In the Format Background dialog box, click Fill in the left pane, select Gradient fill in the Fill pane, and then set the following values:Type:LinearDirection:Linear Down (first row, second option from the left).Angle: 90˚Under Gradient stops, click Add or Remove until two stops appear on the slider.Also under Gradient stops, customize the gradient stops that you added as follows:Select the first stop, and then set the following values:Position: 50%Color: Black, Text 1(first row, second option from the left).Select the second stop, and then set the following values:Position: 99%.Color:Black, Text 1, Lighter 35% (third row, second option from the left).
Timeline graphic with pictures(Intermediate)To reproduce the picture effects on this slide, do the following:On the Home tab, in theSlides group, click Layout, and then click Blank.On the Insert tab, in the Images group, click Picture. In the Insert Picture dialog box, select a picture and then click Insert. Select the picture. Under Picture Tools, on the Format tab, in the Size group, click the Size and Position dialog box launcher.In the Format Picture dialog box, in the Crop tab, in the Crop position section, crop the picture to the following values:Width: 9”Height: 2.65”Left: .5”Top: .5”Adjust the values in the Picture position section to properly position the picture within the cropped image.Under Picture Tools, in the Format tab, in the Size group, click Crop, click Crop to Shape, and then under Rectangles click Round Same Side Corner Rectangle (eighth option from the left).Drag the top yellow diamond adjustment handle slightly to the right to decrease the amount of rounding on the corners. Under Picture Tools, in the Format tab, in the Picture Styles group, click Picture Effects, point to Shadow, and then under Inner click Inside Center (second row, second option from the left).To reproduce the timeline effects on this slide, do the following:On the Home tab, in the Drawing group, click Rectangle.On the slide, drag to draw a rectangle.In the bottom right corner of the Drawing group, click the Format Shape dialog box launcher.In the Format Shape dialog box, do the following:In the Size tab, set the Width of the rectangle to 9”, and then set the Height to .73”In the Line Color tab, select No line.In the Fill tab, select Solid fill, and then set the following values:Color: Black, Text 1, Lighter 35%Transparency: 20%In the Shadow tab, click the button next to Presets, and then under Inner click Inside Center (second row, second option from the left). Drag the rectangle onto the bottom of the picture. Press and hold SHIFT and select the rectangle and the picture. Under Drawing Tools, on the Format tab, in the Arrange group, and then do the following: Click Align and then click Align Selected Objects. Click Align and then click Align Center.Click Align and then click Align Bottom.Click Align and then click Align to Slide.Click Align and then click Align Center. To reproduce the month labels for the timeline, do the following:On the Insert tab, in the Text group, click Text Box, and then on the slide, drag to draw the text box.Type the text you want to appear in the text box (this example uses months of the year, so you might type “JAN”), and then select the text. Format the text in the textbox using the following steps:On the Home tab, in the Font group, choose the Gill Sans MT Condensedfont and a font size of18.Click the arrow next to Font Color, and then under Theme Colors click White, Background 1, Darker 35% (fifth row, first option from the left).In the Paragraph group, click Center.Select the text box. On the Home tab, in the Clipboard group, click the arrow under Copy, and then click Duplicate. Repeat the process until there is a total of six text boxes. On the slide, drag the text boxes onto the rectangle to form a row. Press and hold CTRL and select all six text boxes and the rectangle.Under Drawing Tools, on the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Middle. Press and hold CTRL and cancel the selection of the rectangle, keeping the text boxes selected. Under Drawing Tools, on the Format tab, in the Arrange group, do the following:Click Align, and then click Align to Slide.Click Align, and then click Distribute Horizontally. To change the text in the duplicate text boxes, click in each text box and edit the text (this example uses months of the year).To change the color of a text box, select the text in the text box, and then on the Home tab, in the Font group, click the arrow next to Font Color, and then under Theme Colors click White, Background 1 (first row, first option from the left). To reproduce the vertical line with text effects on this slide, do the following:On the Home tab, in the Drawing group, click Line, and then, in the slide, draw a line.On the Home tab, in the drawing group, click the Format Shape dialog box launcher.In the Format Shape dialog box, in the Size tab, under Size and rotate, set the following values:Height: 1.2”Width: 0”Rotation: 0˚Also in the Format Shape dialog box, in the Line Style tab, set the Width to .75 pt and then, under Arrow settings, set the following values:Begin type: Oval Arrow (second row, third option from the left).Begin size: Arrow L Size 1 (first row, first option from the left).End type: Oval Arrow (second row, third option from the left).End size: Arrow R Size 1 (first row, first option from the left).Also in the Format Shape dialog box, in the Line Color tab, select Solid line, and then set the Color option to White, Background 1, Darker 25% (fourth row, first option from the left).Close the Format Shape dialog box.On the Home tab, in the Clipboard group, click the arrow under Copy, and then click Duplicate. Select the duplicate line. Under Drawing Tools, on the Format tab, in the Size group, in the Shape Height box, enter 2.6”.Press and hold SHIFT and select both lines. On the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Center.Click Align, and then click Align Top.Drag both lines together on the slide to position them under one of the timeline month labels. Press and hold SHIFT and select both lines and the text box they are under. On the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Center.Create the subtext boxes:On the Insert tab, in the Text group, click Text Box, and then on the slide, drag to draw the text box.Type the text you want to appear in the text box, and then select the text. Format the text in the textbox using the following steps:On the Home tab, in the Font group, choose the Gill Sans MT font and a font size of 20.Click the arrow next to Font Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).In the Paragraph group, click Align Text Left.On the Home tab, in the Paragraph group, click Align Text Left to align the text left in the text box.On the slide, drag the text box to position it to the right of the vertical line. To reproduce the background on this slide, do the following:Right-click the slide background area, and then clickFormat Background.In the Format Background dialog box, click Fill in the left pane, select Gradient fill in the Fill pane, and then set the following values:Type:LinearDirection:Linear Down (first row, second option from the left).Angle: 90˚Under Gradient stops, click Add or Remove until two stops appear on the slider.Also under Gradient stops, customize the gradient stops that you added as follows:Select the first stop, and then set the following values:Position: 50%Color: Black, Text 1(first row, second option from the left).Select the second stop, and then set the following values:Position: 99%.Color:Black, Text 1, Lighter 35% (third row, second option from the left).
Timeline graphic with pictures(Intermediate)To reproduce the picture effects on this slide, do the following:On the Home tab, in theSlides group, click Layout, and then click Blank.On the Insert tab, in the Images group, click Picture. In the Insert Picture dialog box, select a picture and then click Insert. Select the picture. Under Picture Tools, on the Format tab, in the Size group, click the Size and Position dialog box launcher.In the Format Picture dialog box, in the Crop tab, in the Crop position section, crop the picture to the following values:Width: 9”Height: 2.65”Left: .5”Top: .5”Adjust the values in the Picture position section to properly position the picture within the cropped image.Under Picture Tools, in the Format tab, in the Size group, click Crop, click Crop to Shape, and then under Rectangles click Round Same Side Corner Rectangle (eighth option from the left).Drag the top yellow diamond adjustment handle slightly to the right to decrease the amount of rounding on the corners. Under Picture Tools, in the Format tab, in the Picture Styles group, click Picture Effects, point to Shadow, and then under Inner click Inside Center (second row, second option from the left).To reproduce the timeline effects on this slide, do the following:On the Home tab, in the Drawing group, click Rectangle.On the slide, drag to draw a rectangle.In the bottom right corner of the Drawing group, click the Format Shape dialog box launcher.In the Format Shape dialog box, do the following:In the Size tab, set the Width of the rectangle to 9”, and then set the Height to .73”In the Line Color tab, select No line.In the Fill tab, select Solid fill, and then set the following values:Color: Black, Text 1, Lighter 35%Transparency: 20%In the Shadow tab, click the button next to Presets, and then under Inner click Inside Center (second row, second option from the left). Drag the rectangle onto the bottom of the picture. Press and hold SHIFT and select the rectangle and the picture. Under Drawing Tools, on the Format tab, in the Arrange group, and then do the following: Click Align and then click Align Selected Objects. Click Align and then click Align Center.Click Align and then click Align Bottom.Click Align and then click Align to Slide.Click Align and then click Align Center. To reproduce the month labels for the timeline, do the following:On the Insert tab, in the Text group, click Text Box, and then on the slide, drag to draw the text box.Type the text you want to appear in the text box (this example uses months of the year, so you might type “JAN”), and then select the text. Format the text in the textbox using the following steps:On the Home tab, in the Font group, choose the Gill Sans MT Condensedfont and a font size of18.Click the arrow next to Font Color, and then under Theme Colors click White, Background 1, Darker 35% (fifth row, first option from the left).In the Paragraph group, click Center.Select the text box. On the Home tab, in the Clipboard group, click the arrow under Copy, and then click Duplicate. Repeat the process until there is a total of six text boxes. On the slide, drag the text boxes onto the rectangle to form a row. Press and hold CTRL and select all six text boxes and the rectangle.Under Drawing Tools, on the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Middle. Press and hold CTRL and cancel the selection of the rectangle, keeping the text boxes selected. Under Drawing Tools, on the Format tab, in the Arrange group, do the following:Click Align, and then click Align to Slide.Click Align, and then click Distribute Horizontally. To change the text in the duplicate text boxes, click in each text box and edit the text (this example uses months of the year).To change the color of a text box, select the text in the text box, and then on the Home tab, in the Font group, click the arrow next to Font Color, and then under Theme Colors click White, Background 1 (first row, first option from the left). To reproduce the vertical line with text effects on this slide, do the following:On the Home tab, in the Drawing group, click Line, and then, in the slide, draw a line.On the Home tab, in the drawing group, click the Format Shape dialog box launcher.In the Format Shape dialog box, in the Size tab, under Size and rotate, set the following values:Height: 1.2”Width: 0”Rotation: 0˚Also in the Format Shape dialog box, in the Line Style tab, set the Width to .75 pt and then, under Arrow settings, set the following values:Begin type: Oval Arrow (second row, third option from the left).Begin size: Arrow L Size 1 (first row, first option from the left).End type: Oval Arrow (second row, third option from the left).End size: Arrow R Size 1 (first row, first option from the left).Also in the Format Shape dialog box, in the Line Color tab, select Solid line, and then set the Color option to White, Background 1, Darker 25% (fourth row, first option from the left).Close the Format Shape dialog box.On the Home tab, in the Clipboard group, click the arrow under Copy, and then click Duplicate. Select the duplicate line. Under Drawing Tools, on the Format tab, in the Size group, in the Shape Height box, enter 2.6”.Press and hold SHIFT and select both lines. On the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Center.Click Align, and then click Align Top.Drag both lines together on the slide to position them under one of the timeline month labels. Press and hold SHIFT and select both lines and the text box they are under. On the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Center.Create the subtext boxes:On the Insert tab, in the Text group, click Text Box, and then on the slide, drag to draw the text box.Type the text you want to appear in the text box, and then select the text. Format the text in the textbox using the following steps:On the Home tab, in the Font group, choose the Gill Sans MT font and a font size of 20.Click the arrow next to Font Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).In the Paragraph group, click Align Text Left.On the Home tab, in the Paragraph group, click Align Text Left to align the text left in the text box.On the slide, drag the text box to position it to the right of the vertical line. To reproduce the background on this slide, do the following:Right-click the slide background area, and then clickFormat Background.In the Format Background dialog box, click Fill in the left pane, select Gradient fill in the Fill pane, and then set the following values:Type:LinearDirection:Linear Down (first row, second option from the left).Angle: 90˚Under Gradient stops, click Add or Remove until two stops appear on the slider.Also under Gradient stops, customize the gradient stops that you added as follows:Select the first stop, and then set the following values:Position: 50%Color: Black, Text 1(first row, second option from the left).Select the second stop, and then set the following values:Position: 99%.Color:Black, Text 1, Lighter 35% (third row, second option from the left).
Timeline graphic with pictures(Intermediate)To reproduce the picture effects on this slide, do the following:On the Home tab, in theSlides group, click Layout, and then click Blank.On the Insert tab, in the Images group, click Picture. In the Insert Picture dialog box, select a picture and then click Insert. Select the picture. Under Picture Tools, on the Format tab, in the Size group, click the Size and Position dialog box launcher.In the Format Picture dialog box, in the Crop tab, in the Crop position section, crop the picture to the following values:Width: 9”Height: 2.65”Left: .5”Top: .5”Adjust the values in the Picture position section to properly position the picture within the cropped image.Under Picture Tools, in the Format tab, in the Size group, click Crop, click Crop to Shape, and then under Rectangles click Round Same Side Corner Rectangle (eighth option from the left).Drag the top yellow diamond adjustment handle slightly to the right to decrease the amount of rounding on the corners. Under Picture Tools, in the Format tab, in the Picture Styles group, click Picture Effects, point to Shadow, and then under Inner click Inside Center (second row, second option from the left).To reproduce the timeline effects on this slide, do the following:On the Home tab, in the Drawing group, click Rectangle.On the slide, drag to draw a rectangle.In the bottom right corner of the Drawing group, click the Format Shape dialog box launcher.In the Format Shape dialog box, do the following:In the Size tab, set the Width of the rectangle to 9”, and then set the Height to .73”In the Line Color tab, select No line.In the Fill tab, select Solid fill, and then set the following values:Color: Black, Text 1, Lighter 35%Transparency: 20%In the Shadow tab, click the button next to Presets, and then under Inner click Inside Center (second row, second option from the left). Drag the rectangle onto the bottom of the picture. Press and hold SHIFT and select the rectangle and the picture. Under Drawing Tools, on the Format tab, in the Arrange group, and then do the following: Click Align and then click Align Selected Objects. Click Align and then click Align Center.Click Align and then click Align Bottom.Click Align and then click Align to Slide.Click Align and then click Align Center. To reproduce the month labels for the timeline, do the following:On the Insert tab, in the Text group, click Text Box, and then on the slide, drag to draw the text box.Type the text you want to appear in the text box (this example uses months of the year, so you might type “JAN”), and then select the text. Format the text in the textbox using the following steps:On the Home tab, in the Font group, choose the Gill Sans MT Condensedfont and a font size of18.Click the arrow next to Font Color, and then under Theme Colors click White, Background 1, Darker 35% (fifth row, first option from the left).In the Paragraph group, click Center.Select the text box. On the Home tab, in the Clipboard group, click the arrow under Copy, and then click Duplicate. Repeat the process until there is a total of six text boxes. On the slide, drag the text boxes onto the rectangle to form a row. Press and hold CTRL and select all six text boxes and the rectangle.Under Drawing Tools, on the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Middle. Press and hold CTRL and cancel the selection of the rectangle, keeping the text boxes selected. Under Drawing Tools, on the Format tab, in the Arrange group, do the following:Click Align, and then click Align to Slide.Click Align, and then click Distribute Horizontally. To change the text in the duplicate text boxes, click in each text box and edit the text (this example uses months of the year).To change the color of a text box, select the text in the text box, and then on the Home tab, in the Font group, click the arrow next to Font Color, and then under Theme Colors click White, Background 1 (first row, first option from the left). To reproduce the vertical line with text effects on this slide, do the following:On the Home tab, in the Drawing group, click Line, and then, in the slide, draw a line.On the Home tab, in the drawing group, click the Format Shape dialog box launcher.In the Format Shape dialog box, in the Size tab, under Size and rotate, set the following values:Height: 1.2”Width: 0”Rotation: 0˚Also in the Format Shape dialog box, in the Line Style tab, set the Width to .75 pt and then, under Arrow settings, set the following values:Begin type: Oval Arrow (second row, third option from the left).Begin size: Arrow L Size 1 (first row, first option from the left).End type: Oval Arrow (second row, third option from the left).End size: Arrow R Size 1 (first row, first option from the left).Also in the Format Shape dialog box, in the Line Color tab, select Solid line, and then set the Color option to White, Background 1, Darker 25% (fourth row, first option from the left).Close the Format Shape dialog box.On the Home tab, in the Clipboard group, click the arrow under Copy, and then click Duplicate. Select the duplicate line. Under Drawing Tools, on the Format tab, in the Size group, in the Shape Height box, enter 2.6”.Press and hold SHIFT and select both lines. On the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Center.Click Align, and then click Align Top.Drag both lines together on the slide to position them under one of the timeline month labels. Press and hold SHIFT and select both lines and the text box they are under. On the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Center.Create the subtext boxes:On the Insert tab, in the Text group, click Text Box, and then on the slide, drag to draw the text box.Type the text you want to appear in the text box, and then select the text. Format the text in the textbox using the following steps:On the Home tab, in the Font group, choose the Gill Sans MT font and a font size of 20.Click the arrow next to Font Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).In the Paragraph group, click Align Text Left.On the Home tab, in the Paragraph group, click Align Text Left to align the text left in the text box.On the slide, drag the text box to position it to the right of the vertical line. To reproduce the background on this slide, do the following:Right-click the slide background area, and then clickFormat Background.In the Format Background dialog box, click Fill in the left pane, select Gradient fill in the Fill pane, and then set the following values:Type:LinearDirection:Linear Down (first row, second option from the left).Angle: 90˚Under Gradient stops, click Add or Remove until two stops appear on the slider.Also under Gradient stops, customize the gradient stops that you added as follows:Select the first stop, and then set the following values:Position: 50%Color: Black, Text 1(first row, second option from the left).Select the second stop, and then set the following values:Position: 99%.Color:Black, Text 1, Lighter 35% (third row, second option from the left).
Timeline graphic with pictures(Intermediate)To reproduce the picture effects on this slide, do the following:On the Home tab, in theSlides group, click Layout, and then click Blank.On the Insert tab, in the Images group, click Picture. In the Insert Picture dialog box, select a picture and then click Insert. Select the picture. Under Picture Tools, on the Format tab, in the Size group, click the Size and Position dialog box launcher.In the Format Picture dialog box, in the Crop tab, in the Crop position section, crop the picture to the following values:Width: 9”Height: 2.65”Left: .5”Top: .5”Adjust the values in the Picture position section to properly position the picture within the cropped image.Under Picture Tools, in the Format tab, in the Size group, click Crop, click Crop to Shape, and then under Rectangles click Round Same Side Corner Rectangle (eighth option from the left).Drag the top yellow diamond adjustment handle slightly to the right to decrease the amount of rounding on the corners. Under Picture Tools, in the Format tab, in the Picture Styles group, click Picture Effects, point to Shadow, and then under Inner click Inside Center (second row, second option from the left).To reproduce the timeline effects on this slide, do the following:On the Home tab, in the Drawing group, click Rectangle.On the slide, drag to draw a rectangle.In the bottom right corner of the Drawing group, click the Format Shape dialog box launcher.In the Format Shape dialog box, do the following:In the Size tab, set the Width of the rectangle to 9”, and then set the Height to .73”In the Line Color tab, select No line.In the Fill tab, select Solid fill, and then set the following values:Color: Black, Text 1, Lighter 35%Transparency: 20%In the Shadow tab, click the button next to Presets, and then under Inner click Inside Center (second row, second option from the left). Drag the rectangle onto the bottom of the picture. Press and hold SHIFT and select the rectangle and the picture. Under Drawing Tools, on the Format tab, in the Arrange group, and then do the following: Click Align and then click Align Selected Objects. Click Align and then click Align Center.Click Align and then click Align Bottom.Click Align and then click Align to Slide.Click Align and then click Align Center. To reproduce the month labels for the timeline, do the following:On the Insert tab, in the Text group, click Text Box, and then on the slide, drag to draw the text box.Type the text you want to appear in the text box (this example uses months of the year, so you might type “JAN”), and then select the text. Format the text in the textbox using the following steps:On the Home tab, in the Font group, choose the Gill Sans MT Condensedfont and a font size of18.Click the arrow next to Font Color, and then under Theme Colors click White, Background 1, Darker 35% (fifth row, first option from the left).In the Paragraph group, click Center.Select the text box. On the Home tab, in the Clipboard group, click the arrow under Copy, and then click Duplicate. Repeat the process until there is a total of six text boxes. On the slide, drag the text boxes onto the rectangle to form a row. Press and hold CTRL and select all six text boxes and the rectangle.Under Drawing Tools, on the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Middle. Press and hold CTRL and cancel the selection of the rectangle, keeping the text boxes selected. Under Drawing Tools, on the Format tab, in the Arrange group, do the following:Click Align, and then click Align to Slide.Click Align, and then click Distribute Horizontally. To change the text in the duplicate text boxes, click in each text box and edit the text (this example uses months of the year).To change the color of a text box, select the text in the text box, and then on the Home tab, in the Font group, click the arrow next to Font Color, and then under Theme Colors click White, Background 1 (first row, first option from the left). To reproduce the vertical line with text effects on this slide, do the following:On the Home tab, in the Drawing group, click Line, and then, in the slide, draw a line.On the Home tab, in the drawing group, click the Format Shape dialog box launcher.In the Format Shape dialog box, in the Size tab, under Size and rotate, set the following values:Height: 1.2”Width: 0”Rotation: 0˚Also in the Format Shape dialog box, in the Line Style tab, set the Width to .75 pt and then, under Arrow settings, set the following values:Begin type: Oval Arrow (second row, third option from the left).Begin size: Arrow L Size 1 (first row, first option from the left).End type: Oval Arrow (second row, third option from the left).End size: Arrow R Size 1 (first row, first option from the left).Also in the Format Shape dialog box, in the Line Color tab, select Solid line, and then set the Color option to White, Background 1, Darker 25% (fourth row, first option from the left).Close the Format Shape dialog box.On the Home tab, in the Clipboard group, click the arrow under Copy, and then click Duplicate. Select the duplicate line. Under Drawing Tools, on the Format tab, in the Size group, in the Shape Height box, enter 2.6”.Press and hold SHIFT and select both lines. On the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Center.Click Align, and then click Align Top.Drag both lines together on the slide to position them under one of the timeline month labels. Press and hold SHIFT and select both lines and the text box they are under. On the Format tab, in the Arrange group, do the following:Click Align, and then click Align Selected Objects.Click Align, and then click Align Center.Create the subtext boxes:On the Insert tab, in the Text group, click Text Box, and then on the slide, drag to draw the text box.Type the text you want to appear in the text box, and then select the text. Format the text in the textbox using the following steps:On the Home tab, in the Font group, choose the Gill Sans MT font and a font size of 20.Click the arrow next to Font Color, and then under Theme Colors click White, Background 1 (first row, first option from the left).In the Paragraph group, click Align Text Left.On the Home tab, in the Paragraph group, click Align Text Left to align the text left in the text box.On the slide, drag the text box to position it to the right of the vertical line. To reproduce the background on this slide, do the following:Right-click the slide background area, and then clickFormat Background.In the Format Background dialog box, click Fill in the left pane, select Gradient fill in the Fill pane, and then set the following values:Type:LinearDirection:Linear Down (first row, second option from the left).Angle: 90˚Under Gradient stops, click Add or Remove until two stops appear on the slider.Also under Gradient stops, customize the gradient stops that you added as follows:Select the first stop, and then set the following values:Position: 50%Color: Black, Text 1(first row, second option from the left).Select the second stop, and then set the following values:Position: 99%.Color:Black, Text 1, Lighter 35% (third row, second option from the left).