Module 2 lesson 2
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This document contains a lesson on interpreting division of a whole number by a fraction using visual models. It includes examples such as determining the total amount of flour needed if a certain portion was used. Students are asked to solve word problems involving fractions of quantities, such as calculating the number of signs needed along a road if a sign is placed at regular fractional intervals or the number of people that can be fed from a certain number of pizzas if each person eats a fractional amount. The document concludes by asking students to complete an exit ticket to assess their understanding.
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G6 m2-a-lesson 2-s
This lesson teaches students to interpret division of a whole number by a fraction using visual models. Students are given examples of division word problems involving fractions and asked to write the problems as division and multiplication questions. They then make models to represent the different division scenarios. The lesson provides exercises for students to practice setting up and solving similar fraction division word problems using visual models.
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Students use visual models like fraction bars and number lines to represent the division of whole numbers by fractions. They work through examples that show dividing miles by half-miles or hours by quarters. This helps students understand the difference between dividing a whole number by a fraction versus dividing a fraction by a whole number. The lesson also introduces measurement division, where the question asks how many fractional parts are in a whole number, versus partitive division, where a portion is being divided to find the whole amount. Students practice using models to solve word problems involving dividing whole numbers by fractions.
Module 2 lesson 1
This document contains notes from a mathematics lesson on interpreting division of whole numbers by fractions. The lesson includes examples that are modeled using visual representations like fraction bars and area models. Students learn that dividing a fraction by a whole number results in a quotient that is smaller than the original fraction. The document concludes with instructions for students to complete an exit ticket problem set and rewrite the division problems as multiplication questions.
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This mathematics lesson teaches students how to interpret division of a whole number by a fraction using visual models. It provides two examples of sharing amounts of food equally among friends. Students are asked to rewrite division word problems as multiplication and model the answers using diagrams of fractions. Exercises ask students to practice this for various division scenarios involving fractions.
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This mathematics lesson teaches students to interpret division of whole numbers by fractions using visual models. Students begin by drawing and describing fractions using fraction cards. They then work through examples of dividing fractions by whole numbers, such as dividing 3/4 lb of trail mix among 6 friends. Students represent the division problems using number lines and fraction bars divided into equal parts. In exercises, students rewrite division problems as multiplication and model the answers. The lesson aims to help students understand that dividing a fraction by a whole number results in a smaller quotient.
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This document is a lesson plan on converting decimal division problems into whole number division problems using fractions. It contains examples of dividing multi-digit numbers with and without remainders. It also includes exercises asking students to estimate answers before dividing, compare their estimates to the exact answers, and interpret the meaning of remainders. The lesson teaches students to rewrite problems with decimal divisors or dividends as equivalent problems with whole number values by finding the largest common unit smaller than one.
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This lesson teaches students to interpret division of a whole number by a fraction using visual models. Students are given examples of division word problems involving fractions and asked to write the problems as division and multiplication questions. They then make models to represent the different division scenarios. The lesson provides exercises for students to practice setting up and solving similar fraction division word problems using visual models.
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This document contains notes from a mathematics lesson on interpreting division of whole numbers by fractions. The lesson includes examples that are modeled using visual representations like fraction bars and area models. Students learn that dividing a fraction by a whole number results in a quotient that is smaller than the original fraction. The document concludes with instructions for students to complete an exit ticket problem set and rewrite the division problems as multiplication questions.
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This mathematics lesson teaches students how to interpret division of a whole number by a fraction using visual models. It provides two examples of sharing amounts of food equally among friends. Students are asked to rewrite division word problems as multiplication and model the answers using diagrams of fractions. Exercises ask students to practice this for various division scenarios involving fractions.
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This mathematics lesson teaches students to interpret division of whole numbers by fractions using visual models. Students begin by drawing and describing fractions using fraction cards. They then work through examples of dividing fractions by whole numbers, such as dividing 3/4 lb of trail mix among 6 friends. Students represent the division problems using number lines and fraction bars divided into equal parts. In exercises, students rewrite division problems as multiplication and model the answers. The lesson aims to help students understand that dividing a fraction by a whole number results in a smaller quotient.
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The daily lesson plan outlines mathematics lessons for the week focusing on fractions. On Monday, students will add similar fractions in simple or mixed forms with regrouping. On Tuesday, they will subtract similar fractions in simple or mixed forms with regrouping. Throughout the week, students will learn to add and subtract different types of fractions with and without regrouping through activities using paper strips, worksheets, and group work. The lessons aim to help students understand and apply the four fundamental operations of fractions.
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This document is a lesson plan on converting decimal division problems into whole number division problems using fractions. It contains examples of dividing multi-digit numbers with and without remainders. It also includes exercises asking students to estimate answers before dividing, compare their estimates to the exact answers, and interpret the meaning of remainders. The lesson teaches students to rewrite problems with decimal divisors or dividends as equivalent problems with whole number values by finding the largest common unit smaller than one.
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Here are the steps to compare fractions less than one:
1) 4/5
2) 3/4
To compare these fractions:
- Look at the numerators and denominators
- 4/5 is greater than 3/4 because 4/5 of the whole is a larger part than 3/4 of the whole
So the relationship is:
4/5 > 3/4
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1. Compare the following fractions:
a) 1/3 and 2/4
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2) Students learn to rewrite numbers with differing units, like tenths and hundreds, as quantities with a common unit, like thousandths, to allow for whole number division.
3) Students practice dividing numbers with decimals and checking their answers for reasonableness.
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This document is a lesson plan on interpreting and computing division of fractions by fractions using visual models. The lesson introduces dividing fractions with different denominators using fraction bars and area models. Students will practice dividing fractions with models and be asked to consider if division of fractions can result in whole number quotients or answers larger than the dividend. The lesson concludes with an exit ticket to assess student understanding.
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This document provides an overview of a lesson on dividing fractions and mixed numbers. It includes:
1) Learning objectives for students to divide fractions by mixed numbers by first converting mixed numbers to improper fractions, and to use equations to find quotients.
2) An example problem walking through dividing a mixed number by a fraction.
3) A matching game activity for students to practice dividing fractions and mixed numbers.
4) A closing reflection question comparing dividing fractions by mixed numbers to previous work dividing fractions.
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Here are the steps to compare fractions less than one:
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To compare these fractions:
- Look at the numerators and denominators
- 4/5 is greater than 3/4 because 4/5 of the whole is a larger part than 3/4 of the whole
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4/5 > 3/4
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1. Compare the following fractions:
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2) Students learn to rewrite numbers with differing units, like tenths and hundreds, as quantities with a common unit, like thousandths, to allow for whole number division.
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Quiz week 1 & 2 study guide
This document is a study guide for nouns created by Mrs. Labuski. It contains vocabulary terms related to nouns and lists 21 lessons on different types of nouns including concrete nouns, abstract nouns, common nouns, proper nouns, singular nouns, plural nouns, and possessive nouns. For each lesson, it provides links to online interactive activities and practice exercises related to the noun topic. It also lists additional grammar resources for further practice.
Quiz week 1 & 2 practice
This document contains a quiz on nouns with questions about identifying different types of nouns such as proper, concrete, abstract, and plural nouns. It also contains exercises on forming plural nouns and possessive nouns as well as a short story and questions to identify nouns in the story. The key provides the answers to the quiz and exercises.
Welcome to social studies
This document outlines the curriculum, expectations, and supplies for a 6th grade social studies class. It includes:
- An overview of the course content which will cover the geography and history of the Eastern Hemisphere, including major ancient and modern civilizations.
- A list of required supplies and materials for classwork and homework assignments.
- Classroom expectations which emphasize being prepared, respectful, and asking questions.
- Details on grading, homework policies, absences, units to be covered, and contact information for the teachers and website.
Team orion supply list 15 16
The document is a supply list for Team Orion's sixth grade class for the 2015-2016 school year. It lists the required supplies for the team binder and various subjects including science, social studies, English Language Arts (ELA), and math. Some common required items across subjects are binders, loose-leaf paper, dividers, and tissues. Supplies are tailored to individual teachers for ELA and math. Students are only allowed to carry two binders between classes and will have time to go to lockers between periods.
Literature letter graphic organizer
This document provides an outline for writing a book report with 4 paragraphs: an introduction summarizing the book's events and setting, a character description paragraph with evidence, an excerpt explanation paragraph, and a conclusion discussing the author's purpose and theme. The book report format emphasizes including textual evidence and explaining the relevance and significance of key moments in the story.
Team orion supply list 15 16
The document outlines the supply list for Team Orion's sixth grade students for the 2015-2016 school year. It details the supplies needed for a team binder to be carried between all classes, as well as subject-specific supplies for science, social studies, English language arts, and math. Students are asked to have a team binder, subject binders, loose-leaf paper, dividers, notebooks, folders, and other classroom supplies such as tissues and post-it notes. They are not allowed to carry backpacks between classes.
Literature letters revised
This document provides an outline for writing a business letter summarizing a recently read book. The letter should include an introduction paragraph with the title, author, genre, and brief summary. A second paragraph should make a claim about a main character and provide textual evidence. A third paragraph should include a scene excerpt, its relevance, and why it was chosen. The conclusion paragraph should discuss the author's purpose and theme. A bibliography is required at the end. The letter must follow proper formatting guidelines.
Final exam review sheet # 2 2015
This document contains a review sheet for a math final exam. It includes two parts - a multiple choice section with 37 questions covering various math concepts, and a short answer section with 7 word problems requiring calculations and explanations. The review sheet provides the questions, space to write answers, and an answer key in the back to check work.
Final exam review sheet # 3 2015
This document contains a multi-part math exam review with multiple choice and short answer questions. It provides practice problems covering topics like geometry, ratios, equations, expressions, and word problems. The review is designed to help students prepare for their math final exam.
Final exam review sheet # 1 2015
This document contains a review sheet for a math final exam. It includes multiple choice and short answer questions covering topics like geometry, algebra, ratios, and word problems. It also provides the answers to the multiple choice section. The short answer questions require showing work and include problems finding areas, writing equations, comparing ratios, and solving word problems involving money.
Lessons 12 13 merged
This document contains a math lesson on calculating the volume of rectangular prisms. It provides examples of three rectangular prisms with different heights but the same length and width, and has students write expressions for the volume of each. It then has students recognize that these expressions all represent the area of the base multiplied by the height. Students are asked to determine the volumes of additional prisms using this area of base times height formula.
Mod 5 lesson 12 13
This document contains notes from a math lesson on volume. It discusses determining the volume of composite figures using decomposition into simpler shapes. Students will practice finding the volume of various objects. The document contains examples of area problems and notes for students to solve.
G6 m5-c-lesson 13-t
1) This lesson teaches students the formulas for calculating the volume of right rectangular prisms and cubes. It provides examples of using the formulas to find the volume when given the length, width, height or area of the base.
2) Students complete exercises that explore how changes to the lengths or heights affect the volume. They discover that if the height is doubled, the volume is also doubled, and if the height is tripled the volume is tripled.
3) No matter the shape, when the side lengths are changed by the same fractional amount, the volume changes by that fractional amount cubed. For example, if the sides are halved, the volume is one-eighth of the original.
G6 m5-c-lesson 13-s
This document provides examples and exercises about calculating the volumes of cubes and rectangular prisms using formulas. It begins with examples of calculating the volume of a cube with sides of 2 1/4 cm and a rectangular prism with a base area of 7/12 ft^2 and height of 1/3 ft. The exercises then involve calculating volumes of cubes and prisms when dimensions are changed, identifying relationships between dimensions and volumes, and writing expressions for volumes.
G6 m5-c-lesson 12-t
This lesson teaches students about calculating the volume of rectangular prisms using two different formulas: 1) length × width × height and 2) area of the base × height. Students work through examples calculating the volume of various rectangular prisms using both formulas. They learn that it does not matter which face is used as the base, as the volume will be the same. The lesson reinforces that volume can be expressed in multiple equivalent ways and emphasizes using the area of the base times the height.
G6 m5-c-lesson 12-s
This document provides examples and problems about calculating the volume of rectangular prisms. It begins by showing different rectangular prisms and having students write expressions for the volume of each using length, width, and height. It explains that the volume can also be written as the area of the base times the height. Students then practice calculating volumes using both methods. Later problems involve calculating volume when given the area of the base and height or vice versa. The goal is for students to understand that the volume of a rectangular prism is the area of its base multiplied by its height.
Mod 5 lesson 9
1) The document outlines a math lesson plan for a week in May that includes topics on polygons, area, surface area, and volume.
2) On Tuesday, students will work on problem sets for Lesson 9 and 13, which cover finding the perimeter and area of polygons on the coordinate plane.
3) On Thursday, students will work on a Lesson 15 worksheet, and on Friday they are asked to bring in a rectangular prism from home to create a net and label edge lengths.
G6 m5-b-lesson 9-t
Lesson 9 focuses on determining the area and perimeter of polygons on the coordinate plane. Students will find the perimeter of irregular figures by using coordinates to find the length of sides joining points with the same x- or y-coordinate. Students will also find the area enclosed by a polygon by composing or decomposing it into polygons with known area formulas. The lesson provides examples of calculating perimeter and area, as well as exercises for students to practice these skills by decomposing polygons in different ways.
G6 m5-b-lesson 9-s
This lesson teaches students how to determine the area and perimeter of polygons on a coordinate plane. It includes examples of calculating area and perimeter of polygons. Students are given exercises to calculate the area of various polygons, determine both the area and perimeter of shapes, and write expressions to represent the area calculated in different ways. The lesson aims to help students practice finding area and perimeter of polygons located on a coordinate plane.
Mod 5 lesson 8
This document discusses a lesson on drawing polygons on the coordinate plane. The lesson objectives are for students to use absolute value to determine distances between integers on the coordinate plane in order to find side lengths of polygons. The document includes examples of polygons drawn on the coordinate plane and questions about determining their areas and shapes. It closes by asking students to complete an exit ticket to assess their understanding of determining areas of polygons using different methods, and how the polygon shape influences the area calculation method.
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5th LF Energy Power Grid Model Meet-up Slides
5th Power Grid Model Meet-up
It is with great pleasure that we extend to you an invitation to the 5th Power Grid Model Meet-up, scheduled for 6th June 2024. This event will adopt a hybrid format, allowing participants to join us either through an online Mircosoft Teams session or in person at TU/e located at Den Dolech 2, Eindhoven, Netherlands. The meet-up will be hosted by Eindhoven University of Technology (TU/e), a research university specializing in engineering science & technology.
Power Grid Model
The global energy transition is placing new and unprecedented demands on Distribution System Operators (DSOs). Alongside upgrades to grid capacity, processes such as digitization, capacity optimization, and congestion management are becoming vital for delivering reliable services.
Power Grid Model is an open source project from Linux Foundation Energy and provides a calculation engine that is increasingly essential for DSOs. It offers a standards-based foundation enabling real-time power systems analysis, simulations of electrical power grids, and sophisticated what-if analysis. In addition, it enables in-depth studies and analysis of the electrical power grid’s behavior and performance. This comprehensive model incorporates essential factors such as power generation capacity, electrical losses, voltage levels, power flows, and system stability.
Power Grid Model is currently being applied in a wide variety of use cases, including grid planning, expansion, reliability, and congestion studies. It can also help in analyzing the impact of renewable energy integration, assessing the effects of disturbances or faults, and developing strategies for grid control and optimization.
What to expect
For the upcoming meetup we are organizing, we have an exciting lineup of activities planned:
-Insightful presentations covering two practical applications of the Power Grid Model.
-An update on the latest advancements in Power Grid -Model technology during the first and second quarters of 2024.
-An interactive brainstorming session to discuss and propose new feature requests.
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Introduction of Cybersecurity with OSS at Code Europe 2024
I develop the Ruby programming language, RubyGems, and Bundler, which are package managers for Ruby. Today, I will introduce how to enhance the security of your application using open-source software (OSS) examples from Ruby and RubyGems.
The first topic is CVE (Common Vulnerabilities and Exposures). I have published CVEs many times. But what exactly is a CVE? I'll provide a basic understanding of CVEs and explain how to detect and handle vulnerabilities in OSS.
Next, let's discuss package managers. Package managers play a critical role in the OSS ecosystem. I'll explain how to manage library dependencies in your application.
I'll share insights into how the Ruby and RubyGems core team works to keep our ecosystem safe. By the end of this talk, you'll have a better understanding of how to safeguard your code.
How to Interpret Trends in the Kalyan Rajdhani Mix Chart.pdf
A Mix Chart displays historical data of numbers in a graphical or tabular form. The Kalyan Rajdhani Mix Chart specifically shows the results of a sequence of numbers over different periods.
Main news related to the CCS TSI 2023 (2023/1695)
An English 🇬🇧 translation of a presentation to the speech I gave about the main changes brought by CCS TSI 2023 at the biggest Czech conference on Communications and signalling systems on Railways, which was held in Clarion Hotel Olomouc from 7th to 9th November 2023 (konferenceszt.cz). Attended by around 500 participants and 200 on-line followers.
The original Czech 🇨🇿 version of the presentation can be found here: https://www.slideshare.net/slideshow/hlavni-novinky-souvisejici-s-ccs-tsi-2023-2023-1695/269688092 .
The videorecording (in Czech) from the presentation is available here: https://youtu.be/WzjJWm4IyPk?si=SImb06tuXGb30BEH .
Connector Corner: Seamlessly power UiPath Apps, GenAI with prebuilt connectors
Join us to learn how UiPath Apps can directly and easily interact with prebuilt connectors via Integration Service--including Salesforce, ServiceNow, Open GenAI, and more.
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Enjoying high-performance CRUD (create, read, update, delete) operations, for
seamless data management.
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AppSec PNW: Android and iOS Application Security with MobSF
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This talk covers:
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Solving Mobile app CTF challenges.
Reverse engineering and runtime analysis of Mobile malware.
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Dandelion Hashtable: beyond billion requests per second on a commodity server
This slide deck presents DLHT, a concurrent in-memory hashtable. Despite efforts to optimize hashtables, that go as far as sacrificing core functionality, state-of-the-art designs still incur multiple memory accesses per request and block request processing in three cases. First, most hashtables block while waiting for data to be retrieved from memory. Second, open-addressing designs, which represent the current state-of-the-art, either cannot free index slots on deletes or must block all requests to do so. Third, index resizes block every request until all objects are copied to the new index. Defying folklore wisdom, DLHT forgoes open-addressing and adopts a fully-featured and memory-aware closed-addressing design based on bounded cache-line-chaining. This design offers lock-free index operations and deletes that free slots instantly, (2) completes most requests with a single memory access, (3) utilizes software prefetching to hide memory latencies, and (4) employs a novel non-blocking and parallel resizing. In a commodity server and a memory-resident workload, DLHT surpasses 1.6B requests per second and provides 3.5x (12x) the throughput of the state-of-the-art closed-addressing (open-addressing) resizable hashtable on Gets (Deletes).
“How Axelera AI Uses Digital Compute-in-memory to Deliver Fast and Energy-eff...
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As artificial intelligence inference transitions from cloud environments to edge locations, computer vision applications achieve heightened responsiveness, reliability and privacy. This migration, however, introduces the challenge of operating within the stringent confines of resource constraints typical at the edge, including small form factors, low energy budgets and diminished memory and computational capacities. Axelera AI addresses these challenges through an innovative approach of performing digital computations within memory itself. This technique facilitates the realization of high-performance, energy-efficient and cost-effective computer vision capabilities at the thin and thick edge, extending the frontier of what is achievable with current technologies.
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before the computed tomography, it had been widely used.
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Conversational agents, or chatbots, are increasingly used to access all sorts of services using natural language. While open-domain chatbots - like ChatGPT - can converse on any topic, task-oriented chatbots - the focus of this paper - are designed for specific tasks, like booking a flight, obtaining customer support, or setting an appointment. Like any other software, task-oriented chatbots need to be properly tested, usually by defining and executing test scenarios (i.e., sequences of user-chatbot interactions). However, there is currently a lack of methods to quantify the completeness and strength of such test scenarios, which can lead to low-quality tests, and hence to buggy chatbots.
To fill this gap, we propose adapting mutation testing (MuT) for task-oriented chatbots. To this end, we introduce a set of mutation operators that emulate faults in chatbot designs, an architecture that enables MuT on chatbots built using heterogeneous technologies, and a practical realisation as an Eclipse plugin. Moreover, we evaluate the applicability, effectiveness and efficiency of our approach on open-source chatbots, with promising results.
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Module 2 lesson 2
- 1. Module 2 Lesson 2 Interpreting Division of a Whole Number by a Fraction.notebook December 03, 2013 Please complete exit ticket from Lesson 1 and hand in. (Also write as a multiplication equation.) Have your homework open to be checked. 1
- 3. Module 2 Lesson 2 Interpreting Division of a Whole Number by a Fraction.notebook December 03, 2013 3
- 5. Module 2 Lesson 2 Interpreting Division of a Whole Number by a Fraction.notebook December 03, 2013 5
- 12. Module 2 Lesson 2 Interpreting Division of a Whole Number by a Fraction.notebook December 03, 2013 Closing Please take out your exit ticket for Lesson 2, close your binder, and complete the exit ticket. This will be collected. 12