S&S Game is an Mathematics Game for Junior High School Students in year 8. It created in order to help teachers do an interactive learning, especially in sequences and series topic for grade 8. In this platform, it's only as a file review and uploaded in pdf format, so the macro designed in this game was unabled to show. If you mind to use the game, it's free to ask the creator for the pptm format of the game, so you can use the game perfectly.
S&S Game is an Mathematics Game for Junior High School Students in year 8. It created in order to help teachers do an interactive learning, especially in sequences and series topic for grade 8. In this platform, it's only as a file review and uploaded in pdf format, so the macro designed in this game was unabled to show. If you mind to use the game, it's free to ask the creator for the pptm format of the game, so you can use the game perfectly.
The presentation has first a drill on signed numbers. Then, it provides a definition examples and activities for the topics, " Finding the nth term of an Arithmetic Sequence, Arithmetic Mean and Arithmetic Series.".
Contents:
1. Geometric Sequence
2. Geometric Means
3. Geometric Series
with activities
Feel free to send me a message at regie.naungayan@deped.gov.ph for corrections or other suggestions
The presentation has first a drill on signed numbers. Then, it provides a definition examples and activities for the topics, " Finding the nth term of an Arithmetic Sequence, Arithmetic Mean and Arithmetic Series.".
Contents:
1. Geometric Sequence
2. Geometric Means
3. Geometric Series
with activities
Feel free to send me a message at regie.naungayan@deped.gov.ph for corrections or other suggestions
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdf
MODULE 3.pptx
1. MODULE 3: ARITHMETIC MEANS AND NTH
TERM OF AN ARITHMETIC SEQUENCE
• Lesson 1: Find the nth term of an Arithmetic
Sequence
•Lesson 2: Computing Arithmetic Means
2. REVIEW: FIND THE NEXT THREE TERMS OF
THE ARITHMETIC SEQUENCE: 3, 8, 13, 18, …
Solution:
a.The terms are a1 = 3, a2 = 8, a3 = 13, and a4 = 18. So, we
will be finding a5, a6, and a7.
b.The common difference (d) in the sequence is 5.
c. To get the next three terms, add 5 to each of the
preceding term. Thus:
a5 = a4 + 5 = 18 + 5 = 23
a6 = a5 + 5 = 23 + 5 = 28
a7 = a6 + 5 = 28 + 5 = 33
4. WHAT ABOUT IF THE PROBLEM IS TO FIND THE 100TH TERM OR THE
250TH TERM? CAN YOU FIND THE TERMS?
Using the process that is illustrated above will take
much of your time and effort. There is a short cut in
doing this and that is one of the focus of this
module.
6. Where:
an– is the number of term
a1 – is the first term
d – is the common difference
n – is the term position
Note: We will use this formula if the given values are the first
term and the common difference.
7. Let us apply this formula in solving the following:
A. Find the 21st term of the arithmetic sequence: 6, 9, 12,
15,…
Solution:
a. From the sequence, a1 = 6 , d = 3, and n = 21.
b. Using the formula, substitute these values.
a21 = 6 + 3 (21 – 1)
a21= 6 + 3 (20)
a21= 6 + 60
a21 = 66
a. Thus, the 21st term is 66
8. B. In the arithmetic sequence: 7, 10, 13, 16, . . .; find n if an
= 304.
Solution:
a.From the sequence, a1 = 7, d = 3, and an = 304.
b.Using the formula, substitute these values.
an = a1 + d (n-1)
304 = 7 + 3 (n – 1)
304 = 7 + 3n – 3
304 = 4 + 3n
300 = 3n
n = 100
By addition property of equality:
304 = 4 + 3n
304 - 4 = 4 – 4 + 3n
300 = 3n
3 3
100 = n
9. Assessment:
A. Find the specified nth term of each arithmetic sequence.
_________1. 2, 5, 8, …; 9th term
_________ 2. 3, 5 7, …; 20th term
_________ 3. 5, 11, 17, …; 9th term
_________ 4. 26, 22, 18, …; 40th term
10. SOLUTION NUMBER 1
_1. 2, 5, 8, …; 9th term
a1 = 2 d = 3 n = 9
an = a1 + d (n-1)
a9 = 2 + 3 (9 – 1)
a9 = 2 + 3 (8)
a9 = 2 + 24
a9 = 24
Therefore, the 9th term of the sequence is 26.
11. SOLUTION NUMBER 1
_ 2. 3, 5 7, …; 20th term
a1 = 3 d = 2 n = 20
an = a1 + d (n-1)
a20 = 3 + 2 (20 – 1)
a20 = 3 + 2 (19)
a20 = 3 + 38
a20 = 41
Therefore, the 20th term of the sequence is 41.
12. What I Have Learned
Let us see if you understood our lesson by answering the following questions.
1.State the general formula of finding the nth
term of an arithmetic sequence.
2.Given an arithmetic sequence, how do we find
the common difference?
3.Given two different nth terms of an arithmetic
sequence, how do we find for the common
difference?
13. A.Give what is asked:
______1. The 10th term of the arithmetic
sequence if= -15 and d = 6
______2. The 39th term of the arithmetic
sequence if= 40 and d = 1/2