Module 7.1 lessons 18 19
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This document contains notes from a math lesson on using scale drawings to determine actual lengths and areas. It includes examples of determining scale factors from drawings and using them to calculate actual dimensions and areas. Homework assigned includes problems from the lesson on scale drawings as well as a test on this module coming up on Friday. The document provides instruction, examples, and practice problems for using scale factors to solve real-world geometry problems involving scale drawings.
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Module 7.1 lessons 19 20
This document contains notes from a mathematics lesson on computing actual areas from scale drawings. It includes examples of finding the scale factor between drawings and actual objects, then using that scale factor to determine the actual areas. The document provides the steps to follow when given a scale drawing to find the actual area, and asks students to consider situations where scale drawings would be used.
Module 1 lesson 18
This document contains notes from a math lesson on computing actual lengths from a scale drawing. It includes examples of calculating scale factors from drawings and using them to determine actual lengths and widths. It also provides practice problems for students to solve. The lesson covers key concepts like determining the scale factor as a constant of proportionality between drawing and actual measurements and using it in the equation y=kx to find actual dimensions.
05 solutions
This document contains instructions and examples for 7 problems involving forecasting and smoothing methods. It includes instructions to copy data from external sources into templates to solve forecasting problems. The problems cover a variety of forecasting techniques including naive, moving averages, exponential smoothing, and trend analysis. Seasonal adjustment is demonstrated through examples calculating seasonal relatives for sales, customers, grain shipments and other time-series data. Forecasts are generated and compared to historical data for evaluation.
Three Views of a Functions
The document provides instructions for working with rules, tables, and graphs. It discusses how these concepts are related and how to convert between them using a calculator. It provides steps for determining a rule from a table or graph, sketching graphs, finding equations from tables or graphs, and choosing points from graphs to create tables or find equations.
Module 1 lesson 8
This document contains notes from a math lesson on representing proportional relationships with equations. It includes examples of writing equations to relate variables that are proportional, such as miles driven to gallons of gas. It also discusses using the constant of proportionality k to write equations in the form y=kx and solving problems algebraically and arithmetically. There are practice problems for students to complete as homework.
Module 7.1 lesson 5 and 6
1) The document appears to be notes from a math lesson on identifying proportional and non-proportional relationships in graphs.
2) Students worked in groups to create posters showing ratios and whether the relationships were proportional or not based on their graphs.
3) The class then participated in an "art gallery" where they viewed and provided feedback on each other's posters.
Module 7.1 lesson 20
This document contains a lesson on creating a scale drawing. It includes a floor plan drawing of a room with furniture and dimensions. It then shows calculations for finding the scale factor between the actual and drawn areas and using an equation to relate the actual and drawn areas. The document ends with closing questions about the purpose of scale drawings, challenges in creating the floor plan, and checking area calculations.
1. a hotdog stand owner who sales hotdogs only on saturdays has coll
A hotdog stand owner recorded quarterly hotdog sales over 12 quarters. The owner wants to forecast the next quarter's sales using either a 3-period or 2-period moving average, exponential smoothing with an alpha of 0.3, or linear regression. A 3-period moving average is better because it considers more data points and helps reduce fluctuations compared to a 2-period average.
Recommended
Module 7.1 lessons 19 20
This document contains notes from a mathematics lesson on computing actual areas from scale drawings. It includes examples of finding the scale factor between drawings and actual objects, then using that scale factor to determine the actual areas. The document provides the steps to follow when given a scale drawing to find the actual area, and asks students to consider situations where scale drawings would be used.
Module 1 lesson 18
This document contains notes from a math lesson on computing actual lengths from a scale drawing. It includes examples of calculating scale factors from drawings and using them to determine actual lengths and widths. It also provides practice problems for students to solve. The lesson covers key concepts like determining the scale factor as a constant of proportionality between drawing and actual measurements and using it in the equation y=kx to find actual dimensions.
05 solutions
This document contains instructions and examples for 7 problems involving forecasting and smoothing methods. It includes instructions to copy data from external sources into templates to solve forecasting problems. The problems cover a variety of forecasting techniques including naive, moving averages, exponential smoothing, and trend analysis. Seasonal adjustment is demonstrated through examples calculating seasonal relatives for sales, customers, grain shipments and other time-series data. Forecasts are generated and compared to historical data for evaluation.
Three Views of a Functions
The document provides instructions for working with rules, tables, and graphs. It discusses how these concepts are related and how to convert between them using a calculator. It provides steps for determining a rule from a table or graph, sketching graphs, finding equations from tables or graphs, and choosing points from graphs to create tables or find equations.
Module 1 lesson 8
This document contains notes from a math lesson on representing proportional relationships with equations. It includes examples of writing equations to relate variables that are proportional, such as miles driven to gallons of gas. It also discusses using the constant of proportionality k to write equations in the form y=kx and solving problems algebraically and arithmetically. There are practice problems for students to complete as homework.
Module 7.1 lesson 5 and 6
1) The document appears to be notes from a math lesson on identifying proportional and non-proportional relationships in graphs.
2) Students worked in groups to create posters showing ratios and whether the relationships were proportional or not based on their graphs.
3) The class then participated in an "art gallery" where they viewed and provided feedback on each other's posters.
Module 7.1 lesson 20
This document contains a lesson on creating a scale drawing. It includes a floor plan drawing of a room with furniture and dimensions. It then shows calculations for finding the scale factor between the actual and drawn areas and using an equation to relate the actual and drawn areas. The document ends with closing questions about the purpose of scale drawings, challenges in creating the floor plan, and checking area calculations.
1. a hotdog stand owner who sales hotdogs only on saturdays has coll
A hotdog stand owner recorded quarterly hotdog sales over 12 quarters. The owner wants to forecast the next quarter's sales using either a 3-period or 2-period moving average, exponential smoothing with an alpha of 0.3, or linear regression. A 3-period moving average is better because it considers more data points and helps reduce fluctuations compared to a 2-period average.
Module 1 lesson 18
This document contains notes from a math lesson on computing actual lengths from a scale drawing. It includes examples of calculating scale factors and using them to determine actual lengths and widths based on scale drawings. It also provides practice problems for students to solve. The lesson covers key concepts like determining the scale factor as the constant of proportionality between drawing and actual lengths, and using this to find actual dimensions. It aims to teach students how to analyze scale drawings and calculate real-world sizes.
Module 1 lesson 18
This document contains a lesson on computing actual lengths from a scale drawing. It includes examples of scale drawings with basketball courts, gardens, and tablets to demonstrate how to determine the scale factor and use it to calculate actual lengths and widths. The lesson emphasizes that the scale factor represents the constant ratio between measurements on the scale drawing and actual lengths. Students are given an exercise using a scale floor plan of a mall to determine if set panels for a musical will fit through the entrance.
Module 1 lesson 19
This document contains notes from a math lesson on computing actual areas from scale drawings. It includes examples of finding the scale factor between drawings and actual objects, then using that scale factor to determine the actual areas. The notes provide step-by-step workings and solutions for three examples, and ask students to confirm if their actual area findings match the example results. It also poses closing questions about using scale factors to find real-world areas from scale drawings.
Module 4.5 lesson 3 computing actual lengths from scale drawings
This document provides examples and explanations for computing actual lengths from scale drawings. It begins with an example of a proposed half basketball court that needs to fit within a 25 foot by 75 foot lot. It then explains that the scale factor is the constant of proportionality that relates the actual length to the drawn length. Several other examples are worked through, applying the concept of using the scale factor and a proportion to determine actual lengths from a scaled drawing. The document concludes by restating that the scale factor expresses the relationship between the actual object and its scale drawing.
Module 7.1 lessons 8 9
This document contains notes from mathematics lessons on representing proportional relationships with equations. It includes examples of setting up proportional relationships between variables like gallons of gas used and miles driven. Students are given practice problems to determine constants of proportionality from tables and graphs, then using the proportional relationships to solve problems algebraically. The document also provides solutions to these practice problems.
Module 1 lesson 17
This document contains notes from a math lesson on scale factors and proportional relationships. It includes examples of calculating scale factors based on measurements of original objects and scale drawings. Homework assigned includes completing problem sets, a CRS assignment, and preparing for a quiz. The lesson objectives are on using unit rates as scale factors and how scale factors are used to determine if drawings are proportional reductions or enlargements of actual objects.
Module 1 lesson 17
This document outlines notes from a math lesson on scale factors and proportional relationships. It includes the lesson objective, homework assignments, examples of calculating scale factors by taking the ratio of measurements on a scale drawing to the actual objects. It also provides practice problems asking students to determine scale factors and dimensions of scale drawings.
NAMEMATH125 Unit 2 Submission Assignment Answer FormMa.docx
NAME:
MATH125: Unit 2 Submission Assignment Answer Form
Mathematical Modeling and Problem Solving
ALL questions below regarding painting a bedroom must be answered. Show ALL step-by-step calculations, round all of your final answers correctly, and include the units of measurement. For full credit, all explanations must be given in the spaces provided. Upload this modified Answer Form to the intellipath Unit 2 Submission lesson. Make sure that you submit your work in a modified Microsoft Word document; scanned or handwritten work will not be accepted. If you need assistance, please contact your course instructor.
All of the commonly used formulas for geometric objects are just the mathematical models of the characteristics of physical objects. For example, because a basketball is approximately a sphere, it can be partially modeled by its distance from one side through the center (radius, r) and then to the other side by the diameter formula for a sphere, D = 2r.
For the two-dimensional variables of length (L) and width (W), the perimeter and area formulas for a rectangle are mathematical models for the distance around a rectangle (perimeter, P) and the region enclosed by the sides (area, A), respectively, as follows:
P = 2L + 2W and A = L × W
Along with another variable, height (H), a three-dimensional rectangular prism’s volume and surface area can be measured. For example, the formulas for a common closed cardboard box’s inside space (volume, V) and outside covering (surface area, SA) are, respectively, as follows:
V = L x W x H and SA = 2(L x W) + 2(W x H) + 2(L x H)
For this Submission Assignment, follow Pólya’s principles to solve your problems, as follows:
1. Understand the problem.
2. Devise a plan.
3. Carry out the plan.
4. Take a look back.
Include the following in your assignment:
· Explain your interpretation of what the problem is about.
· Develop and write down a strategy for solving this problem; show the steps in the correct order for your attempted solution.
· Did your strategy actually solve the problem? How do you know?
· Suppose that your solution did not solve the problem—what would your next action be?
Painting a Bedroom
The walls and ceiling inside your bedroom need to be painted. To save money, you decide that you will paint the bedroom yourself. Use the following information to solve this problem:
· The bedroom is 17 feet long by 18 feet wide, and the ceiling is 9 feet high.
· The inside of the bedroom door will be painted the same color as the walls.
· Two coats of paint will be applied to all of the painted surfaces.
· The room has one window, measuring 3 feet, 9 inches by 4 feet, which will not be painted.
Pólya’s Principle Step 1: Understand the Problem
1. Describe in detail what you understand the problem to be. In other words, what problem will you need to solve? Is there enough information to enable you to find a solution to your problem?
Show your work here: (10 points)
2. Discuss different ways to cons ...
NAMEMATH125 Unit 2 Submission Assignment Answer FormMa.docx
This document provides instructions for a project analyzing differences in social values between countries. Students are asked to select a social value variable related to a UN Sustainable Development Goal, research the variable in the US and another country, state a hypothesis comparing the two countries, perform statistical analyses to test the hypothesis, and discuss the implications of the results. The analyses will use data from an SPSS file provided. Students must write a report presenting their variable selection, background research, hypothesis, statistical findings, and conclusion relating the results back to the initial UN goal.
NAMEMATH125 Unit 2 Submission Assignment Answer FormMa
This document provides instructions for a project analyzing differences in social values between countries. Students are asked to select a social value variable related to a UN Sustainable Development Goal, research the variable in the US and another country, state a hypothesis comparing the two countries, perform statistical analyses to test the hypothesis, and discuss the implications of the results. The project involves selecting variables from a codebook, conducting background research, writing a hypothesis, reporting descriptive statistics in SPSS, performing an independent samples t-test in SPSS, making a decision about the hypothesis, and reflecting on what the results say about the variable and UN goal.
5HM Unit 2 Learning Contract
This document provides a curriculum compacting organizer for a 5th grade math unit on decimal operations. It lists the key learning objectives that all students need to master, which involve multiplying and dividing multi-digit numbers and decimals. It then organizes students into two groups - those who scored well on a pretest and can master new concepts quickly, and those who did not score as well or learn as quickly. The document provides various optional extension activities for students in the first group to choose from to further their learning, all of which relate to the key objectives and allow for flexibility, creativity, and teaching others.
Module 7.2 lessons 13 and 14
This document contains notes from a math lesson on converting fractions to decimals. It includes examples of using long division to write fractions as terminating and repeating decimals. The lesson discusses how to determine if a decimal will terminate or repeat based on the remainder when dividing the numerator by the denominator. Students practice problems converting fractions to decimals and applying rational number conversions to solve word problems.
Study on grading the develop pattern in CAD.
1. The document describes an experiment on grading patterns in CAD software. It involves taking a master pattern for a T-shirt and grading it to produce patterns of different sizes.
2. Key steps in the grading process include inputting measurement changes between sizes into a grading table, copying grading from the front pattern to the back, and adjusting sleeve lengths and widths.
3. The result is a set of graded patterns for a T-shirt in various sizes that are produced accurately and quickly using CAD software compared to manual grading methods.
Module 1 lesson 20 day 2
The document contains notes from a math lesson on scale drawings and scale factors. It includes examples of scale drawings of a room with furniture and measurements. It provides practice problems for students to determine scale, actual lengths and areas based on a sample survey. It instructs students to prepare for an upcoming exam and includes homework to create a scale drawing of a room using a 1/24 scale.
Module 1 lesson 16
This document contains notes from a mathematics lesson on scale drawings and ratios. It includes examples of scale drawings, questions about possible uses of enlarged and reduced drawings, and problems analyzing scale drawings and determining if they are reductions or enlargements. Students are asked to complete practice problems creating their own scale drawings using grids. The lesson aims to help students relate scale drawings to ratios and rates.
Module 7.1 lessons 16 17
This document contains notes from a mathematics module covering scale drawings and ratios. It includes homework assignments from Lessons 16 and 17, with problems involving scale drawings, ratios, and rates. The notes cover topics like determining whether a scale drawing is an enlargement or reduction based on ratios, using scale factors to relate actual sizes to representations, and applying proportional reasoning to scale drawings. An assessment on these topics is scheduled for October 2nd.
Robotics project (sample copy )
This document outlines a robotics project for 8th grade students. It involves designing and building a robot that uses hydraulics. Students are divided into groups with roles as mathematicians, engineers, or artists. They research hydraulics and calculate areas and perimeters. Experiments with syringes demonstrate hydraulic principles of pressure and force. Students then design, build, and present a creative robot that moves using a hydraulic system. The project aims to teach students about hydraulics, geometry, and team-based design and building of a robot.
Planning a deck
Planning a deck involves 5 basic steps: 1) Create a project program outlining desired elements and uses. 2) Understand existing conditions by measuring and sketching the area where the deck will be built. 3) Develop a schematic design showing program elements laid out to scale. 4) Further develop the design by adding dimensions, stairs, railings. 5) Create a construction document with dimensions, materials list, and details needed to obtain permits and build the deck. Following these steps allows for an effective planning process.
Module 1 lesson 10
This document contains notes from a math lesson on interpreting graphs of proportional relationships. It includes examples of creating tables and graphs to show the proportional relationship between the amount of flour used and the number of cookies produced in a recipe. It also discusses using the unit rate to write equations to represent proportional relationships shown in tables, graphs, or word problems. Homework assigned is to finish problems on interpreting graphs of proportional relationships.
Week 4 Project Tips © 2018 South University .docx
Week 4 Project Tips
© 2018 South University
Page 2 of 58
Computer and Internet Literacy
©2018 South University
2 Week 4 Project Tips
Week 4 Project
Week 4 Project Tips
Below are tips to help you start your Week 4 Project.
The tips show you, step by step, how to create a spreadsheet in Microsoft Office
Excel. This includes creating a table, creating a header, entering labels and
numerical data, using formulas, and applying some basic formatting.
The tips also show you how to create a chart from your data.
The tips do not use the same data as your project, so will need to follow carefully
the instructions in your project to use the correct data, but the organization of the
data is the same as in your project.
Also, the formatting of the spreadsheet is as shown in the instructions for the
project, but you are encouraged to create a spreadsheet and a chart with your
own original presentation.
Now, let’s see how to tackle your Week 4 Project.
Page 3 of 58
Computer and Internet Literacy
©2018 South University
3 Week 4 Project Tips
Week 4 Project
Step 1. Open Excel and click on Blank workbook to create a new
workbook.
Page 4 of 58
Computer and Internet Literacy
©2018 South University
4 Week 4 Project Tips
Week 4 Project
Step 2. Double click on the sheet name; the default name Sheet1 is
highlighted as shown.
Page 5 of 58
Computer and Internet Literacy
©2018 South University
5 Week 4 Project Tips
Week 4 Project
Step 3. Type the new name on the name tag for the worksheet.
Here, the name is changed to Budget. Then type the header text
across, as shown, and the item names for the budget in column A.
No formatting is applied yet.
Page 6 of 58
Computer and Internet Literacy
©2018 South University
6 Week 4 Project Tips
Week 4 Project
Step 4. Double-click on the right-most boundary of column A, as
indicated with the red arrow in the screen capture below. That has
the effect of widening column A, such that its content will fit nicely
within column A’s boundaries, and will not encroach on the space of
the columns to the right.
Page 7 of 58
Computer and Internet Literacy
©2018 South University
7 Week 4 Project Tips
Week 4 Project
Step 5. Now, enter the numerical data per the instructions of the
Week 4 Project. Note that the data below are different from what is
specified in your project instructions. So, make sure to follow your
project instructions; do not use the numerical values shown below.
Page 8 of 58
Computer and Internet Literacy
©2018 South University
8 Week 4 Project Tips
Week 4 Project
Step 6. In cell B5, corresponding to Monthly Income for January,
type =SUM(B3,B4). This is the sum formula applied to the values in
cells B3 and B4. Then hit <Enter>.
Page 9 of 58
Computer and Internet Literacy
©2018 South University
9 Week 4 Project Ti.
Linear equations lesson 8 day 2 graphing linear equations
The document is from a pre-algebra lesson on graphing linear equations. It discusses re-arranging equations into slope-intercept form (y=mx+b) and explains the procedure for graphing a line when given an equation in this format. Specifically, it describes using the slope (m) to rise/run and the y-intercept (b) to locate the point where the line crosses the y-axis. The document provides examples and questions to reinforce understanding of graphing linear equations from their slope-intercept form.
Linear equations lesson 8 day 1 graphing linear equations
The document is notes from a pre-algebra lesson on graphing linear equations using the y=mx+b format. It includes instructions to complete problems 9 and 10 on page 48, as well as examples of graphing different linear equations by plotting points from the equation and connecting them with a line. The closing question asks students to explain the procedure for graphing a line when given an equation in y=mx+b format.
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Similar to Module 7.1 lessons 18 19
Module 1 lesson 18
This document contains notes from a math lesson on computing actual lengths from a scale drawing. It includes examples of calculating scale factors and using them to determine actual lengths and widths based on scale drawings. It also provides practice problems for students to solve. The lesson covers key concepts like determining the scale factor as the constant of proportionality between drawing and actual lengths, and using this to find actual dimensions. It aims to teach students how to analyze scale drawings and calculate real-world sizes.
Module 1 lesson 18
This document contains a lesson on computing actual lengths from a scale drawing. It includes examples of scale drawings with basketball courts, gardens, and tablets to demonstrate how to determine the scale factor and use it to calculate actual lengths and widths. The lesson emphasizes that the scale factor represents the constant ratio between measurements on the scale drawing and actual lengths. Students are given an exercise using a scale floor plan of a mall to determine if set panels for a musical will fit through the entrance.
Module 1 lesson 19
This document contains notes from a math lesson on computing actual areas from scale drawings. It includes examples of finding the scale factor between drawings and actual objects, then using that scale factor to determine the actual areas. The notes provide step-by-step workings and solutions for three examples, and ask students to confirm if their actual area findings match the example results. It also poses closing questions about using scale factors to find real-world areas from scale drawings.
Module 4.5 lesson 3 computing actual lengths from scale drawings
This document provides examples and explanations for computing actual lengths from scale drawings. It begins with an example of a proposed half basketball court that needs to fit within a 25 foot by 75 foot lot. It then explains that the scale factor is the constant of proportionality that relates the actual length to the drawn length. Several other examples are worked through, applying the concept of using the scale factor and a proportion to determine actual lengths from a scaled drawing. The document concludes by restating that the scale factor expresses the relationship between the actual object and its scale drawing.
Module 7.1 lessons 8 9
This document contains notes from mathematics lessons on representing proportional relationships with equations. It includes examples of setting up proportional relationships between variables like gallons of gas used and miles driven. Students are given practice problems to determine constants of proportionality from tables and graphs, then using the proportional relationships to solve problems algebraically. The document also provides solutions to these practice problems.
Module 1 lesson 17
This document contains notes from a math lesson on scale factors and proportional relationships. It includes examples of calculating scale factors based on measurements of original objects and scale drawings. Homework assigned includes completing problem sets, a CRS assignment, and preparing for a quiz. The lesson objectives are on using unit rates as scale factors and how scale factors are used to determine if drawings are proportional reductions or enlargements of actual objects.
Module 1 lesson 17
This document outlines notes from a math lesson on scale factors and proportional relationships. It includes the lesson objective, homework assignments, examples of calculating scale factors by taking the ratio of measurements on a scale drawing to the actual objects. It also provides practice problems asking students to determine scale factors and dimensions of scale drawings.
NAMEMATH125 Unit 2 Submission Assignment Answer FormMa.docx
NAME:
MATH125: Unit 2 Submission Assignment Answer Form
Mathematical Modeling and Problem Solving
ALL questions below regarding painting a bedroom must be answered. Show ALL step-by-step calculations, round all of your final answers correctly, and include the units of measurement. For full credit, all explanations must be given in the spaces provided. Upload this modified Answer Form to the intellipath Unit 2 Submission lesson. Make sure that you submit your work in a modified Microsoft Word document; scanned or handwritten work will not be accepted. If you need assistance, please contact your course instructor.
All of the commonly used formulas for geometric objects are just the mathematical models of the characteristics of physical objects. For example, because a basketball is approximately a sphere, it can be partially modeled by its distance from one side through the center (radius, r) and then to the other side by the diameter formula for a sphere, D = 2r.
For the two-dimensional variables of length (L) and width (W), the perimeter and area formulas for a rectangle are mathematical models for the distance around a rectangle (perimeter, P) and the region enclosed by the sides (area, A), respectively, as follows:
P = 2L + 2W and A = L × W
Along with another variable, height (H), a three-dimensional rectangular prism’s volume and surface area can be measured. For example, the formulas for a common closed cardboard box’s inside space (volume, V) and outside covering (surface area, SA) are, respectively, as follows:
V = L x W x H and SA = 2(L x W) + 2(W x H) + 2(L x H)
For this Submission Assignment, follow Pólya’s principles to solve your problems, as follows:
1. Understand the problem.
2. Devise a plan.
3. Carry out the plan.
4. Take a look back.
Include the following in your assignment:
· Explain your interpretation of what the problem is about.
· Develop and write down a strategy for solving this problem; show the steps in the correct order for your attempted solution.
· Did your strategy actually solve the problem? How do you know?
· Suppose that your solution did not solve the problem—what would your next action be?
Painting a Bedroom
The walls and ceiling inside your bedroom need to be painted. To save money, you decide that you will paint the bedroom yourself. Use the following information to solve this problem:
· The bedroom is 17 feet long by 18 feet wide, and the ceiling is 9 feet high.
· The inside of the bedroom door will be painted the same color as the walls.
· Two coats of paint will be applied to all of the painted surfaces.
· The room has one window, measuring 3 feet, 9 inches by 4 feet, which will not be painted.
Pólya’s Principle Step 1: Understand the Problem
1. Describe in detail what you understand the problem to be. In other words, what problem will you need to solve? Is there enough information to enable you to find a solution to your problem?
Show your work here: (10 points)
2. Discuss different ways to cons ...
NAMEMATH125 Unit 2 Submission Assignment Answer FormMa.docx
This document provides instructions for a project analyzing differences in social values between countries. Students are asked to select a social value variable related to a UN Sustainable Development Goal, research the variable in the US and another country, state a hypothesis comparing the two countries, perform statistical analyses to test the hypothesis, and discuss the implications of the results. The analyses will use data from an SPSS file provided. Students must write a report presenting their variable selection, background research, hypothesis, statistical findings, and conclusion relating the results back to the initial UN goal.
NAMEMATH125 Unit 2 Submission Assignment Answer FormMa
This document provides instructions for a project analyzing differences in social values between countries. Students are asked to select a social value variable related to a UN Sustainable Development Goal, research the variable in the US and another country, state a hypothesis comparing the two countries, perform statistical analyses to test the hypothesis, and discuss the implications of the results. The project involves selecting variables from a codebook, conducting background research, writing a hypothesis, reporting descriptive statistics in SPSS, performing an independent samples t-test in SPSS, making a decision about the hypothesis, and reflecting on what the results say about the variable and UN goal.
5HM Unit 2 Learning Contract
This document provides a curriculum compacting organizer for a 5th grade math unit on decimal operations. It lists the key learning objectives that all students need to master, which involve multiplying and dividing multi-digit numbers and decimals. It then organizes students into two groups - those who scored well on a pretest and can master new concepts quickly, and those who did not score as well or learn as quickly. The document provides various optional extension activities for students in the first group to choose from to further their learning, all of which relate to the key objectives and allow for flexibility, creativity, and teaching others.
Module 7.2 lessons 13 and 14
This document contains notes from a math lesson on converting fractions to decimals. It includes examples of using long division to write fractions as terminating and repeating decimals. The lesson discusses how to determine if a decimal will terminate or repeat based on the remainder when dividing the numerator by the denominator. Students practice problems converting fractions to decimals and applying rational number conversions to solve word problems.
Study on grading the develop pattern in CAD.
1. The document describes an experiment on grading patterns in CAD software. It involves taking a master pattern for a T-shirt and grading it to produce patterns of different sizes.
2. Key steps in the grading process include inputting measurement changes between sizes into a grading table, copying grading from the front pattern to the back, and adjusting sleeve lengths and widths.
3. The result is a set of graded patterns for a T-shirt in various sizes that are produced accurately and quickly using CAD software compared to manual grading methods.
Module 1 lesson 20 day 2
The document contains notes from a math lesson on scale drawings and scale factors. It includes examples of scale drawings of a room with furniture and measurements. It provides practice problems for students to determine scale, actual lengths and areas based on a sample survey. It instructs students to prepare for an upcoming exam and includes homework to create a scale drawing of a room using a 1/24 scale.
Module 1 lesson 16
This document contains notes from a mathematics lesson on scale drawings and ratios. It includes examples of scale drawings, questions about possible uses of enlarged and reduced drawings, and problems analyzing scale drawings and determining if they are reductions or enlargements. Students are asked to complete practice problems creating their own scale drawings using grids. The lesson aims to help students relate scale drawings to ratios and rates.
Module 7.1 lessons 16 17
This document contains notes from a mathematics module covering scale drawings and ratios. It includes homework assignments from Lessons 16 and 17, with problems involving scale drawings, ratios, and rates. The notes cover topics like determining whether a scale drawing is an enlargement or reduction based on ratios, using scale factors to relate actual sizes to representations, and applying proportional reasoning to scale drawings. An assessment on these topics is scheduled for October 2nd.
Robotics project (sample copy )
This document outlines a robotics project for 8th grade students. It involves designing and building a robot that uses hydraulics. Students are divided into groups with roles as mathematicians, engineers, or artists. They research hydraulics and calculate areas and perimeters. Experiments with syringes demonstrate hydraulic principles of pressure and force. Students then design, build, and present a creative robot that moves using a hydraulic system. The project aims to teach students about hydraulics, geometry, and team-based design and building of a robot.
Planning a deck
Planning a deck involves 5 basic steps: 1) Create a project program outlining desired elements and uses. 2) Understand existing conditions by measuring and sketching the area where the deck will be built. 3) Develop a schematic design showing program elements laid out to scale. 4) Further develop the design by adding dimensions, stairs, railings. 5) Create a construction document with dimensions, materials list, and details needed to obtain permits and build the deck. Following these steps allows for an effective planning process.
Module 1 lesson 10
This document contains notes from a math lesson on interpreting graphs of proportional relationships. It includes examples of creating tables and graphs to show the proportional relationship between the amount of flour used and the number of cookies produced in a recipe. It also discusses using the unit rate to write equations to represent proportional relationships shown in tables, graphs, or word problems. Homework assigned is to finish problems on interpreting graphs of proportional relationships.
Week 4 Project Tips © 2018 South University .docx
Week 4 Project Tips
© 2018 South University
Page 2 of 58
Computer and Internet Literacy
©2018 South University
2 Week 4 Project Tips
Week 4 Project
Week 4 Project Tips
Below are tips to help you start your Week 4 Project.
The tips show you, step by step, how to create a spreadsheet in Microsoft Office
Excel. This includes creating a table, creating a header, entering labels and
numerical data, using formulas, and applying some basic formatting.
The tips also show you how to create a chart from your data.
The tips do not use the same data as your project, so will need to follow carefully
the instructions in your project to use the correct data, but the organization of the
data is the same as in your project.
Also, the formatting of the spreadsheet is as shown in the instructions for the
project, but you are encouraged to create a spreadsheet and a chart with your
own original presentation.
Now, let’s see how to tackle your Week 4 Project.
Page 3 of 58
Computer and Internet Literacy
©2018 South University
3 Week 4 Project Tips
Week 4 Project
Step 1. Open Excel and click on Blank workbook to create a new
workbook.
Page 4 of 58
Computer and Internet Literacy
©2018 South University
4 Week 4 Project Tips
Week 4 Project
Step 2. Double click on the sheet name; the default name Sheet1 is
highlighted as shown.
Page 5 of 58
Computer and Internet Literacy
©2018 South University
5 Week 4 Project Tips
Week 4 Project
Step 3. Type the new name on the name tag for the worksheet.
Here, the name is changed to Budget. Then type the header text
across, as shown, and the item names for the budget in column A.
No formatting is applied yet.
Page 6 of 58
Computer and Internet Literacy
©2018 South University
6 Week 4 Project Tips
Week 4 Project
Step 4. Double-click on the right-most boundary of column A, as
indicated with the red arrow in the screen capture below. That has
the effect of widening column A, such that its content will fit nicely
within column A’s boundaries, and will not encroach on the space of
the columns to the right.
Page 7 of 58
Computer and Internet Literacy
©2018 South University
7 Week 4 Project Tips
Week 4 Project
Step 5. Now, enter the numerical data per the instructions of the
Week 4 Project. Note that the data below are different from what is
specified in your project instructions. So, make sure to follow your
project instructions; do not use the numerical values shown below.
Page 8 of 58
Computer and Internet Literacy
©2018 South University
8 Week 4 Project Tips
Week 4 Project
Step 6. In cell B5, corresponding to Monthly Income for January,
type =SUM(B3,B4). This is the sum formula applied to the values in
cells B3 and B4. Then hit <Enter>.
Page 9 of 58
Computer and Internet Literacy
©2018 South University
9 Week 4 Project Ti.
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Module 7.1 lessons 18 19
- 1. Module 7.1 Lessons 1819.notebook 1 September 28, 2015 Lesson 18 Aim: Computing Actual Lengths from a Scale Drawing 9/28/15 Homework: 1.) Lesson 18 Problem Set #1, 4, 6, 7 2.) Lesson 19 Problem Set #4 3.) End of Module Exam Friday 10/2 Do Now Exit Ticket from Lesson 17
- 5. Module 7.1 Lessons 1819.notebook 5 September 28, 2015 Example 1: Basketball at Recess? Vincent proposes an idea to the student government to install a basketball hoop along with a court marked with all the shooting lines and boundary lines at his school for students to use at recess. He presents a plan to install a half court design as shown below. After checking with school administration, he is told it will be approved if it will fit on the empty lot that measures 25 feet by 75 feet on the school property. Will the lot be big enough for the court he planned? S.78
- 7. Module 7.1 Lessons 1819.notebook 7 September 28, 2015 The constant of proportionality, k = the scale factor y = drawing length x = actual length In example 1: k = y = kx
- 8. Module 7.1 Lessons 1819.notebook 8 September 28, 2015 Find the actual length: Find the actual width:
- 9. Module 7.1 Lessons 1819.notebook 9 September 28, 2015 Example 2: The diagram shown represents a garden. The scale is 1 cm for every 20 meters of actual length. Find the actual length and width of the garden based upon the given drawing. Each square in the drawing measures 1 cm by 1 cm. What is the scale factor (the constant of proportionality)? Find actual length: Find the actual width: k = S.79 y = kx
- 10. Module 7.1 Lessons 1819.notebook 10 September 28, 2015 Example 3: A graphic designer is creating an advertisement for a tablet. She needs to englarge the picture given here so that 0.25 inches on the scale picture will correspond to 1 inch on the actual advertisement. What will be the length and width of the tablet on the advertisement? Find the scale factor: Find the actual length: Find the actual width: S.80
- 11. Module 7.1 Lessons 1819.notebook 11 September 28, 2015 Use the diagrams below to find the scale factor and then find the area of each figure. Example 1: S.84
- 12. Module 7.1 Lessons 1819.notebook 12 September 28, 2015 Use the diagrams below to find the scale factor and then find the area of each figure. Example 2: S.84
- 13. Module 7.1 Lessons 1819.notebook 13 September 28, 2015 Use the diagrams below to find the scale factor and then find the area of each figure. Example 3: S.85
- 15. Module 7.1 Lessons 1819.notebook 15 September 28, 2015 Does the actual area you found reflect the results we found from Examples 1–3? Explain how you know. S.86
- 16. Module 7.1 Lessons 1819.notebook 16 September 28, 2015 Closing: • What does the scale factor tell us about the relationship between the actual picture and the scale drawing? • How does a scale drawing differ from other drawings?