The document contains examples of numeric patterns involving multiples of 2, 5, and 10. It then provides challenges to identify multiples before and after given numbers for multiples of 3, and later extends the challenge to other multiples.
This document summarizes the results of a golf competition over multiple dates from December to March. It shows the number of participants in different handicap categories each date, the total number of participants, the number that scored 2 over the stableford system standard scratch score (SSS) or better, and the percentages of participants in each category and scoring 2 over SSS each date. It also shows the SSS for each date and notes about course setup.
This document summarizes the results of a golf competition over multiple dates from December to March. It tracks the number of participants in different handicap categories each date, the total number of participants, the number who scored 2 or more over the stableford score, and the percentages of participants from each handicap category and who scored over stableford each date. It also shows rounding and adjustments for yellow tees and course ratings.
This document summarizes the results of a golf competition across multiple dates from December to March. It includes the number of entries in different handicap categories each date, the number that scored 2 over the SSS stableford points, and calculates percentages of entries in different categories that met the threshold. It also shows the SSS and CSS scores for each date.
1. The document shows competition scratch scores for Plessey Mitres Winter 2011-12 golf club over multiple dates from December to March.
2. It tracks the number of entries in different handicap categories each date, along with the total entries and number scoring 2 over the scratch score standard or better.
3. Performance is calculated as percentages of entries in each category scoring above standards, with the highest percentage being 86.67% on January 14th.
This document contains data from the Plessey Mitres Summer 2012 golf competition scratch scores. It tracks the number of entries and scores in different categories over multiple dates from April to November 2012. It also includes calculations of percentages of entries that fall in each category and scores better than 2 over the stableford scoring system.
This document summarizes competition scores for different categories of golfers across multiple dates from July to November. It shows the number of entries and net scores in each category for each date. It also calculates various percentages for each date related to the category distributions and buffer zone scores. The numbers are rounded and totals deducted to populate summary tables.
This document summarizes competition scores for different categories of golfers across multiple dates from July to December. It includes the number of entries in different scoring categories each date, the percentage of scores in each category out of the total entries, the percentage of scores in a buffer zone or better, and a running total score based on these percentages.
This document summarizes the results of a golf competition across multiple dates from December to March. It shows the number of entries in different scoring categories each date. It also includes calculations for percentages of entries in each category and numbers of scores better than the stableford scoring threshold. Overall it provides a concise breakdown of participant levels and scoring statistics by date for the competition season.
This document summarizes the results of a golf competition over multiple dates from December to March. It shows the number of participants in different handicap categories each date, the total number of participants, the number that scored 2 over the stableford system standard scratch score (SSS) or better, and the percentages of participants in each category and scoring 2 over SSS each date. It also shows the SSS for each date and notes about course setup.
This document summarizes the results of a golf competition over multiple dates from December to March. It tracks the number of participants in different handicap categories each date, the total number of participants, the number who scored 2 or more over the stableford score, and the percentages of participants from each handicap category and who scored over stableford each date. It also shows rounding and adjustments for yellow tees and course ratings.
This document summarizes the results of a golf competition across multiple dates from December to March. It includes the number of entries in different handicap categories each date, the number that scored 2 over the SSS stableford points, and calculates percentages of entries in different categories that met the threshold. It also shows the SSS and CSS scores for each date.
1. The document shows competition scratch scores for Plessey Mitres Winter 2011-12 golf club over multiple dates from December to March.
2. It tracks the number of entries in different handicap categories each date, along with the total entries and number scoring 2 over the scratch score standard or better.
3. Performance is calculated as percentages of entries in each category scoring above standards, with the highest percentage being 86.67% on January 14th.
This document contains data from the Plessey Mitres Summer 2012 golf competition scratch scores. It tracks the number of entries and scores in different categories over multiple dates from April to November 2012. It also includes calculations of percentages of entries that fall in each category and scores better than 2 over the stableford scoring system.
This document summarizes competition scores for different categories of golfers across multiple dates from July to November. It shows the number of entries and net scores in each category for each date. It also calculates various percentages for each date related to the category distributions and buffer zone scores. The numbers are rounded and totals deducted to populate summary tables.
This document summarizes competition scores for different categories of golfers across multiple dates from July to December. It includes the number of entries in different scoring categories each date, the percentage of scores in each category out of the total entries, the percentage of scores in a buffer zone or better, and a running total score based on these percentages.
This document summarizes the results of a golf competition across multiple dates from December to March. It shows the number of entries in different scoring categories each date. It also includes calculations for percentages of entries in each category and numbers of scores better than the stableford scoring threshold. Overall it provides a concise breakdown of participant levels and scoring statistics by date for the competition season.
This document summarizes the competition scores for Plessey Mitres from December 2015 to March 2016. It tracks the number of participants in different age categories each competition date, total entries, top scores, and calculates percentages of participants in each category and with top scores. The bottom section compares the season's stableford scoring average to the course rating.
This document summarizes the results of a golf competition across multiple dates from December to March. It shows the number of entries in different handicap categories each date. It also includes metrics like the percentage of scores that met or exceeded the stableford points target and the scratch score standard. Overall participation levels were highest in January with 15 total entries, with the largest category being those between 13-20 handicaps.
The document summarizes the results of a golf competition across multiple categories and dates. It tracks the number of entries and scores in each category and date. It also calculates percentages of entries and scores in certain ranges for each date. The final section notes the course rating and scores needed to win based on the competition scratch score.
The document provides skip counting maze worksheets to help students practice and memorize their skip counting skills up to numbers like 100, 200, and 144. The mazes require students to use markers to trace a path counting by various amounts like 2s, 3s, 5s, and 10s from start to end numbers. A website is listed where more printables can be found and usage terms are outlined.
This document discusses numeric palindromes, which are numbers that read the same forwards and backwards. It provides examples of 1-step, 2-step, and multi-step palindromes by reversing and adding digits. The document concludes with a worksheet assigning shapes to numbers 1-100 based on the number of steps required to make them palindromes, with answers provided.
This quiz bee has 3 levels of increasing difficulty with 10 questions each. At each level, the lowest scorers will be eliminated, with only the top 20 scorers advancing to the average level and the top 10 scorers advancing to the difficult level. There will be a clincher round for any ties at the end.
This document shows scoring data for a golf competition across multiple dates from December to March. It tracks the number of entries in different scoring categories by date, along with calculation of percentages of entries in each category scoring at or above a buffer zone. The total percentages are deducted from 100 to determine a scratch score, which is rounded and may be adjusted up or down based on additional criteria to determine a final Stableford points score.
The document summarizes competition scores for Plessey Mitres Winter 2012/2013 golf league across multiple dates from December to March. It tracks the number of entries and scores in different categories by date. Key metrics include the percentage of entries and buffer zone scores by category and date, rounded values for these percentages, and the total score deducted from 100 to determine league standings after accounting for the rounded percentage values.
The document contains examples of solving simultaneous equations using different methods like substitution and elimination. It provides practice problems involving simultaneous equations with solutions showing the setting up of the equations and solving them through substitution or elimination. Various word problems involving ratios, rates, mixtures, costs are presented which can be modeled using simultaneous equations.
The document contains examples of addition problems grouped into three categories:
Category 1 contains single-digit addition problems adding 10, 20, 30, 40 or other single-digit numbers.
Category 2 shows "chunking" multi-digit addition, such as breaking 28 + 24 into 28 + 20 + 2 + 2.
Category 3 adds multiples of 10 and 100 to numbers while keeping one addend whole, like 56 + 40.
The document discusses how to divide 4 jelly beans between 2 people. It explains key terms used in division such as dividend, divisor, and quotient. It then provides examples of dividing numbers by 1, 0, and themselves. The document outlines different methods for division, including repeated subtraction, using objects to demonstrate groups, and the horizontal and long division methods. It also provides examples of dividing multiples of 10, 100, and 1000 by those same numbers.
The document contains a short dialogue where a person asks about someone's age and phone number. They respond that they are 41 years old and their phone number is 333.1234567.
This document describes a board game about parts of the body and a monster. Players take turns rolling dice and moving their tokens along the board. When they land on certain squares, they must name a body part, follow instructions, or draw a card and make a sentence. The cards prompt affirmative, negative, or question sentences about body parts. The first player to reach the finish wins. The key lists the body part that corresponds to each square number.
The document discusses patterns and sequences found in several example problems. It then explains how to use a TI-83 calculator to find the nth term of a sequence. Specifically, it shows that the sequence 4, 7, 10, etc. increases by 3 each term. It also explains how to set up the calculator by changing the mode to sequence, setting the minimum value to 1, defining the function U(n) = U(n-1) + 3, and setting the initial value U(1) = 4 to find any term such as the 100th term.
This document tracks golf competition scores over multiple dates from April to November. It records the number of entries in different scoring categories each date. The highest percentages of scores came from the 6-12 handicap category. The document also includes calculations of the percentages of entries that scored at or above the course rating each date, with percentages ranging from 6.67% to 27%.
This document contains tables and graphs showing the number of wild boars hunted in different years. It shows the total number hunted each year broken down by gender, as well as the average and total numbers hunted over the period. The graphs visualize the trends in numbers hunted annually and the gender breakdown.
M1S2U1 (Counting to 120 by Tens and Ones)EA Clavel
ย
Here are the steps to solve this problem using counting blocks:
1) Count out 23 blocks
2) Group the blocks into tens and ones
3) There are 2 tens in 23
4) The remaining 3 blocks are the ones
This document provides a lesson on adding and subtracting multiples of 10 to 2-digit numbers. Students practice problems like 10 + 30, 40 - 20, and 60 + 40. They recognize patterns, like 1 ten plus 3 tens equals 4 tens. Students explain that they can use number bonds to help add and subtract tens, like 4 tens subtract 2 tens equals 2 tens. They count in 10s and 20s from different starting points, noticing that the ones place changes while the tens place stays the same. The goal is for students to be able to add or subtract multiples of 10 to any number.
Multiples of a number are the products obtained when that number is multiplied by 1, 2, 3, and so on. Multiples can be found by skip counting or using a multiplication table and are numbers that are evenly divisible by the original number without a remainder. The document provides examples of finding the first ten multiples of 3 by multiplication and identifies multiples of other numbers using a hundreds chart.
The document contains a multiplication table for single and two-digit numbers. It includes numbers from 1 to 13 down the left side being multiplied by single-digit numbers from 2 to 10 across the top. The results of the multiplication problems are displayed in the table cells.
This document provides a grading aid chart to calculate test percentages based on the total number of questions and number answered correctly. The chart runs from 1 to 30 for total questions and percentages from 33% to 100%. To use it, find the total number of questions across the top and the number answered correctly down the left side, then find their intersection to determine the percentage score. An example calculation for a 13 question test with 8 answers right yields a 62% score.
1) The document shows patterns of multiples of numbers (2, 3, 4, etc.) on 6x6 grids.
2) It examines patterns in the sums of consecutive numbers, finding that sums of 3 consecutive numbers are multiples of 3, and sums of 4 consecutive numbers increase by 4s.
3) The document prompts the reader to find patterns in sums of other consecutive numbers (5, 6, etc.) and sums of odd numbers in sets of 10, 13, and 22.
This document summarizes the competition scores for Plessey Mitres from December 2015 to March 2016. It tracks the number of participants in different age categories each competition date, total entries, top scores, and calculates percentages of participants in each category and with top scores. The bottom section compares the season's stableford scoring average to the course rating.
This document summarizes the results of a golf competition across multiple dates from December to March. It shows the number of entries in different handicap categories each date. It also includes metrics like the percentage of scores that met or exceeded the stableford points target and the scratch score standard. Overall participation levels were highest in January with 15 total entries, with the largest category being those between 13-20 handicaps.
The document summarizes the results of a golf competition across multiple categories and dates. It tracks the number of entries and scores in each category and date. It also calculates percentages of entries and scores in certain ranges for each date. The final section notes the course rating and scores needed to win based on the competition scratch score.
The document provides skip counting maze worksheets to help students practice and memorize their skip counting skills up to numbers like 100, 200, and 144. The mazes require students to use markers to trace a path counting by various amounts like 2s, 3s, 5s, and 10s from start to end numbers. A website is listed where more printables can be found and usage terms are outlined.
This document discusses numeric palindromes, which are numbers that read the same forwards and backwards. It provides examples of 1-step, 2-step, and multi-step palindromes by reversing and adding digits. The document concludes with a worksheet assigning shapes to numbers 1-100 based on the number of steps required to make them palindromes, with answers provided.
This quiz bee has 3 levels of increasing difficulty with 10 questions each. At each level, the lowest scorers will be eliminated, with only the top 20 scorers advancing to the average level and the top 10 scorers advancing to the difficult level. There will be a clincher round for any ties at the end.
This document shows scoring data for a golf competition across multiple dates from December to March. It tracks the number of entries in different scoring categories by date, along with calculation of percentages of entries in each category scoring at or above a buffer zone. The total percentages are deducted from 100 to determine a scratch score, which is rounded and may be adjusted up or down based on additional criteria to determine a final Stableford points score.
The document summarizes competition scores for Plessey Mitres Winter 2012/2013 golf league across multiple dates from December to March. It tracks the number of entries and scores in different categories by date. Key metrics include the percentage of entries and buffer zone scores by category and date, rounded values for these percentages, and the total score deducted from 100 to determine league standings after accounting for the rounded percentage values.
The document contains examples of solving simultaneous equations using different methods like substitution and elimination. It provides practice problems involving simultaneous equations with solutions showing the setting up of the equations and solving them through substitution or elimination. Various word problems involving ratios, rates, mixtures, costs are presented which can be modeled using simultaneous equations.
The document contains examples of addition problems grouped into three categories:
Category 1 contains single-digit addition problems adding 10, 20, 30, 40 or other single-digit numbers.
Category 2 shows "chunking" multi-digit addition, such as breaking 28 + 24 into 28 + 20 + 2 + 2.
Category 3 adds multiples of 10 and 100 to numbers while keeping one addend whole, like 56 + 40.
The document discusses how to divide 4 jelly beans between 2 people. It explains key terms used in division such as dividend, divisor, and quotient. It then provides examples of dividing numbers by 1, 0, and themselves. The document outlines different methods for division, including repeated subtraction, using objects to demonstrate groups, and the horizontal and long division methods. It also provides examples of dividing multiples of 10, 100, and 1000 by those same numbers.
The document contains a short dialogue where a person asks about someone's age and phone number. They respond that they are 41 years old and their phone number is 333.1234567.
This document describes a board game about parts of the body and a monster. Players take turns rolling dice and moving their tokens along the board. When they land on certain squares, they must name a body part, follow instructions, or draw a card and make a sentence. The cards prompt affirmative, negative, or question sentences about body parts. The first player to reach the finish wins. The key lists the body part that corresponds to each square number.
The document discusses patterns and sequences found in several example problems. It then explains how to use a TI-83 calculator to find the nth term of a sequence. Specifically, it shows that the sequence 4, 7, 10, etc. increases by 3 each term. It also explains how to set up the calculator by changing the mode to sequence, setting the minimum value to 1, defining the function U(n) = U(n-1) + 3, and setting the initial value U(1) = 4 to find any term such as the 100th term.
This document tracks golf competition scores over multiple dates from April to November. It records the number of entries in different scoring categories each date. The highest percentages of scores came from the 6-12 handicap category. The document also includes calculations of the percentages of entries that scored at or above the course rating each date, with percentages ranging from 6.67% to 27%.
This document contains tables and graphs showing the number of wild boars hunted in different years. It shows the total number hunted each year broken down by gender, as well as the average and total numbers hunted over the period. The graphs visualize the trends in numbers hunted annually and the gender breakdown.
M1S2U1 (Counting to 120 by Tens and Ones)EA Clavel
ย
Here are the steps to solve this problem using counting blocks:
1) Count out 23 blocks
2) Group the blocks into tens and ones
3) There are 2 tens in 23
4) The remaining 3 blocks are the ones
This document provides a lesson on adding and subtracting multiples of 10 to 2-digit numbers. Students practice problems like 10 + 30, 40 - 20, and 60 + 40. They recognize patterns, like 1 ten plus 3 tens equals 4 tens. Students explain that they can use number bonds to help add and subtract tens, like 4 tens subtract 2 tens equals 2 tens. They count in 10s and 20s from different starting points, noticing that the ones place changes while the tens place stays the same. The goal is for students to be able to add or subtract multiples of 10 to any number.
Multiples of a number are the products obtained when that number is multiplied by 1, 2, 3, and so on. Multiples can be found by skip counting or using a multiplication table and are numbers that are evenly divisible by the original number without a remainder. The document provides examples of finding the first ten multiples of 3 by multiplication and identifies multiples of other numbers using a hundreds chart.
The document contains a multiplication table for single and two-digit numbers. It includes numbers from 1 to 13 down the left side being multiplied by single-digit numbers from 2 to 10 across the top. The results of the multiplication problems are displayed in the table cells.
This document provides a grading aid chart to calculate test percentages based on the total number of questions and number answered correctly. The chart runs from 1 to 30 for total questions and percentages from 33% to 100%. To use it, find the total number of questions across the top and the number answered correctly down the left side, then find their intersection to determine the percentage score. An example calculation for a 13 question test with 8 answers right yields a 62% score.
1) The document shows patterns of multiples of numbers (2, 3, 4, etc.) on 6x6 grids.
2) It examines patterns in the sums of consecutive numbers, finding that sums of 3 consecutive numbers are multiples of 3, and sums of 4 consecutive numbers increase by 4s.
3) The document prompts the reader to find patterns in sums of other consecutive numbers (5, 6, etc.) and sums of odd numbers in sets of 10, 13, and 22.
Eratosthenes was a Greek mathematician who invented a method for finding prime numbers called Eratosthenes' Sieve. The method involves starting with a list of consecutive integers from 2 to a specified integer n and systematically removing multiples of primes in order to find all primes below n. Specifically, it involves crossing out multiples of 2, then multiples of 3, then multiples of 5, and so on. After removing multiples of all primes below the specified integer, the remaining numbers are all prime. Eratosthenes' Sieve provides an efficient algorithm for finding all prime numbers up to a specified integer.
Eratosthenes was a Greek mathematician who invented a method for finding prime numbers called Eratosthenes' Sieve. The method involves starting with a list of consecutive integers from 2 to a specified number and systematically removing multiples of primes, leaving the primes. Specifically, beginning with the number 2, all multiples of 2 are crossed out, then all multiples of 3 are crossed out, and so on. The numbers that remain uncovered are the prime numbers within the selected range. This simple and effective method is still used today to identify prime numbers.
Triton Alloys Inc is one of the Prominent Manufacturer and Supplier of S335 Pipes, S335 Hot Finished Welded Pipes, S335 Structural Steel Pipes, EN 10210 S335 Piping at best Price in Mumbai, India.
The document lists and defines common irregular verbs. It provides the present, past, and past participle forms of many irregular verbs, asking the reader to fill them in. Some examples given are blow/blew/blown, break/broke/broken, and catch/caught/caught. It also notes that the past participle form of verbs needs helping words like have, has, or been. A list of helping words is provided. Finally, it advertises various exercises and games for practicing irregular verbs.
Prepositions are words that indicate location and placement, such as on, with, under, in, between, across, near, over, into, behind, and from. Examples are provided to demonstrate how prepositions are used before nouns to describe where things are located in relation to other objects, such as the teaspoon being beside the saucer, the bag being full of chips, and Baby Jesus being in the manger.
This document provides information on direct and indirect speech in writing. It discusses how direct speech uses quotation marks and maintains the same verb tenses, while indirect speech does not use quotation marks and usually changes verb tenses. Examples are given of using direct and indirect speech to report what different speakers have said in different situations.
This document discusses adverbs and how they are formed. It provides examples of adverbs formed from adjectives by adding "-ly" or changing the ending from "y" to "i" if the adjective ends in "y". It then provides multiple sentences demonstrating the use of adverbs to describe various verbs.
There are 6 apples on a tree. 2 fall off, leaving 4 apples remaining.
At a party, 57 balloons fly down. 19 of them burst, leaving 38 balloons remaining.
The shopkeeper has 32 Easter eggs. He sells 17 eggs, leaving 15 eggs remaining.
The poem recited to children asks "What's the time?" in each stanza and provides the time in 15 minute increments from 8:15 AM to 11:15 AM. As the poem progresses, it describes the children's activities at each given time, such as doing a mime at 9:15, being tired and hungry at 1:15, and finishing homework to be free at 3:15.
The document discusses lines of symmetry in shapes and objects. It provides examples of different types of shapes and the number of lines of symmetry each shape contains, such as one with one horizontal line, one with one vertical and one horizontal line, and one with eight lines of symmetry. The document is teaching about the concept of lines of symmetry and providing students with examples of different symmetrical shapes and objects.
The document discusses lines of symmetry in shapes and objects. It provides examples of different types of shapes and the number of lines of symmetry each shape contains, such as one with one horizontal line, one with one vertical and one horizontal line, and one with eight lines of symmetry. The document is teaching about the different ways that lines of symmetry can divide a shape or object into equal parts.
This document describes various solid shapes including cubes, cuboids, cylinders, cones, spheres, and prisms. It provides details on the number of faces, edges, and vertices for each shape. Specifically, it notes that cubes and cuboids both have 6 faces, 12 edges, and 8 vertices, while cylinders have 3 faces, 2 edges, and no vertices. Cones have 2 faces, 1 edge, and 1 vertex, and spheres have 1 face and no edges or vertices. Prisms have 5 faces, 9 edges, and 6 vertices.
This document discusses place value with decimals. It provides examples of writing numbers in expanded form such as 2354.3 as two thousand three hundred fifty-four and three tenths. It also shows fractions as decimals by dividing the numerator by the denominator such as 7/10 as 0.7. Several problems ask the reader to identify what fraction is represented by a decimal such as 0.46 = 46/100.
Este documento presenta una tabla de multiplicaciรณn del 6 y ejercicios de multiplicaciรณn simples utilizando nรบmeros del 1 al 12. Luego, hay ejercicios adicionales que involucran encontrar productos como 5x6, 9x6 y 10x6. Finalmente, hay ejercicios con raรญces cuadradas.
This document introduces fractions and their key concepts:
1. A fraction represents a part of a whole and is written with two numbers - the numerator on top and the denominator on the bottom.
2. Fractions can be equivalent if the numerator and denominator are multiplied or divided by the same number.
3. Fractions can be proper if the numerator is less than the denominator, or improper if the numerator is greater than the denominator. Improper fractions can be converted to mixed numbers.
4. Having a common denominator makes it easier to compare, add, and subtract fractions.
The document defines fractions including proper fractions, improper fractions, and mixed numbers. It provides examples of fractions written in fractional form with numerators and denominators. Key terms are introduced such as the numerator, denominator, proper fractions which are less than 1, improper fractions which are greater than 1, and mixed numbers which are a combination of a whole number and a fraction. Examples of adding and converting between proper, improper, and mixed numbers are also included.
The document provides information about calculating the areas of different shapes using squares or square units. It includes examples of finding the areas of rectangles, triangles, letters of the alphabet, and irregular shapes by counting whole and half squares. Various area formulas are presented, such as Area = length x breadth. Word problems demonstrate calculating areas of real-world objects like fields, stadiums, and ponds.
This document discusses measuring the perimeter of shapes. The perimeter is the distance around a shape. It is found by adding up all the length and breadth measurements of the sides. For a rectangle, the perimeter can be expressed as "twice the length plus twice the breadth" or written as 2 x l + 2 x b. Other shapes like squares also have a simple formula to calculate the perimeter without measuring every individual side.
This document discusses measuring the perimeter of shapes. The perimeter is the distance around a shape. It is found by adding up all the length and breadth measurements of the sides. For a rectangle, the perimeter can be expressed as "twice the length plus twice the breadth" or written as 2 x l + 2 x b. Other shapes like squares also have a simple formula to calculate the perimeter without measuring every individual side.
Dividing by powers of 2 involves repeatedly halving the number. Dividing by 4 involves halving twice, by 8 involves halving 3 times. Dividing by numbers like 6 and 12 that are products of 2 and 3 involve first halving then dividing by 3, or halving twice and then dividing by 3.
This document discusses multiplying and dividing by 10 and 100. It explains that when multiplying by 10, a 0 is added to the end of the number, and when multiplying by 100, two 0s are added. For division, it states that when dividing by 10 the last 0 is removed, and when dividing by 100 the last two 0s are removed. Examples are provided to demonstrate these rules.
1. This document discusses place value and rounding numbers. It explains that in the number 5,624: thousands place is 5, hundreds is 6, tens is 2, and units is 4.
2. When writing numbers with thousands, there should always be 3 digits after the thousands place. For example, 5,624.
3. When writing numbers with millions, there should always be 6 digits after the millions place. For example, 5,000,000.
The document then provides examples of rounding 874 to the nearest 10 (rounds down to 870) and nearest 100 (rounds up to 900), explaining the rules for rounding down or up based on the digit in the tens or hundreds
A habitat is the natural environment where an organism lives. The document describes several common habitats including deserts, rainforests, tundras, prairies, grasslands, forests, marine environments, and zoos. Each habitat has distinct characteristics like climate, vegetation, and the animal species that live there. The document encourages protecting the diversity of habitats and wildlife in the natural world.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
ย
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
ย
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,