Divisibility Rules for 2, 5, and 10. Grade 5 Math Lesson Week 1.
Divisibility Rules. The rules are shortcuts for finding out whether numbers are exactly divisible without doing division calculations.
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https://www.facebook.com/eliahsclassroom/
Finding Area of a Composite Figure (Presentation)CRISALDO CORDURA
This Presentation was adopted to Buklat-Ulat a presentation from lightning talks: Innovation. This presentation is also powered by Classpoint, one of the newest ans easiest embeded application that we can put in our presentation
Disclaimer: Some photos do not owned by the presenter and it was borrowed from google.
Multiplying 3-digit numbers by 2-digit numbers gemmajoaquin
Multiplying numbers up to 3-digit numbers by 2-digit numbers without regroupings
Multiplying numbers up to 3-digit numbers by 2-digit numbers with regroupings
Divisibility Rules for 2, 5, and 10. Grade 5 Math Lesson Week 1.
Divisibility Rules. The rules are shortcuts for finding out whether numbers are exactly divisible without doing division calculations.
Follow us on the following social media:
https://www.facebook.com/eliahsclassroom/
Finding Area of a Composite Figure (Presentation)CRISALDO CORDURA
This Presentation was adopted to Buklat-Ulat a presentation from lightning talks: Innovation. This presentation is also powered by Classpoint, one of the newest ans easiest embeded application that we can put in our presentation
Disclaimer: Some photos do not owned by the presenter and it was borrowed from google.
Multiplying 3-digit numbers by 2-digit numbers gemmajoaquin
Multiplying numbers up to 3-digit numbers by 2-digit numbers without regroupings
Multiplying numbers up to 3-digit numbers by 2-digit numbers with regroupings
This power point may be used as a review for adding, subtracting, dividing, and multiplying fractions. There are video links to reviews on you tube and practice problems.
This Virtual User Group session, held on 2013-08-28, will give you advice and hints to analyze difficult MIP problems and improve CPLEX performance solving them.
You will find the video for this presentation by Ed Klotz on https://www.ibm.com/developerworks/community/groups/community/DecisionOptimization
Smarter Measure ReflectionThis reflection paper is to be typed a.docxbudabrooks46239
Smarter Measure Reflection
This reflection paper is to be typed after completing the Smarter Measure assessment. The Smarter Measure assessment can be found on MyJeffco in the Online Support tab. To log in type jconline as the username and type connect as the password.
Once you have completed the assessment, type a one to two page double spaced reflection using 12 point font about the results of the Smarter Measure assessment. Your reflection must include an introduction paragraph and a summary paragraph. Illustrate your general statements with examples whenever possible, utilize logical transitions from one topic to another, and try to be as concise and clear in your comments as possible. You will need to address the following topics in your reflection:
· Strengths and weaknesses as indicated by scores in specific areas
· Plans to improve areas of weakness
· Readiness to take online courses
Scoring Guide
Name _________________________________________________________________
Met Well
Met with concern
Not Met
Teacher Comments
Introduction Paragraph
Clear topic sentence; Well thought out paragraph
5
Topic sentence is vague and lacks content
3
No introduction paragraph
0
Strengths & Weaknesses
Strengths & Weaknesses are discussed with clear examples
5
Strengths or Weaknesses are not discussed and/or ¶ lacks clear examples
3
Strengths & Weaknesses are not discussed
0
Plans to improve weaknesses
Plans to improve weaknesses are discussed with clear examples
5
Plans to improve weaknesses are vague and/or ¶ lacks clear examples
3
Plans to improve weaknesses are not discussed
0
Readiness to take online courses
Readiness to take online courses are discussed with clear examples
5
Readiness to take online courses is vague and/or ¶ lacks clear examples
3
Readiness to take online courses is not discusses
0
Conclusion Paragraph
Closing summary is complete; Well thought out paragraph 5
Vague summary of content
3
No conclusion paragraph
0
Spelling & Grammar
No spelling or grammatical errors
5
4-5 spelling or grammatical errors
3
More than 5 spelling or grammatical errors
0
Math 1431 Page 1 of 5 Section 1.2 Exercises
Section 1.2 – Exercises
In Exercises 1-4, given the value of c and the graph of the function f , find lim ( )
x c
f x
.
1. c = 1 2. c = 2
3. c = 1 4. c = 4
Math 1431 Page 2 of 5 Section 1.2 Exercises
In Exercises 5-12, given the graph of a function f , use the graph to find (a) lim ( )
x c
f x
(b) lim ( )
x c
f x
(c) lim ( )
x c
f x
(d) ( )f c .
5. c = 1
6. c = 2
7. c = 2
8. c = 1
Math 1431 Page 3 of 5 Section 1.2 Exercises
9. c = 2
10. c = 3
11. c = 4
12. c = 1
Math 1431 Page 4 of 5 Section 1.2 Exercises
In Exe.
Question 1 1. With CPM, we are able to calculate the probabi.docxIRESH3
Question 1
1.
With CPM, we are able to calculate the probability of finishing the project within a specified time.
Answer
True
False
2 points
Question 2
1.
In CPM, crashing an activity that is not on the critical path increases the cost of the project.
Answer
True
False
2 points
Question 3
1.
Gantt charts and PERT diagrams provide the same information, just in different formats.
Answer
True
False
2 points
Question 4
1.
One PERT/COST assumption is that money is spent at a constant rate over the time taken to complete an activity.
Answer
True
False
2 points
Question 5
1.
Your company is considering submitting a bid on a major project. You determine that the expected completion time is 100 weeks and the standard deviation is 10 weeks. It is assumed that the normal distribution applies. You wish to set the due date for the project such that there is an 85 percent chance that the project will be finished by this time. What due date should be set?
Answer
108.0
110.4
89.6
85.0
100
2 points
Question 6
1.
Given an activity's optimistic, most likely, and pessimistic time estimates of 3, 5, and 13 days respectively, compute the expected time for this activity.
Answer
3
4
5
6
None of these
2 points
Question 7
1.
The optimistic time is the greatest amount of time that could be required to complete an activity.
Answer
True
False
2 points
Question 8
1.
Which of the following is not a decision variable when formulating the project crashing problem as a linear program?
Answer
the early finish times of critical activities
the early finish times of non critical activities
the start time of the project
the finish time of the project
the early start times of all activities
2 points
Question 9
1.
Table 12-1
The following represents a project with know activity times. All times are in weeks.
Using the data in Table 12-1, what is the latest possible time that C may be started without delaying completion of the project?
Answer
0
4
8
10
None of these
2 points
Question 10
1.
PERT stands for Probabilistic Evaluation and Review Technique.
Answer
True
False
2 points
Question 11
1.
Table 12-2
The following represents a project with four activities. All times are in weeks.
According to Table 12-2, there are four activities in the project. Assume the normal distribution is appropriate to use to determine the probability of finishing by a particular time. What is the probability that the project is finished in 16 weeks or fewer? (Round to two decimals.)
Answer
0.07
0.93
0.43
0.77
None of these
2 points
Question 12
1.
Table 12-5
How long could Table 12-5's activity E be delayed without delaying the completion of the project?
Answer
7
16
11
18
None of these
2 points
Question 13
1.
PERT stands for ________.
Answer
probabilistic evaluation and review technique
program evaluation and review technique ...
The goal of this presentation is to get students to think before being told. I hope they will look at these pictures and notice the up/down, increase/decrease, positive/negative of a situation and be able to quickly and easily write an integer to represent the scenario.
This presentation is an introduction to Exponents. Students will begin with repeated multiplication. They will then be reminded about a base an exponent. They will learn the term Exponential Form.
High-Low (comparing and ordering integers)cindywhitebcms
I played this game with my students to get them moving and thinking at the same time. Students were comparing numbers to zero, comparing to -15, and comparing to 4. We then used the symbols for greater than and less than to compare integers. Lastly we compared a list of integers to put them in order from least to greatest.
Ratios, rates, percents, & unit conversions review gamecindywhitebcms
This Jeopardy game is a review game over the topics of ratios, rates, percents, and unit conversions. It is aligned with the common core for 6th grade.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
1. Multiplying Fractions
Goals: I can figure out how to solve multiplication problems with fractions in realworld situations.
Standard: MCC5.NF.6: Solve real world problems involving multiplication of
fractions and mixed numbers, e.g., by using visual fraction models or equations to
represent the problem.
Credits: Special thanks to Kelly Katz, for some of the slides in this presentation.
2. Shortcut Method
Warning:
This method will not work
with every multiplication
problem. Be prepared to at
all times to multiply large
number & simplify large
numbers.
13. What is wrong with this answer?
5
2
Improper Fraction
f
eo
yp
h t is it?
hic ion
W ct
fra
Proper Fraction
14. Improper Fraction → Mixed Number
1. Divide the numerator by the denominator
2. Put the remainder over the denominator
Divide the
numerator by
the denominator
2
2 5
4
1
R1
2
5
= 2
Write the
remainder
over the
denominator
2
1
2
19. Convert the improper fraction to a
mixed number:
10
5
If there is no
remainder then
your answer is a
whole number!
2
20. Name: __________________
Date: ____________________
Group: _____
I can: demonstrate my knowledge of multiplying fractions!
Multiply these fractions (using Shortcut Method)!
2. 3 x 7 =
6
9
1. 5 x 4 =
8
10
Multiply (using Shortcut Method) these fractions and turn your answers into mixed
numbers! Don’t forget to simplify!
3. 2 x 18 =
3 10
4. 8 x 27 =
9
2
5.
12 x 4 =
3
Simplify these Fractions!
6. 12 =
24
7. 6 =
18
8. Cody has 27 marbles. Five-Ninths of the marbles are purple. How many marbles are
purple?_______ are purple
9. How many are not purple? _______ are not purple
