The document is a 90 minute mathematics exam for 8th grade students containing 40 multiple choice questions covering topics like patterns, sequences, coordinate geometry, linear equations, and word problems. It provides general instructions to write their name and class on the answer sheet, read questions carefully before answering, and prioritize easier questions first. The questions cover patterns, coordinate geometry, linear equations, systems of equations, and word problems involving rates, mixtures, and financial calculations.
This pdf is free to download. This document is prepared by tutor Kundan sir from Vista's Learning.Keep learning CBSE Class 1 0 maths by signing up in Vista's Learning portal here
https://v-learning.in/live-course/1114/ncert-solutions-for-maths-chapter-2-polynomials-part-8-vistas-learning
This pdf is free to download. This document is prepared by tutor Kundan sir from Vista's Learning.Keep learning CBSE Class 1 0 maths by signing up in Vista's Learning portal here
https://v-learning.in/live-course/1114/ncert-solutions-for-maths-chapter-2-polynomials-part-8-vistas-learning
enjoy the formulas and use it with convidence and make your PT3 AND SPM more easier..togrther we achieve the better:)
good luck guys and girls...simple and short ans also sweet formulas..
Salah satu pengkerdilan terkejam dalam hidup ini adalah, membiarkan pikiran cemerlang menjadi budak bagi tubuh yang malas menikmati istirahat sebelum lelah
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
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CLASS 11 CBSE B.St Project AIDS TO TRADE - INSURANCE
Pas ganjil viii 2021
1. Bidang Study : Matematika Waktu : 90 Menit
Kelas / Ujian : VIII / PAS TP : 2021 / 2022
Petunjuk Umum
1. Tulislah nama dan kelas pada lembar jawaban yang telah disediakan
2. Baca baik – baik pertanyaan sebelum dijawab
3. Dahulukan mengerjakan soal yang di anggap mudah
Kerjakan soal-soal berikut ini dengan memilih jawaban yang benar:
1. Perhatikan pola berikut.
Pola keenam dari gambar tersebut adalah
2. Batang korek api disusun dengan susunan
seperti pada gambar berikut .
Jika pola tersebut terus berlanjut, banyak
batang korek api pada susunan ke 10
Jika pola tersebut terus berlanjut, banyak
batang korek api pada susunan ke 10
adalah… batang
a. 33 b.36 c.39 d.42
3. Dua bilangan selanjutnya pada pola bilangan
1,3,4,7,9,13,16,21,…adalah
a. 27,31 c. 25,30
b. 25,31 d. 25,29
4. Bilangan yang memenuhi pada barisan
4, 10 ,….,….,….., 34,40,46
a. 16, 19, 22 c. 16, 20, 24
b. 15,20,25 d. 16, 22, 28
5. Perhatikan pola berikut, banyak bola pada
pola ke 9 adalah…
a. 110 b. 90 c. 72 d. 56
6. Seorang petani menanami kebunnya dengan
batang ubi, dengan aturan setiap 1 meter
persegi terdapat 4 batang yang ditanam
pada setiap pojok seperti tampak pada
gambar di bawah ini.
Jika ukuran tanah petani tersebut adalah 10 m
x 10 m, maka banyak batang ubi yang dapat
ditanam adalah…
a. 100 c. 144
b. 121 d. 169
7. Amuba membelah diri menjadi dua setiap 20
menit. Jika mula-mula terdapat 15 amuba,
maka setelah 2 jam banyak amuba menjadi..
a. 2120 c. 960
b. 1920 d. 480
8. Diketahui barisan bilangan 8, 4, 2, 1,....
Rumus suku ke-n barisan tersebut adalah..
a. 2𝑛+2
c. 2𝑛−4
b. 2−𝑛+4
d. 2𝑛−1
Perhatikan koordinat kartesius berikut untuk
menjawab nomor 9, 10, 11 dan 12
PENILAIAN AKHIR SEMESTER GANJIL
SMP HANG KASTURI
BATAM
NIS : 200170 NSS : 202091200011 NDS : 200907008
Alamat : Kelurahan Tanjung Uma- Kecamatan Lubuk Baja-Kota Batam Telp : (0778)425376
Nama : ......
Kelas : ........
2. 9. Koordinat titik F terhadap titik pusat adalah
a. ( -2, 1) c. ( 1, 2 )
b. ( 1, -2 ) d. ( 2, -1)
10. Koordinat titik H terhadap titik D adalah …
a. ( -4, 3) c. ( 3, 4 )
b. ( -4, -3 ) d. ( 3, -4)
11. Titik – titik yang berada di kuadran III adalah
a. Titik C dan D c. Titik A dan H
b. Titik B dan G d. Titik E dan F
12. Titik yang berjarak 2 satuan terhadap sumbu
X adalah …
a. Titik A, B dan C c. Titik C dan H
b. Titik B, F dan H d. Titik A dan E
Perhatikan koordinat kartesius berikut untuk
menjawab nomor 13, 14 dan 15
13. Garis m dan k adalah dua garis yang …
a. Tegak lurus c. Berpotongan
b. Berimpit d. Sejajar
14. Jarak garis n terhadap sumbu y adalah …
a. 1 satuan c. 3 satuan
b. 2 satuan d. 5 satuan
15. Gambar yang menunjukkan garis saling
sejajar tetapi tidak tegak lurus dengan
sumbu y dan sumbu x adalah garis...
a. m dan n c. K dan l
b. l dan O d. O dan p
16. Diketahui titik A ( 3, 1 ), B ( 3, 5 ) dan C ( -
2, 5). Jika ketiga titik tersebut dihubungkan,
maka akan membentuk bangun …
a. Segitiga sama sisi
b. Segitiga siku-siku
c. Segitiga sama kaki
d. Segitiga sembarang
17. Diketahui himpunan P = {2, 3, 4, 5, 6} dan
Q = { 2, 3, 4, 6, 8, 9, 10, 12}. Jika
ditentukan pasangan berurutan {(2, 4), (3,
6), (4, 8), (5, 10), (6, 12)}, maka relasi dari
himpunan P ke himpunan Q adalah .....
a. Akar dari c. Dua kali dari
b. Setengan dari d. Lebih dari
18. Perhatikan gambar berikut ini!
Range dari relasi disamping adalah ....
a. {1, 2, 3, 4}
b. {2,3,4}
c. {a, b, c}
d. {b, c}
19. Perhatikan himpunan pasangan berikut:
i {(1, a), (2, b), (3, b)}
ii. {(1, a), (1, b), (3, c)}
iii. {(2, 4), (4, 8), (6, 12)}
iv. {(2, 4), (2, 8), (6, 12)}
Pasangan yang merupakan pemetaan
adalah....
a. i dan ii c. ii dan iii
b. i dan iii d. ii dan iv
20. Diketahui fungsi f(x) = 3x + 5, jika f(a) = 2,
maka nilai a adalah…
a. – 2 c. 0
b. – 1 d. 1
21. ketahui A = {1, 2, 3, 4} dan B = {b, c, d}.
tentukan banyaknya pemetaan yang
mungkin dari himpunan A ke himpunan B!
a. 24 d. 81
22. Diketahui suatu fungsi f(x) = 3 – x . nilai
dari f(2) + f(4) adalah .....
a. 2 c. 0
b. 1 d. – 1
23. Diketahui fungsi f dengan rumus f(x) = ax +
b. Jika f(5) = 13 dan f (-2) = - 8 , maka nilai
a dan b berturut – turut adalah .....
a. -2 dan -3 c. 3 dan -2
b. -2 dan 3 d. 3 dan 2
24. Diketahui rumus fungsi f(x) = 5x + 3 Jika
f(p) = - 7 dan f(3) = q maka nilai p + q
adalah....
c. 20 c. - 14
d. 16 d. 10
o
p
3. 25. Perhatikan gambar berikut ini!
26. Gradien garis dengan persamaan
4𝑦 = 2𝑥 + 3 adalah . . .
a. -2 b. −
1
2
c.
1
2
d. 2
27. Dari keempat persamaan garis berikut, yang
memiliki gradient 2 adalah . . .
a. 𝑦 = 4𝑥 + 4 c. 3𝑦 = 6𝑥 + 16
b. 4𝑥 + 2𝑦 − 5 = 0 d. 𝑦 + 2𝑥 = 6
28.Persamaan garis yang tegak lurus dengan
garis 𝑦 =
1
3
𝑥 − 6 dan melalui titik (2,-1)
adalah ...
a. 𝑦 = 3𝑥 + 5 c. 𝑦 = −3𝑥 + 5
b. 𝑦 = 3𝑥 − 5 d. 𝑦 = −3𝑥 − 5
29. Grafik persamaan garis 2y = 4 - x adalah ..
a. c
b. d
30. Sebuah garis memiliki gradien 3 dan melalui
titik (-2,1). Persamaan garis tersebut adalah .
a. 𝑦 = 3𝑥 − 7 c. 𝑦 = 3𝑥 + 7
b. 𝑦 = −3𝑥 + 7 d. 𝑦 = −3𝑥 − 7
31. Jika garis yang dilalui A(-1, y) dan B(7, 5)
memiliki gradient sama dengan 1, maka
koordinat titik A adalah . . .
a. (-1, 3) c. (-1, 2)
b. (-1, -3) d. (-1, -2)
32. Persamaan garis yang melalui titik (2, 1) dan
(3, 5) adalah . . .
a. 𝑦 = 4𝑥 − 9 c. 𝑦 = 4𝑥 + 7
b. 𝑦 = 2𝑥 − 7 d. 𝑦 = 4𝑥 − 7
33. Perhatikan persamaan di bawah ini yang
merupakan persamaan linier dua variabel
adalah
a. 2x + 4 = y + z c. a + 2 = 3
b. 2x + y = 8 d. X2 + y = 4
34. Dari persamaan-persamaan berikut:
(i) 𝑥 + 𝑦 = 5 𝑑𝑎𝑛 2𝑥 − 3𝑦 − 4 = 0
(ii) 𝑥2
+ 3𝑦 = 4 𝑑𝑎𝑛 3𝑥 − 𝑦 = 5
(iii) 3x – 5y = 6 dan x – 2y = 5
(iv) 3𝑝2
− 𝑞 = 5 𝑑𝑎𝑛 𝑝2
− 𝑞2
= 4
yang merupakan sistem persamaan linear
dua varibel adalah....
a. (i) dan (ii) c. (ii) dan (iii)
b. (i) dan (iii) d. (ii) dan (iv)
35. Nilai y yang memenuhi sistem persamaan
x = 4y dan 2x + 5y = 39 adalah ....
a. y = -12 c. y = 3
b. y = -3 d. y = 12
36. Nilai q yang memenuhi sistem persamaan
2𝑝 + 𝑞 = 9 𝑑𝑎𝑛 𝑝 − 3𝑞 = 8 𝑎𝑑𝑎𝑙𝑎ℎ….
a. -1
2
5
b. -1 c. 1 d. 1
2
5
37. Nilai p yang memenuhi sistem persamaan
3𝑝 + 𝑞 + 10 = 0 𝑑𝑎𝑛 2𝑝 + 3𝑞 + 16 =
0 𝑎𝑑𝑎𝑙𝑎ℎ… ..
a. -7 b. -2 c. 2 d. 7
38. Harga 5 ekor ayam dan 6 ekor itik adalah
Rp. 150.00, sedangkan harga 2 ekor ayam
dan 3 ekor itik adalah Rp. 67.500. Harga 6
ekor ayam adalah.......
a. Rp 65.000 c. Rp. 80.000
b. Rp. 75.000 d. Rp. 90.000
39. Jumlah permen Aurel dan Rani adalah 64.
Sedangkan perbandingan permen Aurel,
Rani dan Dhea adalah 5 : 3 : 2 . Maka
jumlah permen ketiga orang tersebut adalah
a. 72 c. 88
b. 80 d. 108
40. Jumlah dua bilangan adalah 24 dan selisihnya
adalah 8.Jika kedua bilangan itu masing-masing di
kuadratkan, maka jumlah kuadrat kedua bilangan
tersebut adalah...
a. 230 c. 320
b. 302 d. 203
Gadien garis yang
tegak lurus
terhadap garis m
adalah.....
a. -
3
2
c.
2
3
b. -
2
3
d.
3
2
m
1. A 6. B 11. C 16. B 21. D 26. B 31. B 36. D
2. A 7. C 12. B 17. B 22. C 27. C 32. D 37. B
3. B 8. A 13. A 18. D 23. C 28. C 33. B 38. D
4. D 9. B 14. A 19. C 24. D 29. A 34. B 39. B
5. B 10.B 15. D 20. B 25. B 30. C 35. C 40. C