This document is a review guide for a 7th grade math module test containing 15 multiple choice questions covering topics like probability, operations with integers, mean, median, and mode of data sets, factoring expressions, and percent problems. It also contains 7 additional free response questions involving solving equations, constructing tree diagrams, graphing inequalities, and geometry problems finding area and perimeter of shapes.
ĐỀ THI SEAMO - CẤP ĐỘ C (KHỐI 5 + 6) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ C (KHỐI 5 + 6) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ C (KHỐI 5 + 6) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ C (KHỐI 5 + 6) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ C (KHỐI 5 + 6) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ A (KHỐI 1 + 2) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ A (KHỐI 1 + 2) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ A (KHỐI 1 + 2) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ A (KHỐI 1 + 2) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ A (KHỐI 1 + 2) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ B (KHỐI 3 + 4) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ B (KHỐI 3 + 4) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ B (KHỐI 3 + 4) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ B (KHỐI 3 + 4) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ B (KHỐI 3 + 4) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ B (KHỐI 3 + 4) NĂM 2018
A GRASS-based procedure to compare OSM and IGN Paris road network datasetsMarco Minghini
These slides were presented during the WG2 meeting of COST Action IC1203 ENERGIC (http://vgibox.eu) held in Paris on December 3-4, 2015, which was focused on the evaluation of OSM quality through the comparison with official IGN data. The presentation describes an application of an open source GRASS-based procedure - including a Web Processing Service - to compare OSM and authoritative road network datasets (https://github.com/MoniaMolinari/OSM-roads-comparison) in the Paris case study.
ĐỀ THI SEAMO - CẤP ĐỘ C (KHỐI 5 + 6) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ C (KHỐI 5 + 6) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ C (KHỐI 5 + 6) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ C (KHỐI 5 + 6) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ C (KHỐI 5 + 6) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ A (KHỐI 1 + 2) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ A (KHỐI 1 + 2) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ A (KHỐI 1 + 2) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ A (KHỐI 1 + 2) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ A (KHỐI 1 + 2) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ B (KHỐI 3 + 4) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ B (KHỐI 3 + 4) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ B (KHỐI 3 + 4) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ B (KHỐI 3 + 4) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ B (KHỐI 3 + 4) NĂM 2018
ĐỀ THI SEAMO - CẤP ĐỘ B (KHỐI 3 + 4) NĂM 2018
A GRASS-based procedure to compare OSM and IGN Paris road network datasetsMarco Minghini
These slides were presented during the WG2 meeting of COST Action IC1203 ENERGIC (http://vgibox.eu) held in Paris on December 3-4, 2015, which was focused on the evaluation of OSM quality through the comparison with official IGN data. The presentation describes an application of an open source GRASS-based procedure - including a Web Processing Service - to compare OSM and authoritative road network datasets (https://github.com/MoniaMolinari/OSM-roads-comparison) in the Paris case study.
Social psychologists like many other fields within psychology, often utilize different perspectives when looking at questions about social behavior.Different perspective has been briefly discussed.
Baromètre sur les pratiques de l'A/B testing et de la personnalisation web Converteo
Converteo et Kameleoon ont le plaisir d’annoncer la parution de leur 3ème baromètre sur les pratiques de l'A/B testing et de la personnalisation web en France.
Cette étude menée auprès de 250 acteurs du digital se divise en 3 grands axes d’analyse :
- Pratiques de l’A/B testing et la personnalisation web
- Modalités d’utilisation de l’A/B testing
- Parties prenantes de l’A/B testing et de la personnalisation
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Review guide end of mod 5
1. Name:______________________________ Date:______________
Math 7 Period ___ Review Guide End of Module 5
1.) Below is a random sample of the socks in Jake’s draw. What is the probability
of picking a tan of a blue pair of socks?
a.)
20
3
b.)
4
1
c.)
5
1
d.)
5
3
2.) A bag of marbles contains 12 red marbles, 3 green marbles, and 5 blue marbles.
What is the probability a student chooses a red marble, doesn’t replace the
marble, and then chooses a blue marble again?
a.)
400
60
b.)
380
132
c.)
380
60
d.)
400
132
3.) Subtract the following: (-5x - 9) – (-18x – 2)
a.) -23x - 11 b.) 13x - 7 c.) -23x + 7 d.) 13x - 11
4.) What is the distance between -15 and 2 on a number line?
a.) 13 b.) -17 c.) -13 d.) 17
5.) You put $1500 into your savings account. Your bank account offers a 4.5%
Interest rate and you leave the money in the account for 7 years.
How much interest did you earn?
a.) $472.50 b.) $47,250 c.) $4,725 d.) $333.33
2. 6.) Find the Mean of the following data: 18, 25, 15, 18, 20, 21
a.) 19 b.) 19.5 c.) 18 d.) 10
7.) Find the Median of the following data: 18, 25, 15, 18, 20, 21
a.) 20 b.) 18 c.) 19 d.) 18 and 20
8.) Find the Mode of the following data: 18, 25, 15, 18, 20, 21
a.) 18 b.) 10 c.) No Mode d.) 19
9.) Find the Range of the following data: 18, 25, 15, 18, 20, 21
a.) 18 b.)19 c.) 19.5 d.) 10
10.) Factor the following expression: 24x + 9
a.) 24(x + 9) b.) 3(8x + 3) c.) 4(6x + 9) d.) 3(8x + 9)
11.) Add the following: (-4x – 2) + (9x – 6)
a.) 5x - 4 b.) -13x + 4 c.) 13x - 8 d.) 5x - 8
12.) What is the probability of rolling a number greater than 4 on a six sided fair
number cube and flipping a heads on a coin?
a.)
6
1
b.)
4
1
c.)
3
1
d.)
2
1
3. 13.) You want to create a scale model of an airplane. If the actual airplane is 120ft
long and you use a scale factor of 15%, how long will the model airplane be?
a.) 1800ft b.) 18ft c.) 800ft d.) 135ft
14.) At the school bake sale, you sell 15 cupcakes for $18.75. What point on the
graph would represent the unit rate?
a.) (1, 1.5) b.) (15, 18.75) c.) (2,1) d.) (1, 1.25)
15.) Simplify the following expression: -4(x – 2) + 9x
a.) 5x - 2 b.) 13x - 8 c.) 5x + 8 d.) 5x – 8
PART 2
1.) What does the MAD describe about a set of data and how does it correspond to
variability?
2.) The sum of three consecutive integers is -33. What are the three integers?
Write and solve an equation to solve.
3.) Ryan has 2 more than three times the amount of baseball cards than Alex has. If
the sum of their baseball cards is 50, how many cards does each boy have? Write
and solve an equation to solve.
4. 4.) a. Using the spinners below, construct a tree diagram and list the sample space
of all possible outcomes of spinning two spinners and flipping a coin.
b. What is the probability of spinning a 2?
c. What is the probability of spinning an A and a 2?
5. 5.) Mary planted 12 trees on Earth Day. John planted 30% more trees than Mary
planted. Write and solve an equation to find the amount of trees that John
planted.
6.) I want a computer that costs $1200. I found it on sale for 20% off. How much
will the sale price be if I also need to pay a 7% sales tax?
7.) Solve the following inequalities and graph the solutions on the number line.
a.
b.
8.) Find the area and perimeter of the following shape: A=π•r2
and C= π•d. Use the
Pi button and round your answer to the nearest hundredth.