Saying numbers 1
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This document provides steps for teaching numbers 1 through 10. It instructs to say the numbers aloud and point to each number counted, starting with 1, 2, 3 and building up to saying all numbers from 1 to 10. Learners are guided through 5 steps, first saying familiar individual numbers, then sets of numbers from 1-3, 1-5, 1-7, and finally counting from 1 to 10.
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Saying numbers 3
The document provides steps for learning numbers from 1 to 100. It starts with counting from 1 to 20, then teaches saying numbers with multiples of 10 like "twenty", "thirty", followed by counting within those decades from 1 to 9. The final steps have the learner say and clap the multiples of 10 from 10 to 90.
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Saying numbers 1
This document provides steps for teaching numbers 1 through 10. It instructs to say the numbers aloud and point to each number counted, starting with 1, 2, 3 and building up to saying all numbers from 1 to 10. Learners are guided through 5 steps, first saying familiar individual numbers, then sets of numbers from 1-3, 1-5, 1-7, and finally counting from 1 to 10.
Saying numbers 5
This document outlines steps for counting past 100, including saying numbers as "hello 21" or "one hundred and 21" up to 30, then "two hundred and 251" up to 259. It also lists the first 10 multiples of 100 from 100 to 900 and provides examples of counting from 196 to 200 and 298 to 300. The goal is to help students learn skills for counting past 100.
Saying numbers 6
The document provides a 5 step guide for counting from 100 to 1000. Each step has examples of counting by ones within a 100 number range, with step 1 focusing on 100-200, step 2 on 200-300, and so on up to step 5 which counts from 700-1000. The purpose is to practice counting past 100 in increasing increments up to 1000.
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The document outlines 5 steps for counting backwards from different numbers. Step 1 counts backwards from 3 to 1. Step 2 counts backwards from 10 to 0. Step 3 counts backwards from 20 to 0. Step 4 demonstrates counting backwards from various 3-digit numbers to 0. Step 5 shows counting backwards from 4-digit numbers in a similar way.
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This document shows the steps to halve a series of numbers from 10 down to 1. It lists 10, 8, 6, 4, 2 as the starting numbers and then shows them halved to 5, 4, 3, 2, 1 in subsequent steps, demonstrating how to repeatedly halve a number down to 1.
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This document provides steps for teaching numbers 1 through 10. It instructs to say the numbers aloud and point to each number counted, starting with 1, 2, 3 and building up to saying all numbers from 1 to 10. Learners are guided through 5 steps, first saying familiar individual numbers, then sets of numbers from 1-3, 1-5, 1-7, and finally counting from 1 to 10.
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หน่วย 1 แผน 1 tangram worksheet
เอกสารสอนคณิตศาสตร์เพิ่มเติมเป็นภาษาอังกฤษ ระดับชั้นม.1 เรื่องแทนแกรม จัดทำโดย ครูทรรศนีย์ รัตนวิจิตร โรงเรียนสมุทรปราการ
หน่วย 1 แผน 1 tangram worksheet
เอกสารประกอบการเรียนวิชาคณิตศาสตร์เพิ่มเติมม.1เป็นภาษาอังกฤษ โดย ครูทรรศนีย์ รัตนวิจิตร โรงเรียนสมุทรปราการ
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หน่วย 1 แผน 1 tangram worksheet
เอกสารสอนคณิตศาสตร์เพิ่มเติมเป็นภาษาอังกฤษ ระดับชั้นม.1 เรื่องแทนแกรม จัดทำโดย ครูทรรศนีย์ รัตนวิจิตร โรงเรียนสมุทรปราการ
หน่วย 1 แผน 1 tangram worksheet
เอกสารประกอบการเรียนวิชาคณิตศาสตร์เพิ่มเติมม.1เป็นภาษาอังกฤษ โดย ครูทรรศนีย์ รัตนวิจิตร โรงเรียนสมุทรปราการ
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This document provides an overview of negative numbers and integer addition. It defines negative numbers as numbers less than zero, opposite numbers as having the same distance from zero in the opposite direction, and integers as including all whole numbers and their opposites on the number line including zero. It then presents two rules for integer addition: 1) if signs are the same, add the numbers and use that sign, and 2) if signs are different, subtract the smaller number from the larger and use the larger number's sign. Several examples are worked out using a number line to visually demonstrate integer addition.
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This document provides information for parents about Mrs. Mary Jalland's P1 class. It outlines key staff, communication methods, daily routines, curriculum areas including literacy, numeracy, health and wellbeing, and assessment. Parents are encouraged to support learning at home through activities like reading together, practicing phonics and maths skills. The document also describes house systems, rules, uniforms and how parents can get involved.
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This document provides information about Miss Sarah McCafferty's P1 class. It outlines the daily schedule and routines, subjects taught, assessment methods used, and ways for parents to be involved and support their child's learning at home. The schedule includes time for literacy, numeracy, art, music, PE, and child-led learning. Assessment is both formal and informal to track each child's progress towards learning goals. Parents are encouraged to practice literacy and numeracy skills at home daily and communicate with the teacher via homework diary, letters, or Twitter.
Mrs Boyle
This document provides information for parents about Mrs. Sarah Boyle's P1B class. It outlines the routines, teachers, subjects taught, and communication methods. Key points include:
- Mrs. Boyle is the class teacher, with additional teachers for music, art, PE, and support staff.
- Mornings involve settling in routines, "Know and Grow Time" for play and socializing, and using a visual timetable.
- Subjects taught include literacy, numeracy, health and wellbeing. Formative and summative assessments are used.
- A house system provides identity and inter-house activities. Living values are promoted.
- Regular communication occurs through a homework diary, letters, Twitter
Mrs Jalland
1) This document provides information for parents about Mrs. Mary Jalland's P1B class, including details on communication methods, daily routines, curriculum areas, homework, and other class policies.
2) Key areas covered are literacy and numeracy instruction, health and wellbeing activities, rules and behavior management, and opportunities for parents to be involved through things like homework support and family time events.
3) Assessment approaches are outlined as well, focusing on both formative and summative evaluations in academic subjects and other areas of the curriculum.
Miss McIndoe
The document provides information for parents/guardians of students in Primary 4B at Miss McIndoe's class. It discusses developing student independence, responsibility for organization and clean-up. It also addresses attendance policies, communicating with teachers, class schedules, homework expectations, and ways for parents to be involved in class activities. The goal is to keep parents informed about class policies and student learning.
Miss Murphy
The document provides information for parents about their child's class in primary 4. It summarizes the daily routine, specialists, homework expectations, behavior system, and ways parents can support learning at home, such as reading together and practicing math facts. Communication between school and home is emphasized through home school books and family time events.
Miss McCabe
This document provides information for parents about their child's new Primary 6 class. It includes details about the weekly timetable, upcoming events, homework expectations, behavior management, and how parents can support their child's learning. Parents are asked to sign in, provide feedback, and work collaboratively with teachers to help their child succeed in the new school year.
Mrs Craik 2017 18
- Daily routines include a time for building pupil relationships called "Know and Grow", playtime with healthy snacks encouraged, and pupils bringing water.
- The weekly timetable includes all curriculum areas, with music on Wednesdays, 2 hours of PE on Tuesdays and Wednesdays, and art on Fridays.
- Family time is the last Friday of every month from 2:15-2:45pm, with pupils needing to be organized to leave by 2:50pm, and fire drill procedures practiced without parents.
Darts addition
This document provides a list of numbers and prompts the reader to choose a number to determine if it can be achieved in 3 throws of a dart game. It suggests aiming for specific parts of the dart board can result in different scores and challenges the reader to pick a number from the list and consider if it's possible to hit that total score in 3 darts.
Darts powerpoint
This document outlines the objectives and activities for a series of darts lessons. The learning intentions include improving math skills like mental math and problem solving. Students will create a new darts game, track scores online and in class, and complete math problems related to darts scoring. Activities involve calculating dart scores, finding combinations to reach certain scores, and analyzing the dart board layout and scoring possibilities. Students will work independently and collaboratively on problems of increasing difficulty.
Nhs essay
The document provides guidance on writing a discursive essay about whether free healthcare should be available to all through the UK's National Health Service (NHS). It includes topics to discuss like the purpose and origins of the NHS, as well as notes on reasons for and against free healthcare. Students are instructed to select facts and opinions, write an essay using the provided structure of introducing reasons for and against with evidence from links and Twitter quotes.
Speech writing
The document provides guidance on structuring an effective speech. It recommends introducing yourself, asking for attention, stating your position and making points with elaboration. The more points made, the more convincing the speech becomes. It's best to make the strongest argument first and second strongest last. The document uses Martin Luther King Jr.'s "I Have a Dream" speech as an example of effective structure, particularly his repetition of the powerful phrase "I have a dream."
Nouns
The document defines and provides examples of four types of nouns: common nouns, collective nouns, proper nouns, and abstract nouns. It identifies the types of nouns in the sentence "On Friday, at school, the choir was full of dismay when the concert was cancelled" as common nouns for school and choir, collective noun for choir, proper noun for Friday, and abstract noun for dismay. The purpose is to teach the reader to identify different types of nouns.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
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