Sec. 6.4
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Students will learn how to add and subtract mixed numbers by finding a common denominator, then adding or subtracting the fractional and whole number parts, and simplifying if possible. The document provides examples of adding and subtracting mixed numbers, as well as practice problems for students to work through with answers provided.
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This document summarizes the results of examinations taken by Pierre Escher on 21.03.14. It shows that Pierre scored 46 points out of a possible 54 in Module 3, earning a mark of 5.5, and 42 points out of 54 in Module 4, also earning a mark of 5.5. Scales are provided to translate the number of points earned into a mark and result for each module, with both modules resulting in success for Pierre.
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This rubric outlines the grading criteria for an Afghanistan timeline assignment. Students will be penalized 10 points for each day a final essay is late. Copying content from the internet without proper citation will result in a 35 point deduction. The rubric evaluates mechanics, information, pictures, sources, and chronological order. Points are awarded based on how well the criteria are met in each category.
World war ii timeline assignment rubric
This rubric outlines the grading criteria for a World War II timeline assignment. Students will be penalized 10 points for each day the final essay is late and will lose 35 points for copying content from the internet. The student's total points will be multiplied by 5 to calculate the final grade. The rubric evaluates mechanics, information, pictures, events in order, and source tracker criteria on a scale of 0-4 points.
February 27, 2015
The document provides a daily agenda and notes for a math class that includes:
- Khan Academy practice and an exponent test on Tuesday
- Reviewing class work on scientific notation and exponents
- Notes on problems involving scientific notation, exponents, and monomials including finding degrees, multiplying and dividing monomials, and writing expressions in scientific and standard form
- A reminder to show work when using a calculator and that copied answers are often incorrect
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We all know that catering to student needs is important, in this presentation I outline an interactive task-based lesson where students worked in small groups to carry out an English learning needs analysis. In small groups students worked together to decipher the meaning of two provided survey questions and then asked those questions to classmates in other groups. They then re-grouped to combine their results and present their findings to the class. After the group presentation, students re-visited the survey questions through the Moodle questionnaire. After engaging with the questions and processing the concepts through the class activity, the language and concepts were revisited through the Moodle questionnaire. The follow-up use of Moodle questionnaire provided the teacher with easy to analyze data in order to inform further lesson planning. Moodle questionnaire is an optional add-on module for the Moodle Learner Management System.
March 2, 2015
Today's agenda includes reviewing for tomorrow's test on multiplying and dividing monomials by completing class work and an optional extra credit review. Tomorrow will focus on reviewing for Wednesday's scientific notation test with the monomials test also scheduled. The monomials test covers multiplying and dividing monomials, systems of equations word problems, and coordinate plane questions including inequalities.
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The document provides tips for ECE students preparing for Visvesvaraya Technological University examinations. It outlines attributes of good students like confidence, conviction, dedication and strong memory power. It recommends streamlining study habits, practicing past papers, and seeking faculty support. During exams, it advises reading the entire paper first, allocating time proportionately to questions, prioritizing confident questions, showing working for numerical problems, and double checking answers. Overall, following these tips can help students score high marks and ranks.
Programed instructional material:Integers
This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
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CERT_GEOTHERM
This document summarizes the results of examinations taken by Pierre Escher on 21.03.14. It shows that Pierre scored 46 points out of a possible 54 in Module 3, earning a mark of 5.5, and 42 points out of 54 in Module 4, also earning a mark of 5.5. Scales are provided to translate the number of points earned into a mark and result for each module, with both modules resulting in success for Pierre.
Afghanistan timeline assignment rubric
This rubric outlines the grading criteria for an Afghanistan timeline assignment. Students will be penalized 10 points for each day a final essay is late. Copying content from the internet without proper citation will result in a 35 point deduction. The rubric evaluates mechanics, information, pictures, sources, and chronological order. Points are awarded based on how well the criteria are met in each category.
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This rubric outlines the grading criteria for a World War II timeline assignment. Students will be penalized 10 points for each day the final essay is late and will lose 35 points for copying content from the internet. The student's total points will be multiplied by 5 to calculate the final grade. The rubric evaluates mechanics, information, pictures, events in order, and source tracker criteria on a scale of 0-4 points.
February 27, 2015
The document provides a daily agenda and notes for a math class that includes:
- Khan Academy practice and an exponent test on Tuesday
- Reviewing class work on scientific notation and exponents
- Notes on problems involving scientific notation, exponents, and monomials including finding degrees, multiplying and dividing monomials, and writing expressions in scientific and standard form
- A reminder to show work when using a calculator and that copied answers are often incorrect
Blending in-class surveys with Moodle questionnaire
We all know that catering to student needs is important, in this presentation I outline an interactive task-based lesson where students worked in small groups to carry out an English learning needs analysis. In small groups students worked together to decipher the meaning of two provided survey questions and then asked those questions to classmates in other groups. They then re-grouped to combine their results and present their findings to the class. After the group presentation, students re-visited the survey questions through the Moodle questionnaire. After engaging with the questions and processing the concepts through the class activity, the language and concepts were revisited through the Moodle questionnaire. The follow-up use of Moodle questionnaire provided the teacher with easy to analyze data in order to inform further lesson planning. Moodle questionnaire is an optional add-on module for the Moodle Learner Management System.
March 2, 2015
Today's agenda includes reviewing for tomorrow's test on multiplying and dividing monomials by completing class work and an optional extra credit review. Tomorrow will focus on reviewing for Wednesday's scientific notation test with the monomials test also scheduled. The monomials test covers multiplying and dividing monomials, systems of equations word problems, and coordinate plane questions including inequalities.
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The document provides tips for ECE students preparing for Visvesvaraya Technological University examinations. It outlines attributes of good students like confidence, conviction, dedication and strong memory power. It recommends streamlining study habits, practicing past papers, and seeking faculty support. During exams, it advises reading the entire paper first, allocating time proportionately to questions, prioritizing confident questions, showing working for numerical problems, and double checking answers. Overall, following these tips can help students score high marks and ranks.
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This is an initial attempt by my students of B.Ed. in creating Programmed Instructional material using the template I had provided them. Your observations and suggestions are welcome!
Sec. 6.5
Students will learn how to subtract mixed numbers by renaming fractions using the least common denominator and then subtracting the whole numbers and fractions. Key steps include rewriting fractions with the LCD, renaming if needed, subtracting whole numbers, subtracting fractions, and reducing if possible. Examples show subtracting fractions such as 3 1/4 - 1 5/6 = 1 5/12 - 2 1/8 = 1 7/8. Practice problems with answers are provided.
Sec. 7.3
To change a mixed number to an improper fraction, you write the mixed number as an improper fraction by multiplying the whole number part by the denominator and adding the numerator, then keeping the original denominator. For example, 2 1/2 would be written as 5/2. When multiplying mixed numbers or fractions, you follow the same steps - write any mixed numbers as improper fractions, multiply the numerators and keep the denominators the same, then simplify if possible.
Sec. 7.5
The document provides steps for dividing mixed numbers: convert mixed numbers to improper fractions, change the division sign to multiplication, and change the second fraction to its reciprocal. It includes examples of dividing mixed numbers and a word problem about computing the number of pounds of pears needed to make 1 quart of juice.
Sec. 6.2
1. The document provides questions and learning targets about fractions. It discusses finding common denominators to add and subtract fractions and provides examples of doing so. It also discusses changing improper fractions to mixed numbers and simplifying fractions.
2. Students are learning how to compute the actual sums and differences of fractions with common denominators. Examples provided include adding, subtracting, and simplifying fractions.
3. Questions addressed include what the parts of a fraction represent, how to read and count fractions, and why finding a common denominator is necessary for adding and subtracting fractions.
ID Unit Report 3
The document describes plans to revise instruction on adding fractions with unlike denominators based on formative assessment results. Key revisions include:
1) Providing more opportunities for students to model and manipulate fractions into simplest form using concrete models and drawings before using the abstract process.
2) Giving targeted small group instruction to help students visualize how finding the greatest common factor simplifies a fraction.
3) Analyzing pre- and post-test results and practice problems to identify weaknesses and tailor remedial instruction accordingly.
Sec. 7.2
Students will learn how to compute the product of two or more fractions. Examples are provided of multiplying fractions and simplifying the results, including multiplying a fraction by a variable equal to a fraction. The document explains that when multiplying fractions it is helpful to simplify by cross-reducing common factors before multiplying. An word problem is included where the student must find one-third of a fraction to solve it.
Sec. 7.4
Students will learn how to divide fractions by using reciprocals. To divide by a fraction, you multiply by its reciprocal (inverse), which is the fraction flipped over. Examples are provided of dividing various fractions like 3/8 by 2/3 and finding the answer is 9/16. Reciprocals allow dividing fractions to be done by multiplying instead.
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2. It provides an example of graphing the function y = log2x and discusses key features of logarithmic graphs like being defined only for positive x-values and having a vertical asymptote at x = 0.
3. Determining the domain of a logarithmic function involves setting the argument greater than 0 and solving the inequality to find the domain interval. The range of a logarithmic function is all real numbers.
M11GM-Q1Module9.pdf
Here are the answers to the drill questions:
1. y = log2 X ; if x = 2
Given: x = 2
To find: y
Using the definition of logarithm: logb x is the power to which the base b must be raised to produce the value x.
Since 2 = 20, y = 0
2. y = log1/2 X
Given: No value of x is given
To find: y
Using the definition of logarithm: logb x is the power to which the base b must be raised to produce the value x.
Since the base is 1/2, which is less than 1, there is no value of x that can satisfy this
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Sec. 6.3
Students will learn how to add and subtract fractions with different denominators by finding a common denominator. It is important to find a common denominator so you can understand the relationship between the fractions and perform the arithmetic accurately. The document provides examples of adding and subtracting fractions with different denominators, as well as evaluating expressions with fractions. Real-life examples where adding and subtracting fractions is useful are also given, such as finding perimeter, cooking, carpentry, and calculating gas amounts.
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2) Write both sides with the same base. This uses the one-to-one property of exponential functions.
3) Equate the exponents.
4) Solve the resulting equation for the variable.
The key is to manipulate the equation so both sides have the same base, then equate the exponents. This allows you to directly set the exponents equal and solve for the variable.
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Here are the key steps to solving exponential equations:
1) Isolate the exponential term on one side of the equation by adding/subtracting terms.
2) Write both sides with the same base. This uses the one-to-one property of exponential functions.
3) Equate the exponents.
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The key is to manipulate the equation so both sides have the same base, then equate the exponents. This allows you to directly set the exponents equal and solve for the variable.
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3. The module outlines that after going through it, learners will be able to solve exponential equations, inequalities, and problems involving exponential functions. It provides several examples to illustrate each of these skills.
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Sec. 6.5
Students will learn how to subtract mixed numbers by renaming fractions using the least common denominator and then subtracting the whole numbers and fractions. Key steps include rewriting fractions with the LCD, renaming if needed, subtracting whole numbers, subtracting fractions, and reducing if possible. Examples show subtracting fractions such as 3 1/4 - 1 5/6 = 1 5/12 - 2 1/8 = 1 7/8. Practice problems with answers are provided.
Sec. 7.3
To change a mixed number to an improper fraction, you write the mixed number as an improper fraction by multiplying the whole number part by the denominator and adding the numerator, then keeping the original denominator. For example, 2 1/2 would be written as 5/2. When multiplying mixed numbers or fractions, you follow the same steps - write any mixed numbers as improper fractions, multiply the numerators and keep the denominators the same, then simplify if possible.
Sec. 7.5
The document provides steps for dividing mixed numbers: convert mixed numbers to improper fractions, change the division sign to multiplication, and change the second fraction to its reciprocal. It includes examples of dividing mixed numbers and a word problem about computing the number of pounds of pears needed to make 1 quart of juice.
Sec. 6.2
1. The document provides questions and learning targets about fractions. It discusses finding common denominators to add and subtract fractions and provides examples of doing so. It also discusses changing improper fractions to mixed numbers and simplifying fractions.
2. Students are learning how to compute the actual sums and differences of fractions with common denominators. Examples provided include adding, subtracting, and simplifying fractions.
3. Questions addressed include what the parts of a fraction represent, how to read and count fractions, and why finding a common denominator is necessary for adding and subtracting fractions.
ID Unit Report 3
The document describes plans to revise instruction on adding fractions with unlike denominators based on formative assessment results. Key revisions include:
1) Providing more opportunities for students to model and manipulate fractions into simplest form using concrete models and drawings before using the abstract process.
2) Giving targeted small group instruction to help students visualize how finding the greatest common factor simplifies a fraction.
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Sec. 7.2
Students will learn how to compute the product of two or more fractions. Examples are provided of multiplying fractions and simplifying the results, including multiplying a fraction by a variable equal to a fraction. The document explains that when multiplying fractions it is helpful to simplify by cross-reducing common factors before multiplying. An word problem is included where the student must find one-third of a fraction to solve it.
Sec. 7.4
Students will learn how to divide fractions by using reciprocals. To divide by a fraction, you multiply by its reciprocal (inverse), which is the fraction flipped over. Examples are provided of dividing various fractions like 3/8 by 2/3 and finding the answer is 9/16. Reciprocals allow dividing fractions to be done by multiplying instead.
M11GM-Q1Module9.pdf
1. The document discusses logarithmic functions, including graphing logarithmic functions, determining their domain and range, and finding intercepts, zeros, and asymptotes.
2. It provides an example of graphing the function y = log2x and discusses key features of logarithmic graphs like being defined only for positive x-values and having a vertical asymptote at x = 0.
3. Determining the domain of a logarithmic function involves setting the argument greater than 0 and solving the inequality to find the domain interval. The range of a logarithmic function is all real numbers.
M11GM-Q1Module9.pdf
Here are the answers to the drill questions:
1. y = log2 X ; if x = 2
Given: x = 2
To find: y
Using the definition of logarithm: logb x is the power to which the base b must be raised to produce the value x.
Since 2 = 20, y = 0
2. y = log1/2 X
Given: No value of x is given
To find: y
Using the definition of logarithm: logb x is the power to which the base b must be raised to produce the value x.
Since the base is 1/2, which is less than 1, there is no value of x that can satisfy this
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The process of learning algebra should ideally teach students good logic skills, the ability to compare and contrast circumstances, and to recognize patterns and make predictions. In a world with free CAS at our fingertips, the focus on these underlying skills is even more important than it used to be. Learn how to focus on thinking skills and incorporate more active learning in algebra classes, without losing ground on topic coverage.
Repeated Addition-3rd grade
This lesson plan teaches students about repeated addition and multiplication using equal groups through a hands-on activity. The teacher will begin with a review of repeated addition, modeling an example problem. Students will then complete the activity independently, using manipulatives to represent equal groups and write repeated addition sentences. To assess understanding, students will complete an exit ticket problem using the same method before the end of the lesson. The goal is for students to understand the relationship between multiplication and addition using equal groups with 85% accuracy.
genmath_q1_mod4_solvingreallifeproblemsinvolvingfunctions_v2.pdf
1. This lesson discusses solving real-life problems involving functions. Functions are used to model relationships between quantities in real-life situations where one quantity depends on another.
2. Key skills needed to solve problems involving functions include carefully reading problems, analyzing what is given and required, representing situations as functions, and performing operations on functions to evaluate them.
3. Examples of real-life situations that can be modeled by functions include how virus infections increase over time or transportation fares that vary based on distance traveled. Being able to determine the appropriate function and solve for unknown values allows predicting outcomes.
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This document provides an agenda and notes for a math class that will cover multiplying and dividing polynomials, factoring binomials and trinomials, and include a unit test on polynomial operations on Friday. It lists today's goals as multiplying binomials and special cases, dividing polynomials by monomials and binomials, and multiplying polynomials. It also provides review problems working with exponents, factoring binomials, and factoring trinomials.
Sec. 6.3
Students will learn how to add and subtract fractions with different denominators by finding a common denominator. It is important to find a common denominator so you can understand the relationship between the fractions and perform the arithmetic accurately. The document provides examples of adding and subtracting fractions with different denominators, as well as evaluating expressions with fractions. Real-life examples where adding and subtracting fractions is useful are also given, such as finding perimeter, cooking, carpentry, and calculating gas amounts.
Preparing for praxis one course
This course is designed to help students prepare for the Praxis I exam through blended learning. The course will meet once a week for classroom instruction and the rest will be online activities. Students will work on improving their reading, writing, and math skills through materials like workbooks, videos, practice tests, and sample problems. The goal is for students to gain the skills and strategies needed to pass the Praxis I and enter the teaching profession with confidence.
M11GM-Q1Module6.pdf
Here are the key steps to solving exponential equations:
1) Isolate the exponential term on one side of the equation by adding/subtracting terms.
2) Write both sides with the same base. This uses the one-to-one property of exponential functions.
3) Equate the exponents.
4) Solve the resulting equation for the variable.
The key is to manipulate the equation so both sides have the same base, then equate the exponents. This allows you to directly set the exponents equal and solve for the variable.
M11GM-Q1Module6.pdf
Here are the key steps to solving exponential equations:
1) Isolate the exponential term on one side of the equation by adding/subtracting terms.
2) Write both sides with the same base. This uses the one-to-one property of exponential functions.
3) Equate the exponents.
4) Solve the resulting equation for the variable.
The key is to manipulate the equation so both sides have the same base, then equate the exponents. This allows you to directly set the exponents equal and solve for the variable.
M11GM-Q1Module7.pdf
1. The document provides information about an 11th grade General Mathematics module on exponential functions, including the writers, editors, reviewers, and management team responsible for developing the module.
2. It explains that the module aims to help learners master solving exponential equations, inequalities, and problems involving exponential functions. It reviews key concepts like properties of exponents before presenting new lessons.
3. The module outlines that after going through it, learners will be able to solve exponential equations, inequalities, and problems involving exponential functions. It provides several examples to illustrate each of these skills.
M11GM-Q1Module7.pdf
1. The document is a module on exponential functions that provides instruction on solving exponential equations, inequalities, and problems involving exponential functions.
2. It reviews properties of exponents and introduces examples of solving exponential equations by using the one-to-one property of exponential functions.
3. Activities are included to classify expressions as exponential equations or inequalities and to identify common bases to write numbers in exponential form.
Rational Functions
1. The document is an introduction to a module on rational functions for Grade 11 general mathematics students. It provides an overview of the module contents and instructions for students on how to use the learning materials.
2. The module aims to teach students how to determine the intercepts, zeroes, and asymptotes of rational functions. It consists of two lessons that also cover solving problems involving rational functions, equations, and inequalities.
3. Students are provided guidelines for working through the module independently at their own pace. The document emphasizes that the materials are designed to engage and enable students to learn actively and process the lessons effectively.
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This document provides a study guide for determining whether a table, set of ordered pairs, or graph represent a function. It includes 12 multiple choice questions asking how to identify if something is a function or linear, and whether specific examples shown are functions or linear. It then has 6 additional questions asking the learner to determine if examples provided are functions or linear, and explain their reasoning. The study guide is intended to help the learner practice identifying functions and linear relationships from different representations.
Functions fill in the blank passage
A function is a mathematical rule that assigns each input exactly one output. Functions can be represented as ordered pairs, tables, graphs or equations. When represented as ordered pairs or tables, there cannot be repeats in the x-values, otherwise it is not a function. On a graph, if a vertical line intersects the graph more than once, it is not a function. Functions can be linear or non-linear. A linear function has a constant rate of change, while a non-linear function will have variables with exponents or multiplied together.
Functions fill in the blank passage
A function is a mathematical rule that assigns each input exactly one output. Functions can be represented as ordered pairs, tables, graphs or equations. When represented as ordered pairs or tables, there cannot be repeats in the x-values, otherwise it is not a function. On a graph, if a vertical line intersects the graph more than once, it is not a function. Functions can be linear or non-linear. A linear function has a constant rate of change, while a non-linear function does not have a straight line graph or variables with exponents or being multiplied.
Linear functions station 3
1. The function y = 7 + 3(x - 2) is linear because it can be written in the form y = mx + b, where m is the slope (3) and b is the y-intercept (7).
2. The data points (1, 12) (2,7) (3,4) (4, 3) (5, 4) define a non-linear relationship because as x increases, y does not increase or decrease at a consistent rate.
3. No information is provided to determine if a third function is linear or non-linear.
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- 2. Key ConceptsAdding and Subtracting Mixed Numbers:1. Find a common denominator if necessary. 2. Add or subtract the fractional parts.3. Add or subtract the whole numbers.4. Reduce/simplify if possible.
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