Task Adding Ratios Formatted
•Download as DOC, PDF•
0 likes•194 views
The document presents two ratio problems: 1) One involving sharing 4 pizzas among 10 people at a large table and 3 pizzas among 8 people at a small table. If the tables were combined, the ratio of pizza to people would be 7 pizzas to 18 people. 2) One involving coffee mixture A with a 2:3 milk to coffee ratio and mixture B with a 3:4 milk to coffee ratio. If the mixtures were combined, the ratio of milk to coffee would be 5:7.
Report
Share
Report
Share
Recommended
Pizza fractions
This document discusses exploring equivalent fractions using examples related to pizza. It explains that equivalent fractions have the same value even if they look different, as long as they refer to the same whole. It provides examples of equivalent and non-equivalent fractions using portions of pizza and asks readers to compare which pizza portion is larger in different scenarios.
Reflection On Checkpoints Formatted
Reflection On Checkpoints FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document provides prompts for a team to reflect on their progress implementing an action plan from a grant. The team is asked to review how their action plan supports the goals of all partners in the project and identify any adjustments needed. They are also asked to reflect on how they have addressed or plan to address potential needs in their school identified over the summer related to components for success. Finally, the team reflects on steps taken to implement a professional development plan for teacher leaders and whether additional actions are needed to support the teacher leaders.2014 house appropriations_presentation
The Vermont State Colleges provide affordable and accessible education across five colleges to over 12,000 students annually. It is comprised of Castleton State College, Community College of Vermont, Johnson State College, Lyndon State College, and Vermont Technical College. The system aims to offer career-focused programs while being affordable for Vermonters, with over 80% of students being state residents and 60% being first-generation college students. State funding for the system has declined from 50% of revenue in 1980 to just 18% currently, with tuition now comprising most of the budget.
Downtown campus map
The UTSA Downtown Campus Map lists 6 locations: the Durango Building, Frio Street Building, Buena Vista Street Building, a parking garage requiring UTSA permits or visitor parking, the Monterey Building, and Bill Miller Plaza.
Script For Teacher Leadership Activity Formatted
Script For Teacher Leadership Activity FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document discusses developing teacher leadership in mathematics and science education in Michigan. It notes that many current leaders are nearing retirement, so there is a need to identify and develop new teachers to take on leadership roles over the next few decades. It also states that teacher leadership is loosely defined and looks different in various schools and programs. The document advises that the goal is not to define teacher leadership but to help each team develop their own understanding of what it will look like in their situation. It relates that past experiences found teachers exceeded expectations for leadership roles when administrators collaborated with teachers on defining their responsibilities. The activity is intended to explore ideas around teacher leadership and construct a working definition for each team.State colleges budget
The document provides information about the Vermont State Colleges system including its mission, history, colleges, enrollment trends, degrees awarded, revenues, appropriations, and initiatives. The system includes 5 colleges (Castleton State College, Johnson State College, Lyndon State College, Vermont Technical College, and the Community College of Vermont) that have experienced increasing enrollment and degrees awarded over the past decades while relying more on tuition and less on state funding.
Opportunity Connected to Opportunity … Transportation, Energy and the Economy
The document summarizes key points from a Ports-to-Plains Alliance energy summit:
1) Ports-to-Plains advocates for improved transportation infrastructure to promote economic growth across North America's energy and agriculture industries.
2) The Williston, North Dakota region has experienced a major economic boom from new oil development, growing from 12,000 people to over 30,000 people in 10 years.
3) The document projects significant increases in domestic exports by truck across the Ports-to-Plains corridor states between 2010 and 2040, both in total kilotons and US dollars.
Nsta Web20
This document discusses using Web 2.0 tools to support collaborative learning in science. It begins by reviewing common science practices like note-taking, concept mapping, data collection and analysis that Web 2.0 tools could support. Examples of specific tools are provided for each practice. Considerations for selecting and implementing tools are also discussed. The document concludes by highlighting some emerging tools and providing resources for more information.
Recommended
Pizza fractions
This document discusses exploring equivalent fractions using examples related to pizza. It explains that equivalent fractions have the same value even if they look different, as long as they refer to the same whole. It provides examples of equivalent and non-equivalent fractions using portions of pizza and asks readers to compare which pizza portion is larger in different scenarios.
Reflection On Checkpoints Formatted
Reflection On Checkpoints FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document provides prompts for a team to reflect on their progress implementing an action plan from a grant. The team is asked to review how their action plan supports the goals of all partners in the project and identify any adjustments needed. They are also asked to reflect on how they have addressed or plan to address potential needs in their school identified over the summer related to components for success. Finally, the team reflects on steps taken to implement a professional development plan for teacher leaders and whether additional actions are needed to support the teacher leaders.2014 house appropriations_presentation
The Vermont State Colleges provide affordable and accessible education across five colleges to over 12,000 students annually. It is comprised of Castleton State College, Community College of Vermont, Johnson State College, Lyndon State College, and Vermont Technical College. The system aims to offer career-focused programs while being affordable for Vermonters, with over 80% of students being state residents and 60% being first-generation college students. State funding for the system has declined from 50% of revenue in 1980 to just 18% currently, with tuition now comprising most of the budget.
Downtown campus map
The UTSA Downtown Campus Map lists 6 locations: the Durango Building, Frio Street Building, Buena Vista Street Building, a parking garage requiring UTSA permits or visitor parking, the Monterey Building, and Bill Miller Plaza.
Script For Teacher Leadership Activity Formatted
Script For Teacher Leadership Activity FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document discusses developing teacher leadership in mathematics and science education in Michigan. It notes that many current leaders are nearing retirement, so there is a need to identify and develop new teachers to take on leadership roles over the next few decades. It also states that teacher leadership is loosely defined and looks different in various schools and programs. The document advises that the goal is not to define teacher leadership but to help each team develop their own understanding of what it will look like in their situation. It relates that past experiences found teachers exceeded expectations for leadership roles when administrators collaborated with teachers on defining their responsibilities. The activity is intended to explore ideas around teacher leadership and construct a working definition for each team.State colleges budget
The document provides information about the Vermont State Colleges system including its mission, history, colleges, enrollment trends, degrees awarded, revenues, appropriations, and initiatives. The system includes 5 colleges (Castleton State College, Johnson State College, Lyndon State College, Vermont Technical College, and the Community College of Vermont) that have experienced increasing enrollment and degrees awarded over the past decades while relying more on tuition and less on state funding.
Opportunity Connected to Opportunity … Transportation, Energy and the Economy
The document summarizes key points from a Ports-to-Plains Alliance energy summit:
1) Ports-to-Plains advocates for improved transportation infrastructure to promote economic growth across North America's energy and agriculture industries.
2) The Williston, North Dakota region has experienced a major economic boom from new oil development, growing from 12,000 people to over 30,000 people in 10 years.
3) The document projects significant increases in domestic exports by truck across the Ports-to-Plains corridor states between 2010 and 2040, both in total kilotons and US dollars.
Nsta Web20
This document discusses using Web 2.0 tools to support collaborative learning in science. It begins by reviewing common science practices like note-taking, concept mapping, data collection and analysis that Web 2.0 tools could support. Examples of specific tools are provided for each practice. Considerations for selecting and implementing tools are also discussed. The document concludes by highlighting some emerging tools and providing resources for more information.
Developing Teacher Leaders in Science
Developing Teacher Leaders in ScienceMichigan Mathematics and Science Teacher Leadership Collaborative
MMSTLC Presentation on Developing Teacher Leaders in Science, and on Creating Partnerships and Networks to Support Teacher LeadersSupporting Teacher Leadership Oct09
Supporting Teacher Leadership Oct09Michigan Mathematics and Science Teacher Leadership Collaborative
Leadership development resources from the MMSTLC program. This presentation focused on providing building and district administrators with information to support teacher leaders in their schools.Constructing A Model For Leadership Oct09
Constructing A Model For Leadership Oct09Michigan Mathematics and Science Teacher Leadership Collaborative
This document discusses qualities of excellent leaders and roles of teacher leaders. It defines leadership qualities through the framework of attitude, skills and knowledge. Some key leadership roles for teachers discussed are instructional leadership, institutional leadership, departmental leadership, professional leadership, and administrative leadership. The document instructs participants to brainstorm and discuss teacher leadership roles in small groups using leadership role category charts.Water Quality Lesson 5
Students use maps to trace the flow of water from Michigan watersheds into the Great Lakes and ultimately to the Atlantic Ocean. They analyze topographic and watershed maps to predict water flow and explain how elevation affects movement. An optional extension allows students to build physical models of Michigan's topography and watersheds to demonstrate their understanding of these relationships.
Water Quality Lesson 4
This document provides an overview of a lesson plan exploring watersheds. Students will work in groups to build watershed models and make observations. They will create elevation maps and write predictions about water flow. By testing their models, students can explain how water moves through a watershed and compare their models to real river systems. The goal is for students to understand concepts like runoff, absorption, and groundwater flow based on elevation changes.
Water Quality Lesson 3
This document provides guidance for teachers on lesson 3 of a curriculum about investigating local water quality. It discusses having students develop sub-questions to help answer the driving question of "What is the Water Like in Our River?". The lesson focuses on establishing criteria for good questions and having students refine their own questions to meet those criteria. It also previews the next lesson which will involve building a watershed model.
Water Quality Lesson 2
Students observed a local river through a walk or video in order to form hypotheses about the river's water quality. Working in small groups, they recorded observations and compared the river water to samples of different water quality. The groups then developed initial hypotheses about the river's water quality and shared them with the class. The teacher will assess the students' abilities to form testable hypotheses supported by evidence from their river observations.
Water Quality Lesson 1
This document outlines a lesson plan about water quality. The objectives are for students to develop their own definitions of water quality by exploring water samples and discussing their observations. The activities include examining four jars with different materials added and one jar of local river water. Students will discuss in groups which samples are suitable for different uses like fishing or drinking. They will then develop a consensus definition of water quality as a class. The next lesson involves a field trip to a river or a presentation to continue investigating water quality.
2
This document summarizes a professional learning task case study about a 7th grade teacher, Ron Castleman. The case study depicts Ron facilitating a task where students use visual representations to determine the percent, fraction, and decimal for a shaded portion of a grid. It shows Ron attempting to support students' work without directly telling them how to solve it, maintaining a high level of cognitive demand. The case study also depicts Ron using the same task twice with different groups, allowing readers to see how a teacher's instructional decisions impact student learning opportunities. Facilitators can use "dual cases" to prompt discussions on how evidence in the narrative relates to maintaining high levels of cognitive demand.
Design Process Formatted
This document discusses using design-based investigations in science education. It outlines the design process, which involves identifying the problem context, researching the topic, developing ideas, building models, and testing/getting feedback to refine subsequent iterations. The goal is to solve problems through applying science concepts. Design projects follow procedures that vary from the scientific method but can still effectively build understanding and allow assessment of student learning.
Assessment Overview Formatted
1. The document discusses assessing student understanding in science and the difference between assessment and grading. Assessment is intended to further student learning while grading is more summative and judgmental.
2. The purposes of assessment are outlined as focusing student learning, teaching, improving systems, and influencing policy and planning. Different types of assessment include formative and informal to get a broader view of student understanding.
3. The document then discusses domains of learning, types of assessments, and Bloom's taxonomy, which categorizes cognitive learning objectives from simplest to most complex. Formal assessments examine products while informal assessments use classroom questioning.
1 A Formative Assessment Cards Formatted
1 A Formative Assessment Cards FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document outlines various assessment tools used for student evaluation including graded and non-graded pre-assessments, mid-year exams, student self-assessments, end of unit projects, homework, weekly quizzes, math worksheets, unit tests, teacher observations, probing questions, screening exams, and state-mandated achievement tests. These assessments are intended to provide feedback on student understanding and progress throughout the school year.Continuum Of Emerging Teacher Leadership Formatted
Continuum Of Emerging Teacher Leadership FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document presents a continuum for assessing teacher leadership skills across four domains: adult development, dialogue, collaboration, and organizational change. It provides indicators for rating skills from 1-5 in each domain, with a 5 indicating more advanced skills such as enabling reflection in others, facilitating dialogue among colleagues, engaging others in collaborative decision-making, and initiating innovative change. The continuum is intended to help educators evaluate their own leadership and have supportive conversations around coaching, mentoring, and professional development to strengthen teacher leadership capacities.Bakers Dozen Handout Formatted
This document outlines 13 selection criteria for identifying teacher leaders, including possessing a strong commitment to math or science education, having at least 5 years of teaching experience and being at least 10 years from retiring, displaying credibility and effectiveness with other staff, demonstrating collaborative and communication skills, and showing potential to develop coaching, mentoring, and leadership abilities.
Detailed Agenda T S L Selection Criteria Formatted
Detailed Agenda T S L Selection Criteria FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document provides materials and procedures for a 30-minute activity to help participants develop criteria for selecting teacher leaders. It involves introducing attributes of teacher leaders through a discussion, reviewing example criteria using a "Baker's Dozen" handout, and having teams develop their own selection criteria to share. The goal is to help representatives, STEM programs, and school districts set criteria for choosing teacher leaders.Reflection T S L Criteria Formatted
Reflection T S L Criteria FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document provides selection criteria for choosing a Teacher Leader to help lead a project aimed at building science and mathematics leaders in Michigan. An ideal Teacher Leader should have positive attitudes and dispositions, strong content knowledge in science and math, and leadership, communication and interpersonal skills to help guide the project to success. The document prompts selecting a Teacher Leader based on criteria that will further the goal of developing future science and math leaders in the state.Detailed Agenda Introduction To Leadership Formatted
Detailed Agenda Introduction To Leadership FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document provides an introduction to leadership and outlines a 45 minute activity to help participants gain an understanding of the nature of teacher leadership. The activity involves reflections, discussions, and a presentation on developing leadership at different levels including teachers, administrators, higher education, and mathematics and science centers. The goal is to help representatives and leaders in STEM and education better understand leadership development.Reflection Intro To Leadership Resources Formatted
Reflection Intro To Leadership Resources FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document contains reflection questions for an introduction to leadership course. It asks students to reflect on their earliest leadership position, how they were identified as a potential leader, who recognized their leadership skills, why that person saw them as a leader, how that person shared expectations with them, what initial challenges they faced as a new leader, and how they overcame those challenges. It aims to help students develop self-awareness of their leadership journey and skills.Leadership Quotes Pages Formatted
The document discusses how principals and teachers in changing schools are blurring boundaries between leading, learning, and teaching. Their schools have high levels of leadership throughout the organization. Teacher leadership capacity is fostered through job-embedded professional development that helps teachers grow in their profession. School leaders create a culture of using data to improve instructional practices. The quality of teacher leadership depends on individual teachers' skills, attitudes, and behaviors. Cultivating teacher leadership may encourage experienced teachers to remain in the profession.
Detailed Agenda Understanding Teacher Leadership Formatted
Detailed Agenda Understanding Teacher Leadership FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document provides materials and procedures for an activity to help participants understand the nature of teacher leadership. Participants will read quotes about teacher leadership posted around the room and discuss in groups the statements they chose. The goal is to have participants reflect individually and as a group to begin constructing a working definition of teacher leadership.The Six Working Genius Short Explanation
Working Genius is based on premise that in the task continuum each of us have pain point.
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotes
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
More Related Content
More from Michigan Mathematics and Science Teacher Leadership Collaborative
Developing Teacher Leaders in Science
Developing Teacher Leaders in ScienceMichigan Mathematics and Science Teacher Leadership Collaborative
MMSTLC Presentation on Developing Teacher Leaders in Science, and on Creating Partnerships and Networks to Support Teacher LeadersSupporting Teacher Leadership Oct09
Supporting Teacher Leadership Oct09Michigan Mathematics and Science Teacher Leadership Collaborative
Leadership development resources from the MMSTLC program. This presentation focused on providing building and district administrators with information to support teacher leaders in their schools.Constructing A Model For Leadership Oct09
Constructing A Model For Leadership Oct09Michigan Mathematics and Science Teacher Leadership Collaborative
This document discusses qualities of excellent leaders and roles of teacher leaders. It defines leadership qualities through the framework of attitude, skills and knowledge. Some key leadership roles for teachers discussed are instructional leadership, institutional leadership, departmental leadership, professional leadership, and administrative leadership. The document instructs participants to brainstorm and discuss teacher leadership roles in small groups using leadership role category charts.Water Quality Lesson 5
Students use maps to trace the flow of water from Michigan watersheds into the Great Lakes and ultimately to the Atlantic Ocean. They analyze topographic and watershed maps to predict water flow and explain how elevation affects movement. An optional extension allows students to build physical models of Michigan's topography and watersheds to demonstrate their understanding of these relationships.
Water Quality Lesson 4
This document provides an overview of a lesson plan exploring watersheds. Students will work in groups to build watershed models and make observations. They will create elevation maps and write predictions about water flow. By testing their models, students can explain how water moves through a watershed and compare their models to real river systems. The goal is for students to understand concepts like runoff, absorption, and groundwater flow based on elevation changes.
Water Quality Lesson 3
This document provides guidance for teachers on lesson 3 of a curriculum about investigating local water quality. It discusses having students develop sub-questions to help answer the driving question of "What is the Water Like in Our River?". The lesson focuses on establishing criteria for good questions and having students refine their own questions to meet those criteria. It also previews the next lesson which will involve building a watershed model.
Water Quality Lesson 2
Students observed a local river through a walk or video in order to form hypotheses about the river's water quality. Working in small groups, they recorded observations and compared the river water to samples of different water quality. The groups then developed initial hypotheses about the river's water quality and shared them with the class. The teacher will assess the students' abilities to form testable hypotheses supported by evidence from their river observations.
Water Quality Lesson 1
This document outlines a lesson plan about water quality. The objectives are for students to develop their own definitions of water quality by exploring water samples and discussing their observations. The activities include examining four jars with different materials added and one jar of local river water. Students will discuss in groups which samples are suitable for different uses like fishing or drinking. They will then develop a consensus definition of water quality as a class. The next lesson involves a field trip to a river or a presentation to continue investigating water quality.
2
This document summarizes a professional learning task case study about a 7th grade teacher, Ron Castleman. The case study depicts Ron facilitating a task where students use visual representations to determine the percent, fraction, and decimal for a shaded portion of a grid. It shows Ron attempting to support students' work without directly telling them how to solve it, maintaining a high level of cognitive demand. The case study also depicts Ron using the same task twice with different groups, allowing readers to see how a teacher's instructional decisions impact student learning opportunities. Facilitators can use "dual cases" to prompt discussions on how evidence in the narrative relates to maintaining high levels of cognitive demand.
Design Process Formatted
This document discusses using design-based investigations in science education. It outlines the design process, which involves identifying the problem context, researching the topic, developing ideas, building models, and testing/getting feedback to refine subsequent iterations. The goal is to solve problems through applying science concepts. Design projects follow procedures that vary from the scientific method but can still effectively build understanding and allow assessment of student learning.
Assessment Overview Formatted
1. The document discusses assessing student understanding in science and the difference between assessment and grading. Assessment is intended to further student learning while grading is more summative and judgmental.
2. The purposes of assessment are outlined as focusing student learning, teaching, improving systems, and influencing policy and planning. Different types of assessment include formative and informal to get a broader view of student understanding.
3. The document then discusses domains of learning, types of assessments, and Bloom's taxonomy, which categorizes cognitive learning objectives from simplest to most complex. Formal assessments examine products while informal assessments use classroom questioning.
1 A Formative Assessment Cards Formatted
1 A Formative Assessment Cards FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document outlines various assessment tools used for student evaluation including graded and non-graded pre-assessments, mid-year exams, student self-assessments, end of unit projects, homework, weekly quizzes, math worksheets, unit tests, teacher observations, probing questions, screening exams, and state-mandated achievement tests. These assessments are intended to provide feedback on student understanding and progress throughout the school year.Continuum Of Emerging Teacher Leadership Formatted
Continuum Of Emerging Teacher Leadership FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document presents a continuum for assessing teacher leadership skills across four domains: adult development, dialogue, collaboration, and organizational change. It provides indicators for rating skills from 1-5 in each domain, with a 5 indicating more advanced skills such as enabling reflection in others, facilitating dialogue among colleagues, engaging others in collaborative decision-making, and initiating innovative change. The continuum is intended to help educators evaluate their own leadership and have supportive conversations around coaching, mentoring, and professional development to strengthen teacher leadership capacities.Bakers Dozen Handout Formatted
This document outlines 13 selection criteria for identifying teacher leaders, including possessing a strong commitment to math or science education, having at least 5 years of teaching experience and being at least 10 years from retiring, displaying credibility and effectiveness with other staff, demonstrating collaborative and communication skills, and showing potential to develop coaching, mentoring, and leadership abilities.
Detailed Agenda T S L Selection Criteria Formatted
Detailed Agenda T S L Selection Criteria FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document provides materials and procedures for a 30-minute activity to help participants develop criteria for selecting teacher leaders. It involves introducing attributes of teacher leaders through a discussion, reviewing example criteria using a "Baker's Dozen" handout, and having teams develop their own selection criteria to share. The goal is to help representatives, STEM programs, and school districts set criteria for choosing teacher leaders.Reflection T S L Criteria Formatted
Reflection T S L Criteria FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document provides selection criteria for choosing a Teacher Leader to help lead a project aimed at building science and mathematics leaders in Michigan. An ideal Teacher Leader should have positive attitudes and dispositions, strong content knowledge in science and math, and leadership, communication and interpersonal skills to help guide the project to success. The document prompts selecting a Teacher Leader based on criteria that will further the goal of developing future science and math leaders in the state.Detailed Agenda Introduction To Leadership Formatted
Detailed Agenda Introduction To Leadership FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document provides an introduction to leadership and outlines a 45 minute activity to help participants gain an understanding of the nature of teacher leadership. The activity involves reflections, discussions, and a presentation on developing leadership at different levels including teachers, administrators, higher education, and mathematics and science centers. The goal is to help representatives and leaders in STEM and education better understand leadership development.Reflection Intro To Leadership Resources Formatted
Reflection Intro To Leadership Resources FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
This document contains reflection questions for an introduction to leadership course. It asks students to reflect on their earliest leadership position, how they were identified as a potential leader, who recognized their leadership skills, why that person saw them as a leader, how that person shared expectations with them, what initial challenges they faced as a new leader, and how they overcame those challenges. It aims to help students develop self-awareness of their leadership journey and skills.Leadership Quotes Pages Formatted
The document discusses how principals and teachers in changing schools are blurring boundaries between leading, learning, and teaching. Their schools have high levels of leadership throughout the organization. Teacher leadership capacity is fostered through job-embedded professional development that helps teachers grow in their profession. School leaders create a culture of using data to improve instructional practices. The quality of teacher leadership depends on individual teachers' skills, attitudes, and behaviors. Cultivating teacher leadership may encourage experienced teachers to remain in the profession.
Detailed Agenda Understanding Teacher Leadership Formatted
Detailed Agenda Understanding Teacher Leadership FormattedMichigan Mathematics and Science Teacher Leadership Collaborative
The document provides materials and procedures for an activity to help participants understand the nature of teacher leadership. Participants will read quotes about teacher leadership posted around the room and discuss in groups the statements they chose. The goal is to have participants reflect individually and as a group to begin constructing a working definition of teacher leadership.More from Michigan Mathematics and Science Teacher Leadership Collaborative (20)
Continuum Of Emerging Teacher Leadership Formatted
Continuum Of Emerging Teacher Leadership Formatted
Detailed Agenda T S L Selection Criteria Formatted
Detailed Agenda T S L Selection Criteria Formatted
Detailed Agenda Introduction To Leadership Formatted
Detailed Agenda Introduction To Leadership Formatted
Reflection Intro To Leadership Resources Formatted
Reflection Intro To Leadership Resources Formatted
Detailed Agenda Understanding Teacher Leadership Formatted
Detailed Agenda Understanding Teacher Leadership Formatted
Recently uploaded
The Six Working Genius Short Explanation
Working Genius is based on premise that in the task continuum each of us have pain point.
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotes
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Understanding of Self - Applied Social Psychology - Psychology SuperNotes
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Aggression - Applied Social Psychology - Psychology SuperNotes
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Best Way to Overcome Procrastination and Increase Productivity.pdf
Best Way to Overcome Procrastination and Increase Productivity.pdfMillion-$-Knowledge {Million Dollar Knowledge}
Procrastination is a common challenge that many individuals face when it comes to completing tasks and achieving goals. It can hinder productivity and lead to feelings of stress and frustration.
However, with the right strategies and mindset, it is possible to overcome procrastination and increase productivity.
In this article, we will explore the causes of procrastination, how to recognize the signs of procrastination in oneself, and effective strategies for overcoming procrastination and boosting productivity.The Secret Warrior - Help Share a Parent or Loved Ones’ Cancer Diagnosis with...
The Secret Warrior - Help Share a Parent or Loved Ones’ Cancer Diagnosis with...CANSA The Cancer Association of South Africa
You may be stressed about revealing your cancer diagnosis to your child or children.
Children love stories and these often provide parents with a means of broaching tricky subjects and so the ‘The Secret Warrior’ book was especially written for CANSA TLC, by creative writer and social worker, Sally Ann Carter.
Find out more:
https://cansa.org.za/resources-to-help-share-a-parent-or-loved-ones-cancer-diagnosis-with-a-child/Strategies to rekindle the fire inside you and stay motivated.pdf
Strategies to rekindle the fire inside you and stay motivated.pdfMillion-$-Knowledge {Million Dollar Knowledge}
As we navigate through the ebbs and flows of life, it is natural to experience moments of low motivation and dwindling passion for our goals.
However, it is important to remember that this is a common hurdle that can be overcome with the right strategies in place.
In this guide, we will explore ways to rekindle the fire within you and stay motivated towards your aspirations.Recently uploaded (8)
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotes
ProSocial Behaviour - Applied Social Psychology - Psychology SuperNotes
Understanding of Self - Applied Social Psychology - Psychology SuperNotes
Understanding of Self - Applied Social Psychology - Psychology SuperNotes
Aggression - Applied Social Psychology - Psychology SuperNotes
Aggression - Applied Social Psychology - Psychology SuperNotes
aula open english sobre Classic-motorcycles-2_1.pdf
aula open english sobre Classic-motorcycles-2_1.pdf
Best Way to Overcome Procrastination and Increase Productivity.pdf
Best Way to Overcome Procrastination and Increase Productivity.pdf
The Secret Warrior - Help Share a Parent or Loved Ones’ Cancer Diagnosis with...
The Secret Warrior - Help Share a Parent or Loved Ones’ Cancer Diagnosis with...
Strategies to rekindle the fire inside you and stay motivated.pdf
Strategies to rekindle the fire inside you and stay motivated.pdf
Task Adding Ratios Formatted
- 1. ADDING RATIOS Consider the two problems: Sharing Pizza & Coffee Problem. Sharing Pizza You are going to eat pizza with your friends. When you arrive you see that the restaurant has set up one large table that seats 10 people, and a small table that seats 8 people. The server places four pizzas on the large table and three pizzas on the small table. At each table, everyone shares the pizzas equally. If you were to combine the two tables, what will be the ratio of pizza to people? Explain your thinking. Coffee Problem In mix A the ratio of milk to coffee is 2 : 3. In mix B the ratio of milk to coffee is 3 : 4. What is the ratio of milk to coffee if the mixtures were combined? Explain your thinking.