1) The document provides instructions for making 52 cubes with dimensions of 3cm x 3cm x 3cm. It explains that the first layer needs 5 cubes, the second layer needs 11 cubes, and the third and fourth layers each need 12 cubes. This accounts for the total of 52 additional cubes needed.
2) There is a diagram showing the shaded and unshaded areas of two figures. It is explained that one part of the shaded area is 3 units and the total shaded area is 29 units.
3) A triangle problem is presented where the height of one triangle is three times the height of another triangle. It is determined that the length of the base AC is 17cm.
Filament-core yarns are produced to take advantage of both filament and staple fibre properties. They offer good strength and uniformity without sacrificing the staple fibre yarn-like surface characteristics. Core-spun yarns containing spandex provide fabric designers with broad possibilities, because such stretchable yarns can be constructed with a wide range of properties using virtually any type of hard fibres as the cover yarn. However, a disadvantage of the core yarns is that the staple fibre sheath may slip along the filament when being pulled to pass over or when being rubbed by machine parts during further mechanical processes. But it is very easy to produce core-spun yarn containing spandex in a conventional ring frame after doing some modification of the machine.
Filament-core yarns are produced to take advantage of both filament and staple fibre properties. They offer good strength and uniformity without sacrificing the staple fibre yarn-like surface characteristics. Core-spun yarns containing spandex provide fabric designers with broad possibilities, because such stretchable yarns can be constructed with a wide range of properties using virtually any type of hard fibres as the cover yarn. However, a disadvantage of the core yarns is that the staple fibre sheath may slip along the filament when being pulled to pass over or when being rubbed by machine parts during further mechanical processes. But it is very easy to produce core-spun yarn containing spandex in a conventional ring frame after doing some modification of the machine.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
www.animathsolution.com
1. Prepared By Mr Seelan 3cm
Hp: 90691139
Home use only
3cm
3cm
15 cm
3cm
3cm
52 more cubes
3cm 3cm 3cm 3cm
12cm
Needed = 5 + 11 + 12 + 12 + 12 = 52 more cubes
Mark out theFirstrd layer needsaddcubescubes each
Similarly,Mark out th layersneeds 12first the height
2nd3 and 5 need to required for
remaining layerare needed
4thlayer needdimensionscubes
52 more the to 12 11cubes
layer cubes add 5
2. x 4 parts = 12 units
9
3 1 part = 3 units
x3 x y
1 x3
3 5 parts = 15 units
3 + 12
3 Shaded Area of Y : Total area of figure
z 3 : 3 + 12 + 9 +5
5 3 : 29
Prepared By Mr Seelan
Hp: 90691139
Home use only z
Divide 15 unitsArea 3 isYto 3 and29 units parts
Shaded is 3whole unshadedthe 5 parts
Make both shaded 29 is unshaded
Area ofinto of figure
1 part, = units is 3
shaded units same
3. 2
The height of triangle AEC is 3 times the height of triangle ADC. The shaded area is 34 cm
Find the length of the base AC. E
2cm
2
34cm
D 2cm6cm Divide this into 3 units
2cm 2cm
A C
B
17cm
Height of triangle ADC = 6cm ÷ 3 = 2cm
Area = 1 unit
Area of triangle ADC = 1 x Base x Height
2
17 = 1 x AC x 2 cm 2
2 2 units = 34 cm2
AC = 17 cm 1 unit = 34 cm ÷ 2
Area = 3units 2
= 17 cm
Prepared By Mr Seelan
Hp: 90691139
Home use only
DB ismanyAEC2cm the shadedof ADC. So area=of AEC is also 3 times that of ADC.
How equalunits is times that area?
Shaded of to is units
Height area is 2 3 AC 17 cm
4. 2
= 36cm
At first 5u : 2u
- Area R S - Area
3P
5u
3 : 1
p p
CUT 9cm 2 CUT
6cm
1P
2u
CUT18
u
u 18
6cm 2
3p u 18 Area of rectangle at first = 6cm x 6cm = 36cm
2p CUT 18
u 18 u 2 u = 36 cm 2 2
u 18 u 18 1p 1 u = 36 cm 2 ÷ 2 =18cm
2 p = 18 cm 2 X 3 36 cm 2
Rectangle Square
= 54cm 2 - 27 cm 2
Prepared By Mr Seelan
1 p = 54cm 2 ÷ 2 = 27cm 2 2 =9cm2
Hp: 90691139
Home use only AfterCut the Separate theRectanglethe3cm–squareandunits 1 part
shadedshaded cut, 5 = AreaisAreapartssquarethe end
Area ofareaAfter of for bothatand of squareSquare
Area of rectangle square , isfirstthe and 2 square
shaded partrectangle 36 rectangle in
is area units Area
5. X = 1 unit, rectangle A = 8 units Prepared By Mr Seelan
Hp: 90691139
Home use only
X = 1 unit, rectangle B = 6 units
3 boxes = 9cm 2 boxes = 4cm
1 box = 9cm ÷ 3 1 box = 4cm ÷ 2
8 7 6 5 = 3cm = 2cm
2 2 2 2
6 cm 6 cm 6 cm 6 cm Area of small rectangle =3cm x 2cm
2
3cm = 6 cm
4 3 2 1 2 3 9cm
2 2 2
A
6 cm 6 cm 6 cm x 2 2
6 cm 1 6 cm 2 3
4 5
x6 2
6 cm 6 cm
2 2cm
2 2 2 4cm
6 cm 6 cm 4 6 cm 5 6
2 2 2
6 cm 6 B B cm 6 cm
2 B
Area of unshaded part = 12 boxes x 6 cm
2
= 72 cm
2
Raffles SA1 2010
5/23/2012 Mr Seelan Ans : Area of unshaded part is 72 cm
Hp: 90691139 5
6. Total boxes = 15 boxes
Make all boxes $540equal size
15 boxes = into
Henry Park SA1 2009 Extend the= $540boxes to make the same size as the big boxes
1 box small ÷ 15
= $36
Ans: a) The badminton racket cost $21
Ans: b) The tennis racket cost $342
$36 1 badminton racket cost = $36 -$15
Badminton $21 $15
? = $21
1 badminton racket
racket 1 1 Tennis racket cost = $57 x 6
= $342
2 soccer balls
1 soccer ball
Soccer Ball 2 3 1 tennis racket
$435+$15+$15+$15
$15 $15 $15 $15 $15 $15 +$15 +$15 +$15+$15
Tennis 4 5
$21 6
$21 $21 $15 $21
7 8 9
$21
= $540
racket
$36 $36 $36 $36 $36
10 11 12 13 14 15
5/23/2012 $57 $57Mr Seelan Hp: 90691139
$57 $57 $57 $57 6
1 time 2 times 3 times 4 times 5 times 6 times
7. June = 3 boxes
same Amy = 7 boxes
$60
$20 same
$60
Divide this into 3 boxes Divide this into 3 boxes 3 boxes = $180
1 box = $180 ÷ 3 boxes
= $60
3 small boxes = $60
$60 1 small box = $60 ÷ 3 boxes
= $20
$60 $180
$60
Amy and Susan each pay = $60 + $20
Susan = $80
June Amy
Prepared By Mr Seelan
Hp: 90691139 Home use only Ans: $80 each
Raffles SA2
5/23/2012 2010 Mr Seelan Hp: 90691139 7
Editor's Notes
Speech Notes - Slide 11. [Rectangle] Rectangle ClipMark out the dimensions first2. [Rectangle] Rectangle ClipFirst layer need to add 5 cubes3. [Rectangle] Rectangle Clip2nd layer need to add 11 cubes4. [Rectangle] Rectangle ClipMark out the remaining layers required for the height5. [Rectangle] Rectangle Clip3rd layer needs 12 cubes6. [Rectangle] Rectangle ClipSimilarly, 4th and 5th layer needs 12 cubes each7. [Rectangle] Rectangle Clip52 more cubes are needed